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GOALS AND OBJECTIVE WORKSHOP 13 SEPTEMBER 2007

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GOALS AND OBJECTIVE WORKSHOP 13 SEPTEMBER 2007

     STRATEGIC PLAN

     2008 2012

     TUT

     Official document

     Issued by TUT Directorate:

     Strategic Management Support

     July 2008

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    F

CONTENTS

1. TUT IN CONTEXT

    2. TUT AS A UNIVERSITY OF TECHNOLOGY

3. VISION

4. MISSION

5. VALUE STATEMENTS

6. TUT STRATEGIES

7. CHALLENGES

    8. STRATEGIC GOALS AND OBJECTIVES

    9. IMPLEMENTATION AND PERFORMANCE ASSESSMENT

10. ACKNOWLEDGEMENTS

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    1. TUT IN CONTEXT

At the time of the merger, the uniquely South African institutional designation of “Technikon” was

    dropped in favour for the internationally accepted “University of Technology” designation.

The new mega Tshwane University of Technology was established on 1 January 2004, with the

    merging of the former Technikon Northern Gauteng, Technikon North-West and Technikon Pretoria.

    While the size and scope of this dynamic new institution impresses, the quality of its teaching,

    research and community engagement is what really makes the institution stand out. Although still in

    its infancy as a new university of technology, some 50 000 students enroll annually. Its student body

    is one of the most demographically representative in the country in terms of both race and gender,

    reflecting the Rainbow Nation in all its diversity. With almost 22 per cent of contact students

    accommodated in residences, the University is by far the largest residential higher education

    institution in Southern Africa.

Teaching and Learning

TUT‟s geographic footprint covers four of South Africa‟s nine provinces – Gauteng, Mpumalanga,

    Limpopo and the North-West Province with campuses located in Tshwane (Pretoria, Soshanguve

    and Ga-Rankuwa), Nelspruit, eMalahleni and Polokwane. Large numbers of students are also

    drawn from other provinces and from neighboring countries such as Botswana, Zimbabwe, Namibia

    and Swaziland.

Academically, TUT is divided into seven faculties (the seat of each faculty is indicated in brackets):

? Faculty of Economics and Finance (Ga-Rankuwa Campus)

    ? Faculty of Engineering and the Built Environment (Pretoria Campus)

    ? Faculty of Humanities (Soshanguve Campus)

    ? Faculty of Information and Communication Technology (Soshanguve Campus)

    ? Faculty of Management Sciences (Pretoria Campus)

    ? Faculty of Science incorporating Natural Sciences, Health Sciences and Agriculture (Arcadia

    Campus, Pretoria CBD)

    ? Faculty of the Arts (Arts Campus, Pretoria CBD)

These faculties offer a wide range of diploma and degree programmes for prospective students to

    choose from more than 40 per cent leads to a doctorate and 61 per cent to a master‟s degree. All

    TUT programmes are registered on the South African National Qualifications Framework (NQF) and

    are credit-bearing.

The content, type and scope of education offered at TUT opens up unlimited opportunities for

    students to become job creators and knowledge workers.

TUT employs more than 2 600 permanent staff members, including almost 855 qualified permanent

    academics. These academics are increasingly focusing on conducting applied research and

    community engagement activities in addition to their instructional roles.

Community engagement

Caring for the underprivileged, the upliftment of people and assisting those in need are key elements

    of the University‟s community engagement strategy.

TUT is truly an institution in service of the Southern African community. One of its key focuses is,

    therefore, the economic and social development of the Southern African region. In its quest to

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promote knowledge and technology, it provides the market with a career-focused workforce. It also

    aims at making a significant contribution to creating sustainable economic growth that will impact on

    the standard of living of all of the region‟s people.

Research, innovation & partnerships

As a University of Technology, TUT supports research and innovation in carefully selected areas of

    strength. Although the emphasis is on undergraduate education post graduate studies are offered in

    allowed fields of study. Staff is encouraged to engage in cutting edge research and innovation

    activities in order to hone their skills and remain abreast of new trends in their respective fields of

    study.

Research resources are allotted to carefully selected research and innovation focus and niche areas.

    In order to receive funding it is imperative that focus areas are relevant to national and regional

    needs, priorities and opportunities. Critical mass is needed for a focus or niche area to be able to

    function successfully. In this respect it may be noted that TUT already has increased its number of

    rated researchers and accredited publications substantially.

To encourage staff to engage in R& I activities and partnerships and to venture into elected activities

    commercially an office on innovation and technology transfer issues has been established. This

    office provides advice, and a variety of support services, such as patenting and licensing, business

    development and incubator establishment, as well as supporting staff and students in

    commercializing their research.

Governance

The Tshwane University of Technology is governed by the TUT Council, established in terms of the

    Higher Education Act (Act No. 101 of 1997). In terms of the Act the Senate is accountable to the

    Council for all the teaching, learning, research, community engagement and academic functions of

    the university. The day-to-day management and administration of the University is handled by the

    Executive Management Committee headed up by the Vice-Chancellor and Principal.

    2. TUT AS A UNIVERSITY OF TECHNOLOGY

The strategic focus of TUT as a University of Technology is on the development of the human

    resources of South Africa, especially at the diploma and degree levels, to address the labour

    market needs of the country. Learning programmes are therefore developed, in collaboration with

    industry and professional bodies, around specific cutting-edge work-related competencies and

    specifications. The primary focus is thus professional and career focused education. To promote

    readiness to practice the career, a system of cooperative education is in place at the institution

    which allows the student to be exposed to a period of learning in the labour market. Academic

    offerings are also designed with the latest technological advances in mind, are student-centred and intent on the development of the student in totality.

A characteristic of TUT, as a University of Technology, is the emphasis on cutting-edge technology.

    Technology, seen in its broadest sense, is the efficient and effective application of know-how, knowledge and skills. Underpinning educational activities at TUT are the processes of

    technological innovation, technological transfer and the commercialization of technology.

What especially sets a University of Technology apart from the traditional university is the focus on

    innovation through to commercialization. In this respect TUT informs its curricula by promoting cutting-edge research and innovation activities that are governed by a need for application or

    problem-solving and that, ideally, lend themselves to commercialization. Research and innovation

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is seen as the development of a new understanding to a problem through the application of either

    new or existing knowledge. These processes rely on partnerships and networks that cooperate

    and collaborate to come to fruition. Operations, such as the establishment of Technological

    ‘Incubators’, Technology Stations, Centers and Institutes, allow staff and students to conduct research and innovation activities in a supported and supervised environment.

As a dynamic organization TUT remains in touch with and responsive to the needs of its

    environment and community, be it the labour market, its students, its stakeholders or the social

    community. Community engagement is encouraged in both a formal manner such as interactions that

    are linked to the curriculum (work integrated learning or service projects) or a non-formal manner, such as partnering with the community in outreach activities for sustainable development.

    3. VISION

To be a quality-driven university of technology at the cutting edge of innovation.

    4. MISSION

As a progressive institution of higher education, the Tshwane University of Technology‟s mission is

    to contribute innovatively to the socio-economic development of South Africa by -

? offering a portfolio of relevant, recognised and career-focused programmes;

    ? producing well rounded graduates who are attuned to the needs of the economy;

    ? being a research hub responsive to the challenges of the continent;

    ? acting as an incubator for postgraduate study in clearly defined areas of strength;

    ? generating, integrating and applying knowledge to stimulate socio- economic development;

    ? partnering communities in sustainable development; and

    ? being student-centred and quality-driven in everything we do.

    5. VALUE STATEMENTS

To attain its Vision, the Tshwane University of Technology is critically dependent on the committed

    efforts of all members of the TUT stakeholder community, especially staff and students;

We value the diversity of views, knowledge and ability each member of the TUT stakeholder

    community brings to our quest for excellence in advancing and applying knowledge;

We respect the right of all to be heard, without denigrating the dignity of others;

We support progressive thinking and encourage innovation, creativity and teamwork;

We recognise professional competence and hard work;

We respond to the needs and challenges of our country and continent;

We foster an organisational culture of caring, openness, honesty and fairness;

We conduct our business in a sustainable, environmentally-friendly way; and

Our academic integrity is not negotiable.

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    6. TUT STRATEGIES

Following the merger in 2004 TUT inherited some 60,000 students, 2700 permanent staff, and nearly

    500 academic programmes, nine learning sites spread over four provinces and 7 faculties and 56

    academic departments. Creating a new institution of this magnitude is a complex task. Over the past

    four years progress has been made in implementing a new organisational structure which

    incorporates a faculty per campus model. The seven faculties are now each located on one of the six

    learning sites in the Tshwane metropolitan area and the service delivery is adapted towards this new

    academic model. Extensive upgrading and reconstruction is underway to provide equitable facilities

    on all sites. Senior and middle management positions have been filled and the process of populating

    the new structure is in progress.

TUT faced many challenges to accomplish a successful merger taking into account a dynamic

    Higher Education policy environment. These challenges included the development of an Institutional

    Operating Plan for approval by the Department of Education, a Programme and Qualification Mix

    and an associated student enrolment plan, while an institutional audit of TUT was conducted by the

    Higher Education Quality Committee in 2007.

The development of this new institution is continuous. The release of the much awaited Higher

    Education Qualification Framework will result in significant adjustments to TUT‟s Programme and

    Qualification Mix, and to the planned student enrolment profile up to 2010. Accomplishments include

    the approval of the TUT statutes by Parliament in 2007 and the institution of a new Council and

    Senate in 2008.

It is evident from the above that in important respects TUT is an institution still in the process of

    being constructed. Our strategy for the next five years takes this as one important point of departure:

    To realise our vision and mission will require significant efforts in CONSOLIDATION of the new

    organisation. At the same time the introduction of the new Higher Education Qualification

    Framework provides an important opportunity to review and embark on a structured process of

    RENEWAL of our programme offerings to bring these into alignment with our new mission and

    vision. Finally, creating a robust University of Technology requires the further DEVELOPMENT of

    our research and innovation capacities, projects and programmes.

    7. CHALLENGES

TUT as a dynamic new institution is faced with a variety of challenges. Apart from generic challenges

    the 2007 HEQC audit report also indicated areas of strength and development.

The HEQC commended the institution on the following achievements:

? The new organizational structure that provides a solid foundation for TUT to build on.

? The good practice established in programme reviews.

    ? TUT‟s investment in staff development to enable academics to improve their qualifications with

    the prospect to increase TUT‟s research capacity.

     The following challenges have been identified:

? Developing own indicators so that progress can be measured towards achieving and

    understanding the substance of what it means to be a university of technology

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    ? Strengthening plans to attain employment equity targets at all levels within the institution and allocate clear time frames and responsibilities to those plans.

    ? Implementing a strategy to ensure that there is open and inclusive communication across the institution and with all stakeholders.

    ? Ensuring that the relocation of faculties is done in the context of a social compact which supports the institution‟s efforts to attract staff, students and suitable industrial partners. TUT

    will engage the local and provincial authorities in relation to the development of the Soshanguve and Ga-Rankuwa campuses

    ? Managing the possible impact of access to higher education of financially disadvantaged students with the implementation of the Faculty based campus model

    ? Implementing an equitable learning environment across campuses for all students with special attention to infrastructure, quality of staff, student and academic support.

    ? Formalizing, implementation and monitoring a quality management system across all campuses which suits the profile of a university of technology.

    ? Developing appropriate institutional systems for benchmarking, student and employer surveys, and impact studies.

    ? Developing and implementing a comprehensive academic plan based on the new identity as a university of technology.

    ? Implementing an integrated system consistently across all campuses that record, monitor and assess the content and progress of the student‟s learning experience in the workplace.

? Improving the quality of teaching and learning through identified strategies

    ? Developing and implementing appropriate foundation provision to meet the needs of unprepared students.

    ? Ensuring that students are optimally prepared and supported throughout the duration of their studies

? Ensuring sustainability and equivalence of provision across all libraries

    ? Providing and monitoring equitable and adequate access to IT facilities, such as adequate Internet access for students and equitable access to IT facilities for all students across campuses.

    ? Monitoring and managing the quality of the considerable number of short courses currently being offered and the impact on the mainstream activities of departments and Faculties

    ? Further the development of a research culture at the institution that will embrace responsibility for postgraduate student supervision and student completion.

    ? Developing a framework for community engagement, through which these engagements can aimed at managing and integrating these curriculums.

    8. STRATEGIC GOALS AND OBJECTIVES

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GOAL 1

RE-ENGINEER AND POSITION TUT AS A UNIFIED, SUSTAINABLE MULTI-CAMPUS

    UNIVERSITY OF TECHNOLOGY

    - Finalize institutional restructuring by implementing a new academic placement model and

    populating the new structure.

    - Consolidate and provide equitable infrastructure and services on all campuses

- Promote financial sustainability of TUT by implementing a Turn-around Strategy aimed at

    increasing income and decreasing expenditure. This will entail the alignment of resource

    allocation to planning and quality priorities, application of sound financial management principles,

    management of the student enrolment shape and ensuring optimal data integrity.

    - Cascade an integrated Quality Management System throughout the institution.

    - Profile the institution as a University of Technology (UoT) within South African higher

    education amongst its peers by benchmarking both on a national and international level and

    develop and execute on integrated marketing and communication plan which brands TUT

    uniquely.

GOAL 2

DELIVER A PORTFOLIO OF RELEVANT CAREER-FOCUSED PROGRAMMES CONTRIBUTING

    TO THE KNOWLEDGE ECONOMY

    - Offer learning programmes that are responsive to the changing environment, that are

    aligned to regulatory bodies, responsive to stakeholder’s needs, and meet student

    enrolment planning targets. Learning programmes are to be designed in the Outcomes-based

    mode in line with career requirements and include enrichment competencies to be mastered

    such as Communication, Research and Innovation, Entrepreneurship, HIV/Aids awareness as

    well as Information and Computer Literacy.

    Teaching interactions are to be transformed and learning experiences of students

    enhanced by offering a student centred teaching and learning strategy as well as exposing

    students to the work environment by means of, e.g. work integrated (to the curriculum)

    learning experiences and service learning opportunities in order to promote readiness of

    students for entry to their chosen careers.

- Strive to improve academic performance continuously to achieve an increased success and

    throughput rate. Encourage and enable students to graduate within the minimum period of time

    by offering multiple modes of facilitation and assessment which includes accelerated learning

    opportunities such as enrolment and assessment on demand and recognition of prior

    learning.

    Improve student academic preparedness by instituting measures such as risk profiling,

    Foundation Programme offerings, extra classes and by providing opportunities for

    improvement of lacking skills (e.g. communication ability).

    Enhance competency (including teaching competency) of lecturers through (imperative)

    continuous professional development (on teaching modules related to the SAQA approved

    educational curriculum and aligned to career progression).

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- Widening the provision of Continuous Professional Development programmes by

    developing new short learning programmes that are responsive to the needs of the market

    and, where possible, credit bearing.

- Manage regular reviews and audits of programmes, implement quality plans and ensure

    accreditation of programmes with professional bodies.

GOAL 3

ENHANCE THE DEVELOPMENT OF CAPACITY, KNOWLEDGE, THE ECONOMY AND SOCIETY,

    THROUGH FOCUSED ENGAGEMENT, RESEARCH AND INNOVATION

    - Develop research and innovation capacity in specified areas by increasing opportunities for

    staff and students, establishing critical mass and creating an enabling environment.

    - Establish collaborative networks and partnerships by fostering relationships and engaging

    government, industry and higher education in partnerships and increasing the number of new

    collaboration agreements, contract research and consultation opportunities.

- Partner with communities for sustainable development by means of, inter alia, engagement

    in research and science delivering.

    - Increase and facilitate research and innovation output by increasing post-graduate

    enrolment and output, improving management of post-graduate studies, supervision capacity and

    competence of study leaders, and by increasing research and innovation output (e.g.

    publications, patents, artifacts).

    - Facilitate knowledge transfer and commercialization by increasing opportunities (e.g. by

    means of Centres, Technology Stations, „Incubators‟ and Institutes) to foster the required skills

    and products from initiation to commercialization.

GOAL 4

IMPLEMENT AN INTEGRATED HUMAN RESOURCE AND DEVELOPMENT STRATEGY

- Attract, enhance and retain relevant expertise through interventions such as employment

    equity, succession planning and skills development opportunities.

    - Promote optimal performance and development of staff by providing formal and non-formal

    opportunities for the improvement of qualifications, skills and competencies, or by encouraging

    staff to attend such developmental opportunities in accordance with preplanned career paths and

    personal development plans. Recognize and incentivize exceptional performance.

- Improve organizational culture and morale by creating a caring, transparent and conducive

    environment within which to manage change and diversity and by building work relationships and

    internal partnerships through an environment which is conducive to open communication and

    trust.

    - Improve internal communication and co-operation by optimizing the use of current

    communication channels, and establishing interactive communication channels to enhance their

    effectiveness, (openness and speed of delivery and distribution). Encourage high level

    performance teamwork, e.g. through multi-disciplinary and trans-disciplinary teams and the

    establishment of service level agreements between internal functions.

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     GOAL 5

EMPOWER STUDENTS THROUGH A CHAIN OF QUALITY SUPPORT SERVICES FROM

    RECRUITMENT TO GRADUATION

- Increase the recruitment of students in line with enrolment shape of the institution and the

    new academic model, according to national HR market needs and TUT enrolment shape

    (country/ region/ industry, type of student and internal capacity)

    - Provide and improve quality services to students, harnessing cutting-edge technology

- Provide a suite of quality academic support services, such as interventions, foundation and

    exchange programmes, as well as a well resourced library, aimed at promoting student

    success.

- Enhance students’ experience of campus life and personal development by creating an

    enabling environment that includes a conducive residential environment, financial aid and

    support, transport as well as opportunities for social, cultural, sport interactions and relaxation.

- Create and maintain a alumni base by increasing the number of active members and financial

    contributions.

    9. IMPLEMENTATION and PERFORMANCE ASSESSMENT

TUT functions according to a planning framework designed to produce a systematic process for

    planning and measuring the effectiveness of University‟s activities.

The Five Institutional strategic goals, within nominated Key Performance Areas (KPA), are

    broadened within 23 institutional objectives with specific Key Performance Indicators (KPI). Five -

    year business plans for all academic and administrative units are developed, which are being

    updated annually through a review and progress reporting process and system. One-year

    implementation plans (year n+1) are developed by individual departments/units that indicate the

    institutional priority for the applicable year, linked to financial and other resources needed (the yearly

    budget).

Assessment of Institutional performance is done from a Qualitative perspective (by applying the

    HEQC self-evaluation audit criteria) and a quantitative perspective which is portrayed in a trends and

    indicators report. This is informed by the performance of individual units through a performance

    assessment of individual managers.

Implementation is monitored through a bi-annual reporting process. This process ensures the

    implementation of all planning activities and processes, organize planning activities into a logical

    order, and synergy between environments, Indicate monitoring tools, which will confirm

    implementation, and is used as a management tool for all managers.

Aligning the institution's planning around the strategic framework is creating a planning synergy

    between the academic units and the support service units. This ensures that planning is a

    continuous process as the budget is linked to strategies and required activities.

    10. ACKNOWLEDGEMENT

This Strategic Planning process has been facilitated and coordinated by the Directorate: Strategic

    Management Support. This however would not have been successful if it has not been for the

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