features of ‘flagship’ university of technology programmes that have enabled student success. Project members and staff on the ‘flagship’ progammes received training by Dr Lori Breslow (Director of the Teaching and Learning Laboratory, MIT) to implement an innovative approach (‘Strategic Teaching’) that has been used successfully by universities of technology internationally to achieve distinctive teaching and, through this, key attributes and outcomes in graduating students. The focus of Phase 1 (2014) was the identification of university of technology ‘flagship’ programmes in terms of their structural and contextual features. Flagship programmes are those that show areas of strength with regard to the attainment of graduate attributes, and the following were selected: • CPUT: Food Technology, Nature Conservation and Chemical Engineering • TUT: B Tech Pharmacy and Graphic Design (Diploma) • DUT: Public Relations Management and Fashion (diploma and BTech) • CUT: Hospitality Management and Tourism(diploma) and Events Management • MUT: Nature Conservation and Accounting • VUT: Power Engineering and Metallurgy The contextual and structural features of flagship programmes were developed into a ‘distinctiveness grid’. The first project output was the collaborative development of instruments to identify ‘flagship’ programmes and the contextual and structural features that enable their success. This has been achieved. Members of the team contributed a range of ideas about what should be included in the ‘distinctiveness grid’, focussing on the structural and contextual features in order to make the grid widely applicable across different institutions. Team members consulted with Prof Karl Maton (University of Sydney), during his visit to CPUT in November 2014. During this visit he assisted the grant holders with the development of a questionnaire, based on the five ‘dimensions’ of Legitimation Code Theory (LCT) to uncover what counts as valued ‘distinctiveness’ in ±15 ‘flagship’ programmes at six Universities of Technology. Because describing institutional distinctiveness is extremely complex, it was felt that all five LCT dimensions: autonomy, density, temporality, semantics and specialization would be necessary in order to counter-balance over-simplified and ‘knowledge blind’ understandings of differentiation in the South African higher education system. The questionnaire thus has a strong theoretical basis, and will be able to produce robust data on institutional distinctiveness. Table 2.2 University of Technologies’ Distinctiveness Grid
Foundation programmes: staffing and data on student selection In the previous report only about 10% of foundation programme staff were permanent, leading to low morale and high turnover which negatively affected teaching and learning. In 2015 65% are permanent and the process is ongoing as the DHET funding is more reliable year on year. All departments have clear criteria for the selection and placement of foundation students for 2016. Obtaining data from HEMIS on throughput remains a problem. Staff development programmes associated with CPUT Libraries The CPUT Library has developed a formal programme with regard to accessing and advanced information literacy skills (e.g., for postgraduate work) (see Lockhart & Majal, 2012). The implementation of this program is projected for 2016, and a successful 2015 pilot program with both postgraduate students and supervisors was initiated. In addition focused staff training by industry and overseas trainers has been arranged and presented with regard to specific databases. Further, CPUT Libraries has cooperated with HOiA from Norway in offering a LATINA program at CPUT in regard to using education technology to enhance teaching skills. This was attended by CPUT and international staff members and can be seen as a very successful inter-institutional cooperation. Ongoing, is the formal assistance given to lecturers with regard to research, including research into teaching. This ranges from direct support in provision of information and resources, to process support through training in research methods and techniques for handling data, referencing and use of appropriate tools. The measure of success is in the research done by lecturers, which is increasing, and the references and support queries handled by library staff. Tracking of this to measure the improvement will for the focus of analysis in 2016/2017. Scholarship of Teaching and Learning Workshop Series One additional change is that of a structured series of Scholarship of Teaching and Learning (SoTL) workshops for a self-selected of staff who wish to explore an identified issue in their teaching. Staff are working on designing and testing a small scale intervention which can be developed into a conference presentation and even a research bases
Counselling. The success of these personalised interventions will be monitored and evaluated every three months. Identify the main challenges the university faces in relation to this focus area. As mentioned, the late registration of students negatively affects the attendance of these students at the extended orientation period. An assessment needs to be undertaken of whether this results in a negative impact on students and the possible benefits that they might derive from the FYE. The staff shortage, especially in the Support Units, means that it is difficult to provide equity of access to all students. For this reason the FYE offered in 2015 has had to be largely online. While there is some progress, the full integration of student academic development and student support services – Student Affairs, Residences, Financial Aid, Student Health, etc. – remains a challenge. There remain concerns about the efficiency of CPUT Finance and HR Departments, e.g., with regard to timely payment of tutors, mentors, TAs and ROs. FOCUS AREA 3: ENHANCING THE LEARNING ENVIRONMENT (suggested length 10-20 pages) Include: teaching and learning spaces, ICT infrastructure and access, technology-enabled tools and resources, library facilities. This section of the report should make reference to all of the listed above, either by discussing them individually or by integrating them. Note: it is not necessary to respond to each of the questions below for every sub-topic. Summarise what the university considers to be the key issues in enhancing the learning environment. In Focus Area 3, the learning environment is understood as physical, blended and online/virtual learning spaces that are designed to provide a vibrant and well-resourced living and learning environment for all students. CPUT has a number of priority programmes that aim to create a vibrant, enabling and well-resourced living and learning environment for students and an enabling environment for effective teaching, learning, research and community engagement for its staff members. CPUT’s Teaching and Learning Policy requires that all teaching venues meet a minimum standard and, where necessary, be repurposed to provide a flexible learning environment that supports student-centred face-to-face and blended learning. The University recognizes that a stable IT infrastructure and IT support is crucial for a 21st Century learning environment, and more so when blended and virtual teaching and learning is to be used.