Institutional Researcher & BI Analyst: Analytics and Institutional Research Unit
Email: celine.meyers@wits.ac.za
Dr Fezile Wagner
Team Lead & Principal Researcher: Analytics and Institutional Research Unit
Email: fezile.wagner@wits.ac.za
REPORT REVIEWERS
Prof Garth Stevens
Deputy Vice-Chancellor:
People Development and Culture
Dr Bernadette Johnson
Director:
Transformation and Employment Equity Office
Prof Brett Bowman
Senior Director: Research Office
DATA ANALYSIS
Dr Fezile Wagner
Team Lead & Principal Researcher: Analytics and Institutional Research Unit
Dr Celine Meyers
Institutional Researcher & BI Analyst: Analytics and Institutional Research Unit
Ms Lerato Makuapane Researcher: Analytics and Institutional Research Unit
Ms Thabang Kaneli
Institutional Researcher & BI Analyst: Analytics and Institutional Research Unit
Mr Richard van Rensburg
Research Intern: Analytics and Institutional Research Unit
Mr Stash Gomes
Former Research Intern: Analytics and Institutional Research Unit
ACKNOWLEDGEMENTS
PROJECT REFERENCE COMMITTEE
Prof Garth Stevens
Mr Kevin McLoughlin
Dr Fezile Wagner
Dr Celine Meyers
Prof Brett Bowman
Ms Lerato Makuapane
Dr Bernadette Johnson
Prof Amanda Esterhuysen
Prof Sumaya Laher
CO-CREATORS OF RECOMMENDATIONS
Advancement Office
Transformation and Employment Equity Office
Disability Rights Unit
Student Affairs Units
Academic Affairs Units
Research and Innovation Office
Human Resources Team
Operations and Facilities Management Department
Student Representative Council
Postgraduate Association
Gender Equity Office
Sincere thanks are extended to the Wits Advancement Team for their excellent role in coordinating internal communication and marketing for the study, and to every respondent and participant who made this possible.
SERVICE PROVIDERS:
For support with the qualitative components of this study.
Centre for Statistical Analysis and Research (CESAR) Relativ Impact
LIST OF FIGURES
LIST OF TABLES
MESSAGE FROM THE VICE-CHANCELLOR AND PRINCIPAL
The University of the Witwatersrand (Wits) occupies a special place in the hearts and minds of South Africans. It is an open space that serves as a microcosm of society and a beacon of hope, in a world fraught with political, socioeconomic and other challenges. As former President Nelson Mandela once espoused, “Education is the most powerful weapon that you can use to change the world.”
With over 200 000 graduates, Wits’ legacy is built on 100 years of academic and research excellence, social justice, and the advancement of the public good. Our University continues to thrive today, creating new knowledge and developing the wellspring of talent that will drive our economy and effect beneficial change in society, thanks to our people.
We, the people of Wits – students, staff and alumni – are bound together by more than time or place. We are connected by purpose, by our shared aspirations, and by our profound belief in the transformative power of knowledge. Our diversity is our strength, and our resilience and experience are intricately woven into the social fabric of this great institution.
This institutional culture study reflects our social fabric and reveal both the convergence of our ideologies and the tensions we must acknowledge if we are to grow collectively. Culture is not something we inherit – it is something that we co-create, day by day, in our lecture halls, laboratories, offices, and corridors. The Wits 2033 Strategic Framework challenges us to advance a shared identity, one that embraces our differences. At the centre of that vision is our people. We exist because of
you – staff and students who teach with passion, research with curiosity, work with commitment, and learn with courage. This study centres around your voices and encourages us to find practical solutions to our collective challenges.
Given our current global world order and local context, we recognise that our journey forward may not always be easy. However, through our commitment to create a better society for all, we can work to achieve our goals collectively and to lead in growing the next generation of change-makers and global scholars; innovating and pioneering knowledge; using our knowledge and influence to advance society from our vantage point in the Global South; strengthening democracy and governance; and transforming the global university landscape, together with our partners.
We will continue to be a diverse, inclusive, people-centred university, developing a culture of agility, innovative thinking, and entrepreneurial spirit. We will nurture and cultivate talent across all spheres of the University, fostering an environment that allows all our people to thrive. In this spirit, let this institutional culture study be more than a report. Let it be the beginning of deeper understanding, of shared purpose, and of a renewed commitment to creating a Wits where all can belong, contribute, and thrive. Let it be a place that consolidates our common humanity, catalysing change in our world for the better.
Professor Zeblon Vilakazi FRS Vice-Chancellor and Principal
MESSAGE FROM THE DEPUTY VICE-CHANCELLOR: PEOPLE DEVELOPMENT AND CULTURE
Greetings to all of you as membersof the Wits Community!
In 2022, Wits University celebrated its centenary year, providing all of us with an opportune moment to reflect on the last 100 years of its history as a key public university and institution in South Africa. This fascinating history, of course, has shaped and been shaped by the broader social context in which it has been embedded, and has reflected, refracted, and refigured this context in complex ways.
Internally, it has also, of course, shaped the institutional cultures that prevail today. These institutional cultures determine the daily rhythms and cadences of Wits, which are conveyed through our relationships, values, beliefs, aspirations, norms, practices, policies, systems, distributional regimes, tacit and explicit knowledge, and cultural capital.
With this in mind, and considering the commencement of the Wits 2033 Strategy, we embarked on the largest single institutional culture study among our students, staff, alumni, and key stakeholders. This report summarises the findings of this study, highlighting our achievements and identifying areas for continued development within our university community. Beyond thought-provoking insights, the report also begins to signal how we will integrate these findings into our planning and implementation of the Wits 2033 Strategic Framework.
In turn, these are embodied as the collective experiences of those connected to the Wits community, and can either impede or enable people and our institution to thrive as an inclusive, diverse, sustainable and equitable community of knowledge and excellence.
More than 30 years since we transitioned to democracy, Wits has made significant strides to reflect the changing nature of our society, to be responsive to the vexing questions of our time, to mirror what it means to be an anchor public institution, to reflect the composition of South African society, to demonstrate its commitment to social transformation and the public good, and to act as an exemplar of excellence in the pursuit of knowledge. Our institutional culture is at the core of sustaining the vision and mission of Wits University, and it will be incumbent on all of us to cultivate such an enabling culture. I extend my warmest appreciation to all of you who were integral to this study and who continue to make Wits one of the premier institutions in our country, on the continent, and across the globe.
Enjoy the read!
Prof Garth Stevens Deputy Vice-Chancellor: People Development and Culture
MESSAGE FROM THE DIRECTOR: TRANSFORMATION AND EMPLOYMENT EQUITY OFFICE (TEEO)
The new Transformation Pillars that guide transformation at Wits University are focused on both the internal transformation of the university, for example, Employment Equity and Redress, and are outward facing to the university’s multiple publics. Often, when we consider the experience of our communities on transformation, we tend to focus on the internal university role players through conducting surveys on institutional culture or institutional climate. While these surveys have in the past given us some insight into how the university community experiences the university, it has not enabled us to consider appropriate strategies for multiple contexts.
The study is distilled into a dashboard which allows us to understand how different role players at different levels within the university experience the university, for example, how senior lecturers in the science faculty experience the university in relation to senior lecturers in the faculty of humanities. The same comparative analysis can be conducted across stakeholders/ role-players inside the university and in relation to external communities.
This report will revolutionise the way we do Transformation at Wits. In our strategic research as the Transformation and Employment Equity Office (TEEO) we are most concerned with DoingTransformation and making the change we desire.
The study allows us to develop evidencebased interventions in Doing Transformation with a special focus on Institutional Cultures to bring about change. For example, it allows us to understand that the university is not homogeneous and that different communities in different spaces/disciplines will have different experiences and will require different support and interventions to build inclusive, constructive, and supportive institutional cultures. It also allows us to understand, given the multi-dimensional nature, with reference to the different institutional priorities such as brand and reputation, research and innovation, teaching and learning, management, place and partnerships, leadership, and governance; other than, for example, diversity, equity, and inclusion; taking us to the heart of the missions of the university.
This research into institutional cultures, not culture as a study is multi-dimensional, multi-stakeholder, and multi-methodological. We now have much better insights into the university community, both inside and outside the university, and how the university is perceived. It marks a study that is transformative in its very nature.
This study would not have happened without the leadership of Professor Garth Stevens. He had the foresight to understand that a study of this nature would have the potential to change the importance of transformative praxis within the university.
This work will live beyond us, and I am proud to be associated with it. Also, I am appreciative that Professor Stevens included the Transformation Office in the reference group and discussions on conceptualising this project. It is an important shift, as often experiential knowledge is not valued in the way it has been. When it does, it produces a material shift in conceptions of change. Working alongside members of the reference group has been an intellectual feast. I am also very grateful to the research team, especially Dr Celine Meyers and Dr Fezile Wagner, for their exceptional research leadership and work.
What we do at Wits in Transformation is not only for Wits, but we also hope it is of value to the higher education sector and all those across the globe who believe in social justice, peacebuilding, and a better world for all. The days of surveys without actionable outcomes are over.
We are excited to work in a space of evidencebased research and learning from doing that will inform and shape the design and future research on material and strategic interventions that make a difference to our university communities. Our vision is that we participate and co-create an environment where we all feel at home and can truly claim that the universities we live and work in are representative of the place we desire them to be.
We are committed to Wits for Good.
Dr Bernadette Johnson Director: Transformation and Employment Equity Office
EXECUTIVE SUMMARY
Wits’ centenary in 2022 was more than a celebration. It was a pivotal opportunity to reflect on the institution’s legacy and shape its trajectory toward 2033. In alignment with the Wits 2033 Strategic Framework, the Wits@100 Cultures Study: Past Reflections and Future Directions for 2033 was commissioned by the Deputy Vice-Chancellor: People Development and Culture in 2023. The study set out to explore internal and external perceptions of Wits’ positioning to ensure it remains responsive, inclusive, and globally competitive in the decade ahead.
Using a three-phase mixed-methods approach, the study combined an archival review of 109 documents, survey responses from 3,803 students, 1,101 staff members, and 1,800 alumni, as well as 57 in-depth interviews (IDIs) and focus group discussions (FGDs) with key informants. The study captured both internal and external perceptions of the institution and developed actionable recommendations across key institutional priorities: Brand and Reputation; People and Culture; Diversity, Equity, and Inclusion (DEI); Teaching and Learning; Research and Innovation; Place and Partnerships; and Management, Leadership and Governance. These thematic areas are directly aligned with the pillars of the 2033 strategy, which aim to position Wits as a leading, inclusive, and socially responsive institution - one that excels in teaching and learning, advances research and innovation, strengthens partnerships, and upholds effective and ethical governance.
Brand and Reputation
Historically, Wits has been renowned for its academic and research excellence, a legacy that remains central to the institution’s identity. The archival review documents a past of robust scholarly output, social justice contributions, and global rankings that have shaped a strong reputation from the 1990s to the present. Recent survey data suggest that staff, students, and alumni largely continue to view Wits as an institution defined by excellence and academic rigour. However, the qualitative feedback suggests potential opportunities to strengthen communication practices and to make transformation initiatives more visible and impactful on campus. External stakeholders, including alumni and industry partners, value Wits’ heritage but also recognise the ongoing need for innovation and responsiveness to contemporary challenges.
People and Culture
Wits’ vibrant campus culture is underpinned by a longstanding commitment to inclusivity, shaped by a rich history of student activism and academic engagement. The archival review highlights a legacy of transformative initiatives, while survey and qualitative findings indicate that staff and students generally feel a strong sense of pride in being part of the Wits community. However, there remain prospective opportunities to strengthen administrative support, career progression, and work-life balance. Notable differences are evident between academic and Professional and Administrative Staff (PAS): academic staff reported challenges with teaching, research pressures, and workload balance, while PAS highlighted opportunities for clearer career development pathways. Similarly, newer employees often noted a sense of limited belonging and a need for better orientation, while longserving employees focused more on stability and continuity within the institutional culture. External perceptions from union representatives and alumni further emphasise the importance of enhancing mentorship for staff, improving communication channels, and ensuring equitable opportunities for professional development.
Diversity, Equity and Inclusion
DEI efforts at Wits are rooted in its historical redress from an exclusive to an inclusive institution. The archival evidence tracks the evolution of policies aimed at addressing past inequities, while current survey data reveal broadly positive perceptions of diversity, equity, and inclusion. However, both staff and student feedback indicate a continued need to foster a stronger sense of belonging. While existing efforts to address discrimination are acknowledged, there is scope to expand support for greater awareness of initiatives, clearer communication of DEI policies, and targeted mentorship programmes. External perspectives reinforce these findings, highlighting the need for a balanced approach between global competitiveness and local social realities.
Teaching and Learning
The institution’s mission is directly related to academic excellence. The survey responses from staff and students indicate positive views of Wits’ high-quality curriculum, engaging lecturers, and comprehensive support services. Additional qualitative feedback suggests that lecturers value the intellectual stimulation students bring, but highlight challenges related to workload, administrative support, and infrastructure. Students also recognise the rigorous academic environment at Wits, but identify possible opportunities to streamline the admissions process, improve communication around financial aid, and integrate more practical, industry-relevant learning experiences.
Research and Innovation
Wits’ identity is equally shaped by its research excellence. The archival documents and survey data reflect strong staff perceptions of Wits as a hub of cutting-edge, internationally competitive research. However, time constraints due to heavy teaching loads, difficulties in accessing funding, and limited cross-faculty collaboration are noted as key barriers. Both internal and external stakeholders suggest that enhanced support for emerging researchers, streamlined funding processes, and stronger industry partnerships could elevate Wits’ research profile and further improve graduate employability.
Place and Partnerships
The physical campus and its relationship with the surrounding urban environment contribute significantly to Wits’ identity as an anchor institution. The internal feedback demonstrates admiration for the campuses’ heritage and safety, but also highlights the ongoing need for improved access for individuals with disabilities and stronger off-campus security. External stakeholders, including alumni, city partners, government representatives, and industry associates, highlight Wits’ vital role in community engagement and urban revitalisation.
Management, Leadership and Governance
Effective leadership and transparent governance are critical to Wits’ long-term success. While staff and students largely commend the institution’s strategic vision and commitment to student support, internal feedback identifies potential opportunities for greater transparency in decision-making and more inclusive governance practices.
Across all thematic areas, the study highlights the interplay between historical legacies and emerging opportunities to ensure continued relevance and effectiveness. The co-created recommendations developed in consultation with all portfolio leaders provide guidance and direction for institutional growth. These recommendations aim to ensure that Wits not only sustains its reputation for excellence but also continues to evolve in response to a rapidly changing academic, social, and urban landscape.
INTRODUCTION
BACKGROUND TO THE STUDY
BACKGROUND TO THE STUDY
Universities across the globe have undergone significant shifts and transformations over the past few decades (Mpungose, 2020; Mzangwa & Dede, 2019; Singh, 2015). Technological advancements, globalisation, changing demographics, rising graduate unemployment, persistent funding constraints, and evolving student needs continue to reshape the higher education landscape (El-Azar, 2022; McDonnell-Naughton & Păunescu, 2022; Schofer et al., 2021). More recently, institutions have also had to navigate global political developments, such as resistance to DEI initiatives under the Trump administration in the United States (Arrasmith, 2025), alongside renewed calls for universities to reaffirm their social responsibility in an increasingly polarised world (Amner, 2025).
In South Africa, the absence of coherent policy responses to longstanding issues, including funding shortfalls, staff shortages, a lack of affordable student accommodation, academic exclusion, and unpaid student debt, continues to trigger annual protests (Adonis & Silinda, 2021; Jansen, 2020; Van Der Merwe, 2021). Many of these challenges are rooted in historical legacies that are embedded within multiple institutional cultures. Despite efforts to transform the higher education system post-apartheid, many institutional cultures and traditions remain resistant to change (Adonis & Silinda, 2021). These entrenched cultures continue to hinder the achievement of a more equitable and inclusive system, shaping the experiences of both internal and external constituencies (Van Schalkwyk et al., 2022). As such, there is a growing need to examine institutional culture through a multidimensional lens, particularly in the absence of structured mechanisms to manage emerging challenges.
Recent scholarship highlights the importance of stakeholder engagement in shaping institutional identity and responsiveness (Gupta et al., 2020; Huzzard, 2021; Kujala et al., 2022). There is an increasing recognition that universities must consider the perspectives of students, staff, alumni, industry partners, and broader society to remain relevant and impactful (Boggs et al., 2021; Du Plessis et al., 2022; Gulden et al., 2020). Institutions are therefore urged to re-examine their cultures, often shaped by inherited norms and standardised practices through more inclusive and reflective processes (Adonis & Silinda, 2021).
This study builds on a legacy of institutional reflection at Wits, most notably the seminal 1986 study led by the late Prof. Eddie Webster. The study explored perceptions of Wits among three constituencies: the surrounding PWV (Pretoria-Witwatersrand-Vereeniging) region, the international academic community, and the institution’s staff and students. Webster’s (1986) findings positioned Wits as a university defined by liberal values and academic excellence, with strong ties to business, government, and the surrounding community. However, challenges such as funding constraints, mental health concerns, and barriers to access were already evident at the time. This study was instrumental in defining the institutional context, although it did not follow the same methodological approach.
Nearly four decades later, the Wits@100 Cultures Study revisits and expands on the foundational work of institutional reflection. Commissioned in 2023 by the Deputy Vice-Chancellor: People Development and Culture, the study aligns with the Wits 2033 Strategic Framework and aims to examine the past and present dynamics that shape the university’s identity, responsiveness, and future direction. The current study adopts a much broader, multi-stakeholder framework that incorporates a wider range of perspectives. Structured around the arc of institutional life, the study explores the perceptions of staff, students, and alumni from their entry into the institution, through their academic and professional development, to their transition into broader society. This approach enables a comprehensive understanding of institutional influence and the evolving expectations of key publics over time.
The study also incorporates external perspectives from wider constituencies, including the city and surrounding communities, government and industry partners, and other key stakeholders, to gain a better understanding of how Wits is viewed beyond its immediate campuses. As the institution enters its second century, it aspires to strengthen its position as a leading institution that drives social impact, both locally and globally. Leading change has long been integral to Wits’ identity, and through this study, the institution reaffirms its commitment to becoming more purpose-driven, inclusive, and future-oriented, in line with the Wits 2033 vision.
1.1 RESEARCH AIMS
The Wits@100 Cultures Study: Past Reflections and Future Directions for 2033 aimed to:
• Understand the perspectives of multiple publics, both internally and externally, on Wits’ positioning as an anchor institution in the city, 100 years on.
• Identify the challenges facing higher education, including persistent elements of institutional culture, as well as the institution's relationships with key constituencies, such as industry, civil society (including the city and surrounding community), and the public sector.
• Move beyond mere reflection and instead provide direction on how Wits can become an institution that is “fit for purpose” in alignment with the 2033 strategy.
1.2 UNIVERSITIES AS ANCHOR INSTITUTIONS
Higher Education Institutions (HEIs) extend beyond centres of learning and play a critical role in shaping communities and driving sustainable development (Stanistreet, 2023). The concept of an “anchor institution” has emerged as a fundamental way for universities to engage with their communities, not only to support social and economic transformation but also to influence the development of the university itself (Fongwa, 2022). While the term “anchor institution” has gained traction in recent years, its origins can be traced back to the 1960s in the United States of America (USA), where universities and hospitals played key roles in urban revitalisation (Miller, 2022). Anchor institutions are commonly characterised by their significant presence and investment in their surrounding communities, serving as large employers, property owners and key drivers of local development efforts (Fongwa & Mohamed, 2022).
In the South African context, universities can fulfil their anchor roles in multiple ways. Fongwa (2022) outlines four key functions: a core institutional role (shaping knowledge and skills development), an economic role (acting as employers and drivers of local economic activity), an infrastructure development role (investing in and maintaining physical spaces), and a public good role (serving as a resource for social and civic engagement). Of particular relevance to this study is the work by Johnson & Hlatshwayo (2025), who emphasise that the quintuple helix model further strengthens the case for universities as anchor institutions, positioning them as central to addressing challenges such as unemployment, infrastructure decline, and social inequalities.
Jansen’s (2017) work on the evolving role of universities in South Africa argues that these institutions are not only sites of knowledge production but also key actors in post-conflict nation-building. He contends that universities must embrace their civic responsibilities and lead transformation agendas by addressing the legacies of apartheid in both symbolic and structural ways (Jansen, 2017). This aligns with the anchor institution model, which calls on universities to act as socially embedded agents of change (Fongwa, 2023). Strategic engagement enables universities such as Wits to leverage their resources and expertise to cultivate strong partnerships that support sustainable, placebased development (Johnson & Hlatshwayo, 2025). Situated in the heart of Johannesburg, Wits, as a city-based campus, is uniquely positioned to contribute to urban renewal and inclusive growth. Its embeddedness within the metropolitan fabric enables the university to engage dynamically with local communities, industry partners, and government stakeholders, reinforcing its role as an anchor institution committed to fostering societal progress.
1.3 CONCEPTUAL FRAMEWORK
This study was guided by two key analytical frameworks: stakeholder analysis and the Quadruple and Quintuple Helix frameworks. The combination of these frameworks emerged as relevant tools to investigate the evolving challenges facing higher education, elements of institutional culture, relationships with key constituencies, and future directions for Wits in alignment with its 2033 strategic principles (Cai & Lattu, 2022; Carayannis et al., 2022; Varvasovszky & Brugha, 2000). These frameworks structured the research process and shaped the interpretation of findings across all phases of the study.
ENVIRONMENT
ACADEMIA
CIVIL SOCIETY
INDUSTRY GOVERNMENT
In Phase 1, the Quintuple Helix framework categorised historical and contemporary documents to highlight interactions between academia, industry, government, society, and the environment. This approach allowed the research team to identify key narratives and persistent themes, illustrating "who has said what and when" about Wits over the past two decades. In Phase 2, the study employed three large-scale surveys targeting Wits students, staff, and alumni to map current perceptions of cultures across the institution. This phase was framed along the arc of institutional life to capture feedback from participants at different stages of their journey, from entry into the university to their transition as graduates or retirees. In Phase 3, the Quintuple Helix framework provided a lens for understanding the expectations and perceptions of both internal and external publics, ensuring that diverse voices from different constituencies were represented in the IDIs and FGDs.
Figure 1: Quadruple and Quintuple Helix Framework
RESEARCH METHODS METHODS
RESEARCH METHODS
A sequential mixed methods research (MMR) design was adopted for this study, allowing for the integration of archival document reviews, quantitative surveys, and qualitative feedback in a structured manner. The study was conducted in three interconnected phases, each building on the findings of the previous one:
1
Examined historical and contemporary documents to understand long-term perceptions and Wits’ evolution over the last two decades.
2.1 ARCHIVAL REVIEW
Targeted staff, students and alumni through surveys to capture broad perceptions and trends of institutional cultures.
Engaged internal and external stakeholders through IDIs and FGDs on Wits’ positioning as an anchor institution in the city and surrounding communities.
The archival review formed the foundation of Phase 1, drawing on historical and contemporary documents to understand key narratives, persistent themes, and long-term challenges that have shaped Wits over the past two decades (2003–2023). Rather than being presented as a standalone output, the archival review findings are integrated throughout this report, providing historical context under each of the key institutional pillars. This approach ensures that past developments are linked directly to current perceptions and future recommendations. It also provides a cohesive and contextualised narrative for each area of institutional life.
2.1.1 Data Collection
The archival review entailed a systematic exploration and retrieval of evidence from both digital and physical repositories. Various internal and external source documents were accessed through consultation with internal stakeholders and a wider literature search. These included internal documents (e.g., Wits annual reports, union documents, SRC reports, institutional culture studies) and other relevant reports from external stakeholders (e.g., DHET, CHE, relevant regulatory reports, SAICA, SABC, etc.). Other material included media publications, scientific papers and social media content.
2.1.2 Data Synthesis
The Quintuple and Quadruple Helix Framework guided the thematic synthesis of archival data, providing a well-rounded and cohesive evaluation of the viewpoints held by multiple publics. Due to the large number of documents required to assess the perceptions and viewpoints of the five different sectors, a systematic process was adopted to keep track of the documents reviewed, the timeframe represented by each document, the public whose perspective each document, or sections of it, captures, and the views contained in each document. Each document was reviewed, and pertinent quotes, views and perceptions were extracted and assigned a ‘code’ that was recorded in a spreadsheet. A coding approach similar to NVivo coding was used, where discrete ideas were summarised with a short phrase that captured the essence or most salient attributes of an idea or viewpoint represented in the document. In some cases, such as reports from government departments, where documents were lengthy and had limited content directly related to Wits, keyword searches were conducted to expedite the review of these documents.
Finally, once the set of codes was complete, they were categorised and arranged into themes that represented the perspectives of each of the five publics. In line with the Quintuple Helix Framework, these themes serve as the foundation for the discussion presented in this report. The synthesis identified persistent themes, gaps, change and opportunities. A breakdown of the number of documents reviewed is presented in Table 1.
2.1.3 Limitations
Due to the scope of this review, several notable limitations were identified in the archival review. First, fewer documents were available online from earlier dates within the two-decade review period. As a result, the perspectives represented in this review are slightly skewed towards more recent perspectives of Wits. Where possible, documents that discussed Wits during the earlier part of the review period were included, even if these documents were written more recently. Second, most of the documents reviewed were authored by Wits, which may introduce a bias toward the institution’s internal perspectives. Documents that represent the perspectives of non-academic publics have significantly fewer references to Wits. There is, therefore, a much richer and more detailed dataset representing the views of the ‘Academia’ public rather than the other four publics. Finally, while an in-depth analysis of media coverage was not included within the scope of this review, public discourse in mainstream and digital media can be accessed through the Wits Advancement Office.
2.2 INSTITUTIONAL CULTURES SURVEYS
The second phase of the Wits@100 Cultures Study took place over four weeks, from July 16 to August 9, 2024. During this phase, a combination of self-administered online surveys and those facilitated by researchers was used to collect quantitative data from three key groups: staff, students and alumni. The aim was to capture their perceptions of Wits’ institutional culture, focusing on how they engage with and interpret the institution’s values, structures and practices, while also providing a platform to envision Wits’ future direction.
2.2 1 Survey Design
Three parallel surveys were developed for students, staff and alumni. Each instrument was conceptualised using Tierney & Lanford’s (2018) model of institutional culture, which identifies six key domains: mission, environment, socialisation, information, strategy and leadership. These six domains were then mapped onto Wits’ core institutional priorities in the Wits 2033 strategy (Brand and Reputation; People and Culture; Diversity, Equity and Inclusion; Teaching and Learning; Research and Innovation; Place and Partnerships; and Management, Leadership and Governance). This approach ensured alignment with both the arc of institutional life (from entry through progression to exit) and Wits’ key strategic pillars. After the conceptual mapping, the surveys were developed on the QuestionPro online platform, incorporating both open-ended and closed-ended questions.
1.This total represents the number of documents that had relevant information for the review. The true count of documents reviewed was 179.
The survey design ensured that the questions were relevant to each target population and included a ‘filtering’ question to help route respondents to applicable sections.
2.2.2 Sampling
The target sample sizes for staff, students and alumni were calculated using Cochran’s sample size formula for finite populations, with a 99% confidence level and a 5% margin of error:
Z: z-value e: margin of error p: estimated proportion of population n: population size
The study targeted all academic staff and professional and administrative staff (PAS) who are permanently employed, on contracts longer than three years, and have a Full-Time Equivalent (FTE) of more than 50%. It also included all full-time undergraduate and postgraduate students, as well as Wits alumni. The table below outlines the population sizes, target sample sizes, actual survey responses, and post-weighting responses. The initial targets were exceeded, and the post-weighting responses were used for final analysis, although slightly reduced.
Table 2: Survey Sample Sizes
2.2.3
Data Collection
Email addresses were extracted from the University’s databases, and a unique survey link was generated for each target sample group on the QuestionPro platform. These survey links were distributed via email to staff, students and alumni. Individual responses remained anonymous, with no direct link to the email addresses used for distribution. To encourage participation, weekly reminders were sent to each group throughout the survey period. Several marketing initiatives were implemented to boost response rates, including targeted emails, posters displayed across campuses, Ulwazi e-posts, weekly staff e-notices and content created by student influencers with large social media followings. Additionally, respondents who consented to provide their details at the end of the surveys were entered into a lucky draw competition to win Takealot vouchers. Research suggests that offering multiple opportunities to win, rather than a single prize, can further enhance participation rates in surveys (Dykema et al., 2023).
It was equally important to cater for cleaners and security personnel, who do not necessarily have regular access to emails. These staff members often face barriers such as limited digital access, language preferences or work schedules that do not accommodate email communication. To address this, a targeted strategy was employed. Postgraduate students were recruited as research assistants. After receiving intensive training, they were equipped with tablets and QR codes to engage directly with staff members on campus, ensuring their participation in the survey. The research assistants also provided translation services to staff members as needed.
2.2.4 Data Analysis
To ensure that the survey results accurately represented the demographic makeup of the broader university population, weighting adjustments were applied to both the staff and student data. This adjustment was necessary to correct any over- or under-representation of key demographic groups. For the staff survey, the data were weighted according to gender, race and staff type to align with the proportions of the overall staff population. Similarly, weighting adjustments for gender and race were applied to the student survey to ensure an accurate representation of the student body.
After the weighting adjustment process, the survey data were analysed using QuestionPro’s built-in Business Intelligence (BI) tool. 2 This tool enabled the creation of interactive dashboards, providing a visual representation of trends across various datasets. The dashboards include filter options for demographics, allowing stakeholders to access results tailored to their specific areas of interest. Two Institutional Research (IR) staff members were assigned to each survey for data analysis and interpretation. Descriptive statistics were generated and open-ended responses were systematically analysed to identify recurring themes using the Taguette open-source software platform. Each survey concluded with an optional question, inviting respondents to participate in follow-up FGDs. To ensure a comprehensive and 360-degree approach to the study, recommendations were co-created with portfolio leaders through a series of consultation sessions. These collaborative efforts ensured that the findings are grounded in actionable recommendations in line with Wits 2033 Stategic Framework.
2.2.5 Ethical Considerations
Following ethical clearance from the Wits Human Research Ethics Committee (HREC) (Non-Medical) under protocol number H24/05/24 and permission from the Registrar’s Office, strict ethical standards were upheld throughout Phase 2 of the Wits@100 Cultures Study. Informed consent was obtained from all participants before data collection, with a clear summary of the study’s purpose and procedures provided upfront. For survey participants who expressed interest in the Phase 3 focus groups and interviews, contact details were collected separately from survey responses to ensure anonymity. All collected data were securely stored in password-protected computers. Careful measures were implemented to prevent the linking of participant identities to specific findings. Participants were explicitly informed about their rights, including the voluntary nature of their participation and their ability to withdraw at any stage without repercussions. The lucky draw competition was managed in a manner that further safeguarded the integrity of participant data.
2.2.6 Limitations
While the surveys yielded important findings, several limitations were identified that should be taken into consideration. The anonymous nature of the survey, which was not linked to identifying information, presented some limitations. While this approach helped maintain participant anonymity, it was more susceptible to multiple submissions from the same individuals. Another limitation was that some information was lost in translation, particularly for respondents with limited English proficiency or those requiring interpretation. This challenge was compounded by nuanced terms such as "management", "leadership" and "governance" which were frequently misunderstood by both staff and students.
Efforts were made to clarify these distinctions in the survey questions, but they may not have fully mitigated confusion. The surveys were also lengthy, which contributed to respondent fatigue and incomplete responses. To preserve data quality, responses with completion rates below 70% were excluded from the analysis. A 70% completion threshold is commonly recommended in survey research to ensure an optimal balance between sample size and data integrity (Fowler, 2014). Finally, participation in the surveys was voluntary, which may have also introduced self-selection bias.
2. Disclaimer: Graphs in this report may not total to 100% due to rounding.
2.3 INTERVIEWS AND FOCUS GROUP DISCUSSIONS
The final phase of the Wits@100 Cultures Study focused on qualitative data to provide a deeper understanding of the views of multiple publics on Wits' positioning as an anchor institution in the city and surrounding community. This phase aimed to explore the themes and patterns identified in the surveys and archival review through FGDs and IDIs. The findings from this phase serve to contextualise and complement data from other study phases.
2.3.1 Data Collection
The data collection instruments were developed based on findings from the archival review in two ways: addressing points that required further clarification and filling gaps, such as collaborations between higher education institutions and impact tracking. The development process involved extensive discussions within the research team to ensure the tools were comprehensive and fit-forpurpose. Participants and key informants were identified through purposive and voluntary sampling, based on their involvement in previous phases of the study and following advice of various portfolio leaders at Wits. Where appropriate, internal stakeholders were stratified by age, faculty and gender to ensure responses were as representative as possible. However, qualitative research aims to reflect participants' experiences and the researcher's interpretations, rather than generalising findings. Potential participants were invited via email, and those who agreed to participate completed a consent form. Virtual data collection sessions were conducted over six weeks using Zoom and Microsoft Teams, recorded, and transcribed using Otter.ai, and then reviewed for clarity and accuracy. Identifying information was removed during transcription. Table 3 provides an overview of the participants involved in Phase 3 of this research project.
Table 3: Interviews and Focus Group Discussion Participants
It is important to note that while 57 participants ultimately took part in phase 3, recruitment efforts involved reaching out to more than 607 individuals (comprising 401 students, 151 staff and 55 alumni). Of these, 184 agreed to participate, but only 57 attended the focus groups and interview sessions. The data collection team made efforts to accommodate participants by offering flexible online scheduling, using Zoom and MS Teams based on participant preferences and access, rescheduling sessions upon request and encouraging written feedback from those unable to attend. Despite these challenges, the 57 participants ultimately provided in-depth, rich and important feedback.
2.3.2 Data Analysis
To analyse the IDI and FGD transcripts, as well as the written responses, a thematic analysis was conducted, following the approach outlined by Braun & Clarke (2006) and Maguire & Delahunt (2017). This process involved multiple readings of the data to become familiar with the content. Discussions with data collectors were held to highlight key points and perspectives. The transcripts and written responses were then imported into NVivo, where initial codes were generated to capture important ideas, concepts and patterns. The generated codes were reviewed and refined to develop overarching themes that reflected key patterns identified in the data. Sub-themes were then explored within these main themes to ensure they accurately represented the coded extracts and the dataset. This iterative process involved revisiting the coded extracts and themes for further clarity. Throughout the analysis, the research team held discussions to ensure the themes accurately reflected the data. Additionally, NVivo was used to identify which specific publics mentioned each theme, and this process was key for understanding what each public deemed most important.
2.3.3
Ethical Considerations
Phase 3 of the Wits@100 Cultures Study adhered to strict ethical standards to protect participants' rights and maintain the integrity of the research. While participants' identities were known to data collectors due to the nature of IDIs and FGDs, identifying information was removed from transcripts before analysis to safeguard confidentiality. Themes and findings cannot be linked to specific individuals, and access to raw data has been restricted to authorised research team members. Transcripts are securely stored on a private SharePoint folder and will be deleted after ten years. All participants were fully briefed on the study's purpose, their rights and the voluntary nature of their participation. They provided written consent, including specific agreement for audio recording and were reminded of their right to withdraw at any time without consequences. Recordings were used solely for transcription and analysis purposes, and any direct quotes included in reports are anonymised.
2.3.4
Limitations
Specific challenges for Phase 3 included limited participant availability due to tight data collection timelines, which affected the final number of participants. Despite flexible scheduling, some participants were unable to attend focus group discussions or interviews and were instead invited to provide written responses. This adaptation, while still valuable, yielded less detailed data than in-person IDIs and FGDs. Delays in earlier phases also meant that some feedback could not be fully integrated, and participant fatigue from the close timing of survey and interview requests may have reduced engagement. Direct community participation was also lower than Webster’s (1986) study, which engaged extensively with the PWV community.
DEMOGRAPHICS
PROFILE
PROFILE OF THE SAMPLE
This section presents the results of a staff survey distributed to 6,500 Wits employees who were either on permanent or long-term contracts exceeding three years in duration. A total of 10023 staff survey responses are analysed in this section. The distribution of gender, race, and staff categories is well-aligned with the underlying demographics of the staff population. Most participants were female (53%), with the racial breakdown consisting of 40% African, 39% White and 13% Indian. Staff were split between academic staff (48%) and professional and administrative staff (52%). In terms of faculty representation, the largest sample was from the Health Sciences (19%), followed by Commerce, Law, and Management (18%), and Science (14%). Additionally, 34% of participants were affiliated with other university divisions, units or institutes. About 43% of the staff participants had been at Wits for more than 10 years, and 7% reported living with a disability. Interestingly, many of those who identified as having a disability include mental health challenges and neurodiversity under this category.
3.1 STAFF
4: Demographics of Staff Respondents (Unweighted vs. Weighted Sample)
3. Number of responses reduced post weighting of data and 70% rule applied for completed surveys. Demographic totals may vary as responses to these questions were optional, and some respondents chose not to disclose this information. 4. Disclaimer: May not total to 100% due to rounding.
3.2 STUDENTS
The student survey was distributed to 37480 5 full-time students, and a total of 3803 responses were analysed in this report. The sample aligns with the overall Wits student population. Most respondents were female (59%), with a racial composition of 75% African, 10% Indian, 10% White and 4% Coloured. The majority were studying towards undergraduate degrees, with diverse faculty representation. Only 3% of respondents reported living with a disability, with mental illness being the most cited form of disability.
Table 5: Demographics of Student Respondents (Unweighted vs. Weighted Sample)
5. Number of responses reduced post weighting of data and 70% rule applied for completed surveys. Demographic totals may vary as responses to these questions were optional, and some respondents chose not to disclose this information.
6. Disclaimer: May not total to 100% due to rounding.
of Study
3.3 ALUMNI
The Wits alumni sample comprised primarily female respondents (56%). The average age of respondents was 44. Of the alumni surveyed, 85% are currently based in South Africa, with 80% residing in Gauteng. Approximately 23% of respondents are also Wits staff members, and 7% are currently registered as students. A significant portion hold senior or executive-level positions (39%), and 68% are employed in fields related to their studies. The largest groups of alumni are working in the health sciences and education and training sectors, with each sector accounting for 18% of respondents.
Table 6: Demographics of Alumni Respondents
7. May not total to 100% due to rounding.
BRAND AND REPUTATION
The Wits identity shapes all aspects of the institution’s future. It defines the types of students and staff we attract, the research we prioritise, the culture we nurture, the partnerships we form and how the institution is perceived externally. As Wits moves toward the vision outlined in the Wits 2033 Strategic Framework, a renewed focus on brand and reputation is particularly essential. Wits’ rich history of academic and research excellence serves as a foundation upon which to build and enhance its reputation both nationally and internationally.
4.1 HISTORICAL CONTEXT
In the 1990s and early 2000s, Wits was widely seen as a leading institution in South Africa, contributing to national debates on social justice and the role of higher education in post-apartheid society. However, as the country navigated the legacy of apartheid, Wits, alongside other institutions, faced accounts about the pace of historical redress, particularly regarding its curriculum and faculty composition. While efforts were made to broaden representation, many perceived progress as slow, with calls for a more inclusive curriculum that aligned with African intellectual traditions (Habib, 2015). Despite these perceptions, Wits maintained its strong academic reputation, leading in research excellence, producing distinguished graduates and maintaining a competitive position in global rankings.
By the mid-2000s, student activism at Wits intensified, which placed the institution in the national spotlight in 2015. The national #FeesMustFall movement centred on high tuition fees and the decolonisation of education. While some viewed the student protests as disruptive, others regarded them as essential for meaningful change (Cerimaj, 2018; Sibanda, 2022). Externally, Wits’ brand and reputation were also shaped by financial and governance challenges, exacerbated by broader national economic difficulties (Wits, 2022). With government funding falling short compared to global peers, Wits actively sought external partnerships, private sector support and donations to maintain financial sustainability (Universum, 2021). These pressures, along with internal discussions on salaries and service outsourcing, further influenced negative perceptions of the institution.
Wits’ brand and reputation continue to evolve, shaped by its commitment to academic excellence. As a leader in the South African higher education sector, Wits’ legacy and future trajectory are characterised by a dynamic interplay of perspectives, both reinforcing and at times competing. The following section explores current perceptions of Wits’ brand and reputation, focusing on both internal and external viewpoints, as well as the role of communication in shaping these narratives.
4.2 CURRENT PERCEPTIONS OF WITS’ BRAND AND REPUTATION
4.2.1 Internal Perceptions
Staff
Staff perspectives from the survey feedback show that the Wits brand and its reputation continue to be viewed positively, with “excellence” being the most commonly used word to describe the institution both before and after joining.
The survey responses align with the brand and reputation goals outlined in the Wits 2033 strategic framework, with staff describing the university as having a strong reputation defined by a rich history of social justice and academic excellence. Responses further highlight the strong global and local reputation of Wits’ graduates and researchers, noting that “Wits’ students are generally considered to be hard-working and knowledgeable” and have “top-rated researchers involved in meaningful, impactful and cutting-edge work”. Many described the institution as diverse and inclusive, committed to academic freedom, historical redress, and social justice.
Junior staff and long-serving employees reported more positive perceptions of Wits’ brand and reputation. Staff regard the institution as strong in academics and research, and 87% agree that Wits graduates make a substantial impact within South Africa. Additionally, 82% of staff believe that the institution attracts exceptional talent both locally and internationally. However, the statement regarding rankings being an accurate reflection of the institution's excellence received the lowest rating, with only 65% agreeing.
87% agree that Wits graduates make a substantial impact within South Africa.
82% believe that the institution attracts exceptional talent
65% agree that rankings are an accurate reflection of the institution’s excellence.
Figure 2: Staff Perceptions of Wits
Wits attracts exceptional talent locally and internationally (staff and students).
Wits graduates make a substantial impact within South Africa.
Wits graduates make a substantial impact internationally.
Wits’ efforts to shape its public image are noticeable.
Wits is a place that allows for critical debate about social and political contested matters.
Wits’ performance in rankings is the accurate reflection of its excellence.
Wits places a strong emphasis on the prioritisation and preservation of academic freedom.
In terms of the 2033 Wits Strategy, more academic staff (47%) were less familiar compared to PAS (37%). There was a notable gap between support for the strategy (with 87% agreeing with it) and how feasible it is believed to be, with only 63% agreeing that it is achievable.
Figure 4: Staff Perceptions on Wits’ 2033 Vision and Strategy
I support the Wits 2033 Strategy.
The Wits 2033 strategy clarifies Wits’ strategic direction.
I am confident that we will achieve the goals set out in the Wits 2033 Strategy.
Beyond Wits’ overall brand and reputation, communication plays a critical role in shaping internal and external perceptions. The university’s marketing and communication efforts influence how staff, students and alumni engage with and experience the institution. Current communication efforts are generally viewed positively (70%). However, less than half of the staff respondents (43%) agree that there are effective channels to raise concerns, with academics expressing fewer positive views in this area. PAS are generally more positive about Wits' communication efforts compared to academic staff. The open-ended staff feedback in the survey further suggests that internal communication can be enhanced by reducing information overload while working to manage public perception and external media relations. While information overload is identified as an area for improvement, the open-ended feedback highlights a simultaneous need for regular updates, which reflects a contradictory demand for both streamlined and consistent communication.
Figure 3: Staff Perceptions of Wits’ Brand and Reputation
Figure 5: Staff Perceptions on Internal and External Communication
Wits uses social media effectively for information sharing, internally.
Wits uses social media effectively for information sharing, publicly.
The marketing and communication efforts contribute positively to the Wits reputation, publicly.
Clear and relevant information about important developments is communicated promptly to the internal Wits community.
Clear and relevant information about important developments is communicated promptly to external stakeholders.
There are channels for raising concerns or providing feedback at Wits, internally.
Wits prioritises information security and data privacy, internally.
OF STAFF RESPONDENTS agree that clear and relevant information about important developments is communicated promptly to the internal Wits community
70% 43% feel there are SUFFICIENT CHANNELS TO RAISE CONCERNS OR PROVIDE FEEDBACK
Students
Many students initially perceive Wits as prestigious primarily due to its strong academic and research reputation globally.
Figure 6: Students’ Initial Perceptions of Wits
Student perceptions of the Wits brand highlight its strong academic and research reputation, positioning the institution as a leader both nationally and globally. The open-ended feedback repeatedly emphasised Wits’ high academic standards, quality teaching, and commitment to producing impactful research, all of which contribute to its prestige. Wits is also widely recognised for its international standing and influential partnerships, which further enhance its global appeal. A recurring strength noted by students is the employability of Wits graduates, who are seen as competitive and highly valued in the job market. The university’s reputation is also characterised by its distinguished alumni network, with many graduates occupying prominent roles in various sectors.
Table 7: Strengths of the Wits Brand
Moreover, students identified the institution’s inclusive and diverse campus environment as central to the Wits identity, with respondents valuing the exposure to peers from a wide range of cultural and socioeconomic backgrounds. While students acknowledged the public respect Wits commands, this was less frequently mentioned than themes related to academic quality and employability. Some responses also reflected on Wits’ historical connection to South Africa’s mining industry, a legacy that continues to shape its institutional image, as noted by Webster (1986). Overall, the feedback suggests that Wits’ brand strength lies in a dynamic combination of academic excellence, global relevance, inclusive student culture, and graduate success. Strengths of the Wits Brand (Student Perceptions)
Distinguished graduates
Successful and influential alumni.
Diversity in the student body
Inclusive environment with a range of backgrounds.
Employability of graduates High job market success for Wits alumni.
Highly respected publicly Reputation as a prestigious and respected institution.
Historical connection to mining Legacy rooted in South Africa’s mining industry.
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
A student from the follow-up FGDs added:
The strengths of Wits’ reputation lie in its ability to command respect, inspire awe and evoke a sense of pride.”
– Student , FGD
This sentiment highlights Wits’ lasting impact and institutional prestige. Further views from FGDs conducted with student leadership groups, such as the Student Representative Council (SRC) and the Postgraduate Association (PGA), revealed similar themes. These discussions reinforced that Wits' reputation as a leader in research and leadership remains a significant point of pride among students. However, as they progress in their academic journey, their perceptions tend to evolve. While Wits’ reputation for excellence remains intact, many students begin to describe the institution as “challenging” and “difficult”. This shift reflects the rigorous academic demands, high standards and the complexities of adapting to a competitive, fast-paced environment. Students recognise these challenges as part of their personal and academic growth, where they are pushed to reach their full potential.
Figure 7: Students’ Current Perceptions of Wits
The evolving perception of Wits is not only about its academic rigour, but also about the pressures associated with maintaining a culture of excellence. One SRC member echoed this view but also emphasised the need to consider different student experiences. While Wits offers various forms of student support, which is explored further in the next section under People and Culture, the intense academic culture remains a double-edged sword, as one student leader in an FGD explained:
Wits gives you the edge, and I feel that’s very much part of our culture. However, Wits kind of pushes you to the edge, and that’s low-key concerning. The kind of pressure, the kind of drive to keep up a certain kind of culture of prestige and excellence at the expense of all of these other human things that come along with it.”
– Student Leadership, FGD
This quote shows the tension between Wits’ reputation for excellence and the pressures students experience in striving to meet its high standards. Students’ views of the university’s broader branding efforts also present positive perceptions. Approximately 95% of students agree that Wits attracts exceptional talent both locally and internationally, and 90% believe its graduates have a significant impact on the country. Additionally, 84% of students commend Wits’ efforts to shape its public image.
Figure 8: Students’ Perceptions of Wits’ Brand and Reputation
Wits attracts exceptional talent locally and internationally (academic, professional and administration staff, and students).
Wits graduates make a substantial impact within South Africa.
Wits graduates make a substantial impact internationally.
Wits’ efforts to shape its public image are noticeable.
Wits is a place that allows for critical debate about social and political contested matters.
Wits’ performance in rankings is the accurate reflection of its excellence.
Wits places a strong emphasis on the prioritisation and preservation of academic freedom.
Awareness of the Wits 2033 strategy is relatively low among students (22%), though those familiar with it show strong support (97%), believing it provides clear institutional direction.
Figure 9: Students’ Perceptions on Wits’ 2033 Vision and Strategy
I support the Wits 2033 Strategy.
The Wits 2033 strategy clarifies Wits’ strategic direction.
I am confident that we will achieve the goals set out in the Wits 2033 Strategy.
Despite Wits’ reputation for excellence, student perceptions of the university’s internal and external communication efforts are mixed. Perceptions of Wits' internal and external communication were generally below average among students. Only 47% agreed that the university uses social media effectively for information sharing. Marketing and communication efforts were rated as average (52%). This disparity in perceptions is particularly notable when compared to staff responses. Students receive information from multiple sources, including faculties, schools and support services, which may contribute to perceptions of information overload and inconsistency.
Figure 10: Students’ Perceptions on Internal and External Communication
Wits uses social media effectively for information sharing to students.
Wits uses social media effectively for information sharing, publicly.
The marketing and communication efforts contribute positively to the Wits reputation, publicly.
Clear and relevant information about important developments at Wits are communicated promptly to students.
Clear and relevant information about important developments at Wits are communicated promptly to external stakeholders.
There are channels for raising concerns or providing feedback at Wits.
Wits prioritises students’ information security and data privacy.
47% 37%
rate Wits’ communication on SOCIAL MEDIA USE POSITIVELY
agree that WITS’ COMMUNICATION IS CLEAR AND RELEVANT to external stakeholders
4.2.2 External Perceptions
Alumni
When recalling their time at Wits, alumni often use words such as “challenging”, which reflects the rigorous academic environment that shaped their student experiences. This sentiment resonates strongly with current student perceptions, which highlights the consistent expectation of excellence across generations. However, when thinking about Wits today, alumni describe the university using terms like “quality”, “good”, “excellence” and “best”.
Figure 11: Alumni Perceptions of Wits
It is thus clear that Wits has maintained a strong reputation among its alumni. About 97% of respondents further agree that Wits was considered one of the top institutions during their time, and 79% believe that it remains one of the leading institutions in South Africa. Most alumni respondents also agree that Wits exemplifies a world-class, cosmopolitan African university. A sense of community remains strong, with 56% of alumni reporting that they have close friends or family who studied at Wits, and 85% would recommend Wits to others. However, despite the overall positive feedback, alumni have lower ratings on Wits’ involvement in community engagement. This contrast in perceptions highlight areas for potential growth and improvement in Wits’ external communications and engagement efforts.
When I was at Wits, the university was one of the highly regarded/highest ranked/top/ had the best reputation institutions in South Africa.
When I was at Wits, the university ensured a safe and secure campus environment for all members.
When I was at Wits, the universitywas strongly involved in community engagement.
When I was at Wits, the university was an influential advocate in social activism.
When I was at Wits, the university was central to making commentary on political matters and debates.
When I was at Wits, the university attracted exceptional talent locally (academic, administration and professional staff and students.
When I was at Wits, the university attracted exceptional talent internationally (academic, administration and professional staff and students.
When I was at Wits, the university graduates made a substantial impact in South Africa.
When I was at Wits, the university graduates made a substantial impact on a global scale.
When I was at Wits, the university provided a training that adequately prepared me for my work.
When I was at Wits, the university played a positive role in shaping my professional life.
79% 56% 85%
believe Wits remains one of the leading institutions in South Africa.
report having close friends or family who studied at Wits would recommend Wits to others.
Figure 12: Alumni Perceptions on Wits’ Brand and Reputation
Industry Associates
In addition to alumni perspectives, views from industry associates provide another important layer to understanding Wits' brand and reputation. Given that many participants were employers of Wits graduates or had direct experience working with them, it is unsurprising that the theme of graduate quality and employability emerged as a key focus. Industry stakeholders emphasised the readiness of Wits graduates to meet workplace demands, their ability to deliver meaningful impact in professional settings, and their capacity to ascend to leadership roles within organisations. These qualities were viewed as a testament to the rigour and excellence of Wits’ academic programmes.
One industry associate captured this view, stating:
Firstly, in terms of their readiness for our work environment, but secondly, in terms of their ability to have a credible impact on our work, on our clients, on our business, and thirdly, how they then progress to high levels in our business. And that, for us, is such a compelling proposition for us to keep going back for more every year.”
– Industry Associate, IDI
Several participants spoke about their firsthand experiences of the university's academic rigour, the high expectations placed on students and the transformative impact of their time at Wits. They also highlighted the quality of Wits staff as integral to the university’s reputation for excellence, particularly noting specific departments and faculties that serve as "pockets of excellence" within their respective fields.
4.3 RECOMMENDATIONS FOR STRENGTHENING WITS’ BRAND AND REPUTATION
Staff: Building Operational Excellence and Strengthening People-Centeredness
To strengthen Wits’ reputation among staff, the open-ended feedback points to the potential need for instilling operational excellence and a more people-centred institutional culture, which is directly aligned with the existing 2033 Wits strategic framework. While most staff members expressed pride in Wits' academic excellence and commitment to innovation, modernising operational systems through streamlined, centralised processes and user-friendly digital platforms was seen as key to breaking down silos, reducing administrative delays and enabling more effective collaboration across departments. There is also a need to focus on Wits’ global rankings by investing in resources and infrastructure, with benchmarking seen as critical to sustaining the university’s prestige and appeal to top applicants.
Staff further emphasised that Wits’ brand could be strengthened by more visible and consistent recognition of its people. They recommended celebrating the achievements of staff, students, and alumni more prominently internally to build pride and cohesion, and externally to reinforce the university’s reputation of excellence. This could potentially include expanding marketing efforts beyond traditional channels, using dynamic, social media-friendly content to spotlight individual and team accomplishments. Internally, communication challenges ranging from information overload to delayed and fragmented messaging can be addressed by simplifying and centralising channels, focusing on relevance, and continuously upskilling managers in more effective practices.
Summary for Strengthening Brand & Reputation
• Address internal communication gaps by simplifying and centralising channels. Encourage cross-department collaboration. 1. 2. 4. 3. Staff Feedback
• Modernise operational systems with streamlined, centralised, and user-friendly platforms.
• Upskill managers in effective, people-centred communication. Benchmark and invest strategically to sustain global rankings and prestige.
• Celebrate staff, student, and alumni achievements consistently through visible campaigns and dynamic content.
Students: Advancing Student Success and Future Employability
Students envision a Wits that is globally recognised, inclusive and responsive to their evolving needs. Their open-ended feedback highlights that Wits’ brand and reputation are closely tied to tangible student experiences, including expanded financial aid, strengthened support systems (such as mental health services) and more efficient administrative processes. These needs are seen as critical not only to enhance the student experience but also to reduce occurrences of protests, with students emphasising the importance of proactive engagement and early resolution of concerns. To reinforce Wits’ identity as a ‘fit-for-purpose’ institution that prepares graduates for success, students called for greater emphasis on employability and practical experience. This includes forging stronger partnerships with industry leaders, expanding internship and job placement opportunities, and continuously pursuing global collaborations that position Wits graduates competitively. Students also communicated a desire for more inclusive practices that better support diverse backgrounds, alongside innovative teaching approaches, including the integration of Artificial Intelligence (AI) tools to modernise learning.
In terms of communication, students emphasised the need for improvement at both the central level and within faculties and schools. They identified a potential need to revitalise communication by addressing information overload and delayed updates, delivering timely, concise, and engaging content. Revamped social media campaigns that encourage two-way dialogue rather than passive broadcasting were deemed necessary, alongside improved coordination and responsiveness in faculty and school-level communications, to create a more connected and informed student community.
Summary for Strengthening Brand & Reputation
Student Feedback 5.
• Strengthen partnerships with industry to grow internships, job placements, and global collaborations. 1. 2. 4. 3.
• Continuously expand financial aid, mental health support, and streamline administrative services to address student needs.
Alumni Feedback
• Support diverse student backgrounds and enhance inclusivity across the university.
• Modernise teaching and learning through innovative methods, including the use of AI and Improve faculty and school-level communication by addressing delays and responsiveness.
• Deliver timely, concise, and engaging updates through revitalised, two-way social media campaigns.
Alumni: Reconnecting Through Legacy and Impact
Alumni take pride in Wits’ legacy but want to see the institution remain relevant, progressive, and globally competitive. Many emphasised the importance of maintaining strong international rankings and positioning Wits as a leader in innovation. Key recommendations included actively celebrating alumni achievements across sectors and showcasing how Wits graduates are driving change “For Good” both locally and globally. Strengthening alumni networks through continuous, exclusive events, mentorship opportunities, and targeted communications that highlight shared successes was seen as an effective strategy to increase loyalty and encourage active participation. Alumni also called for more transparent and personalised communication that recognises their role as lifelong ambassadors and valued partners in advancing Wits’ prestige and impact.
Summary for Strengthening Brand & Reputation
• Showcase how Wits graduates are driving positive change “For Good”. 1. 2. 4. 6. 3. 5.
• Actively celebrate alumni achievements across sectors, locally and globally.
• Strengthen alumni networks through continuous exclusive events and mentorship opportunities.
• Use targeted communication that highlights shared successes and loyalty.
• Provide clearer, more personalised communication that recognises alumni as lifelong ambassadors.
• Emphasise Wits’ position as a globally competitive, innovative institution to sustain alumni pride.
PEOPLE AND CULTURE FINDINGS
PEOPLE AND CULTURE
Wits’ success depends on its people. The People and Culture pillar of the Wits 2033 strategy prioritises an inclusive, agile and people-centred environment where students, staff and alumni can thrive. It focuses on enhancing engagement, well-being and professional development, ensuring that Wits remains a dynamic and supportive community. As Wits moves into its second century, its culture continues to evolve. While shaped by historical legacies, the university remains a dynamic space where ideas are contested, new knowledge is created, and a sense of shared identity continues to be forged among students, staff and alumni.
5.1 HISTORICAL CONTEXT
From its early years, Wits has been renowned for its vibrant student life, with societies, sports, and artistic communities playing a pivotal role in shaping campus culture. The university's theatres, debating unions and student publications have historically served as platforms for creative expression and political discourse, often reflecting on the social issues of their time (Mkhize, 2018). Student movements, such as those advocating for social justice and political change, have also been integral to the university's history. Over time, these student-led initiatives have shaped the broader national dialogue, reinforcing the university’s commitment to addressing pressing societal issues and encouraging an inclusive academic environment. However, student views on the institution have not always been celebratory; the university also faced accounts of embodying structural inequalities and exclusionary practices, particularly during periods of protest and historical redress (Langa, 2017).
Internal perspectives on staff well-being and development at Wits have also evolved, with a focus on compensation, working conditions and job satisfaction. In the mid-2000s, faculty members expressed discontent with their remuneration packages (Wits Employee Satisfaction Survey, 2013). Despite adjustments to the salary cycle and across-the-board increases, administrative challenges compounded these efforts, negatively affecting staff morale and productivity (HR Report, 2013). In response, Wits made concerted efforts to address salary disparities through multi-year salary agreements. The introduction of policies aimed at improving staff conditions, including insourcing outsourced workers in 2016, marked a turning point. By the end of that year, Wits committed to providing better wages and benefits for a broader segment of its staff, including cleaners, security personnel and other service workers (PSCBC Presentation, 2018). This effort was widely regarded as a step toward addressing long-standing inequities, although it also brought financial and administrative challenges for the institution.
Efforts to improve staff development and support included initiatives aimed at enhancing academic engagement and fostering a sense of community. The expansion of postgraduate programmes and the Wits Institutional Framework for Student Success also led to notable improvements in academic success rates. However, internal feedback indicated that many staff members felt constrained by limited support for their academic research and personal development. These institutional ambitions and the lived realities of staff members continue to shape perceptions of staff well-being at Wits. To better understand current perceptions, we engaged internal and external constituencies through surveys, FGDs and IDIs. Staff and students shared views on their socialisation and onboarding experiences, with professional and administrative staff (PAS) reflecting on career advancement opportunities. Students also provided feedback on orientation, enrolment, admission, student support, and what they consider the best aspects of being part of the Wits campus culture and cosmopolitan student life.
5.2 CURRENT PERCEPTIONS ON PEOPLE AND CULTURE
5.2.1 Internal Perceptions
Staff
Staff participants generally believe their experiences at Wits to be mostly positive (Figure 13), with many feeling proud to be associated with the institution. Key aspects of the work environment that staff value include learning and training opportunities, particularly those offered through the Human Resource Development Unit (HRDU), as well as medical aid benefits and study support. Perceptions vary across faculties and departments. For example, employees who have transitioned between departments noted varied levels of support, indicating that some areas foster stronger professional growth than others. Many staff members were also optimistic about their long-term careers at Wits, aspiring to leadership roles and professional advancement. Several planned to stay until retirement.
Figure 13: Staff Experiences at Wits
The qualitative feedback indicated both strengths and opportunities for improvement. Wits' central services, including the registry, student administration, ICT, finance, and HR, all play an important role in institutional operations. While many of these operations are rated highly, HR and finance processes receive lower satisfaction ratings.
For example, the FGDs with academic staff and PAS focused on administrative areas that require enhancement and streamlining across the institution:
The HR recruitment process… it was tedious, just long. It was always last minute, you know, in getting the ads out, doing the interviews… then there’s no one in to fill the position, so everybody’s running around trying to fill in while there’s a missing person, then the new person comes in three months later, no handover.”
And what transpired was that some departments or schools, the faculties, have gone paperless, while others are still required to submit paper applications… The process at my school involved duplication, so I needed to complete an online system application that met HR’s requirements, as they prefer an electronic system. However, finance, on the other hand, requires paper documents. So yeah, I am having to fulfil two processes to satisfy two sets of requirements for one thing. So, something that I could finish in 10 minutes is now taking 20 minutes.”
– PAS, FGD
Survey respondents also felt that career pathways are sometimes unclear, while others expressed lower satisfaction with remuneration packages (37%), medical aid offerings (32%) and work-fromhome arrangements (37%).
The orientation I received when I first started working at Wits made my transition a pleasant one.
My working environment and culture at Wits are welcoming, professional and positive.
Wits is committed to building a Wits community that I feel part of.
I have a good sense of the values, identity and vision of Wits as an institution of higher learning.
As a staff member, I receive timely updates and information regarding my benefits from HR.
HR provides adequate support when needed.
I am satisfied with my current remuneration package at Wits.
I am satisfied with the medical aid options at Wits.
W its offers adequate counselling and mental health support services to staff.
I am happy with the current working arrangements at Wits. I prefer working from the office.
Wits offers ongoing opportunities for learning and growth.
I am able to contribute to debates about the future of Wits.
I can see myself building a sustainable career at Wits.
Figure 14: Staff Socialisation
In terms of staff relations with their line managers, over half of the PAS respondents reported having open lines of communication with their managers, though there is room for improvement. Perspectives on career advancement remain slightly lower, with only 40% perceiving adequate growth opportunities. Some PAS participants felt that their roles were "capped" at certain grades, limiting upward mobility.
There are equal opportunities for professional growth and advancement for all employees at Wits.
I have had discussions with my supervisor about my career path and professional development within Wits.
I communicate with my line manager freely about the support or resources I need to advance in my career.
I always receive feedback or evaluations related to my performance and professional growth.
The open-ended feedback from PAS provides a deeper understanding of perceptions regarding career mobility at Wits. Many staff members reflected on the limited visibility of growth pathways and expressed a desire for more structured opportunities to advance within the institution. There is a strong perception that academic staff have greater flexibility, particularly in relation to remote work arrangements and career progression, which shapes how PAS view their roles and futures at the institution.
Staff also emphasised the importance of supportive leadership and fostering departmental environments that nurture professional growth. Where these are lacking, development tends to be constrained. Financial limitations were identified as a factor affecting access to training and further study opportunities.
Balancing work responsibilities with personal life and ongoing studies emerged as another key theme, with many staff members expressing a willingness to grow professionally if supported by more adaptable work schedules. Feedback also highlighted opportunities for strengthening trust and transparency in recruitment and promotion processes, with several suggestions that clearer communication and recognition of diverse contributions could potentially enhance staff motivation and retention.
Career Advancement Challenges of PAS
Career Growth and Advancement for Staff
Limited growth opportunities, minimal recognition, increasing workloads, and a perception that academic staff receive priority in career progression.
Departmental Leadership and Staff Development
Limited support and restrictive dynamics are cited as barriers to growth and satisfaction.
Figure 15: PAS Perceptions on Career Advancement
Table 8: Career Advancement Challenges of Professional and Administrative Staff (PAS)
Financial Barriers to Professional Development and Growth
Budget constraints limit staff development, access to training, and incentives for professional qualifications.
Balancing Time: Navigating Work, Life, and Studies
Balancing work, life, and professional development is challenging due to time constraints and inflexible schedules.
Concerns About Fairness and Transparency in Recruitment and Promotions
Concerns about discrimination in recruitment and promotions undermine fairness, transparency and staff morale.
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
Students
Moderate
Moderate
Moderate
Student feedback on their overall experience at Wits is generally positive, with words such as “good”, “amazing”, and “great” frequently used to describe their time at the university. However, many also acknowledge the challenges they faced along the way.
Figure 16: Students’ Experiences at Wits
The open-ended student feedback highlighted a strong appreciation for the Career Counselling and Development Unit (CCDU) and Campus Health and Wellness Centre (CHWC), particularly for individual counselling, workshops and career services. Resume workshops, job placement assistance, the First-Year Experience (FYE) mentoring programme, Wits’ hardship funds and food security programmes were also cited as positive support systems.
Areas Where Wits Excels in Terms of Student Support
Mental Health Support
Counselling services, CCDU, mental health workshops and stress management programmes.
Academic Support
Tutoring, mentoring programme, academic advising and access to writing centres.
Financial Support
Scholarships, hardship funds and bursaries for students in need.
Food Support
Food aid programme, such as food parcels.
Career Services
Career counselling, job placement, resume workshops and career fairs.
Health Services
On-campus medical clinics and wellness programmes to promote a healthy lifestyle.
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
However, students also identified opportunities for improvement. Many referred to complex application processes and limited funding opportunities, particularly those in the “missing middle”. Students raised opportunities for interest-free student debt repayment options and reduced waiting times for financial aid and registration queries. Some students felt that more therapy sessions are needed for severe cases, while others emphasised the importance of clearer communication regarding fees and financial aid.
In terms of their enrolment and admission experiences, most student respondents expressed positive views. About 85% felt that their courses aligned with their academic aspirations, and 90% agreed that the programme descriptions accurately reflected the course content. The admissions process was rated as efficient by 84% of students. However, only 68% believed that Wits employs effective strategies to attract new students. Honours students were slightly more confident in this regard (71%), while others tended to give neutral responses, likely due to limited exposure to the university’s recruitment efforts.
Table 9: Areas Where Wits Excels in Terms of Student Support
Figure 17: Students’ Perceptions on Enrolment and Admission
The programme/course that I am currently enrolled in is a good fit for me, academically.
My current academic programme and course descriptions are accurate.
The admission process for my programme/course was efficient.
The university has good and effective ways to attract and keep students.
My department/faculty strives to ensure I have opportunities to grow and succeed as a student at Wits.
While 66% of respondents felt orientation eased their transition to university life, only 54% feel they have a voice in shaping Wits’ future. Nonetheless, 91% believe their experiences at Wits will have a lasting impact beyond their time at the university.
Figure 18: Students’ Socialisation at Wits
The orientation I received when I first started studying at Wits made my transition a pleasant one.
My learning environment and culture at Wits is welcoming, professional and positive.
Wits is committed to building a community that I feel part of.
I have a good sense of the values, identity and vision of Wits as an institution of higher learning.
Wits offers ongoing opportunities for learning and growth.
I am able to contribute to debates about the future of Wits.
I can see myself building a sustainable career after Wits.
My experiences, values and learning at Wits will transcend my time at Wits.
feel they are able to CONTRIBUTE TO DEBATES ABOUT THE INSTITUTION’S FUTURE OF STUDENT RESPONDENTS agree that Wits’ learning environment and culture is welcoming, professional and positive 83% 54%
Students generally perceive Wits as a peaceful and supportive environment, with 79% rating this aspect positively. Most students also acknowledged the availability of comprehensive academic support services (75%) and agreed that Wits facilitates student success through targeted initiatives (71%). However, financial aid continues to emerge as an area needing attention, with only 49% expressing satisfaction. Notably, female students reported lower confidence in the accessibility and safety of student accommodation (59%).
19: Students’ Perceptions on Support at Wits
The University fosters a peaceful and supportive environment for students.
The University provides sufficient financial aid options to students facing debt or financial difficulties.
The University offers adequate counselling and mental health support services to students.
The University ensures accessible and safe accommodation options for its students.
The University implements effective measures to address student poverty issues.
The University provides comprehensive academic support services to students.
The University facilitates student success through targeted support programmes.
The University demonstrates commitment to alleviating financial barriers to education.
believe there are SUFFICIENT FINANCIAL AID OPTIONS for those facing debt or financial difficulties OF STUDENT RESPONDENTS agree that Wits provides comprehensive academic support services 75% 40%
5.2.2 External Perceptions
In addition to student and staff experiences, external stakeholders, including alumni and union representatives, contributed perspectives to Wits' evolving culture and its responsibilities toward students and employees in the FGDs and IDIs.
Alumni
While the alumni survey feedback was mainly positive, several respondents reflected on their time as students. A common theme was the need for more efficient administrative processes, particularly in research support, financial aid, and faculty operations, which were described as areas that could benefit from improved communication and reduced delays.
Union Representatives
Union representatives reinforced Wits' strong academic reputation but emphasised that academic excellence is inseparable from staff well-being. They stressed that for the institution to succeed, Wits must continue to prioritise its employees by ensuring adequate resources, fair treatment and opportunities for professional growth.
Figure
Staff Feedback
The university must ensure that staff are properly taken care of, so the academic project can be executed effectively. Staff must be happy and satisfied. We’re not saying they must pay exorbitant salaries, but they must respond when workers say they need this or that. The university must support its staff’s needs, particularly for those facing psychological or financial challenges, and provide opportunities for further study to ensure they can perform their duties properly.”
– Union representative, IDI
In particular, union representatives highlighted the need for continuous psychological and financial support systems. They advanced the idea that motivated and well-supported staff are essential to sustaining the academic and institutional excellence for which Wits is known.
5.3 RECOMMENDATIONS FOR STRENGTHENING PEOPLE AND CULTURE
Staff: Strengthening Career Growth & People Culture
Feedback from staff highlighted a strong desire for more structured and supportive career development pathways, particularly for PAS. Respondents called for strengthened equitable policies, transparent communication, and mentorship opportunities to help staff grow and align their contributions with Wits’ institutional goals. Structured career paths, clear progression frameworks, and flexible work arrangements were considered essential for enhancing staff satisfaction and facilitating long-term growth. Many emphasised the importance of recognising and rewarding the contributions of support staff more visibly, alongside fostering a workplace culture built on fairness, merit-based opportunities, diversity, and trust. Staff also recommended that Wits strengthen financial support and resource mobilisation for professional development, while prioritising internal talent through skills transfer, mobility, and capacity-building programmes.
Summary for Strengthening Staff Career Growth & People and Culture
• Enhance structured career paths and progression frameworks. Bolster financial support and resource mobilisation to advance staff development.
• Strengthen equitable policies, mentorship, and transparent communication to further support staff development. Continue fostering fairness, merit-based opportunities, diversity, and an inclusive workplace culture. 1. 2. 4. 3.
• Expand recognition and reward initiatives to celebrate Professional and Administrative Support (PAS) staff contributions.
• Further empower internal talent through skills transfer, mobility, and capacitybuilding opportunities.
Students: Strengthening Support Systems and Future Readiness
The student feedback highlights the need to continually enhance existing support systems, particularly in areas such as financial aid, mental health resources, accommodations, administrative processes, inclusivity, and career development. Students called for simpler, more transparent financial aid processes, expanded funding opportunities, and measures to reduce financial exclusions, including the elimination of interest charges on student debt and potentially allowing graduates to repay their debt once employed.
Mental health support was another key priority, with requests to increase the number of counselling staff, reduce waiting times, and provide assistance beyond the current session limits. Regarding accommodation, students emphasised the need to expand affordable and safe housing options, partner with private providers, and enhance maintenance in existing residences. Administrative services were identified as an area for operational improvement, with students recommending more efficient and responsive processes to reduce delays during registration, fee payments, and query resolution.
Students also called for Wits to deepen its inclusivity efforts by addressing physical accessibility barriers, enhancing cultural sensitivity, and extending support to underrepresented and international student groups. Strengthening career services emerged as a key reputational catalyst, with students advocating for more tailored career development and job placement support, particularly for those in the arts, humanities, and international programmes, as well as expanded workshops that prepare graduates for a competitive, global job market.
Summary for Strengthening Student Support and Future Readiness
• Increase mental health resources, reduce waiting times, and offer sustained counselling support. 1. 2. 4. 6. 3. 5.
• Simplify financial aid processes, expand funding, and reduce financial exclusions.
• Expand affordable, safe student accommodation through partnerships and improved maintenance.
• Streamline administrative services for faster, more responsive student support.
• Enhance inclusivity by improving accessibility and support for underrepresented and international students.
• Strengthen career services with tailored advice, workshops, and job placement support for diverse fields.
Student Feedback
DIVERSITY, EQUITY AND INCLUSION FINDINGS
DIVERSITY, EQUITY AND INCLUSION
Wits is committed to fostering a diverse, equitable and inclusive environment where all students, staff and alumni feel a strong sense of belonging. Building on the People and Culture pillar, Wits prioritises representativity, inclusivity and equity. Wits has dedicated structures in place to drive historical redress, including the Transformation and Employment Equity Office (TEEO), the Gender Equity Office (GEO), and the Disability Rights Unit (DRU), which ensure that policies and practices support an inclusive campus culture.
6.1 HISTORICAL CONTEXT
As one of the leading institutions in South Africa, Wits has long been a space of intellectual engagement, activism, and cultural diversity. However, like many other South African universities, Wits’ early years were marked by exclusivity, with access to higher education limited by race, gender and class (Bunting, 2002). With the end of apartheid, Wits has transformed into a more inclusive academic and social environment. Transformation policies were introduced to increase access for historically disadvantaged students and to diversify faculty and leadership structures (Badat, 2010). These efforts sought to address long-standing inequalities while maintaining the university’s academic reputation.
Wits’ commitment has also been reflected in leadership statements and key initiatives, such as the role of the TEEO in promoting diversity (Wits, 2022a) and the GEO efforts to address gender-based harms and violence. Between 2013 and 2019, the proportion of Black academic staff increased from 40% to 51%, while the gender balance shifted from a male majority to a female majority (51%) in 2019 (Wits, 2019b). Similar progress was made among professional and administrative staff (PAS), with the proportion of Black staff increasing from 81% in 2013 to 93% in 2019, and achieving gender parity by 2019 (Wits, 2020). The proportion of African students also increased from 57% to 64%, alongside a rise in female student enrolment from 55% to 58%, both from 2018 to 2022.
Despite progress, alumni and students continue to highlight the need for more comprehensive support for underrepresented groups, advocating for policies that enhance inclusivity and address unconscious bias. The Wits 2033 Strategy outlines a vision for a diverse and inclusive university, emphasising a culture of agility, innovation and equal opportunities for all (Wits, 2023). Monitoring progress through periodic surveys is thus important in ensuring continued advancements in diversity, equity and inclusion at Wits.
6.2 CURRENT PERCEPTIONS ON DIVERSITY, EQUITY AND INCLUSION
6.2.1 Internal Perceptions
Staff
Current staff perceptions of Wits' diversity, equity and inclusion efforts are predominantly positive, with high satisfaction ratings. However, the lowest-rated aspect in the survey is a sense of belonging among staff, highlighting an important area for improvement.
Figure 20: Staff Perceptions on Diversity, Equity and Inclusion
Wits is an institution that values racial diversity, equity and inclusion.
Wits is an institution that values gender diversity, equity and inclusion.
Wits is an institution that values religion diversity, equity and inclusion.
Wits is an institution that values sexual orientation diversity, equity and inclusion.
Wits is an institution that values age diversity, equity and inclusion.
Wits is an institution that values language and culture diversity, equity and inclusion.
Wits is an institution that values disability diversity, equity and inclusion.
Wits is an institution that values class diversity, equity and inclusion.
Wits is an institution that values a cosmopolitan, international composition of staff and students.
Wits is an institution that values social justice and transformation.
Wits is an institution that values a sense of belonging among staff.
70%+
staff respondents agree that Wits values various forms of diversity
56% feel the institution values a sense of belonging among staff.
Additional staff open-ended feedback highlights several areas where Wits is perceived to be excelling in its commitment to DEI. Many respondents described Wits as a welcoming and inclusive institution that supports a diverse student and staff community. A strong sense of safety, support for disadvantaged groups, and visible efforts toward inclusive infrastructure were repeatedly emphasised in the survey results. Respondents also highlighted the university’s demographic transformation over time, noting improved representation across various demographics, including race, gender, nationality, and religion, particularly the growing visibility of women and people of colour in leadership roles.
There was also strong acknowledgement of Wits' institutional commitment to DEI through the establishment of structured policies, programmes, and dedicated transformation committees and offices. These initiatives were seen as key enablers driving cultural and demographic change, and contributing to a campus culture that is increasingly intolerant of discrimination. While some staff noted that transformation is an ongoing process, many reflected on the university’s sustained efforts over time, including evident progress in promoting gender equity and advancing the representation of underrepresented groups.
Areas where Wits excels in terms of DEI
Inclusivity
Inclusive culture; safe and diverse environment; support for disadvantaged groups; strides towards inclusive infrastructure.
Diversity
Representation (by race, gender, nationality, religion); positive demographic shifts in staff and student body; gender diversity, racial transformation, and increased representation in leadership roles.
Establishment of Committees, Policies, Programmes, and Offices
Strong efforts and visible achievements in advancing DEI-T goals; structured programmes and policies; establishment of Transformation Committees and Support Offices; culture of intolerance to discrimination.
Transformation
Acknowledgement that policies and transformation committees/ initiatives have driven changes resulting in positive demographic shifts.
Equity
Support for underrepresented groups; acknowledgement of progress in gender equity, particularly the increasing presence of women.
General Improvement Over Time
Many participants noted that Wits has prioritised these areas and made significant strides in fostering a diverse, inclusive and equitable environment.
Representation in Leadership
Representation of women in leadership; focus on women of colour; advancing gender equity.
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
In addition, almost three-quarters of staff believe that Wits takes a clear stance against various forms of discrimination. However, bullying differs slightly from this trend, with only 62% agreeing that a firm stance is often taken against it. While responses are generally similar, females tend to be somewhat less agreeable than males on the discrimination statements in the survey feedback.
Table 10: Areas Where Wits Excels in Diversity, Equity and Inclusion (DEI)
Sexual harassment
Racism
Xenophobia
Sexism
Homophobia
Bullying
Further feedback from the open-ended feedback, as well as FGDs conducted with academic staff, echoed less positive perceptions around isolation and bullying within specific departments:
…I
think loneliness among staff members has been such a thing, and I’ve also been witnessing things like bullying and those types of things in our environment. And I think this stems from, like, people just not being able to engage well with each other.”
– Academic staff, FGD
Some of the open-ended responses also highlighted less confidence in managers' abilities to handle workplace disputes, especially those involving DEI issues like sexism and racism. There is a perception that academic staff are less aware of internal DEI support offices and protocols compared to PAS, though a majority are still informed. Junior staff (grades > 12) are more aware than more senior staff. They acknowledge that Wits has made progress in DEI efforts, but there is still room for improvement. DEI transformation, particularly addressing the legacy of being a historically exclusive institution and its reflection in current staff demographics, was frequently identified as an area for further development.
22: Staff Awareness of Internal Diversity, Equity and Inclusion (DEI) Support and Protocols
I am aware of the internal Wits offices that can help me navigate experiences with harm, harassment, discrimination, and unfairness.
Wits policies and protocols provide clear and fair guidelines to resolve complaints related to harassment, discrimination, and unfairness.
Figure 21: Staff Perceptions on Wits’ Stance Against Discrimination
Figure
Students
The student survey mirrored similar positive perceptions on DEI efforts at Wits. However, like staff, doctoral students indicated a lower sense of belonging in the survey feedback.
Figure 23: Students’ Perceptions on Diversity, Equity and Inclusion (DEI)
Wits is an institution that values racial diversity, equity and inclusion.
Wits is an institution that values gender diversity, equity and inclusion.
Wits is an institution that values religion diversity, equity and inclusion.
Wits is an institution that values sexual orientation diversity, equity and inclusion.
Wits is an institution that values age diversity, equity and inclusion.
Wits is an institution that values language and culture diversity, equity and inclusion.
Wits is an institution that values disability diversity, equity and inclusion.
Wits is an institution that values class diversity, equity and inclusion.
Wits is an institution that values a cosmopolitan, international composition of staff and students.
Wits is an institution that values social justice and transformation.
Wits is an institution that values a sense of belonging among students.
Student perceptions of Wits’ support for all genders (91%), racial groups (85%), sexual orientations (90%), and other DEI indicators were highly positive. However, perceptions of inclusivity are lower regarding socioeconomic status (71%) (see Figure 24), particularly among honours (65%) and doctoral students (62%). Doctoral students also expressed lower ratings on language and culture (59%) and support for international students (62%). The open-ended feedback suggests that while students recognise the university’s efforts to address systemic barriers, they also emphasise the need for Wits to actively address class divisions and foster inclusivity across all socioeconomic experiences.
all religions all genders all ‘racial’ groups
all sexual orientations
all ages
all languages and cultures all nationalities
diverse abilities and disabilities
political affiliations
socio-economic statuses
international students Wits encourages freedom of expression. Wits is racially and culturally diverse and inclusive.
FGDs with the SRC and PGA closely mirrored opportunities prioritised by students. Both leadership groups emphasised access and inclusivity as important areas for continuous institutional change. The open-ended feedback from students further indicated that international students and students living with a disability sometimes feel unsupported in terms of navigating the local job market, while humanities students have less positive views on career service representation.
6.2.2 External Perceptions Alumni
External perceptions from the alumni survey reflected similar positive feedback on DEI efforts, with 75% agreeing that the university is currently racially and culturally diverse and inclusive. Moreover, 63% alumni believe that Wits encourages freedom of expression and constructive discourse among its students and staff on issues of importance.
Figure 24: Students’ Perceptions on Diversity, Equity and Inclusion (DEI)
Figure 25: Alumni Perceptions on Diversity, Equity and Inclusion (DEI)
FGDs with alumni emphasised Wits’ commitment to inclusivity and social transformation:
It must continue on its transformational agenda, as I said, on race, inclusivity and income brackets, leaving no one behind. That’s a good start. It must remain globally competitive while being locally relevant.
As we strive to be the best in the world, we must not forget our local relevance. We must address local problems in research and teaching.”
–
Alumni, FGD
It’s things like that, maybe not the TTP programme, but some other programme to ensure that individuals are brought into the conversation. These learners often lack access to diverse perspectives or individuals who have attended universities. Bringing them into Wits, or taking Wits to them, could create a significant social impact.”
– Alumni, FGD
Another opportunity was for Wits to maintain a balance between global competitiveness and local relevance, particularly through its engagement with community issues. Other alumni also highlighted the importance of the now-completed Targeting Talent Programme (TTP). Many expressed disappointment over its termination, and some advocated for the continuation or replacement of such initiatives to support inclusivity.
Government Representatives
Interview discussions with representatives from the Department of Higher Education and Training (DHET) and the Council on Higher Education (CHE) also stressed the importance of diversity, equity and inclusion as central priorities for Wits. While the university is widely recognised for its academic and research excellence, discussions highlighted opportunities for enhancing collaboration, innovating programme delivery and addressing shared stakeholder responsibilities to drive transformative change in the sector.
6.3 RECOMMENDATIONS FOR STRENGTHENING WITS’ DIVERSITY, EQUITY, AND INCLUSION
Staff: Inclusive Excellence Through Transparent Transformation and Support
The staff survey feedback highlights the need to strengthen DEI efforts through more transparent, engaged, and balanced approaches. Respondents recommended upskilling staff and leaders through targeted DEI workshops, improved awareness of existing support structures, and creating regular platforms for open dialogue and community engagement. Staff highlighted additional opportunities for transformation, particularly at senior academic and management levels, with calls for greater accountability, transparent policies, and inclusive hiring practices that advance equity across all racial, gender, and underrepresented groups without creating new exclusions. Staff emphasised the emerging need for greater inclusion of LGBTQIA+ individuals, women, and persons living with disabilities. Balancing local and international recruitment was also raised, with suggestions to streamline international hiring while prioritising the development of local talent.
Summary for Strengthening DEI and Transformation Efforts
• Ensure transparent, accountable, and inclusive transformation policies and committees. Accelerate transformation at senior academic and management levels. 1. 2. 4. 5. 3. Staff Feedback
• Upskill staff and leaders through DEI workshops, training, and awareness campaigns. Promote open dialogue through regular platforms for debates, discussions, and community engagement.
• Advance inclusion for LGBTQIA+ individuals, women, and persons with disabilities through accessible facilities, flexible accommodations, and upskilled HR support.
• Balance recruitment by streamlining international hiring while prioritising local talent development.
• Strengthen disability support through improved physical and digital accessibility and inclusive recruitment practices.
Students: Encouraging Inclusive Excellence Through Transparent Transformation and Support
Students emphasise the need to strengthen DEI through multiple avenues. Key suggestions include increasing diversity among senior leadership, academic staff, and decision-making bodies to better reflect the demographics of the student body. Students called for expanded financial aid, scholarships, and targeted support for underrepresented groups, along with efforts to improve integration across racial and cultural groups on campus. They recommended further curriculum decolonisation to include diverse perspectives and languages, as well as hosting more inclusive events that represent Wits’ diverse cultural, religious, and socioeconomic student population. Students also highlighted the importance of transparent communication about DEI efforts, with more precise reporting mechanisms and stronger feedback systems. Finally, calls were made for enhanced support for students in the LGBTQAI+ community, international students and first-generation students.
Summary for Strengthening DEI and Transformation Efforts
• Expand financial aid, scholarships, and targeted support for underrepresented students. 1. 2. 4. 3. 5. Student Feedback
• Strengthen diversity in senior leadership, academic staff, and decision-making roles to better reflect the student body.
• Address racism, classism, and promote greater integration among racial and cultural groups on campus. Enhance support for LGBTQIA+, international, and first-generation students.
• Further decolonise the curriculum by incorporating diverse perspectives and languages. Host more inclusive events that reflect Wits’ cultural, religious, and socioeconomic diversity.
• Improve transparency and communication on DEI efforts, with clearer reporting and feedback channels.
TEACHING AND LEARNING
TEACHING AND LEARNING
Teaching and learning stand at the heart of Wits’ commitment to academic excellence, another key pillar of the 2033 strategic framework. As Wits strives to enhance its global reputation and cultivate innovative, future-ready graduates, the emphasis is on reimagining how teaching and learning occur by placing people at the centre, encouraging collaboration and embracing flexibility. Aligned with the University’s Teaching and Learning Plan, the focus is on diversifying learning opportunities, enhancing the role of academics as educators, and ensuring that the academic experience equips graduates with critical thinking, social responsibility, and adaptability. The shift towards more flexible, lifelong learning pathways, along with the integration of data-driven approaches to student success, highlights Wits’ commitment to not only nurturing intellectual rigour but also ensuring that teaching and learning remain responsive to the evolving needs of both students and the broader global landscape.
7.1 HISTORICAL CONTEXT
Since its inception, Wits has embraced academic rigour as a cornerstone of its mission, with a particular focus on expanding postgraduate intake. This expansion reflects the university's commitment to advancing scholarship and producing graduates equipped with specialised knowledge and skills (Wits, 2019b, 2022a). The implementation of the Wits Institutional Framework for Student Success has been pivotal in supporting student learning and retention, contributing to an increase in the student success rate from 83.4% in 2019 to 85.4% in 2023, and improving degree completion in minimum time from 24.7% in 2011 to 31.4% in 2021 (Wits, 2019b, 2021b, 2023a, 2023b).
In recent years, Wits has also prioritised digital learning as part of its strategy to remain relevant in an evolving educational landscape. The introduction of blended learning, supported by comprehensive resources and workshops, highlights Wits’ commitment to providing students and academics with the tools necessary for success in the digital age (Wits, 2018c). The establishment of walk-in centres and dedicated support structures further emphasises its proactive approach to addressing academic challenges and ensuring student success. Despite these successes, leadership noted that constraints in faculty resources, research funding and infrastructure remain persistent challenges (Wits, 2021b). The rapid pace of technological advancements and shifting teaching methods and pedagogies necessitate ongoing adaptation to maintain academic excellence.
7.2 CURRENT PERCEPTIONS ON TEACHING AND LEARNING
7.2.1
Internal Perceptions
Staff
Based on open-ended survey feedback, lecturers generally find teaching at Wits to be fulfilling. They feel driven by students’ enthusiasm, curiosity and intellectual growth over time. The opportunity to engage meaningfully with students and witness their growth into confident, competent professionals makes teaching an enriching and impactful journey.
Seeing former students become leaders, researchers, and change-makers reinforces the lasting influence of teaching in higher education. Beyond student success, lecturers value the autonomy to shape learning experiences, mentor students, and align their teaching with professional development. The ability to innovate, adapt curricula and guide students from undergraduate to postgraduate levels creates a dynamic and engaging academic experience.
Areas where Wits Excels in Teaching and Learning
Rewards of Student Engagement in Teaching
Engaging with students is fulfilling, due to their enthusiasm, curiosity, and growth over time. Meaningful interactions, interactive teaching methods, and long-term student success make teaching a rewarding and impactful journey.
Shaping Future Professionals
Educators find fulfilment in witnessing students grow into confident, competent professionals who make meaningful contributions to their fields. The lasting impact of teaching is evident as former students progress into successful careers, becoming leaders, researchers, and change-makers.
Autonomy in Teaching and Curriculum Design
Educators have the autonomy to shape learning experiences, mentor students, and align their teaching with professional development, fostering critical thinking and career readiness. Believe they can innovate, adapt curricula, and guide students from undergraduate to postgraduate levels.
Collaboration in Teaching and Learning
Collaboration and support among colleagues create a thriving academic environment where educators learn from one another and work toward a shared mission. Moderate
Wits Teaching Environment
The Wits teaching environment is defined by a vibrant academic community, high-achieving students, and a strong commitment to research and teaching excellence. Educators benefit from academic freedom, opportunities for innovation, and a culture that values both intellectual engagement and student success. Moderate
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
Despite these positives, certain limitations also exist. Although 77% of academic staff are aware of supportive resources, only 20% agree on adequate workload support and 34% on the maintenance of lecture venues.
Table 11: Areas Where Wits Excels in Teaching and Learning
Figure 26: Academic Staff Perceptions on Teaching and Learning
I am aware of the various resources at my disposal to improve my teaching abilities and design compelling and interactive learning experiences.
Admin and support staff provide effective administrative assistance, enabling me to concentrate on my teaching responsibilities.
Wits attracts students who have a clear idea of what they want to do and see Wits as the way to achieve their goal.
Wits’ physical and online infrastructure accommodates large class sizes.
Wits’ ICT services are user friendly and supportive for my teaching methods.
Existing Teaching and Learning policies are appropriate and improve the teaching experience.
The teaching environment at Wits is fulfilling and nurtures my passion for teaching.
Lecture theaters are well kept, maintained and easy to walk in and use.
Wits offers sufficient support for staff in navigating workload challenges.
I am well-informed about the criteria and processes for career advancement and promotion at Wits.
77% 20%
feel Wits PROVIDES SUFFICIENT SUPPORT in managing workload challenges OF ACADEMIC STAFF respondents are aware of resources to improve their teaching
Lecturers frequently referred to ageing equipment and unreliable internet as important opportunities to enhance teaching and engagement at Wits. They also highlighted the need to invest in more teaching resources, mentorship opportunities, as well as administrative and ICT support. As student enrolments continue to grow, there is an opportunity to rethink staffing models and resource distribution to better support teaching capacity.
Students
The open-ended survey feedback, with over 1400 student responses, highlighted pride in Wits’ high academic standards, knowledgeable and supportive lecturers, diverse programmes and interdisciplinary opportunities. Students also value access to learning resources, with 81% reporting a positive awareness of available academic support. Additionally, 80% of students felt that Wits effectively manages large class sizes, provides user-friendly ICT services and offers a fulfilling learning environment with well-maintained lecture halls. Interestingly, while students rated facility maintenance positively, staff perceptions were more critical, likely reflecting their long-term perspective on the deterioration of infrastructure. However, administrative and support services received lower ratings, with only 68% of students feeling adequately supported in these areas. Despite some limitations, students emphasised class engagement, high-quality lectures and diverse academic opportunities as key strengths of studying at Wits.
Figure 27: Students’ Perceptions on Teaching and Learning
I am aware of the various resources at my disposal to improve my learning experiences.
The Wits admin and support staff provide effective administrative assistance, enabling me to concentrate on my learning.
Wits attracts staff and students who have a clear idea of what they want to do and see Wits as the way to achieve their goal.
Wits’ physical and online infrastructure accommodates large class sizes.
Wits’ ICT services are user friendly and supportive for my learning needs.
The learning environment at Wits is fulfilling and nurtures my passion for my studies.
Lecture theatres are well kept, maintained and easy to walk in and use.
81% of student respondents know about learning resources, but only 68% feel that administrative support is effective enough to help them concentrate on learning.
Alongside these positive experiences, students also shared the pressures they face, which can potentially explain the shift in current perceptions of Wits (see Figure 7). Half of the respondents referenced intense workloads and unrealistic timelines for academic submissions as key challenges, with many feeling that the fast-paced curriculum leaves little room for reflection and deep learning. Balancing academic demands with personal responsibilities is also a common barrier, and financial strain further contributes to mental health challenges. Some students reported feelings of inadequacy due to the pressure to excel, while others found administrative delays, unclear processes and unresponsive staff particularly challenging, mainly in areas such as registration and financial aid.
Some students also expressed a need for more practical learning, industry exposure and careeraligned content, as certain courses felt disconnected from real-world applications. FGDs conducted with student leaders highlighted the need for more initiatives to connect with industry partners and postgraduate students, ensuring that graduates are well-prepared for the workforce and that Wits' academic programmes remain current and relevant. Students, in turn, recognise that they have a responsibility to put in the effort required, including using Wits' support services and applying the knowledge and skills gained to benefit society.
…arrange formal meetings with postgraduate students [to] give the taste of the reality of the postgrad experience… I believe the university could improve its organisation of such events, as students are limited in the number of people we can reach out to. And again, the university can find a way to try and maybe transition into trying to stay up to date with exactly what is happening in the industry.”
–
Student Leadership, FGD
7.2.2 External Perceptions
While students and staff acknowledge both the strengths and opportunities in terms of Wits’ teaching and learning environment, external stakeholders, including alumni and government representatives, share perspectives beyond the university.
Alumni
Wits alumni hold the institution’s teaching and learning in high regard. About 92% take pride in being Wits graduates, and 89% would consider employing a Wits graduate. However, like staff, only 68% are satisfied with the university’s performance in global rankings. Despite this, 74% believe that Wits makes an outstanding contribution to research, with 89% rating the quality of education as excellent or above and 77% giving their overall experience a similarly high rating.
Wits graduates in my field are adequately prepared for the place of work.
I would employ a Wits graduate.
I am satisfied with Wits’ performance in university rankings as a reflection of its academic and research status.
I am proud to be a Wits alumnus.
I appreciate the efforts made by Wits to engage with the broader alumni community on academic and research matters. Wits makes an outstanding contribution to national, continental and global research. OF ALUMNI rate the quality of education at Wits highly
89% 77%
Rate their overall Wits EXPERIENCE POSITIVELY
The open-ended feedback suggested that some alumni perceive changes in Wits' academic standards, especially around admissions criteria, faculty expertise, and the overall quality of education. This perception is in direct contrast to internal perspectives and thus presents a communications opportunity to reinforce Wits’ commitment to excellence.
Government Representatives
In the context of programme delivery, government representatives highlighted opportunities to leverage technology to expand access and prepare students for the future of work. The integration of blended learning models and digital content was proposed as a strategy to increase accessibility while maintaining financial sustainability. Such approaches were viewed as critical for equipping students with the skills and knowledge required to navigate a rapidly evolving global economy. These recommendations align with findings from the student FGDs, which also emphasised the importance of work readiness. Students highlighted the need for programmes that integrate realworld skills and experiences to better prepare them for employment and the challenges of a dynamic workplace environment.
Figure 28: Alumni Perceptions on Teaching, Learning and Research
7.3 RECOMMENDATIONS FOR STRENGTHENING TEACHING AND LEARNING
Academic Staff: Strengthening Teaching, Support, and Collaboration
Academic staff recommended modernising lecture venues and technology, improving ICT services, and enhancing administrative support to create flexible, efficient, and future-ready teaching and learning environments. Expanding academic and support staff was also seen as essential to manage large student numbers, improve teaching quality, and reduce workload pressures. Staff emphasised the need to encourage open dialogue on teaching practices, strengthen trust between staff and management, and ensure inclusive decision-making through active consultation and respectful, professional communication.
Summary for Strengthening Teaching and Learning
• Upgrade lecture venues where possible, improve ICT services, administrative support, and create flexible teaching spaces to ensure an efficient, accessible, and future-ready academic environment.
• Increase academic posts where possible and strengthen administrative support to manage large student numbers, improve teaching quality, and reduce workload pressures. 1. 2. 3.
• Encourage open discussions on teaching practices, strengthen trust between staff and management, and encourage inclusive and transparent decision-making.
Students: Improving the Student Academic Experience
Students reflected on their academic journey at Wits and recognised both the rigour of their programmes and the resilience required to navigate them. While the intensity of workloads and tight timelines present challenges for students, particularly when coupled with personal and financial pressures, they used this feedback opportunity to suggest meaningful improvements that could enhance the learning experience. Students proposed more structured mentorship programmes, aimed at strengthening student-lecturer interaction. There was a strong interest in innovative teaching methods that bridge theory and practice, such as case-based learning and the integration of digital tools to improve engagement and relevance. They also identified infrastructural and administrative enhancements as key to reducing stress and improving accessibility. These included improving Wi-Fi reliability, expanding study spaces, modernising lecture venues, and streamlining administrative processes, particularly around registration and feedback. Many also called for the expansion of wellness services and greater academic flexibility to support mental health and overall student well-being.
Summary for Strengthening Teaching and Learning
• Adopt innovative, practical teaching methods that connect theory to real-world applications. Expand study spaces and modernise lecture venues and enhance campus Wi-Fi and digital infrastructure. 1. 2. Student Feedback
• Strengthen student-lecturer interaction through smaller tutorials and structured mentorship programmes.
RESEARCH AND INNOVATION
Known as a research-intensive institution, Wits is renowned for its contributions to knowledge and innovation that drive societal advancement. The institution is committed to fostering an environment where the pursuit of knowledge not only impacts the academic world but also yields tangible, transformative solutions to global challenges. This commitment is demonstrated across diverse faculties, from Health Sciences addressing public health crises, to Commerce, Law and Management (CLM) shaping economic policy and governance, Humanities advancing social justice and cultural understanding, and the Faculties of Science (SCI) and Engineering and the Built Environment (EBE) driving innovation in technology and sustainability. Wits aims to ensure that its research is not only impactful but also translated into real-world applications.
8.1 HISTORICAL CONTEXT
Over the last few decades, Wits has built a strong reputation for addressing societal challenges through research that spans diverse fields. By 2018, Wits achieved a significant milestone, with over 2000 DHET research units and 96% of its publications in high-impact journals, setting a benchmark for academic rigour (Wits, 2018c). Pioneering work in areas such as COVID-19 vaccine trials, rhino protection through nuclear radiation, and successes in medical science demonstrate Wits' sustained impact on society (Wits, 2021b). Throughout the past two decades, Wits’ research output has seen substantial growth. Between 2012 and 2021, the number of research publications doubled, with contributions from the Faculty of Health Sciences, followed by the Faculties of Science and Humanities (Wits, 2019b). As of 2022, Wits was home to 434 NRF-rated researchers, including 27 A-rated scholars, reflecting its dedication to producing world-class research (Wits, 2023b). Specialised research units, such as the Wits RHI and the Perinatal HIV Research Institute, have been at the forefront of global health and social research, showcasing Wits' role in shaping international scientific discourse (Wits, 2020).
Externally, Wits' research and innovation have made a lasting global impression, with alumni acknowledging the university’s influence on their research and career trajectories (Universum - ZAPS Alumni Report, 2023). The establishment of the Wits Innovation Centre (WIC) in 2022 exemplifies the university’s ongoing commitment to translating research into real-world solutions (Wits, 2022a). This focus on innovation, along with the introduction of the Postgraduate Diploma in Innovation, positions Wits as a leading institution for producing graduates who drive change and address global challenges.
8.2 CURRENT PERCEPTIONS ON RESEARCH AND INNOVATION
8.2.1 Internal Perceptions
Staff
There is a high level of confidence in the quality of research at Wits, with staff perceiving it as cuttingedge and internationally competitive. Wits is also recognised for its strong research output and capacity development, with most academic staff (78%) viewing research as innovative and responsive to global challenges. However, opportunities remain in collaboration, research output goals and support for emerging researchers. Male academics generally express more agreement with researchrelated statements than their female counterparts, suggesting that female academics may feel less supported in their research endeavours.
Figure 29: Academic Staff Perceptions on Research and Innovation
The research taking place at Wits is cutting-edge and responds to current world challenges.
The innovation taking place at Wits is cutting-edge and responds to current world challenges.
Wits is committed to developing research capacity within the university.
Wits offers adequate support to postgraduate students.
Adequate systems are in place to support emerging researchers.
I feel adequately resourced to pursue active research at Wits.
The working environment at Wits is conducive for academic staff.
Funding opportunities for research staff are effectively promoted and communicated.
Research goals and targets are realistic and desirable.
There are strategies that facilitate research collaboration within the university.
There are strategies that facilitate research collaboration outside the university.
Common research challenges raised in the open-ended feedback include time constraints, often due to heavy teaching and marking loads, as well as funding challenges. Female academics, in particular, report time constraints more frequently than male academics. Mid-career researchers also face limitations in accessing funding, as resources are primarily targeted at emerging researchers or established scholars. Additional challenges include ageing laboratory equipment, software limitations in key research fields, and a shortage of technical and research support staff.
Academic staff perceive heavy teaching loads as a particular challenge, as they can only commit 15% of their time to research, rather than the desired 40-60%. Promotion criteria, which predominantly favour research over teaching, also present a limitation for academic staff. Increasing student enrolments without proportional growth in staff limits available research time, and limited communication about cross-faculty and interdisciplinary research opportunities further create barriers for collaboration. There is also a perception that faculties operate independently, making interdisciplinary research challenging to pursue. Staff also reported a need for structured mentorship programmes to connect emerging researchers with senior academics. Because innovation is often perceived as tech-focused, it can potentially exclude the humanities and social sciences disciplines.
Innovation is being able to see a real-world application of some ideas you developed, through your research, through conversation, through conferences... And you can innovate intellectually. You don’t have to innovate in terms of product. And I think that’s the current challenge: getting people to move beyond the notion that innovation equals ‘I can take this to market.’
– Wits Leadership, IDI
Interview discussions with Wits Senate members also highlighted a unique perspective, noting that the drive for quality research and innovation could overshadow the academic or intellectual project as an end in itself.
Students
Students generally perceive research at Wits positively, with 77% believing that research conducted at the university is cutting-edge and addresses current challenges. Most students also feel that Wits attracts highly competent research staff and students (83%). However, only 69% of students report feeling adequately supported in conducting research, with higher satisfaction levels among honours (84%), master's (77%) and doctoral students (85%). The lower ratings primarily came from undergraduate students, who do not typically engage extensively with research at their level of study, as research is generally reserved for postgraduate students.
I feel supported to conduct research at Wits.
I feel motivated to conduct research at Wits.
The research taking place at Wits is cutting-edge and responds to current world challenges.
The innovation taking place at Wits is cutting-edge and responds to current world challenges.
Wits is committed to bolstering research capacity within the university.
Wits attracts highly competent research students and staff.
Adequate support systems are in place to elevate research students.
The environment at Wits is conducive for students to actively engage in research.
Funding opportunities for students are effectively promoted and communicated.
Research goals and targets are realistic and desirable.
Refer to Student Dashboard to filter insights by level of study
OF STUDENT RESPONDENTS agree that Wits provides a conducive environment for active research engagement 75% 50% feel that FUNDING OPPORTUNITIES ARE EFFECTIVELY PROMOTED and communicated
Figure 30: Students’ Perceptions on Research and Innovation
The open-ended feedback repeated funding challenges as less positive, with only half of the students feeling that funding opportunities are not always effectively promoted or communicated. Humanities postgraduate students, in particular, reported difficulties in securing funding for research projects. Other limitations include a shortage of qualified supervisors and high demand for supervision, which affect the quality of research guidance. Additionally, limited mentorship opportunities and outdated equipment hinder the research experience for postgraduate students. Lengthy ethical clearance processes and the need for stronger industry partnerships to ensure research has practical applications beyond academia were also noted as areas for improvement.
Challenges Faced by Students in Terms of Research and Innovation
Funding Limitations
Inadequate funding for research projects, equipment and infrastructure, especially for humanities and postgraduate students.
Supervision and Support
Limited availability of qualified supervisors, insufficient guidance for research students and inadequate mentorship opportunities.
Infrastructure and Resources
Outdated equipment, limited access to cutting-edge technology and insufficient facilities for research.
Administrative Barriers
Complex bureaucratic processes for approvals, grant applications and ethics clearance, leading to delays and inefficiencies.
Translation to Real-World Applications
Challenges in industry partnerships and ensuring societal relevance.
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
8.2.2 External Perceptions
Alumni
Alumni perceive Wits as having a strong research reputation, with 74% believing that the university makes a meaningful contribution to global research. There is also positive feedback on the engagement between Wits and alumni research networks, highlighting the value of maintaining strong connections. However, some alumni feel that university rankings do not always accurately reflect Wits' research excellence. Additionally, alumni expressed a desire for stronger collaboration with alumni networks to further support postgraduate research and innovation, highlighting the potential for these connections to enhance the impact of research and create more opportunities for innovation.
Table 12: Challenges in Terms of Research and Innovation
8.3 RECOMMENDATIONS FOR STRENGTHENING RESEARCH AND INNOVATION
Academic Staff: Enhancing Research Capacity Through Support and Collaboration
Staff emphasised the need to address funding challenges by increasing financial support for struggling departments, expanding bursaries, and providing targeted funding to support researchers at various career stages. There was also a call to create a more connected academic environment by strengthening mentorship between senior and junior researchers, enhancing communication channels, and promoting cross-faculty collaboration. To further promote innovation and impact, staff recommended balancing fundamental research with practical applications, strengthening postgraduate training, and linking funding to outputs such as publications. Administrative burdens were identified as barriers to research quality, prompting suggestions to streamline processes, hire additional administrative personnel, and allocate more time for research activities. Academic staff also called for more effective and equitable policies, including realistic workload models aligned with promotion criteria, balanced allocation of academic duties, and evaluation systems that move beyond rigid metrics. Optimising teaching loads was seen as critical, with recommendations to reduce class sizes, lighten administrative duties, and allow academics more time for supervision and research excellence.
Summary for Strengthening Research and Innovation
• Increase financial support for underfunded departments and expand bursaries where possible.
• Provide targeted funding to support researchers at different career stages and recognise a broader range of research contributions. 1. 2. 4. 3. 5. 6.
• Strengthen mentorship between senior and junior researchers and enhance communication across academic levels.
• Promote cross-faculty collaboration to build a more connected academic environment.
• Strengthen postgraduate training and link research funding to outputs such as publications.
• Develop equitable workload models aligned with promotion criteria and ensure fair allocation of academic duties.
Students: Advancing Research Through Support, Access, and Real-World Relevance
Students highlighted the potential need to strengthen research and innovation ecosystems through enhanced funding, infrastructure upgrades, and stronger mentorship opportunities. Many emphasised the importance of upgrading laboratories, improving access to cutting-edge technologies, and expanding the availability of research tools and data.
Strengthening supervision and mentorship also emerged as a key theme, with students recommending the recruitment of more qualified supervisors, improved mentor training, and clearer expectations around support. Students also called for greater awareness and engagement, including more visible promotion of research and funding opportunities, interdisciplinary collaboration, and training sessions for both undergraduate and postgraduate students. Lastly, there was a desire for research activities to be more practically applied, with stronger ties to industry and a focus on producing solutions that address real-world challenges.
Summary for Strengthening Research and Innovation
• Enhance funding opportunities, including scholarships, grants, and diverse funding streams.
• Upgrade laboratories and improve access to cutting-edge technologies and data. 1. 2. 4. 3. 5. 6.
• Expand availability of research tools and infrastructure.
• Encourage interdisciplinary collaboration and research training for students.
• Streamline administrative processes for grants, scholarships, and ethics approvals.
• Strengthen links between research and industry to promote real-world impact.
PLACE AND PARTNERSHIPS
PLACE AND PARTNERSHIPS
Wits is uniquely positioned at the intersection of dynamic urban and rural environments, with its central location in Johannesburg and the Wits Rural Campus in the Bushbuckridge region. The institution recognises the need to leverage its geographical and contextual advantages to build meaningful partnerships that drive societal impact. Through partnerships with other universities and active engagement with local communities, Wits aims to utilise its academic resources to address pressing challenges, including climate sustainability, inequality, public health, and social justice.
9.1 HISTORICAL CONTEXT
For many years, Wits has been closely connected to Johannesburg’s development, shaping the city through research, innovation and civic engagement. From revitalising Braamfontein to partnerships like the Tshimologong Digital Innovation Precinct, Wits has played a key role in urban transformation. Collaborations with local government and industry continue to drive policy, infrastructure and social impact, reinforcing Wits’ role as a key player in the city’s future. This physical presence in Braamfontein has subsequently influenced both internal and external perceptions of the institution. Internally, students and staff primarily viewed the urban setting as central to the university’s identity, offering accessibility and proximity to Johannesburg’s economic and cultural hubs (Wits Institutional Review, 2022). However, concerns about congestion, transportation limitations, and the surrounding socio-economic conditions have also featured prominently in discussions about the campus experience (Student Experience Survey, 2023). These perspectives reflect the dual reality of being situated within a vibrant yet complex metropolitan environment.
Accommodation has been another key aspect that has influenced perceptions over time. While Wits has expanded its residence offerings, internal stakeholders have often raised concerns about availability and affordability, particularly for students from lower-income backgrounds (Wits Housing Report, 2023). Externally, Wits’ residences have been perceived as prestigious, yet limited in capacity, leading many students to seek private accommodation in Braamfontein and other areas (Higher Education Housing Review, 2023). The contrast between institutional efforts and broader housing market constraints has shaped debates about student living conditions.
Safety remains a persistent theme in perceptions of Wits. Internally, staff and students have expressed concerns about crime in and around the university, prompting ongoing security interventions, such as enhanced surveillance and partnerships with local law enforcement (Wits Security Report, 2024). Externally, perceptions of safety at Wits are often shaped by broader crime trends in Johannesburg, with sporadic incidents affecting public confidence despite institutional efforts to mitigate risks (ISS, 2023). These perspectives highlight the complex interplay between university-led initiatives and external socio-political realities in shaping the perception of safety on campus.
Beyond perceptions on location, accommodation and safety, Wits has consistently engaged in various partnerships and community initiatives. Archival records highlight longstanding collaborations with municipal authorities, NGOs and private sector stakeholders aimed at addressing urban challenges, improving student welfare and fostering a positive university-community relationship (Wits Archival Review, 2024). These efforts have included infrastructural upgrades, economic development initiatives and social outreach programmes that enhance Wits’ role as an engaged urban university. However, internal and external views on these partnerships have varied, with some seeing them as transformative while others discuss their sustainability and impact. This historical context sets the foundation for understanding how different publics, including students, staff, alumni, and broader society, currently perceive Wits in relation to these key themes.
9.2 CURRENT PERCEPTIONS ON PLACE AND PARTNERSHIPS
9.2.1 Internal Perceptions Staff
The Wits physical campus is widely seen as a reflection of its heritage and history (87%) and is largely considered safe (81%) by staff members. Highlights of the campus include its historic buildings, vibrant campus life, the Great Hall, quality libraries and green spaces. However, improvements are needed in accessibility for individuals living with a disability and the provision of work resources, such as reliable power and Wi-Fi, to better support on-campus working. While most staff feel safe on campus (81%), only 15% feel physically safe outside its boundaries. There is also a less positive perception among academic staff who appear more critical than PAS regarding disability access, campus sustainability and on-campus work resources.
Located in the heart of Johannesburg, Wits exemplifies the essence of a world-class cosmopolitan African university.
The Wits physical campus is a reflection of its heritage and history.
Wits roads, buildings and other physical infrastructure meet the needs of the Wits community and are well maintained.
People living with disabilities are able to navigate the campus easily.
In my office and when walking around campus I get a sense that environmental sustainability is a priority at Wits.
The provision of resources such as back-up power, stable WIFI and other on-campus facilities make me prefer working on-campus.
My physical workspace is a conducive working environment.
I feel physically safe when I am on campus.
I feel physically safe when I am in the surrounding city of Johannesburg.
81% of staff respondents feel physically safe on campus, but only 15% feel safe off campus
In terms of community and public engagement, most staff participants agree that Wits plays a significant role in society, contributing to social goods such as advocacy, public debate, and thought leadership (69%). While academic staff are slightly less likely than PAS to share this view, the majority still believe that Wits plays a significant societal role. These sentiments tend to decrease with longer tenure at Wits, though not significantly. Both male and female staff express similar views on engagement. The open-ended feedback indicates common barriers to community engagement, including a lack of visibility and awareness of such initiatives, as well as a need for engagement that better aligns with diverse community needs.
Figure 31: Staff Perceptions on Wits’ Physical Environment
Staff suggest that Wits could increase its social impact by engaging more frequently in community projects and enhancing the visibility of these efforts.
Figure 32: Staff Perceptions on Community and Public Engagement
The university encourages and supports active citizenship and advocacy.
Wits is the preferred destination for intellectual engagement and public debate.
The Wits community plays a significant role in communities as an advocate for social change toward transformation.
The services offered by Wits University to communities (law clinic, dental clinic, etc.) are of exceptional quality and have a transformative impact on people’s lives.
Wits academics actively contribute to the strengthening of democracy and governance in South Africa through their influential roles as public thought leaders.
Students
Wits’ physical environment is generally well-regarded, with 90% of students feeling that it positively reflects the university's heritage and history. On campus, 87% of students feel physically safe; however, this figure drops sharply to 23% when considering the surrounding areas, with doctoral students feeling the least safe off-campus (15%).
Figure 33: Students’ Perceptions of Wits’ Physical Environment
Located in the heart of Johannesburg, Wits exemplifies the essence of a world-class cosmopolitan African university.
The Wits physical campus is a reflection of its heritage and history.
Wits roads, buildings and other physical infrastructure meet the needs of the Wits community and are well maintained.
People living with disabilities are able to navigate the campus easily.
When walking around campus, I get a sense that environmental sustainability is a priority at Wits.
The provision of resources such as back-up power, stable WIFI and other on-campus facilities make me prefer studying on-campus.
My physical workspace is a conducive learning environment.
I feel physically safe when I am on campus.
I feel physically safe when I am in the surrounding city of Johannesburg.
In addition to structured survey responses, open-ended responses offer further insight into what students appreciate most about the campus. They highlighted the library's lawns, gardens, and iconic landmarks, such as the Great Hall and Tower of Light, as central to their experience. The blend of modern and historic architecture, along with well-maintained libraries and inviting study spaces were commended for creating a visually appealing and supportive academic setting. Social and dining areas, such as The Matrix and Olives and Plates, were also valued as hubs for community and relaxation. Some suggested improvements for upgrading pavements, enhancing campus security, and expanding open areas for leisure and learning.
Green Spaces and Lawns
Library lawns, West Campus lawns, trees, gardens and other outdoor spaces for relaxation and studying.
Iconic Landmarks
The Great Hall, Tower of Light, Senate House and historic East Campus buildings show Wits’ heritage.
Library and Study Spaces
Well-maintained and accessible libraries.
Campus Aesthetics
Blend of historic and modern architecture, clean and well-maintained environment and fountains.
Social and Dining Spaces
The Matrix and Olives and Plates and other on-campus cafes and social spaces. Moderate
Key to Frequency Ratings:
High: Mentioned frequently by many respondents
Moderate: Mentioned by a moderate number of respondents
Low: Mentioned by only a few respondents
Community and public engagement at Wits are positively perceived, with 76% of students agreeing that the university encourages active citizenship and serves as a preferred institution for intellectual engagement. Wits is also seen as a key advocate for social change, playing an important role in communities (72%). Services such as the law and dental clinics also received a relatively high perception rating of 69%, highlighting their important role in providing real-world, work-integrated learning opportunities and positively impacting communities. The neutral responses in this area (28%) may suggest that not all students are fully aware of or engaged with these services, reflecting an opportunity to enhance visibility and participation. Overall, Wits is recognised for excelling in community engagement, particularly through outreach programmes and events that effectively connect students with local communities.
Table 13: Best Parts of the Wits Campus
Best Parts of the Wits Campus (Student Perspectives)
Figure 34: Students’ Perceptions on Community and Public Engagement
The university encourages and supports active citizenship and advocacy.
Wits is the preferred destination for intellectual engagement and public debate.
The Wits community plays a significant role in communities as an advocate for social change toward transformation.
The services offered by Wits University to communities (law clinic, dental clinic, etc.) are of exceptional quality and have a transformative impact on people’s lives.
Wits academics actively contribute to the strengthening of democracy and governance in South Africa through their influential roles as public thought leaders.
Leadership
To engage leaders on Wits’ positioning, separate interviews were conducted with Senate members and Vice-Chancellors, both current and former. The Wits leadership reflected on Wits' role in infrastructural development and its significance not only in Braamfontein but also in Johannesburg more broadly.
Wits hasn’t allowed Johannesburg to fail... Along with UCT, these are two key anchor institutions in terms of size, history, and their position at the forefront… We’re doing amazing work through Jozi, my Jozi […] We erected walls around the late 1990s, and the university stopped being part of a community. The university must be closely tied to the community it serves. But after that, we have established a digital centre and also, we’ve established the best art museum.”
– Wits Leadership, IDI
Vice-Chancellors highlighted the importance of reframing and strengthening Wits’ identity, both internally and in public perception, especially through external stakeholder engagements.
We are intentionally improving communication with our tradi-tional feeder schools to change the perception that Wits is not safe, that Wits is not stable, that there are too many protests. Our focus is on showcasing the positives happening at Wits.”
– Wits Leadership, IDI
Discussions with leadership further emphasised Wits' role as an anchor institution, highlighting its influence on South Africa’s development, its intellectual inclusivity and its historical contributions.
We are a very inclusive university that is a home for all… I always say that we are intellectually elite, but not elitist. In terms of resources, whether you can afford it or not, as long as you meet our rigorous intellectual demands, Wits is for you.”
– Wits Leadership, IDI
Wits’ reputation was often tied to its history, its size, influential alumni and its contributions to South Africa’s growth. Participants highlighted that these historical and contemporary roles solidify Wits as an anchor institution.
9.2.2 External Perceptions
The external perceptions of Wits, particularly from alumni, environmental partners, government representatives and industry associates, provide important views into the university’s role within its broader community and partnerships. These perspectives highlight strengths in Wits' engagement with social responsibility, public affairs and urban development, as well as opportunities for further collaboration and strategic agility in its external relationships.
Alumni
Alumni continue to view Wits as a central figure in community and public engagement, with 68% believing the university plays a key role in political commentary and 65% feeling that Wits is strongly engaged in public affairs. Furthermore, 70% recognise Wits as a leading advocate for social activism, which reflects its historic commitment to social issues and activism. However, only 62% feel the university contributes directly to strengthening democracy and shaping South African policy and governance. The influence and excellence of Wits are supported by only 55% of alumni who agree that its consistent media presence highlights the university’s impact in these areas. Alumni acknowledge Wits’ ongoing contribution to social responsibility and activism but highlight opportunities to strengthen engagement.
Figure 35: Alumni Perceptions on Community and Public Engagement
Actively shapes public opinion and engagement.
Has a constant presence in the media that is a testament to its excellence and influence Wits.
Actively contributes to the strengthening of democracy, development of policy and governance.
Wits was strongly involved in community engagement.
Graduates make a substantial impact on a national and global scale. of respondents RECOGNISE WITS AS A LEADING ADVOCATE for social activism 70%
Partners in the City
Key informants from the Braamfontein Precinct emphasised the importance of enhancing decisionmaking processes within Wits to capitalise on time-sensitive opportunities with external partners. They suggested that the university create a dedicated office within the Vice-Chancellor's portfolio to expedite partnerships and initiatives, thereby streamlining execution while aligning with governance structures. One informant highlighted a disconnect between departments engaged in innovative work, highlighting the need for greater synergy across these units.
I think the Vice-Chancellor should have an office of expediting ideas and relationships, and then he allows execution to happen, you know, and then it gets done quickly. It feels like there’s a lot of respect for governance, and therefore that fits in there, that fits in there, that fits in there, and everyone gets on with it. And yet, in the Department of Innovation and Technology, they’re doing some seriously cool stuff, but it somehow is in that silo. And it feels like to me that there’s gotta be some connections between all these different silos, and something is missing somewhere in that top structure that’s not connecting the dots, because there’s some beautiful dots to connect.”
– Braamfontein Precinct Informant , IDI
Wits needs to continue reinforcing the collaboration in jointly shaping the long-term strategy, or them as being the main contributors to the main long-term strategic agenda, of the city of Johannesburg in terms of best practices, in terms of analysis, in terms of just the research that they would have had around how other cities across the world are going on a trajectory of development. But secondly, it’s the whole notion around the development... If we contribute funding around the development of our city, I think it’s an area that we also need to continue to make sure that as they put in funding for their development, it also benefits the broader citizenry.”
– Braamfontein Precinct Informant , IDI
The potential for collaboration between Wits and the surrounding community in urban development and revitalisation was also emphasised, with informants stressing that Wits should play an active role in shaping Johannesburg’s long-term development. This dual responsibility of fostering innovation within the university and contributing to regional development was seen as key to Wits' future success.
Government Representatives
Discussions with government representatives highlighted the potential for collaborations with a broader range of institutions beyond traditional university partnerships. Representatives emphasised the value of creating partnerships with Technical and Vocational Education and Training (TVET) colleges to address resource disparities and build stronger educational pathways. The need for collaborations with secondary schools to enhance the preparedness of prospective students for university life, particularly through resource-sharing initiatives and academic readiness programmes, was also emphasised.
I would love to see universities working together with TVET colleges. We know the plight of our TVET colleges in terms of resources, in terms of even the libraries, in terms of labs.
I would love to see Wits partnering with a TVET college to say, ‘let’s share resources with you.”
– Government Representative, IDI
So they’re building a really good physical environment: digital library, meeting rooms, lecture spaces, communal spaces. It’s really got an almost WeWork-like environment as well. So very trendy, very vibey. And it’s right next door to the Maharishi Invincibility Institute in the city, which is also really phenomenal. And there’s a great relationship between Wits and Maharishi. And we’re gradually converting the Marshalltown precinct into... [an] education town with these different connections and different components, which is just very, very exciting.”
– Industry Associate, IDI
Industry Associates
Industry associates commended Wits for its forward-thinking approach to infrastructure development, including the creation of modern, dynamic learning spaces such as digital libraries and communal areas that foster collaboration. These developments not only enhance Wits' physical environment but also solidify its role in the transformation of Johannesburg’s urban landscape.
These external perspectives suggest that Wits has a strong foundation in community engagement, public affairs, and urban development, but also highlight areas where the university can enhance its strategic agility and expand its collaborative efforts, both internally and externally, to further strengthen its role in shaping the future of Johannesburg and beyond.
9.3 RECOMMENDATIONS FOR STRENGTHENING PLACE AND PARTNERSHIPS
External Constituencies: Strengthening Public Impact Through Strategic Partnerships and Community Engagement
Alumni, industry partners, and government stakeholders continue to recognise Wits as a key player in community engagement, social activism, and urban development, yet they also identify opportunities to enhance its impact. Alumni reaffirm Wits’ historic role in public affairs but highlight the potential need to strengthen its visibility and influence in shaping policy and governance. Partners in the city called for more agile decision-making structures within Wits to fast-track partnerships and better connect innovative work across departments.
External Partner Feedback
They see Wits as pivotal in shaping Johannesburg’s future and stress the importance of aligning the university’s development with broader city revitalisation efforts. Government representatives recommended that Wits expand partnerships beyond traditional university collaborations, particularly with TVET colleges and schools, to address educational disparities and improve student readiness. Industry associates commended Wits’ modern infrastructure and its role in transforming the cityscape, but also encouraged continued investment in collaborative, dynamic spaces. To build on these strengths, recommendations include enhancing campus safety and accessibility, reinforcing Wits’ public profile and community outreach, and fostering deeper partnerships with educational institutions and city stakeholders to drive both academic and urban development.
Summary for Strengthening Place and Partnerships
• Strengthen Wits’ visibility and influence in shaping public policy and governance.
Reinforce Wits’ public profile as a driver of academic and urban development.
• Develop more agile internal decision-making structures to fast-track partnerships. 1. 2. 4. 3. 5. 6. 7. 8.
• Improve coordination and connection of innovative work across departments.
• Align university development with broader city revitalisation initiatives.
• Expand partnerships beyond universities to include TVET colleges and schools.
• Invest in collaborative, dynamic spaces to support industry and community engagement.
• Enhance campus safety, accessibility and community outreach efforts.
Staff: Strengthening Maintenance, Accessibility and Sustainability
Staff recommended several improvements to enhance the physical campus environment. A recurring theme was the need for a more proactive approach to building maintenance, including faster response times from the Property and Infrastructure Management Division (PIMD) and ensuring that disability access features are functional. Many also called for the refurbishment of older buildings and lecture venues, with a particular focus on upgrading ICT and audio-visual equipment. The expansion and maintenance of green spaces, including gardens and indoor greenery, were moderately highlighted, alongside suggestions to increase parking availability closer to workspaces and to repair campus roads.
Staff also expressed the potential need for more informal or third spaces for both work and relaxation, as well as cleaner building exteriors and restrooms. Although mentioned less frequently, some staff members advocated for the continuation and expansion of environmental sustainability efforts through the addition of more recycling stations, solar-powered infrastructure, and the use of indigenous plants. Enhancements to campus lighting, CCTV reliability, and access control systems were also proposed to create a safer and more accessible campus experience.
Staff Feedback
Student Feedback
Summary for Strengthening Place and Partnerships
• Adopt a proactive maintenance approach and ensure faster PIMD response times, especially for accessibility features.
• Refurbish older buildings and lecture venues, modernising ICT and A/V infrastructure. 1. 2. 4. 3. 5.
• Maintain and expand green spaces, including gardens and indoor greenery. Improve parking availability near work areas and address road maintenance, such as potholes.
• Create more common/third spaces for relaxation and informal work, including seating and outdoor areas. Improve campus cleanliness, especially restrooms and building exteriors.
• Expand environmental sustainability initiatives (e.g., recycling stations, indigenous plants, solar panels) and enhance lighting, CCTV, and access control for better safety and security.
Students: Enhancing Campus Environment and Safety
Students highlighted the need to enhance the campus environment by expanding green spaces, planting more trees, and adopting visible sustainability practices, such as recycling and utilising solar-powered amenities. They called for regular maintenance and upgrades of buildings, lecture halls, restrooms, and walkways to improve the overall campus experience. Improving accessibility for students with disabilities was a recurring recommendation, including the installation of ramps, lifts, and safer pathways. Students also requested more study and social spaces, both indoors and outdoors, equipped with charging ports and comfortable seating. Safety and security enhancements were suggested, particularly in the Braamfontein area and for late-night access, through increased patrols and improved lighting. Additionally, students recommended infrastructure upgrades such as modernising older buildings, improving Wi-Fi reliability, and updating lecture hall technology, along with providing more affordable food options and convenient campus amenities.
Summary for Strengthening Place and Partnerships
• Enhance green spaces by planting more trees and adopting additional visible sustainability initiatives (e.g., recycling bins, solar-powered amenities).
• Improve accessibility for students with disabilities by installing ramps, lifts, and creating safer, more navigable pathways. 1. 2. 4. 3. 5.
• Maintain and upgrade infrastructure, including lecture halls, restrooms, walkways, and campus buildings. Expand study and social spaces, both indoor and outdoor, with charging ports and comfortable seating where possible.
• Strengthen campus safety and security, especially in surrounding areas like Braamfontein and during late-night hours, through better lighting and increased patrols.
• Improve campus amenities by offering more affordable food options and ensuring convenience and accessibility.
MANAGEMENT, LEADERSHIP AND GOVERNANCE FINDINGS
MANAGEMENT, LEADERSHIP AND GOVERNANCE
Strong management, effective leadership, and good governance are foundational to achieving the goals outlined in the Wits 2033 Strategic Framework. Wits is dedicated to ensuring that leadership at every level is empowered to drive the vision, promote academic and research excellence and maintain integrity. Aligned with the 2033 strategy, Wits seeks to cultivate leadership that fosters collaboration, innovation and responsiveness to both global and local challenges. Wits’ governance structures are designed to ensure accountability, transparency and alignment with the institution’s strategic priorities.
10.1 HISTORICAL CONTEXT
Wits has undergone shifts in its management, leadership and governance structures over the years, reflecting broader changes within the higher education landscape in South Africa. In the early 2000s, leadership at the university was primarily characterised by a top-down approach, where decision-making was concentrated within senior management. This model often led to less positive perceptions among both staff and students, who felt disconnected from the processes that shaped the institution's direction. However, over time, there has been a concerted effort to increase inclusivity and transparency, particularly with the introduction of more consultative mechanisms such as staff forums and student engagement in governance processes. Leadership began to recognise the importance of fostering a participatory environment, ensuring that diverse voices were heard in shaping key decisions about the university's future (Wits, 2012).
By the mid-2010s, the university's leadership had made significant strides in improving governance, particularly in response to the #FeesMustFall student protests and growing demands for transformation. In 2015, Wits underwent a review of its governance structures, which resulted in adjustments aimed at enhancing accountability and responsiveness. This period also saw a shift towards greater focus on diversity and transformation, with governance strategies becoming more aligned with national policies and social justice goals (Wits 2014).
Despite these advancements, the university faced mixed perceptions regarding the balance between leadership autonomy and the need for inclusivity and accountability. Student and staff groups continued to call for greater diversity in leadership roles and more equitable representation within decision-making bodies. Alumni and external stakeholders expressed similar perspectives, particularly regarding the pace of transformation at the senior management level. As the university moved into the 2020s, leadership sought to address these concerns through more structured consultation processes and the introduction of more transparent governance practices. These efforts laid the groundwork for ongoing reflection on the university’s leadership dynamics, setting the stage for a more nuanced understanding of current perceptions, both internal and external, as explored in the next section.
10.2 CURRENT PERCEPTIONS ON MANAGEMENT, LEADERSHIP AND GOVERNANCE
10.2.1 Internal Perceptions
Staff
Staff rate their line managers highly in terms of having confidence in them (80%), clear role-related responsibilities (69%) and managers modelling ethical behaviour (73%). However, HR and finance processes, as well as the extent to which good work is recognised, received less favourable views.
Notably, there is a clear difference in ratings between female and male staff on statements about staff management, with females consistently expressing lower levels of agreement. Ratings on staff management also decline after employees have worked at Wits for more than a year, indicating a difference between new and long-term employees. Staff believe Wits excels in strategic planning, research management and student support services, with strong leadership and effective financial management.
My line manager provides clear expectations on my role and responsibility and provides guidance.
I am provided with constructive feedback in situations where improvements could have been made.
My manager promotes a positive and inclusive workplace culture.
My manager has confidence in my ability to handle my responsibilities autonomously.
I receive recognition for my work in instances where I have exceeded expectations.
Professional and continuous development are encouraged.
My manager models ethical behaviour and has integrity.
My manager consistently handles situations with impartiality and a sense of reason.
The structures and processes for finance, HR and other administrative processes are clear. Management effectively communicates important information to all relevant staff members.
About two-thirds of staff (67%) understand the role of the Wits Council. Over half of the staff sample express full confidence that the Wits Council has sufficient oversight of university operations and establishes effective accountability across all levels. Staff highlighted Wits' strong governance performance, noting its strategic vision, effective leadership, robust academic governance, and sound financial management, all of which have contributed to stability and stakeholder engagement. However, open-ended feedback indicates room for improvement in sustainability goals, financial management, and staff safety during student protests. It also highlights a potential need for increased transparency, stronger accountability, improved stakeholder engagement, and more streamlined decision-making processes.
I understand the role of the Wits Council (which is responsible for ongoing strategic direction of Wits, approval of major developments and the receipt of regular reports from Executive Officers).
I have full confidence that the Wits Council has sufficient oversight of university operations.
I believe that the Wits Council establishes accountability across all levels, allowing Wits to maintain its autonomy.
Effective governance is ensured by the collective knowledge and experience of the Wits Council.
Figure 36: Staff Perceptions on Management at Wits
Figure 37: Staff Perceptions on Governance at Wits
Over 60% of staff agree that Wits leadership has a well-defined vision and that they can contribute to it. Fewer staff felt that the Wits leadership is sufficiently transparent (43%) or mindful of staff opinions (40%). Perceptions around leadership’s transparency appear to decline the longer staff work at Wits. While Wits' leadership is praised for their vision and commitment to academic excellence, staff highlighted opportunities for greater visibility during key social events.
The leadership at Wits University has articulated a well-defined vision and provided a detailed plan for achieving it.
I am in agreement with the vision presented by the leadership at Wits and am confident that I can contribute to its realisation.
The Wits leadership team exercises transparency in decision-making and resource allocation.
Wits’ Leadership team actively seeks and takes into account the opinions of its staff members regarding the way things are done at the university.
Students
Overall, student perceptions of management within their schools and faculties reflect lower satisfaction levels. Just over half of respondents (56%) agree that there is a culture of positivity and an inclusive student environment. However, fewer students believe that their schools handle situations impartially and fairly (49%), and just over half indicated that important information is effectively communicated to students (57%), which supports earlier results on communication.
39: Students’ Perceptions of Management within Schools and Faculties
My school/faculty promotes a positive and inclusive student environment and culture.
My lecturers/ staff members model ethical behaviour and have integrity.
My lecturers/ staff members consistently handle situations with impartiality and a sense of reason.
The structures and processes for admission, financial aid and other administrative processes are clear.
My school/faculty effectively communicates important information to all students.
Figure 38: Staff Perceptions on Leadership at Wits
Figure
In terms of governance, as reflected in the student survey, which focused on aspects related to the Wits Student Representative Council (SRC), the results were mixed. The majority of the sample (87%) agree that Wits offers a wide range of clubs and societies that represent their interests. However, only about 60% of undergraduate students feel represented by the SRC, and 59% express confidence in its ability to establish accountability. While slightly more than half of respondents regard the SRC positively for its representation and advocacy roles, 40% of students highlight opportunities for greater visibility, engagement and responsiveness in how the SRC fulfils its mandate.
40: Students’ Perceptions of the Student Representative Council (SRC)
Wits has a wide range of clubs and societies that represent the interests of students.
I feel represented by the Wits Students Representative Council (SRC).
I have full confidence that the Wits Students Representative Council (SRC) has sufficient oversight of university student operations.
I believe that the Wits Students Representative Council (SRC) establishes accountability across all levels, allowing Wits to maintain its autonomy.
Effective governance is ensured by the collective knowledge and experience of the Wits Students Representative Council (SRC).
Overall, 59% of students believe that the Wits leadership team exercises transparency in decisionmaking. However, a higher percentage of Master’s (64%) and doctoral (63%) students feel that the leadership team actively seeks and considers the opinions of its student members.
41: Students’ Perceptions of Leadership at Wits
The Wits leadership team exercises transparency in decision-making and resource allocation.
Wits’ leadership team actively seeks and takes into account the opinions of its student members regarding the way things are done at the university.
Figure
Figure
10.3 RECOMMENDATIONS FOR STRENGTHENING GOVERNANCE, LEADERSHIP AND MANAGEMENT
Staff: Strengthening Engagement in Management, Leadership and Governance
Based on the open-ended feedback from staff, several key recommendations emerge to strengthen leadership, management, and governance at the university. Firstly, there is a potential opportunity to enhance communication and transparency by ensuring that decision-making pathways are clearly outlined and consistently communicated to all stakeholders, with regular, timely updates from leadership. Secondly, staff recommended the inclusion of robust monitoring and evaluation mechanisms to ensure that policies are responsive, consistently applied, and reviewed regularly for effectiveness and adherence. Staff also recommend the co-construction of policy, advocating for inclusive consultation processes that actively involve academic staff and PAS at all levels, particularly those typically excluded from high-level decision-making. To build greater trust, the feedback suggests that leadership visibility can be enhanced through open dialogues and direct engagement with staff. Lastly, while raised less frequently, a notable recommendation includes mindfulness to ensure diversity in its leadership.
Summary for Strengthening Governance, Leadership and Management
1. 2. 4. 3. 5. Staff Feedback
• Enhance communication and transparency by clearly outlining decision-making pathways and providing regular, timely updates from leadership.
• Implement robust monitoring and evaluation systems to ensure policy consistency, responsiveness, and regular review.
• Promote inclusive policy development through active consultation with academic and PAS, including those typically excluded from high-level decision-making.
• Increase leadership visibility by fostering direct engagement and open dialogues with staff.
• Exercise mindfulness in leadership composition to continuously reflect the principles of transformation, equity, and inclusion.
Students: Strengthening Engagement in Management, Leadership and Governance
Within faculties and schools, students highlighted the need for clearer communication and more consistent processes. They also called for a more inclusive and welcoming environment that promotes belonging and participation, supported by transparent and timely sharing of important information. In terms of governance, while most students appreciate the diverse clubs and societies available at Wits, many identified a need for the SRC to increase transparency in its decision-making, improve student engagement, and secure greater support for student-led initiatives. At the leadership level, students recommended more consistent and meaningful consultation with the student body, particularly undergraduates, to ensure that their voices are actively considered in institutional decision-making. A key recommendation across all levels is to create more open, responsive, and student-centred structures that build trust, accountability, and inclusive participation.
Summary for Strengthening Governance, Leadership and Management
• Improve communication within faculties and schools through timely and transparent sharing of important information.
• Foster more inclusive and positive academic environments that support student belonging and participation.
• Increase transparency in SRC decision-making processes.
• Strengthen student engagement and representation in governance structures.
• Ensure greater consistency, fairness, and impartiality in how student issues are handled across departments. 1. 2. 4. 7. 3. 6. 5. 8.
• Provide greater institutional support and funding for student-led initiatives and societies.
• Enhance consultation between university leadership and the student body, with a focus on including undergraduate voices.
• Develop more open, responsive, and student-centred structures across all institutional levels to build trust, accountability, and participation.
CONCLUSION
The findings of the Wits@100 Cultures Study reveal an institution rooted in a legacy of academic and research excellence as well as social engagement. The study integrated archival perceptions from 109 unique documents, survey responses (3803 students, 1101 staff and 1800 alumni), alongside qualitative data with key informants, both internally and externally (57 IDIs and FGDs). Key strengths of Wits’ renowned research culture, a vibrant campus environment and a strong commitment to social activism and public engagement continue to underpin the university’s identity. However, challenges in communication, resource allocation, administrative efficiency and a sense of belonging have been identified across various perspectives. The actionable recommendations, co-developed with key portfolio leaders, provide opportunities to strengthen internal processes and expand external partnerships. Wits is well-positioned to not only preserve its heritage but also to adapt and thrive in an ever-changing environment. This study provides a clear, data-driven roadmap for Wits to continue evolving as a diverse, agile, and people-centred anchor institution. Guided by the Wits 2033 Strategy, which focuses on advancing a shared identity, pursuing academic excellence, achieving social impact and ensuring sustainability, Wits can continue to grow the next generation of change-makers, drive academic innovation, and secure its position as a transformative force both locally and globally in the years to come.
APPENDICES
Staff Survey Dashboard (Click to view)
Student Survey Dashboard (Click to view)
Alumni Survey Dashboard (Click to view)
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