Jan Botha, André MüllerStellenbosch University

How the renewal of its academic offering is trans-forming the identity of an African university

How the renewal of its academic offering is trans-forming the identity of an African university

RESEARCH PROBLEM The NQF institutional transformation

Whether and to what extent can the transformation of the curriculum and identity of a public HE institution be prompted and steered through national mechanisms such as a qualifications framework and a national accreditation body

METHOD Focus on curriculum transformation• Focus on new programmes introduced during 2001 – 2010• Statistical information on student enrolments and demographic profile• Questionnaire and interviews with selected programme coordinators

RESEARCH QUESTION Curriculum transformation SU transformation To what extent does an analysis of new programmes yield useful answers to the question of curriculum and institutional transformation at SU?

Size and demographic profile of Stellenbosch University

2000 2002 2004 2006 2008 20100

2000400060008000

100001200014000160001800020000

14869 15326 15548 16158 1694618581

6887 6108 6424 64117740

9113

All Students Head Count

White Coloured/Black/Indian

2000 2002 2004 2006 2008 20100

100200300400500600700800

701 708 699 664 682737

51 68 86 106 119154

Head Count Permanent Academic Staff

White Coloured/Black/Indian

Staff

Students

New programmes introduced at Stellenbosch University during 2001-2010

FACULTY №

Arts and Social Sciences 18 Natural Sciences 1 Education 2 Economic and Management Sciences 25 Health Sciences 34 Agri-Sciences 4 Law 0 Engineering 3 Theology 1 Military Sciences 4

4 x MPhil

6 x MPhil

10 x MPhil

EXAMPLE: Bachelor of Engineering in Mechatronics

1. Bachelor of Engineering in Mechatronics2. Bachelor of Commerce in Psychology3. Bachelor of Science in Conservation Ecology

4. Master of Philosophy in HIV/AIDS Management 5. Master in Development Finance6. Master of Philosophy in Cultural Tourism and

Heritage Studies7. Master of Philosophy in Intercultural Communication8. Master of Philosophy in Sustainable Development9. Master of Philosophy in Visual Arts10. Master of Philosophy in Life Writing

Qualitative and quantitative data analyses

10 of the new programmes were selected and investigated in depth

EXAMPLE: Bachelor of Engineering in Mechatronics

Qualitative and quantitative data analyses

10 of the new programmes were selected and investigated in depthDrawing each programme’s statistical information, compared to its faculty

Drawing each programme’s statistical information, compared to its facultyEXAMPLE: Bachelor of Engineering in Mechatronics

Qualitative and quantitative data analyses

Drawing each programme’s statistical information, compared to its facultyAnd interviewing each programme coordinator (+ survey questionnaire)

outcomes

assessment criteria

NQF level

credits

responsiveness

broadening access

T+L innovation

RESULTS Assessment of NQF compliance of programmes vs an assessment of the impact of the NQF requirements on programme design

EXAMPLE: Bachelor of Engineering in MechatronicsTABLE 1: Interpretation of interview data

-50 -40 -30 -20 -10 0 10 20 30 40 500

10

20

30

40

50

60

70

80

90

100

Relationship between Broadening Access and NQF Impact

Broadening Access

NQ

F Im

pact

Qualitative and quantitative data analyses

EXAMPLE: Bachelor of Engineering in MechatronicsFIGURE 1: Relationship between Broadening Access and NQF impact

Correlation coefficient r = 0.74

Summary of FINDINGS in terms of

1. NQF compliance2. NQF impact3. NQF experts4. Learning and Teaching innovation5. Responsiveness6. Broadening access7. New qualification type8. Professional bodies9. Programmes in the Arts10. Interdisciplinary programmes

Thank you! Dankie!

Enkosi!Desmarie Meintjies, Leon Eygelaar, Priscilla Booysen, Lufuno Netshifhefhe