2008 – 2012
Issued by TUT Directorate:
Strategic Management Support
1. TUT IN CONTEXT
2. TUT AS A UNIVERSITY OF TECHNOLOGY
5. VALUE STATEMENTS
6. TUT STRATEGIES
8. STRATEGIC GOALS AND OBJECTIVES
9. IMPLEMENTATION AND PERFORMANCE ASSESSMENT
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
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
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.
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
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
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.
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
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.
To be a quality-driven university of technology at the cutting edge of innovation.
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.
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.
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
? 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
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
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
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).
- 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.
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.
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
- 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.
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
- 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
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
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.
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