South African universities – where are we

and what does the future hold?

Theuns EloffCAMPROSASun City, 10 September 2012

WHAT DOES THE FUTURE HOLD? It depends on how we respond to the following questions

What should HE be for?

Who will pay?

How to make best

use of techno-

logy

How to

increase

access withou

t compr

o-mising succes

s

How to best serve

students

How to

teach for the

future

How to positio

n universi-ties

in partner-ship roles

How to balance the

develop-ment

and globali-sation role

1 2 3 4 5 6 7 81

WHAT SHOULD HIGHER EDUCATION BE FOR?

• BASIC ASSUMPTION Higher education is central to economic growth and is subject to market economies.

• THEREFORE, universities should offer more than only a public service, an increase of skills, or ensuring of fair opportunities to all.

It has to play a vital and measurable role in economic growth and the building of social capital.

Any university aware of its place in the broader market (i) balances its core functions in an optimal way and is (ii) governed and managed towards continuously improving its effectiveness and efficiency in order to (iii) enhance its competitiveness

•FACT: The relative contribution by the state towards Higher Education is continuously decreasing.

Add to this the risks of the economic downturn, the expectations regarding the massification of higher education, the increase in infrastructure needs → it is clear that the money is not enough.

However, the show must go on. HE services need to be delivered.

•THEREFORE, public universities start questioning the extent to which they are still public supported institutions, and need to make their own plans to increase income.

•NEEDED: Leeway for market differentiation, greater levels of autonomy, ability to capitalise on business opportunities, consortium business models.

WHO SHOULD PAY FOR HIGHER EDUCATION?

HOW TO MAKE THE BEST OF TECHNOLOGY

• OBSERVATION: The digital divide causes HE to lag behind in its response to the needs and expectations of students as regards the benefits of online learning.

• MYTHS: Technology leads to second-hand learning; it substitutes face-to-face interaction.

• FACTS: E-based learning (i) places students in the centre of the learning experience; (ii) it enhances their choices; (iii) it has a positive influence on the learning experience; (iv) it enriches face-to-face learning.

• MORE IMPORTANT: It is only through skilful use of technology that increased access to HE in South Africa could be realised. We need to work with diligence and in collaboration with partners to contribute to providing access to 1.5m students in less than two decades.

HOW TO INCREASE ACCESS WITHOUT COMPROMISING SUCCESS

• QUESTION: In order to contribute to the economy, do we need a sizable number of top-class excellently trained researchers and developers, or do we need a large number of fairly trained graduates?

• It all revolves around:Affording tertiary opportunity to people with potentialProviding a relevant, flexible programme rangeEnsuring appropriate and effective teaching, support and assessmentPlaying an effective role in preparation for job landing

THEREFORE, we need to keep on asking the difficult questions … the apparent ineffectiveness of the schooling system? the role of trade unions? the role of language on academic success?

HOW TO BEST SERVE STUDENTS

OBSERVATION: Ineffective schooling and FET systems in South(ern) Africa contribute to the increasing number of NEETs and their associated social problems. It also plays a role on the increasing pressure on HE to solve the whole educational dilemma.

• WHERETO FROM HERE? Learners and students can only be served if an education vision is developed and implemented aiming at the equipping of citizens who are

• well-rounded• critical • engaged • constructive • responsible

• NEEDED: (i) role-models – many of them coming from education and society, (ii) leadership opportunities, (iii) a proper co-curriculum providing for ample sport and cultural activities, (iv) a truly safe HE environment

HOW TO TEACH FOR THE FUTURE

FACTS: Teaching is not the be-all and end-all of higher education but it does make the single largest contribution to the student learning experience and his/her impression of university.

QUESTIONS STUDENTS ASK:

What am I supposed to be learning here?

What else should I be learning?

Why am I learning this and why in this manner?

How best can I learn this successfully?

QUESTIONS INDUSTRY ASKS:

Will this employee be able to integrate theory and practical knowledge?

Can he/she communicate properly/write proper proposals/do good presentations?

Can he/she integrate new information into existing knowledge?

Will he/she fit into the corporate culture?

The quest for relevant, responsive, engaging teaching in HE is ongoing and its importance is growing

HOW TO MAKE UNIVERSITIES PART OF MEANINGFUL PARTNERSHIPS

QUESTION: Who owns a university?

MAYBE BEST VIEWED as a hybrid kind of an organisation forming part of a bigger enterprise in which various stakeholders share the risks.

NEEDED: Universities with a very strong drive for innovation and partnerships in order to • make them more relevant and responsive

• enable them to act in both the global and local spheres

• provide for education for all stages of life, regardless of time and space

• enter into the socio-economic agenda by means of the commercialisation of their academic endeavours.

HOW TO BALANCE THE FOCUS ON THE DEVELOPMENT & GLOBALISATION ROLES

ACCEPTED TRUTH: Universities are places of discovery and knowledge creation.

CHALLENGE: The pertinent expectations of the wider economic and social roles of universities require a new paradigm.

DISTINGUISHING FACTOR: A demonstrated ability/agility to develop an enterprising and sustaining environment and institutional culture aiming at continuous innovation, accompanied with a worthwhile national footprint and an international reputation.

BOUNDARY CONDITIONS:

Locally: An inherently quadruple helix approach (university-government-industry-community) in as many as possible aspects of the core business of the university.

Globally: Continuous benchmarking, partnerships (BRICS, North-South, South-South), joint projects.

Comparing traditionally managed and professionally managed universities

NEEDED FOR THE FUTURE: An agile business model for universities

Traditionally managed universities

Professionally managed universities

Supply-led Market-driven

Reactive, resists change Pro-active, strategicDepends on state funding Portfolio financingConsuming assets Investing for the futureAdministered ManagedRisk averse Manages a range of risks

OECD, 2004

QUESTION: Which of these would be able to facilitate the future university?

•Campus safety is a concern all over the world. •Generally regarded as one of the most important choice factors when students decide to go to residential universities. Ranked 3rd out of 15 factors in a recent SA study – first: quality of teaching, second: prospective job opportunities•Readers Digest has conducted a campus safety audit at US universities/colleges and dealt with issues ranging from the self-locking doors at residences to emergency plans. •In Canada, a task team was appointed to make suggestions on emergency preparedness at campuses in Ontario – necessitated after several campus massacres in the US.Mandate: (i) finding affordable and effective early warning systems to alert staff & students to crises; (ii) to improve security training & awareness amongst staff & students; (iii) executing audits of campus emergency plans.

•QUESTION: How far are we with this matter in South Africa?

THE IMPORTANCE OF CAMPUS PROTECTION & SECURITY

Thank you

Dankie

Ke-a-leboga