Transformation Update

22 November 2017 -

Successes recorded in initiatives implemented to address the University’s transformation challenges, although there is still a long way ahead.

It has been almost two years since the University adopted an accelerated transformation programme which focuses on eight priority areas. Earlier this year, key University constituencies, including staff and students, were provided with the opportunity to critically evaluate the impact of this programme, in order to determine the elements that are perceived to be successful, and to understand the challenges that remain in each category.

A major step forward has been the re-establishment and training of transformation committees at the school, faculty and divisional levels and the determination of their mandate. These committees have a role to play in actively monitoring transformation in their respective areas and raising strategic issues with the relevant Head of School, Dean or Executive. Moreover, members of these committees are expected to actively participate in selection and promotions committees, search committees and recruitment processes, to ensure that managers adhere to the University’s human resources, transformation and related policies and to advise on how the University’s transformation agenda and programmes can be better modified and implemented in a manner that allows the University to progress in these areas.

1. DIVERSIFYING THE ACADEMY

One of the most significant elements of the accelerated transformation programme centres on the diversification of the academy. A budget of R45 million was committed for making new appointments and allocating grants to enable African and Coloured staff to apply for promotion to the professoriate.

At last count, 28 new appointments have been made (of which 60% are female) to diversify the academy and over 40 enabling grants (of which 40%  were awarded to female academics) have been awarded to academics across the five faculties over the last 24 months. In addition, five more appointments have been made through the Vice-Chancellor’s Equity Fund.

The University is now in the process of evaluating the impact of these appointments on the academy and it is the view of senior management that whilst the implementation of this programme has been successful in that it has effectively started to diversify the academy, it is not enough. In light of this, it is proposed that this programme be extended and funded in 2018.

It is also worth noting that the Vice-Chancellor’s Equity Fund which has been running for over a decade currently supports 10 academic staff across the University by paying their salaries for three years before a School or Faculty takes over, which has largely been successful.  

2. INSOURCING

Another successful component of Wits’ transformation efforts pertains to the insourcing of workers, a cause which was championed by students and some academic staff for several years. In 2017, over 1 200 cleaning, catering, security, transport, waste management, grounds and landscaping staff joined Wits as employees, with full benefits. The Executive Committee of Council also approved the insourcing of 95 maintenance workers and bus drivers. It is envisaged that in total approximately 1 500 workers will be insourced by the end of the process. A Workers’ Charter has been developed to protect the workers of retailers and external service providers based on the University’s campuses.

New staff members have been through a thorough induction and orientation process and have received new uniforms and requisite equipment. As of January 2017, the minimum wage for insourced workers was upwardly adjusted from R 7 500 to R7 860.50 (cost to company), a significant increase in what workers earned last year. [WATCH] a video on the impact of insourcing at Wits.

The Human Resources Development Unit has also offered Wits employees the opportunity to register for a National Certificate in Business Administration in order to eventually empower insourced staff to tap into Wits’ bursaries scheme. More than 55 employees, the majority of whom are insourced employees, are participating in this learning opportunity.

The insourcing programme, including operational and implementation costs, amounted to just over R120 million, which was raised largely through the recommendations made by the Senate Task Team on Trade-Offs - to cut operational budgets by 6% for academic departments and 8% for professional and administrative units, supplemented with funds accrued from the interest of research grants, with the approval of the respective donors. Despite these significant trade-offs, management is of the view that from a human rights perspective, it was imperative for the University to insource staff. The resolution of the insourcing matter also finalises an issue that has divided the Wits community for many years.

3. INSTITUTIONAL NAMING

In line with the renewed Naming Policy, the revitalised Institutional Naming Committee, with extended representation from a range of stakeholders, has been active in renaming Wits’ places and spaces in recent months. Following the first round of proposals in 2016, the following buildings and spaces were renamed:

 A second call for proposals was made in 2017, with a focus on naming after symbolic events and/or evocative descriptions of a particular place, and for naming after women who have played key roles in academia. The Committee has not received appropriate proposals in this regard and is encouraging members of the Wits community to actively participate in the renaming of places and spaces across our campuses. Several people and entities across the University, including the Gender Equity Office, are in the process of developing proposals for naming after women who were involved in the struggle for gender equality.  Council approved the renaming of the following places and spaces this year:

4. CURRICULUM REFORM

There have been several successful initiatives across the University in terms of curriculum reform. A substantial baseline survey was undertaken which focused on submissions from faculties in terms of curriculum renewal; initiatives to increase diversity and inclusivity; curriculum development capacity and quality; and participation in curriculum design and development. The report demonstrates that while there has been a remarkable effort to respond to students’ demands for transformation at the faculty level, with many creative initiatives, and much ongoing critical reflection and discussion, there remains the need to create more effective cross-faculty collaboration and coordination to advance University-wide strategies.

In terms of curriculum renewal, the report details extensive ongoing discussion and critical reflection on how to decolonise the curriculum. In general, it demonstrates that there has been a significant promotion of scholarship of teaching and learning in relation to curriculum renewal, and a move towards a distributed leadership model in terms of coordinating initiatives.

In terms of initiatives to increase diversity and inclusivity, the report details structural changes through biographical questions and first year surveys; curriculum conversations between staff, students and employers; increased student representation on committees and platforms for curriculum reform; reassessment of admissions policies; introduction of flexible degree programmes and provision for part-time evening students.

It further demonstrates content change in terms of diversity and inclusivity through programmes addressing retention issues and barriers to success, including the eco-social and the psycho-social; the construction of common first year courses and the continued bridging courses for learners and evening classes for adults; the integration of counselling expertise in course content or in mediations between students and staff; the inclusion of African perspectives and contributions to modern science, as well as the incorporation of  African languages and cultural narratives into critical thinking courses; and addressing the needs of top learners.

It also reports on implementation initiatives including mentorship programmes; an Enquiry Based Learning pilot, group problem solving initiatives and pedagogies which elicit increased feedback from students and increased use of formative assessments.

With regards to curriculum development capacity and quality, the University provides a range of courses for academic staff development by CLTD. There is now e-learning support through studios in each faculty and a plan to braid e-learning and curriculum renewal, amongst other initiatives.

Lastly, in terms of participation in curriculum design and development, the report shows that there is strong student involvement in curriculum design and awareness to increase student involvement, including on major committees; that students and recent graduates are aiding research into teaching practice through focus groups, and the information received is fed back into curriculum design; that there is an incorporation of the views of potential employers; industry and professional bodies as well as an adaptation of curricula to market and national needs, for example, the SKA, and a collective development of MOOCs.

5. LANGUAGE POLICY

In 2017 a Language Board was established, comprising of a range of Unive