INDEX

Introduction: The ADS portfolio and Division ...... 1

Centre Reports:

■ The Centre for Academic Technologies (CAT)...... 23

■ The Academic Development Centre (ADC) ...... 52

■ The Centre for Professional Academic Staff Development (CPASD) ...... 82

■ The Centre for Psychological Services & Career Development (PsyCaD) ...... 110

Annexure 1: Office: People with Disability (O: PWD) ...... 175

Annexure 2: Office: Work Integrated Learning (O: WIL) ...... 185

Concluding Remarks ...... 189

ACADEMIC DEVELOPMENT AND SUPPORT

ANNUAL REPORT

INTRODUCTION: THE ADS PORTFOLIO AND DIVISION

The overarching function of the academic development and support portfolio, which is led by an Executive Director, is to deliver high level assistance to the Deputy Vice- Chancellor Academic. The portfolio’s core business relates to the development and support of students and staff, with work focused around the following thrusts: • Contributions to curriculum and programme development and enhancement, and to excellence in teaching and learning; • Contributions to policy and strategy development in the domain of teaching and learning; • Delivery of academic development and support (including psychosocial support) to students; • Delivery of wide-ranging professional academic development to staff, teaching assistants and tutors; • Promotion of innovative learning with technology, for both staff and students; • Delivery of extended curricula to students who are identified as needing additional initial support; • Specific projects such as the First-Year Experience Project, Orientation and the National Benchmark Tests, the Staff Qualifications Programme, and the roll-out of the Teaching and Learning Strategy and UJ Teaching Philosophy; • Monitoring and evaluation of the impact of these various undertakings.

The Division of Academic Development Support forms a major component within the academic development and support portfolio. During 2012 the Division consisted of four Centres, each headed by a Director: • The Academic Development Centre (ADC), which offers developmental academic support to students and staff (Dr Andre van Zyl, Acting Director) • The Centre for Technology-Assisted Learning (CenTAL), which manages the Learning Management System Edulink and supports the integration of technologies into student learning. From November 2012 CenTAL became known as the Centre for Academic Technologies (CAT) (Professor Alan Amory) • A small Centre for Professional Academic Staff Development (CPASD), which drives and coordinates the professional development of the full spectrum of academic staff (Dr Riette de Lange) • The Centre for Psychological Services and Career Development (PsyCaD), which focuses on the psycho-social well-being of students and staff (Professor Gertie Pretorius)

Each Centre has addressed a number of the portfolio thrusts listed above, in terms of its capacity and focus, with the Executive Director also leading or being involved in several initiatives, many of which also involve members of Faculties. In addition, divisional activities were guided by the ADS three-year Strategic Plan (2010 – 2012). Further detail will be given when the Division is presented below.

1 The Annual Report is structured as follows: an initial section will focus on the overall role of the portfolio and on progress made during 2012 in addressing key thrusts, overarching initiatives, portfolio risks and mitigating strategies. This will be lead into an introduction to the Division, including resource management, stakeholder engagement and research output. An in-depth individual report from each of the four Centres will follow. A brief concluding section will address plans for 2013 and beyond.

1. PERFORMANCE: INSTITUTIONAL INITIATIVES

First Year Experience Programme

In 2012 the First Year Programme was in its third year of implementation, building on the success and experience of the previous years. The programme is led by the Executive Director: Academic Development and Support, assisted by an FYE Coordinator, who runs focused initiatives and promotes liaison with Faculties; the Coordinator is crucial to the success of the programme. During the course of 2012 the initial FYE Coordinator, Dr Andre van Zyl, was appointed Acting Director of the Academic Development Centre; he was succeeded as FYE Coordinator by Ms Soraya Motsabi, presently also in an acting capacity. The FYE Committee, with representatives from all Faculties and many Divisions, continued to meet on a monthly basis for coordination and discussion of arising matters; regular ‘good practice’ presentations delivered by internal experts sought to build further capacity. These presentations included the following topics: Assessment for learning; the SAFENET project; a presentation on the new vision for UJLIC by the Librarian, Dr Rookaya Bawa; Extended Orientation in the Department of Philosophy, the Faculty of Education and the Faculty of Law. FYE Committee meetings are well attended, and the commitment of Faculty staff who teach first year modules is notable.

Attention was paid throughout the year to the sustainability of FYE. FYE is particularly successful in Faculties where there is strong leadership for the initiative – either through a Vice-Dean or a committed and enthusiastic individual. However, there is clearly risk in relying too strongly on a single individual to carry Faculty rollout, and hence attention focused on encouraging the formalisation of Faculty FYE Committees, preferably under senior Faculty leadership. In most Faculties such a well-functioning Committee is now in place, and the goal for 2013 is to have each Faculty institute and support such a committee.

All FYE components continued to run during 2012. Particular attention was paid during the first few months of the year to the Safenet programme, as it is imperative to identify ‘at risk’ students at this early stage of the academic year; a refinement was the direct involvement of ADC and PsyCaD in the initial interviews with these students, allowing students to become immediately aware of available development interventions. However a concern remains the relatively low response rate to the SMS messages sent to ‘at risk’ students, requesting them to come in for an interview. Work continued on the evaluation of NBT performance as a possible predictor of subsequent performance at UJ; approximately half of our first year entrants now write NBT tests prior to entry. The Faculty of Science has developed procedures to utilise NBTs for placement in certain developmental modules in 2013.

2 Feedback from the Tutor Development Unit confirmed that Departments are increasingly adhering to the UJ Policy on Tutors and Tutoring, not least in terms of the training and monitoring of tutors; it is also especially important that tutorials are fully integrated into the module programme and not simply left to tutors to develop and manage. Senate approval was obtained for a Strategy on English Language Development, which will require all undergraduate curricula to include some components of language development by 2015. For the first time, the Residence academic excellence programme was rolled out in most residences (in partnership between Student Affairs and ADS, who supplied a training manual), with promising results; further attention will be paid to involving the residence wardens more fully, and to training senior students as Residence Academic Advisers.

The FYE Coordinator paid special attention to involving students in FYE, though progress remains slow; the Faculty of Education has however been very successful in obtaining feedback from student representatives in Faculty FYE meetings, and student involvement is perhaps most easily achieved at Faculty level. FYE research continued: data collection by means of the Student Profile Questionnaire and the Early Student Experience Questionnaire resulted in Faculty profiles being circulated at an early date; Faculties and Departments are increasingly finding these of value. National and international contacts were further developed: most notably, the FYE Coordinator was invited as plenary speaker to the international FYE Conference in Canada. Marketing and publicity now include the FYE website, social media, and regular interviews on UJFM.

Our long-term focus on First Year students now appears to be having marked impact, with success rates improving from 76.5% in 2011 to 80.0% in 2012, and even more pleasingly, our demographic breakdown now shows increasingly equivalent first year performance by white and black students.

In order better to understand the achievements, and continuing challenges, of FYE, an in-depth evaluation was conducted and a wide range of opinion solicited, from both UJ staff and students, and from one international and one national expert (this latter on the basis of written UJ FYE documentation.) Student inputs included the responses, over the past three years, to the Initial Student Experience Questionnaire, which confirm steady improvement in the quality of the student experience. Qualitative feedback was obtained from 200 first year students on all campuses through a participatory learning and action research approach, implemented with the assistance of PsyCaD peer buddies. Responses were on the whole positive, with some suggestions for improvement being made. Staff were asked to assist in evaluating the role of the FYE Coordinator. Here the importance of the facilitative role of FYE Coordinator as expert in the field was repeatedly acknowledged, with confirmation of the valuable work of Dr van Zyl; at the same time it was felt that both the Coordinator and the FYE Committee have as yet too little authority vis-a-vis Faculties and other Divisions, and that FYE recommendations can easily be overlooked or ignored. In addition, there is need for greater student involvement. Continued attention should also be paid to sustainability, by anchoring FYE even more extensively in all faculties.

While FYE is undoubtedly having impact, it should also be noted that the conditions under which typical UJ students are trying to succeed at university, seem to be

3 becoming increasingly challenging. This is borne out by higher percentages of students having concerns about money and food. All of this reinforces the need for an institutional approach aimed at student success, such as the UJ FYE.

Orientation 2012

Orientation (in 2012 known as O! Week) has become well established at UJ: institutional principles guide Faculty-specific implementation during a two-week period which also encompasses senior and first-year registration, immediately prior to the start of classes. O! Week 2012 took place between 23 January – 3 February. Within this overall framework, Faculty programmes varied considerably in length and in the nature of activities, but generally contained at least the following elements: a Dean’s Welcome session, academic orientation to Departments and programmes, ‘How to register on-line’ presentations; presentations by PsyCaD, the Library and Academic Development, computer proficiency tests and Edulink orientation. In 2012 there was a renewed focus on marketing O! Week by means of social media: O! Week was marketed as compulsory by means of the Registration z-fold, the O! Week Programme booklets, and the UJ Orientation website, where a clickable banner was placed prominently on the home page. An O! Week Buzzz event was piloted per campus in 2012, where Day Houses, support services, IOHA, Campus Health, UJ Arts and Culture, Clubs and Societies were invited to promote their offerings. The general feeling is that this Buzzz event should be retained for 2013, with suggested improvements taken into account. Students with Disabilities had additional scheduled orientation sessions; a welcome session was also held for International students.

UJ staff agree that students who have attended Orientation are certainly better prepared, and organisation for 2012 O! Week focused on maximising student attendance, with somewhat mixed results. Attendance ranged from above 90% (generally in smaller faculties) to around 50% (in larger faculties); unsatisfactory attendance was compounded by the many students who registered late. In particular the Computer proficiency testing and Edulink Orientation sessions were poorly attended, even though many entrants undoubtedly need these training sessions; consideration will be given to ‘just-in-time’ approaches. Feedback confirmed the value of involving senior students, of developing interactive sessions rather than simply communicating information; and having a Faculty MC available for the full session; these matters will feed into planning for 2013. Benchmarking with neighbouring universities confirmed that all had experienced poor attendance, with the cost of attendance (bus fare, accommodation etc) being frequently mentioned. The alternative suggestion of using the ‘test slot’ on the first three Mondays in term to orient late-comers is proving difficult to implement.

A Staff Perception Survey showed that most staff were satisfied with the organisation of O! Week, but that many were disappointed with levels of attendance, given the considerable work involved in preparing for O! Week. Student responses to four questions relating to O! Week from the Early Student Experience Questionnaire confirmed that 75% of the respondents had attended O! Week, with 66% rating O! Week as good / very good.

4 Recommendations for the coming year endorsed the importance of ensuring attendance at Orientation, especially for poorly prepared students, and sought to explore ways in which all Faculties could promote and enforce attendance. The name O! Week will be changed to First Year Seminar (FYS), to send out the message that FYS is the start of the first year study programme, and that attendance is compulsory. Given that messages and reminders seem to have little effect, a core recommendation is that credit points should be allocated for attendance and completion of required FYS activities. This approach is presently being implemented by the Faculty of Science, as part of their Citizenship module, with good results; and it is hoped that other Faculties will follow suit.

National Benchmark Testing

National Benchmark Tests are advertised as compulsory for all entrants to UJ, but as yet NBT compliance is not required for registration; approximately half of our 2012 entrants wrote NBTs. UJ venues are included in the national schedule of NBT Testing during the second half of each year; UJ venues can be utilised by applicants to any university – just as applicants to UJ who live in other centres can utilise their regional venues to write NBT tests. Test results are processed by the NBT Office in Cape Town and forwarded into UJ’s ITS system, from where they can be accessed by Faculty staff. This system is now fully functional.

At UJ NBT performance is presently used primarily (in conjunction with NSC results) to gain an enhanced understanding of the competency levels of entrants. Research has continued during the year into possible correlations between NSC and NBT performance, on the one hand, and subsequent performance at the end of first year; the intention is to identify additional Faculty-specific predictors of student success. On the basis of completed research, the NBT research group has argued that the use of NBT results, in addition to NSC results, would allow more accurate placement of entrants, for instance in extended programmes; however the logistics of enforcing NBT compliance for registration are considered extremely challenging, with possible impact on the number of students registering at UJ. The Faculty of Science has confirmed that it will be piloting the use of compulsory NBT performance for recommendations for placement in selected developmental modules in 2013, and we await their experience with considerable interest.

The UJenius Club

A ‘Top Achievers Club’ for undergraduate students was approved by Senate in 2010 and was piloted in 2011. To qualify for membership, undergraduate students must achieve an overall average of 75% in the preceding year of study, with no module below 70%, and on a full study load. With around 250 high performing students identified for 2012, activities started with a competition to find a distinctive name for the club; at the high profile Welcome function in late April, the DVC Academic announced the new name: ‘UJenius’ Club. Around ten members volunteered to serve on a Steering Committee, which ran an active Facebook site, allowing members to communicate with each other, and activities to be announced.

The majority of activities were rolled out within Faculties: these included acknowledgement of top performers at Faculty, Departmental or course level;

5 awareness building of excellent academic performance through websites or noticeboards; invitations to Faculty events such as seminars and workshops; involvement in marketing strategies such as Open Day; prioritisation for appointment as tutors and mentors; sponsorships for attendance at conferences etc. Club members from all faculties were invited to a workshop on the National Development Plan, with presentations by the Vice-Chancellor and Mr Kulekani Mathe from the National Planning Commission Secretariat.

Two Faculties, Science and Engineering and the Built Environment, participated in the first UJ Undergraduate Research Conference, at which approximately 20 students made short presentations on their research projects. Monetary prizes were awarded, to be held over until winners had registered for postgraduate study. Faculty staff were pleasantly surprised by the quality of the presentations, and intend developing this initiative further in 2013.

For 2013 a partnership with the UJ International Office will make available to UJenius members funded ‘Study Abroad’ opportunities.

The ADS Curriculum Development Project

At the beginning of 2012, the curriculum development initiative which previously focused exclusively on the UJ teaching and learning philosophy was re- conceptualised as a more holistic, developmental process, consisting of four interrelated sets of activities. The first and second of these are the UJ Teaching and Learning Philosophy workshops which provide a broad theoretical framework for the project, and developmental workshops which focus on the design of discipline- specific pedagogical practices which reflect the philosophy. These include additional curriculum-related interventions in response to specific departmental or individual requests. The third and fourth areas are the development of new programmes from conceptualization to approval, and, finally, assisting departments with the processes which ensure compliance with the requirements of the HEQF. The four aspects of the project are represented in the diagram on page 8 below. This way of conceptualizing the process has two main advantages. On the one hand, it offers staff from ADS and the Quality Promotion Unit the opportunity to pool their resources, share insights and avoid potential duplication, and on the other it provides academic staff with a model which assists them to focus on specific areas and to plan a phased, developmental process according to particular departmental needs and priorities.

This year, Professor Jenny Clarence-Fincham and Ms Kibbie Naidoo have worked extensively with Vice-deans, HODS and academic staff from a number of Faculties including FADA, Health Science, Management, and Humanities, and have also contributed to various institution-wide debates. Discussions and workshops have focused on compliance concerns around Category B programmes, on the implications and application of the teaching and learning philosophy in specific departments (as diverse as Hospitality and Tourism, Applied Communicative Skills and Mechanical Engineering) and, in pedagogically-based workshops, on topics such as the development of innovative teaching and learning tasks, appropriate assessment strategies, problem-based learning and effective ways of engaging students in active and collaborative learning. In addition, there was a request from

6 the FADA Teaching and Learning Forum for a special presentation on language- related challenges and another for a presentation on the curriculum issues surrounding service modules. There was also a request for assistance in response to an audit report and several for individual mentoring of staff experiencing particular challenges. Seminars which focus on teaching in large classes have emerged as an extremely important component of the larger project and have generated great interest amongst staff and provided a context in which successes and challenges can be shared and ideas exchanged.

The ADS Curriculum Development Project Framework

• Consultation with PEM/HODS • Consultation with • Programme aims/needs PEM/HODS • Use of institutional data eg • Detailed analysis of re- Faculty -based student profiles curriculation requirements • Discipline specific workshops • Provision of assistance in • Holistic development of developing curriculum

curriculum • Submission of programme to

• Compliance process PWG

• Submission to PWG • Re-submission of HEQF-based New programme to E HEQC • Final approval re- programmes • curriculation

Project- T & L driven philosophy pedagogical roll-out • Consultation with HODs interventions • Meetings with all depart. Staff • Id Identification of key • 2X3 hour workshops pedagogical challenges; eg

• On-going consultation as LCT, ICTS, Assesssment

requested • Constitution of cross-Centre working groups • Facilitation of monitoring and evaluation process • Dev. of data base of innovative discipline specific pedagogical tasks

The highlight at the end of the year was a seminar delivered by Prof Ron Barnett entitled, “Learning-to-be: a hopeful idea”.

Challenges experienced by staff include limited capacity for extended curriculum development, considerable uncertainty around precise HEQF requirements,

7

sometimes a limited understanding of differences between degrees and diplomas, disagreement about the nature and structure of programmes, a lack of alignment between the stated outcomes of modules and the assessment practices used, conflicting perceptions abut the nature and role of service modules and increasing concern about the language proficiency of our students.

Despite this, however, increasing numbers of staff are now beginning to make explicit links between the Teaching and Learning Philosophy and their own classroom practice and, when necessary, are designing tasks for students which reflect this more clearly. In addition, when staff are involved in researching their own practice within specific disciplines, the close relationship between teaching and research results in teaching becoming much more highly valued as an acceptable object of study.

Finally, increasing links are now being made between the Curriculum Development Project and other initiatives in the institution. This applies particularly to the development of an institutional language strategy where discussion about curriculum and language frequently converge. Examples of these linkages are the invitations to ADS staff to participate in teaching and learning related activities, for example the FADA Teaching and Learning Forum, the Science First Year Academy, the Health Science Teaching and Learning Committee and module reviews in Commercial Accounting.

The UJ Teaching and Learning Strategy renewal process

With the growing focus on teaching and learning as core university business, considerable work was devoted during 2012 to the themes of undergraduate education and positioning UJ as a top teaching institution. Presentations were made on these topics at the Senate Teaching and Learning Committee in February and at the August ELG Breakaway, following which an MEC decision was taken to fund further enhancements of the quality of undergraduate education: in 2013 additional tutors and Senior Tutors are to be funded, and an appointment sought for a UJ Research Chair in Teaching and Learning.

These presentations and debates fed into the process of review and redevelopment of the UJ Teaching and Learning Strategy. The first Teaching and Learning Strategy was approved by Senate at the end of 2008 and implemented from 2009 onwards; it has undoubtedly had considerable impact both on student performance and on institutional understanding of the role of teaching as core university activity. During 2012 a comprehensive review process was initiated: a high level task team generated a concept document mapping out six core themes, which (to allow for broader engagement by teaching staff) were further unpacked by task teams. Focus areas of the emerging revised Teaching and Learning Strategy are to be the quality of our academic programme offerings, the competency level of our staff, and innovative teaching pedagogies. This work will be completed during 2013.

The UJ Teaching and Learning Report

The third UJ Teaching and Learning Report was produced for both internal and external readers as a companion volume to the UJ Research and Community

8 Engagement Reports. The Report presented a wide array of examples of teaching innovation and excellence, drawn from the activities of faculties and Academic Development and Support, as well as acknowledging some excellent student achievements. The Report is widely circulated among members of staff and seeks to acknowledge and build awareness of staff commitment to teaching and learning.

The Vice-Chancellor’s Distinguished Awards for Teaching and Learning

These prestigious awards, much value by teaching-focused staff, have become a tradition in the annual calendar; the Awards function is a highlight of the final months of the year. Staff who are nominated present a substantial teaching portfolio, which encourages self-evaluation and reflection on teaching achievements. In 2012 Distinguished Teacher Awards were made to Professor Alex van der Watt from the Faculty of Economic and Financial Sciences and to Professor Hennie Lotter from the Faculty of Humanities. In addition, UJ was informed that two 2011 awardees, Ms Tracey McKay from the Faculty of Science and Professor Nathalie Hyde-Clarke from the Faculty of Humanities, had been honoured with a commendation from HELTASA at national level.

Staff Qualifications Programme

Following on a decision in 2009 that all permanent academic staff must hold at least a master’s qualification, the Staff Qualifications Programme for Master’s support was established to support staff in this endeavour. The programme makes a variety of support available, including limited research funding, an extensive and well-attended programme of research development workshops, writing support and some teaching relief during the writing up phase of the research. The research development workshops were conceptualised and organized by the CPASD; with financial assistance from the Postgraduate Centre, postgraduate writing support was rolled out through the ADC Writing Centres on each campus. As the pressures of completing a Master’s degree while in full-time employment had proved a serious challenge for quite a few participants, the Programme was extended in 2012 for one additional year. By the end of 2012, a total of 57 members of staff had submitted their dissertation for assessment; and a further number had completed preparatory degrees. Some limited support will still be available during 2013 to those who, for valid reasons, require a little more time to complete.

In 2012 attention turned to rollout of the follow-up Staff Qualifications Programme for doctoral support, with two cohorts of staff members, 50 in all, completing the UJ SANTRUST pre-doctoral support programme, by the end of which participants have their thesis proposal ready for Faculty approval. SQP-D will make further support available – again including some research funding, writing support and teaching relief. The intention is to considerably boost the number of UJ academic staff with a doctoral degree over the coming five years.

Increasingly, the SQP programme (for both Masters and doctoral support) had been run in partnership with the Postgraduate Centre; and towards the end of 2012, through an MEC decision, the SQP programme was fully transferred to the Postgraduate Centre, together with the associated CPASD staff.

9 2. RISKS AND MANAGEMENT OF RISKS

The ADS Risk Register is discussed and updated at Executive Committee meetings, several times during the year.

Risks associated with the underpreparedness of first time entrants The core and overarching risk addressed by Academic Development and Support is that of underpreparedness of first time entrants, a risk which has not diminished over the past five years and which is anticipated to persist through the coming decade. Academic Development and Support plays a major role in assisting Executive Deans (in whose Faculties students are registered) in mitigating this risk.

While this risk is doubtless widely experienced by all higher education institutions, it assumes additional dimensions at UJ, which has chosen access as a strategic priority, thereby taking on the challenge of enormous diversity in each cohort of entrants. By selecting the strategic priority of access for underprepared students, UJ seeks to contribute to redress, but such access is, of course, meaningless unless it can also result in success, with the majority of entrants in due course achieving a qualification. Enabling success for all UJ entrants requires a careful analysis firstly of the contexts from which entrants come, and secondly of the challenges which they are likely to experience in this new environment.

Underpreparedness is commonly associated with the notion of disadvantage; though even entrants from advantaged backgrounds may be found to be underprepared for the very different approaches to learning in higher education. When also associated with disadvantage, however, underpreparedness becomes far more complex: disadvantage has geographical, financial, educational, linguistic and other socio- cultural components and is cumulative in nature, and its impact can only be addressed through concerted broad-based action addressing financial, academic and psychosocial aspects of the student experience. Given an underperforming school sector, many students entering UJ are underprepared academically, with low achievements in core competencies such as Mathematics, Science, and the ability to use English (often a second, third or even fourth language) as the language of teaching and learning. The resulting articulation gap between secondary school and first year in higher education is well known, but is proving difficult to address, given that it is at the same time crucial to maintain exit standards. In most cases, moreover, academic challenges of this type are compounded by psycho-social and cultural underpreparedness for the very different world of higher education, where norms and expectations are often left implicit rather than made explicit. Here, however, it must be asked whether it is simply students who are ‘at fault’, or whether the institution itself is in certain ways under-prepared for the learning and psychological needs of those entrants who by now constitute the majority. Ensuring epistemological access and access to academic practices for our students requires UJ lecturers, as professionals, to be fully aware of the divergent cultures and learning approaches of our students and to accommodate them in as many ways as possible.

Attempts to mitigate this core risk of underprepared entrants can in turn lead to other risks. ADS staff play a key role in building awareness of these challenges in Faculties and Divisions and assisting lecturers – this role entails a heavy workload,

10 and demands for their time and expertise are increasing every year. At the same time, perceptions of the role of ADS, and what ADS staff can be expected to achieve, may be unrealistic. Many faculty staff still regard ADS as the ‘solution’ and expect ADS to remedy these ‘problems’ (seen as student problems only), so that faculty teaching can continue as usual. Furthermore, it is now generally accepted that our students need additional contact time, for instance tutorials and developmental workshops, which puts additional pressure on scarce resources such as timetable slots and teaching venues. Creative responses such as the introduction of additional formative on-line assessments again increases pressure on the computer laboratories and CenTAL staff. ADS staff are constantly challenged to manage their time more effectively, but once optimal efficiencies have been achieved, the case may have to be made for new staff posts.

Mitigation strategies UJ has long concerned itself with the challenge of underperformance and extremely unsatisfactory completion rates in higher education, and the work of ADS is primarily conceptualised as a holistic and encompassing response to the needs of students, with the goal of optimising their chances of success. A major means of addressing this challenge has been our innovative First Year Experience (FYE) programme, which has now run for three years with growing impact. FYE brings together first year teaching staff from all faculties, as well as Divisional representatives, who jointly address a number of focused initiatives.

FYE is conceptualised as a “holistic initiative which encompasses all aspects of first year student experience, through which all first year students will experience the transition into university life”. FYE seeks to enable epistemological access of all entrants, by means of the following core components: • A growing focus on optimal placement of students. While students are accepted into UJ programmes on the basis of their NSC results, we are increasingly utilising National Benchmark Tests (which all entrants are requested to write), to understand more comprehensively student academic competencies on entrance to higher education, so as to better accommodate them. NBT results confirm the imperative need for intensive support for Mathematics, Science and English language development. We complement NBT results with an ‘on entrance’ survey, our Student Profile Questionnaire (including questions on socio-economic status, study habits, travel time to campus) which yields Faculty- and programme-specific cohort profiles which Faculties are finding of increasing value. This long-term research project has been able to identify a number of indicators which can reliably be used to predict student success, and which allow the immediate identification of students most likely to need additional support. • Our Career Services Unit is addressing one other major challenge, the fact that many entrants, due to lack of information about possible careers and associated study paths, find themselves registered for inappropriate qualifications, which students regularly mention in exit interviews as a primary reason for dropout. Career Services has conceptualised an encompassing approach which includes virtual career information available through the UJ portal, the development of an innovative information booklet targeting Grade 11 learners, and a community outreach initiative to Soweto feeder schools, which trains selected Grade 11 learners as ‘career informants’ for their peers.

11 • Our compulsory Orientation programme, run by all faculties to address the specific needs of their entrants, encompasses both social and academic aspects. Inadequate attendance remains a challenge; experience has shown that it is precisely those students who would most benefit from orientation who have yet to finalise their funding or their registration, and who often arrive on campus only once classes have started. Consideration is again being given to awarding degree/diploma credit points for Orientation, as piloted by one Faculty with very promising results. • Orientation may however result in information overload. We have responded with what is termed ‘extended Orientation’: the continuation of the orienting process throughout the first semester, and in some cases into the second semester. Extended Orientation seeks to integrate the academic requirements for ‘being a successful student’ into core first year modules: issues such as staff expectations, academic norms, time management etc. • Students tend to respond positively to peer-taught tutorials, and in our enhanced tutorial programme Faculty staff members collaborate with teams of well-trained tutors and the Tutor Development Unit. Feedback during 2012 confirmed improved compliance with the UJ Policy on Tutors and Tutoring. • Our SAFENET project identifies ‘at risk’ students early in the semester and offers additional support. We complement the concept of ‘at risk’ students with that of ‘at risk’ modules with high failure rates, and ensure that content, success rates, and pedagogies are scrutinised and if necessary rethought. • With the active assistance of the Executive Director Student Affairs, an academic excellence project has been initiated in the residences, with mentoring of groups of entrants by senior students, who ensure that entrants understand academic norms and expectations, and attend classes, the regular evening study periods, and the occasional residence presentation or workshop on topical issues. Attention is also being paid to Risky Student Behaviour, as also impacting negatively on student performance. • Again with the assistance of the Executive Director Student Affairs, a psycho- social ‘safety network’ is being implemented, which seeks to address the growing challenge of student hunger; the Centre for Psychological Services and Career Development plays a major role in this, with trained ‘Peer Buddies’ acting as outreach into faculties and residences and guiding students in need to PsyCaD services. • A UJ Strategy on English Language Development, which requires all first year curricula to include some form of language development, was approved by Senate during 2012, and is being implemented incrementally.

The umbrella initiative of FYE with its focus on students and their needs is, however, complemented by much other work undertaken in ADS, which in a variety of ways sensitises and equips teaching staff to respond to student needs. The Access wing of our Academic Development Centre has gained national renown for the success of its numerous extended curricula, and their innovative approaches are increasingly of interest to mainstream teaching. At the same time, partnerships between Academic Development Centre staff and mainstream staff are proving increasingly productive, in the fields of academic literacy, learning development and tutor development. The Centre for Professional Academic Staff Development focuses strongly on equipping both new and more experienced staff to deal with today’s changed student cohorts; the newly introduced ADS Curriculum Project prioritises curriculum responsiveness

12 and conceptualises learning as becoming a practitioner of a knowledge and professional domain. CenTAL (now under a new Director and with the new name Centre for Academic Technologies - CAT) is prioritising authentic learning and active student engagement in burgeoning approaches to learning with technology. Overall, the focus is increasingly on integrating the academic development of students into existing mainstream modules, an approach which has been shown to promote transfer into disciplinary studies.

Risks associated with constantly growing demands on ADS staff: staff morale, workload and wellness issues UJ’s broad commitment to access of necessity brings with it additional workload and costs. The past few years have seen a much-needed change in institutional mind- set as regards teaching, and an enhanced awareness of the competencies and needs of entrants – but effective teaching approaches tend at the same time to be labour-intensive, with increasing demands being made to ADS staff for assistance. The growing demand for learning with technology has this year necessitated a complete transformation of CenTAL’s developmental approaches, again with a heavy associated workload. ADS staff understand clearly that, to be effective, their work must be underpinned by research, which also impacts on workloads. Staff morale in sections of ADS has been impacted on by delays in resolving unclarities relating to Conditions of Service, and it remains difficult to attract, and retain, well- qualified staff, although a satisfactory diversity profile is being maintained; however, career pathing and promotion, which have now become possible, are expected to have a positive impact. The introduction of professional Conditions of Service is still outstanding and undoubtedly results in higher staff turnover in Centres such as PsyCaD.

Mitigation strategies • Careful management of staff workloads. • A conscious search for ways to promote staff wellness, led by PsyCaD staff. • A change in marketing perspective to a ‘we work in partnership with you’ approach. • An increased focus on familiarisation of faculty teaching staff with student- oriented approaches, rather than simply on delivery (by ADS) of modules to students by means of these approaches. • Adequate ADS leadership on all campuses. • Staff development within ADS, so that more ADS staff are able to take on a range of responsibilities. • More selective involvement, for instance through prioritisation of first-year risk modules. • Development of further research capacity within ADS. • Conscious pursuit of promotion possibilities for ADS staff: staff will need to be positioned and developed for promotion, in terms of the required teaching and research profiles. • Liaison with Human Resources, to expedite the prompt development of professional Conditions of Service.

13 Risks associated with the instability of the Learning Management System (LMS); limited staff capacity for system maintenance; and power failures After the challenges experienced during the introduction in 2011 of the new version of the UJ LMS, Blackboard Learn 9.1, the current situation is stabile with only two instances of system disruption reported during 2012. However, due to a lack of high level technical skills in CAT, a single staff member, contrary to international best practices, is responsible for the maintenance of the operating and LMS systems. We remain strongly aware of the associated risks.

Mitigation strategies • On-going liaison with the South African service provider. • Constant close attention to defects and immediate remedial actions. • Investigation of other feasible options that may be alternative solutions (in addition to, or as alternatives to the single LMS). • Liaison with ICS, as regards staff back-up for system maintenance.

Risks associated with lack of demographically representative leadership in ADS Currently senior leadership is not demographically representative; succession planning remains a key challenge. After an extensive search, a designated appointment has now been made at middle management level, with the intention of also filling a similar vacant post with a designated appointee; and close attention is being paid to the development of leadership capacity.

Mitigation strategies • Close attention to succession planning. • Continued development of leadership capacity at middle management level.

3. GOVERNANCE STRUCTURES AND QUALITY MANAGEMENT

Given the complexity and size of the Division of Academic Development and Support, coherence is supported by several formally constituted ADS Committees, including a representative ADS ExCo, and by common procedures and practices.

The Division is managed through a monthly Executive Committee meeting chaired by the Executive Director, and attended by representatives from each Centre and a representative of all administrative staff in the Division, as well as the four Directors. In selecting representatives, attention is paid to diversity. All members are invited to contribute agenda items, and Centre representatives are specifically urged to take on the role of liaison between Centre staff members and the Committee, and to contribute actively to ExCo discussions. The ADS HR Business Partner is also invited to Executive Committee meetings, and a First Year Experience report is a standing item.

Several ADS subcommittees report to the Executive Committee and are chaired either by a Director, or by a staff member with special expertise in the respective field. These Subcommittees are presently: Research and Ethics; Quality Promotion;

14 and Marketing, with a Community Engagement subcommittee under development. The Professional Development and Collaboration Committee established in 2011 was disbanded; a Community Engagement community is under development. These matters will be dealt with in detail below. A meeting of Directors and financial administrators with the ADS Finance Business Partner takes place monthly, or in terms of need.

All ADS staff members are invited to a twice yearly general staff meeting, at which matters of general interest (including the ADS Strategic Plan) are reported on, discussed and/or endorsed, generally followed by an activity relating to transformation. Attendance at these meetings is good.

Each Centre has its own governance structure and quality management processes, with committee and staff meetings scheduled in terms of its specific needs.

Activities in the Division continued to be guided by the three-year Strategic Plan (2010 – 2012) which was finalised during 2009. Within this framework, progress against the focused strategies addressed during 2011 was evaluated, and a revised list of strategies was established for 2012.

4. STRATEGIC THRUSTS AND TARGETS

The ADS goals seek to support the academic project at UJ, by: 1. Developing and implementing an ADS framework that is aligned with the UJ teaching philosophy and facilitates integration within the Division and with Faculties. 2. Foregrounding 21st century skills for UJ staff and students. 3. Exploring alternative models of academic and educational development in collaboration with the Faculties. 4. Providing professional development in support of the learning-to-be teaching philosophy. 5. Providing a foundation of psycho-social-cultural, academic and career services to support UJ students and staff. 6. Developing a community of practice to support an enhanced research ethos in ADS. 7. Running the Division effectively through consensus-building, so as to receive full and professional commitment from ADS staff.

These goals are closely aligned with the UJ Strategic Thrusts. They speak first and foremost to Thrust 1, through the underlying focus on teaching and learning and the excellence of the modules offered by ADS, and through the growing focus on evidence-based research. ADS goals also contribute to Thrusts 2, 3, 5, 6 and 8, as follows: Thrust 2: Many of the extended curricula offered through ADS are technology- focused. Thrust 3: We ensure appropriate presence and sound leadership of ADS Centres on all campuses. Thrust 5: The extended curricula offered through ADS are known for their excellence and accessibility; and our other Centres support the accessibility of UJ programmes.

15 Thrust 6: ADS staff in leadership positions have become known, both on and off campus, nationally and internationally. Thrust 8: Staff in ADS are supported and developed, to ensure that they are fully able to respond to the demands of their positions. CenTAL promotes the availability of open and ubiquitous information and communication technology.

Through the FYE programme and the Division’s overall focus on teaching and learning and student success, ADS contributes to the following two goals on the UJ Scorecard: to Teaching effectiveness, Goal 3: Graduate output: undergraduate; and to Goal 18, Graduate employability; and, through the Staff Qualifications Programme for doctoral support, to Goal 16, Number of staff registered for doctoral programmes.

5. RESOURCE MANAGEMENT

5.1 Human resource management

ADS Overall Equity Profile (January to December 2012)

Foreign Percentages Nationals

Faculty/Division

can Black White Total Afri Other Total Total Grand Disabled Black White Foreign Nationals Disabled

Academic Development & 52 44 96 3 1 4 100 1 52 44 4 1 Support DOE 8 3 11 2 1 3 14 0 57 21 21 0

ADS Overall Appointment Figures (January to December 2012)

Foreign Percentages Nationals

Faculty/Division

Black White Total African Other Total Total Grand Disabled Black White Foreign Nationals Disabled

Academic Development & 10 2 12 1 0 1 13 0 76.92 15.38 7.69 0 Support

ADS Overall Resignations (January to December 2012)

Foreign Percentages Nationals

Faculty/Division

Black White Total African Other Total Total Grand Disabled Black White Foreign Nationals Disabled

Academic Development & 9 4 13 0 1 1 14 64.29 28.57 7.69 0 Support

16 The number of resignations of black staff is disappointing; these figures include one death and one dismissal. Resignations are, however, always due to better career opportunities, family relocation, opening of private psychological practice etc.

In making appointments, ADS focuses strongly on maximising the appointment of well-qualified designated applicants. The posts of eight long-standing so-called ‘DOE appointees’, who were hitherto on repeated contract appointments against the DHET grant for delivery of the extended curricula, have now been converted to permanent posts, with effect from March 2013. Care is taken to ensure the appropriate induction of new staff; and the Executive Director meets twice with every new appointee, during the first year of appointment, to ensure that staff are well settled, feel welcome, and are positioned for further development.

ADS has experienced serious challenges in making new appointments at leadership level, let alone designated appointments at leadership level. With the retirement of the present Executive Director scheduled for the end of October 2012, a lengthy search for a person of adequate experience to take on this role has not yet been successful, and the appointment of the present Executive Director has been extended. A lengthy and repeated search to fill the post of Director of the Academic Development Centre (the post remained vacant for a full year) finally resulted in the appointment of a white male, in acting capacity; a process to take this appointment further will take place in early 2013. A lengthy search for a suitable incumbent for the vacant Head post at P6 level in ADC was successful, with a designated appointment being made. We are now taking a longer-term perspective and focusing on developing our own staff to achieve designated leadership in ADS, in the coming years.

Attention is being paid to staff development: one member of ADC completed her Master’s degree during 2012, and two doctorates, both in ADC, have been completed. Several staff have participated in the SANTRUST programme, and around 15 members of staff are currently registered for doctoral degrees. We are seeking to build further capacity through considered delegation of responsibilities, for instance through the involvement of more staff in selection committees.

A matter of concern and challenge has been the failure to implement the Senex decision from October 2011, stating that selected ADS staff with teaching responsibilities should be transitioned to academic conditions of service. After further discussion the intention is now to draw on the HEMIS categories of staff, and in particular to utilise the category of ‘specialist / support professional’ for appropriate highly-qualified ADS staff. This will require the development of new conditions of service for this new appointment category, which, it is envisaged, with include the privilege of sabbatical leave for staff engaged in research (as is essential to ensure the quality of our educational interventions) and the possibility of career pathing, matters of considerable importance for staff retention.

17 5.2 Financial Resource Management

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT OF THE DIVISION OF ACADEMIC DEVELOPMENT AND SUPPORT FOR 2012 Cost Centre: 05 05 140501 20 Entity number Income Budget Income 16100 Interdepartmental sales - Sundry income SUB TOTAL - Entity number Expenditure Budget Amount Spent 31000 Personnel Remuneration 31200 Salaries R 46,310,396.00 R 47,510,029.00 31300 Temporary salaries R 11,760,995.00 R 10,347,647.00 31400/31500 Other R 589,965.00 R 496,839.00 SUB TOTAL R 58,661,356.00 R 58,354,515.00 33300 - 40350 Restricted Budget R 4,507,478.00 R 4,528,352.00 32800 - 41900 Operating Costs R 4,689,603.00 R 3,770,646.00 44300 - 44700 Capital Expenditure R 683,825.00 R 807,498.00 SUB TOTAL R 9,880,906.00 R 9,106,496.00 TOTAL R 68,542,262.00 R 67,461,011.00

6. ENVIRONMENTAL SUSTAINABILITY

This matter has been discussed at a staff meeting, and staff have been requested to pay attention to recycling of paper and cartridges, to switching off lights etc.

7. STAKEHOLDER ENGAGEMENT

ADS stakeholders are in principle staff and students at UJ. Our work involves close relationships with all Faculties, which we seek to manage by means of informal partnerships around specific projects. Our work impacts directly and indirectly on very many of UJ’s students.

Our external stakeholders include in particular schools: PsyCaD has developed partnerships with selected Soweto schools, in connection with their career information project.

One of our main professional associations is Higher Education Teaching and Learning South Africa (Heltasa), and we have promoted the introduction of a number of Special Interest Groups, through which relationships with cognate experts from other higher education institutions are maintained. Dr van Zyl convenes the SIG on First Year Student Success, Ms Jenni Underhill convenes the SIG on Tutoring, and

18 Ms Charlotte van der Merwe is a member of the Professional Academic Staff Development SIG.

Community engagement: Community engagement has hitherto been undertaken on an ad hoc basis by various committed members of ADS. During 2012 a working group sought to draw together these several initiatives into a more focused approach, with presentations being made to the General Staff Meetings in June and November; this process will continue during 2013. In their various Community Engagement projects ADS staff members have sought to draw on their professional skills and to offer various types of training, or psychological and career support, at a number of secondary and primary schools and at Krugersdorp Correctional Services. In addition the PsyCaD Peer Buddies and the intern psychologists are encouraged to develop community engagement projects during the course of each year.

8. RESEARCH IN ADS

For several years ADS has focused on developing research capacity among its staff members, with the goal of equipping staff to pursue an evidence-based research agenda which will allow our practices to be assessed and, if necessary, transformed. During 2012 considerable progress was made in this regard. Priority areas for ADS research were mapped out, as follows: • Appropriate pedagogy for the 21st century; • Language development for 1st year students at UJ; • Research methodology; • Scholarship and teaching; • First year success; • Psycho-social studies.

Two of the ADS Directors are now rated researchers and hence well able to lead research development in ADS. Two Writing Retreats were held, to assist staff in finalizing publications, and ADS was able to report a total of 17 accredited publications for 2012. (Publications are listed in detail in Centre reports.) Around 60 members of staff made presentations at conferences, including international conferences. In addition, an active Scholarship of Teaching and Learning working group has been established and has attracted considerable interest from faculty staff, as well as a first year success research group, which will seek to encourage and strengthen research concerning first year students at UJ. Finally, ADS has appointed its first Visiting Research Associate: Prof Cecile Badenhorst from the Faculty of Education, Memorial University of Newfoundland, Canada.

9. LEADERSHIP FOOTPRINT

ADS and its several leaders are well known and well respected in the institution, where they have made a substantial contribution to policy and practice around teaching and learning, and around the student experience more broadly. Particularly notable areas include matters associated with the First Year Experience, where the position of First Year Experience Coordinator has been established as that of a

19 functional expert in all matters relating to first year success. In addition, PsyCaD is known for expertise on a broad range of issues of a psychological nature, with Professor Gertie Pretorius being consulted regularly by HR, Employee Relations and Student Affairs, and by some Executive Deans and Executive Directors. In matters relating to the use of ICTs, Professor Alan Amory has made a signal contribution to UJ’s ICT Advisory Group, as it continues to develop policy and practices around the roles of ICTs on campus.

Our research footprint is expanding: two of the ADS Directors are now NRF rated researchers, and well respected in their fields. Professor Gertie Pretorius supervises doctoral students on a regular basis, regularly acts as external examiner, reviews journal articles for a variety of Psychology journals, is the current Executive Editor of the Journal of Counselling and Development in Education Southern Africa (JCDHE), and makes regular international conference presentations in her field of expertise, violence and gender issues. Professor Alan Amory received his NRF research rating during the course of the year and continued with his research on computer games as educational tools, concentrating on developing frameworks to support the design, construction, evaluation and use of computer games in teaching and learning, as well as on the development and critical appraisal of other educational technologies.

Our visibility in and impact on civil society has expanded during the year. In her capacity as an educational and language specialist, Professor Clarence-Fincham was invited as a member of the national working group developing the flexible four- year curriculum in Science, and as a member of the HEQC Accreditation Committee. She took on the role of facilitator for the NUFFIC “Strengthening doctoral supervision” accredited module, which is to be offered through Rhodes University. In addition, she was invited to conduct a survey into the status of teaching and learning on the Vaal and Mafeking campuses at North West University. Professor Gertie Pretorius continued her long-standing membership of the Professional Board for Psychology; during 2010, she was appointed by the Minister of Health to serve a second term on the Board. She is currently the Vice Chairperson of the Board and serves in a leadership capacity in many areas, especially the accreditation of training programs for Psychologists, Registered Counsellors and Psychometrists, policy formation regarding the Scope of Practice and the Scope of the Profession of Psychology, Ethical issues and disciplinary matters. In addition, Directors of Centres for Student Counselling and Career Development of many South African Universities often contact her regarding conceptual and managerial issues. The South African Association for Counselling and Career Development in Higher Education (SAACDHE), also often seeks her inputs . Dr van Zyl has become known as a national leader in the First Year Experience Programme, and has made presentations at 13 schools and at teachers’ conferences and an FET conference. He was invited to represent Africa on a panel at the annual Conference of the International First Year Experience Association, and has subsequently been invited to deliver a plenary lecture at the European First Year Experience Conference. In addition, a case study on the UJ FYE has been solicited for a UK book publication on strategies for improving student success. In addition, the Access wing in ADC, headed by Mrs Maxine Shandler is regularly consulted by other universities, as is our Unit for Tutor Development.

20 10. TRANSFORMATION IN ADS

Two of the themes in the UJ Transformation Plan, ‘Academic excellence’, and ‘A student-centred and caring institution’, are central to the daily work of ADS staff members, and are therefore being reported on in other sections of this report. At the same time, in terms of the Employment Equity theme in the Transformation Plan, ADS focuses strongly on maximising the appointment and retention of well-qualified designated applicants. A particular focus is on developing designated leadership for ADS.

Here the focus is therefore on initiatives which seek to bring about increased transformation within ADS. During 2012 transformation within ADS was foregrounded by establishing a broader Transformation Working Group, with volunteer representatives from all Centres and all campuses. The group evolved gradually during the year, and focused on exploring ways of talking about difficult issues which are usually glossed over, and on the Transformation Plan theme of ‘Transformational leadership, governance and management’. Discussion focused on the need for greater transparency as regards the budgeting process and appointments in ADS; as a result presentations on these two topics were made at the June General Staff Meeting, and Drop Box access to ADS Minutes and documentation has been arranged for all staff. To foreground inclusivity, ‘Safe Zone’ posters have been produced, to go up on appropriate office doors; Safe Zone states: ‘This space respects people of all sexual orientations, gender expressions, ethnicities, socio-economic backgrounds, religions, abilities and health status.’ The Working Group has conceptualised a programme around Diversity Education for 2013, which is likely to include exploration of themes and scenarios, rather than workshop type approaches.

11. CHANGES AT THE END OF 2012

The end of 2012 saw a substantial change in the ADS Division: the dissolution of the Centre for Professional Academic Staff Development. On the recommendation of the MEC, the Staff Qualifications Programme, hitherto managed primarily from within CPASD, was fully transferred to the Postgraduate Centre, and this included the transfer of three valued members of CPASD staff: the Director of the CPASD, Dr Riette de Lange, Ms Pia Lamberti, who had driven the Staff Qualifications Programme since its inception and had conceptualised the very successful research development workshops; and the SQP administrator, Ms Tinyiko Shilenge. It was then agreed that the CPASD, being now reduced to four members of staff, should be consolidated with the Academic Development Centre, in view of the growth of staff development in the ADC. In this way the staff development function, which has grown significantly in importance over the past five years, could be substantially strengthened by the very useful synergies which would now fully emerge between these two Centres.

Dr de Lange is sincerely thanked for her substantial contribution over the past five years; under her leadership the CPASD grew in stature and became known for its valuable contributions to quality staff development at UJ.

21

In the following, the annual report of each of the four Centres is now presented in turn.

22 CENTRE FOR ACADEMIC TECHNOLOGIES (CAT)

1. STRATEGIC PLAN

CAT’s vision CAT’s vision is to promote the integration and innovative use of technologies in teaching, learning, assessment and research practices at the University of Johannesburg. CAT’s vision and strategic goals support the implementation of UJ’s teaching and learning policies, strategy and philosophy. CAT makes active contributions towards teaching excellence as well as making substantive and direct contributions to the strategic thrusts of UJ for 2020.

CAT’s strategic goals aligned with ADS goals for 2012 included: • Developing and implementing a CAT framework that is aligned with the UJ teaching philosophy and facilitates integration within the Division and with Faculties. • Foregrounding 21st century skills for UJ staff and students. • Providing professional development in support of the learning-to-be teaching philosophy. • Developing research skills to enhanced research ethos in CAT. • Running the Centre effectively through consensus building, so as to receive full and professional commitment from CAT staff.

More specifically, with the reformulation of CenTAL as the Centre for Academic Technologies, a number of core principles and values were defined: • Purpose – Promote the use of innovative and evolving academic technologies; • Vision – 21st century skilled academia; • Brand – Smart use of academic technologies; and • Values – Innovation, openness, simplicity, collaboration and cross-pollination, adaptability to rapid change, and forgiveness.

CAT’s core business and strategic plan CAT plays an important role in supporting the use of technology in teaching, learning and assessment. The core business is, therefore, to identify, deploy, manage and support appropriate educational technologies that are included into four main areas: • Community Support and Development; • Teaching and Learning Consultancy; • Technical Support and Development; and • Process Management and Administration.

The objectives that support the work of each of these components are to: • Provide scaffolded and just-in-time support; • Drive transformative learning practices; • Promote the use of cross-platform applets; and • Support community-based management processes.

23 In addition, the professional development of CAT staff is an important component of CAT’s core business.

Each of the core activities is reported below (see Section 3).

2. EMPLOYEE PROFILE ANALYSIS

During 2012 Mr Lufuno Mamathuntsha joined CAT as part of Community Support and Development to help students resolve problems they have with the online learning system and to support the development of just-in-time support materials. The staff and management structure is given in the organogram and the analysis of CAT’s equity profile is presented.

2.1 Organogram

Director: CAT Prof Alan Amory (N2253)

Process Teaching and Technical Support Community Management Learning and Development Support and Administration Consultancy and Development

Ms R Bosman (N2256) Ms N Agherdien (N2262) Ms AM Coetzee (N2265) Mr B Malapela (N2271) Dr W Elston (N2224) Dr A Louw (N2703) Mr WE Geldenhuys (N2268) Mr L Mamathuntsha Ms HD Geldenhuys (N2252) Ms P Motshoane (N2260) Ms J Mabulele (N0529) (N2270) Ms V Groenewald (N2264) Ms A Mphahlele (N2257) Mr R Mkhabela (N2267) Mr RH Molepo (N2252) Ms F Janse van Vuuren Ms ED Pretorius (N2259) Mr R Mokwele (N0514) Ms K Steenkamp (N2254) (N2251) Ms B Vilakazi (N2270) Ms E Mthembu (N2260) Ms ML Leeuw (N2263) Mr F van Zyl (N2269)

24 2.2 Equity Profile

Equity analysis of CAT staff members

Centre for Academic Technologies

Employees: African Coloured Indian White Foreign nat. Disabilities Male Female Total

P5: 1 1 1 Director P6: Systems Administrator, Project Manager, 4 1 1 3 Senior Instructional Designer, 4 Manager: Learning Technologies P7: 3 1 2 1 5 6 Instructional Designer P8: Senior Instructional Developer, Quality Care 1 3 4 4 Practitioner, Specialist Assistant P9 - P10: Client Supporter, System Supporter, Audio and Video Developer, Multimedia Designer, 6 2 6 2 8 Secretary, Videoconference Technician, Senior Client Supporter P11 - P15: 1 1 1 1 Beverage Assistant Subtotal 11 1 12 2 9 15 24 Total 24 2 24 24

3. CLIENT PROFILE AND CORE BUSINESS ANALYSIS

3.1 Community Support and Development

The approaches used and services provided by the Community Support and Development group are summarised in the table below. Previously two routes to aid the academic community were provided by CenTAL: student and staff support, and training workshops.

A new approach to provide staff and student support is centred on a single help desk, supported by a modern “ticketing” software system to monitor, manage and track queries. However, self-service and online resources to develop technical skills will be deployed at the start of 2013. The first is a mobile application for smartphones that includes solutions to the problems most often experienced by staff and students (uHelp – Mobile). Additional support from this application can be obtained by sending an SMS or email to the help desk, or by making a phone call. The second self-development service available is a comprehensive website to help staff involved in the development of Blackboard modules (uHelp – Web). Therefore,

25 support is now provided via a mobile app, a website, and multiple routes to an integrated help desk where, when necessary, problems might be solved through one-on-one interactions.

Services provided by the Community Support and Development group

Pedagogical skill development

Phone

uHelp – support specialised Individual Staff uHelp – Web SMS Mobile time support - in CAT HelpCAT desk - Email and just FYS skills Computer skills development development scaffolded Phone Community Support and Development

To provide uHelp – Students SMS Mobile

Email

Redesigned New service Existing service service

With respect to Information and Communication Technology (ICT) literacy a number of interventions are available. Firstly, during the First Year Seminar, workshops in ICT and Blackboard literacy are provided. These are extended to a number of workshops available during timetabled term time to both students and staff. For the support of teaching with technology a new staff development workshop has been developed, tested and implemented (table above).

CAT offers interventions to students on various levels ranging from computer proficiency testing and training to Edulink/Blackboard usage. Not only do these interventions assist the students in their academic development, but they also contribute to the students’ preparation for their intended world of work. The following interventions by CAT help students to become computer literate and Edulink/ Blackboard-efficient, to ensure that they are equipped to actively participate in their online learning modules: • Assessment of computer proficiency levels of first-year students during First Year Orientation (FYO). • Development of computer literacy skills during follow-up training sessions. • Introduction and orientation of students to the use of the Edulink/Blackboard online learning environment, including the use of Turnitin when submitting their assignments, chapters of their dissertations and doctoral theses. • The design, development, acquisition and provision of training and online resources available for support, e.g. Windows, Internet Explorer, MS Office 2007, Edulink/Blackboard FAQs and “How to” resources, and downloadable audio and video clips.

26 Students enter UJ with different levels of computer proficiency. This is one of the areas of risk that has been identified as a UJ concern that needs to be addressed university-wide. While many students need an initial introduction to the use of computers, even those who have grown up with computers require assistance in developing the types of computer skills required for Higher Education.

CAT’s first intervention for the year took place during the FYO weeks at the end of January 2012 and included computer proficiency testing of all first-year entrants. Those who did not obtain an average of 80% were required to attend a compulsory computer skills training session. This was followed by a compulsory session of Edulink/Blackboard training for all entrants. This comprehensive task was scheduled over two weeks in 25 venues on all 4 campuses. All CAT staff members were involved and in addition, 35 more presenters and assistants were employed on a temporary basis to handle the considerable numbers of entrants.

The following sessions were conducted during the two-week FYO period on all four campuses: • Compulsory sessions for basic computer proficiency testing for all first-year students. • Compulsory computer skills training sessions for all students who attained less than 80% in the proficiency testing. • Compulsory sessions in the use of Edulink/Blackboard for all first-year students. During these sessions, students were also required to complete a Student Profile questionnaire as part of the University’s First Year Experience (FYE) project. • Edulink/Blackboard training and computer skills development after the FYE (Extended Orientation sessions).

FY0 2012: Attendance

Computer skills Edulink training Faculty training Campus sessions sessions Art, Design and Architecture 366 28 APB 886 355 APK Economic and Financial Sciences 318 138 SWC 430 260 APK Education 93 53 SWC

Engineering and the Built 549 180 DFC Environment 240 166 APK 239 140 APK Health Sciences 239 140 APB 356 298 DFC 419 249 APK Humanities 60 45 APB 168 53 SWC

27 Computer skills Edulink training training Campus Faculty sessions sessions Law 220 80 APK 325 97 APK Management 300 80 APB 143 81 SWC 514 44 APK Science 181 55 DFC Total 6046 2542

Recorded Computer Skills assessment attempts: 5 596 (92.5% of students who attended) Average score for skills assessment: 72% Less than 80% for skills assessment: 2 698 (48.2% of recorded attempts) 80% and higher for skills assessment: 2 550 (45.6% of recorded attempts) MIS first year registrations: 13 253 Attendance of Edulink training sessions: 46% of registered students Attendance of Computer Skills training sessions: 19% of registered students Number of senior students trained and appointed as facilitators and assistants (FYO 2012): 61

Students who obtained less than 80% for the computer skills assessment after attending a 3-hour computer skills session, were invited to attend a 10-hour short course in computer skills. This short course was presented on two Saturdays, i.e. 4 and 11 February 2012.

Attendance of short course

Expected number of Number of students Computer skills Campus students who attended assessment average DFC 98 46 SWC 46 26 APB 60 48 77.5% APK 185 130 Total 389 250

Extended orientation computer proficiency and Edulink/Blackboard skills

First-year students Senior students Description Total APK APB DFC SWC APK APB DFC SWC

Basic Computer Skills 1 1 1 3

Edulink Orientation 6 1 3 8 1 3 22

28 First-year students Senior students Description Total APK APB DFC SWC APK APB DFC SWC

Combined Computer Skills and Edulink 1 2 3 Orientation Total sessions 7 3 3 1 10 1 3 - 28 Basic Computer Skills 1 3 111 115

Edulink Orientation 15 102 32 216 27 57 449

Combined Computer Skills and Edulink 122 122 Orientation Total students 16 105 32 111 338 27 57 - 686

3.2 Teaching and Learning Consultancy

The TLC group provides the theoretical and practical approaches to the use of technology in the classroom to support learning, teaching, assessment and management (table below). A collaborative-authentic learning tool [technology]- mediated framework is the foundation of the approach. The purpose of the framework is to support the transformation of teaching and learning practices at the University of Johannesburg, but it is neither prescriptive nor part of policy. The intention of the workshop is to model an approach that supports contemporary pedagogical approaches that are aligned with the institutional teaching and learning philosophy. The CAT framework, to support the one-day workshop, is explained in an easy-to-read z-folder and summarised in a single page hand-out.

Services provided by the Teaching and Learning Consultancy group

29 Collaborative - Authentic Task - Tool Mediation (CAT) framework

30 In addition, Blackboard was well supported during 2012. All nine Faculties made use of online courses to a lesser (Law and FADA) or greater (Management and Humanities) extent. However, these patterns may be due to the different size of each Faculty.

Use of Blackboard resources by Faculty

Faculty Departments Modules Instructors*

Management 14 610 221

Humanities 17 324 189

Economic and Financial Sciences 9 270 189

Science 15 251 165

Engineering and the Built Environment 15 297 152

Health Sciences 17 222 66

Education 5 98 55

Law 6 46 41

Art, Design and Architecture 5 33 13

Total 2012 103 2151 1 091 Total 2011 78 1 570 8 753 Total 2010 78 1 570 4 478 Total 2009 78 1 570 4 478 * - More than one instructor (lecturer) can have access to a module. The instructor count for 2012 is for unique instructors and is therefore less.

Staff and students made substantial use of the plagiarism detection tool (Turnitin) during 2012.

Use of Turnitin

Similarity categories within Originality Turnitin Year Students Reports * submissions 75-100% 50-74% 25-49% 0-24% 2006 475 497 20 28 60 359 2007 7 674 8 697 626 545 1 639 4 809 2008 11 523 10 311 647 908 2 311 5 455 2009 12 692 18 446 1 991 1 744 4 098 9 217 2010 11 880 21 522 1 346 1 744 4 665 11 139 2011 17 312 23 677 1 420 1 961 5 378 13 385 2012 18 640 33 690 1 701 2 193 6 402 20 148

31 With respect to staff professional development, a new workshop system was developed in the second half of 2012. Thirty-seven University of Johannesburg staff members participated in these workshops and provided valuable positive feedback. This professional development workshop on the use of technology in curricula will become part of an intensive development campaign during 2013.

3.3 Technical Support and Development

Services provided by the Technical Support and Development group

Plagiarism iThenticate support

uHelp – Web Research software Research Research submission Staff Blackboard Module Blackboard management Module Blackboard Modules cloning Learn’s Mobi

uHelp – Communities platform applets

- Mobile

Library – Announcement Mobile Collaboration UJ’s Mobile* support Blackboard Central Technology Support and Development To providethe use of cross uLink Viper

Plagiarism Students DOC-Cop support

E-rater Turnitin

Redesigned New service Existing service service

The Technical Support and Development group provides all the tools, software and the ICT environment to support a “learning with technology” position. During 2012 CAT offered Blackboard and Turnitin as the primary tools to support teaching and learning. However, current technological developments will provide the University of Johannesburg with a number of different services to improve the access to resources and tools. These developments (table above) are grouped into a number of categories, including: • Integration of existing services; • Blackboard services;

32 • Mobile tools and applications; • Tools to teach students to write better academic English; and • Research.

The uLink portal integrates the existing Student Portal and Edulink with new services in a “finger-ready” user interface. This portal includes applications, resources and tools aimed at either students or staff.

While Blackboard Learn is the institutional learning management system, the system will be enhanced to include collaborative tools, segregated access to the different functionalities of the system (Modules, Communities and Announcements) and a number of specialised tools (creation, cloning, maintenance and deletion) for academics to manage their modules.

The range of services accessible via mobile devices is greatly enhanced. Blackboard Learn Mobile will be available from 2013 both as a stand-alone app and as a module in the Blackboard Central application. The uHelp app will also be deployed as a stand-alone product and as a module in Blackboard Central. In addition, existing services (UJ’s and the Library’s mobi sites) were redesigned to create a similar look-and-feel across all UJ’s mobile applications. But the largest development, implemented during the latter part of 2012 and early months of 2013, is Blackboard Central. This application includes 12 services to support all communities interested in the activities at the University of Johannesburg. Within just a few months UJ will have a substantial presence in the mobile market.

To support students and staff in writing good academic English, a number of tools are available from 2013. Tools available to undergraduate students not in their final year of study include Viper and DOC Cop, Turnitin to final year undergraduate and Honours students, and iThenticate services to support postgraduate and staff members.

With respect to research production at UJ two services are available from CAT, including an academic software library and a tool to capture accredited and non- accredited research output for funding and archival purposes.

3.4 Summary of Services developed during 2012 for 2013

Access

We have created a new portal, uLink, to prepare for a mobile future and to merge all university-wide services into one integrated website. No more Student Portal or Edulink, just ulink.uj.ac.za.

To help you solve those technical, and other, problems we created a tool available either on your smartphone or as a website. uHelp (uhelp.uj.ac.za) should be the first place you visit when you are faced with a technical problem. uHelp will also be part of uGo.

33 All your online modules are now accessible on a smartphone. You need to visit your app store, search for Blackboard Mobile and then install the app. We refer to this app as uLearn. To gain access to your course, type in University of Johannesburg and use your normal login credentials to gain access.

uGo is a new mobile app developed specifically for us. You will be able to use uLearn, discover all the programmes and courses we offer, and gain access to the library services, UJ events, staff directory, news, emergency contacts and uHelp.

Blackboard

With the demise of Edulink, we hope to make your interactions with Blackboard easier. In uLink you find links to your modules, communities and announcements. In addition, staff members will have new tools, course management and cloning, to make it easier to manage your modules. The new component that supports different types of interactions and communication will be part of the tools that you can use to build a module.

Academic writing and research

We are introducing a number of software applications to support the development of academic writing. We suggest that undergraduate students use DOC Cop, Viper and SafeAssign; final year under- graduates and Honours students should make use of Turnitin; and for postgraduate students and staff we recommend iThenticate. You can use e-rater to analyse academic language skills and suggest possible solutions.

Researchers can download and install research software including SPSS, AMOS, ATLAS.ti, STATA and Acrobat Professional. Visit uLink to gain access to the software licence management system.

We have developed an easy-to-use online system to help researchers submit accredited and non-accredited research products. No more paper forms – just fill in the information and attach the required documents. Gain access to the e-submission system via uLink.

Professional and skills development

We have spent much of 2012 building a framework to support the use of technology to support the institutional teaching and learning philosophy of learning to be. This easy-to-read description of the framework is available now and can also be found on our website

www.uj.ac.za/cat from 2013.

34

In addition, we have produced a one-page visual representation of our framework. The summary is available now and can also be found on our website www.uj.ac.za/cat from 2013.

We no longer provide training in the use of Blackboard, but rather offer professional development workshops on Learning to be with technology. To support your technical skills you can use uHelp, available on a smartphone and a more extensive offering on the web. uHelp mobile is part of uGo and the web resource is accessible via uLink. If these resources do not answer your problem, you can contact our help desk via SMS, telephone of email. A booking form for the workshop is available in uLink.

As usual, we will offer, as part of the First Year Seminar (FYS), IT and Blackboard workshops during the start of the academic year. If there are any outstanding issues related to these workshops, please contact our help desk.

Basic computer and Blackboard literacy development available to all staff and students. Please use the booking form available in uLink.

Online MS Office training modules are available to all students in the Blackboard Communities in uLink.

3.5 Staff Achievements and Activities

The constant developments in the use of ICTs for education make it imperative that CAT staff engage in research-based activities and projects, to maximise the Centre’s constantly changing environment. Several staff members have been pursuing different avenues as regards newer and updated technologies and strategies to enhance teaching and learning at UJ.

The following tables give an overview of the involvement of individual staff members in research, development and innovation activities on different levels.

Publications Amory, A., & Molomo, B. (2012). Gendered play and evaluation of computer video games by young South Africans. Gender, Technology and Development, 16(2), 177– 196.

Amory, A. (2012). Evaluation of a survey on the use of information and communication technology in teaching, learning and administration in the Gauteng

35 Department of Education, South Africa. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 95–103.

Amory, A. (2012). Tool-mediated authentic learning in an educational technology course: a designed-based innovation. Retrieved from http://www.tandfonline.com/ doi/abs/10.1080/10494820.2012.682584.

Amory, A. (2012). Instructivist ideology: education technology embracing the past? Interactive Learning Environments, 20(1), 41–55.

Louw, A. (2012). Engaging technologies for teaching: a neuro design perspective. E- merge 2012. Retrieved from http://http://emerge2012.net/emergeconf/phase4 /ALouw/engaging%20technologies%20for%20teaching_%20a%20neuro%20design %20perspective_A_Louw(UJ).pdf

Schoeman, H., & Louw, A. (2012). Engaging non-law students for 21st century skills: a social media perspective. ICERI2012 Proceedings, 11–19.

Singh, V., & Amory, A. (2012). Evaluation of e-learning policy, processes and prac- tices in a corporate environment. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 71–79.

Van Breda, A., & Agherdien, N. (2012). Promoting deep learning through personal reflective e-journaling. Social Work Maatskaplike werk, 8(2), 126-141.

Workshops

Attendee Workshop Date Puleng Motshoane Rhodes University Pre-Doctoral workshop 12-16 March Higher Education Close Up, Rhodes 10-13 July Puleng Motshoane University Puleng Motshoane International Association of Critical Realism 16-20 July (IACR), Rhodes University Retha Bosman, Puleng Up2U, UP 8 June Motshoane, Bella Vilakazi, Karin Steenkamp Alan Amory, Retha Bosman, Up2U, Wits 26 October Franci Janse van Vuuren, Arno Louw, Puleng Motshoane, Karin Steenkamp, Bella Vilakazi, Wilma Elston

36 Conference Presentations

Name of Name of conference, Title of presentation presenter date and place Najma Agherdien Shaping the learning environment of Cross Faculty Postgraduate first-year students: Combining collective Symposium held at STH space with collective learning Bunting Road Campus, 25 October 2012 Alan Amory ICT as tools to mediate knowledge Higher Education & ICT Forum construction 2012, Johannesburg

Alan Amory Evaluation of a survey on the use of World Conference on information and communication Educational Multimedia, technology in teaching, learning and Hypermedia and administration in the Gauteng Telecommunications, 26-29 Department of Education, South Africa June 2012, Denver, USA Alan Amory Exploration of a technology-aligned First UNISA International ODL framework to support 21st century conference, 5-7 September teaching and learning 2012, Pretoria Franci Janse van Crafting students towards technological HELTASA 2012 Conference, Vuuren, fluency as basis for quality higher 27-30 November 2012, Hermien Geldenhuys education Stellenbosch University Arno Louw Engaging technologies for teaching: a E-merge Virtual Conference, 3 neuro design perspective July 2012, UCT, Cape Town

Arno Louw Developing law discourse for non-law EDULEARN 2012, Madrid, students in an e-community of practice Spain Erica Pretorius Professional development of teachers 20th Annual Meeting of the within communities of practice: The A- Southern African Association Team: a rainbow of reflections for Research in Mathematics, Science and Technology Education (SAARMSTE), January 2012, Malawi

Erica Pretorius The University of Johannesburg Library and Information collaborative initiatives for the Association of South Africa, development of information October 2012, Durban management skills within the extended degree Erica Pretorius Learning communities for the Faculty of Education Research professional development of science Indaba, September 2012, teachers Johannesburg Vinolia Singh Evaluation of e-learning policy, World Conference on Alan Amory processes and practices in a corporate Educational Multimedia, environment Hypermedia and Telecommunications, 26-29 June 2012, Denver, USA Bella Vilakazi A call for a social realist analysis of International Annual Critical formative assessment Realism Conference, July 2012, Rhodes University, Grahamstown

37 Professional Development

Attendee Workshop Date Wilma Elston Project Management, Learnfast Training 13-15 June Franci Janse van Vuuren Solutions cc Ferdinand van Zyl Red Hat Certified System Administrator, 22 June Obsidian Mary Leeuw HIV & Aids Training for Counselling & 9-11 July Testing, Department of Health, Pretoria Anna Coetzee Web Development with HTML and CSS, 27-31 August Julia Mabulele Incus Data (Pty) Ltd Berry Malapela Raymond Mokwele Emily Mthembu Riot Mkhabela PHP Advanced Training, Jumping Bean 17-20 September Robert Molepo Hermien Geldenhuys Project Management, Learnfast Training 19-21 September Solutions cc Anna Coetzee JavaScript for Web Developers, Incus Data 24-26 October Julia Mabulele (Pty) Ltd Berry Malapela Raymond Mokwele Emily Mthembu

Accredited Programmes

Name of person Programme Institution

Najma Agherdien PhD – Education 2012 UJ (Faculty of Education) Anna Coetzee Master’s Degree UJ (Faculty of Education) Business Administration, Witbank Mary Leeuw February-December Institute of Technology Erica Pretorius PhD – Education 2012 UJ (Faculty of Education)

4. GOVERNANCE REVIEW

CAT reports to the Executive Director, Prof Elizabeth de Kadt: ADS who in turn reports to the DVC: Academic, Prof Angina Parekh.

During the first half of 2012, working with and supported by members of Human Resources, CenTAL members participated in a number of workshops where past and present practices were discussed in order to re-design the units and functionality of the Centre. This process resulted in the transformation of CenTAL into CAT where a collaborative process management system was put in place. As a consequence, the Centre management includes the Director and the Project Council.

38 The Director is responsible for strategic initiatives and institutional administrative processes. The Project Council includes all members who collaboratively agree on projects and elect to work on specific projects. Any member may act as a project team leader, who is responsible for providing planning and support. In addition, a project manager supports the administration and delivery of each project. Members from each section meet monthly with the Director to discuss relevant issues and plan strategic directions.

The CAT Advisory Board, with representatives from all Faculties and from the Division of Information and Communication Systems, met on three occasions during the year to discuss matters relating to Edulink/Blackboard.

CAT Staff as Union Representatives/Shop Stewards

Name of union Staff member

SAPTU Arno Louw, Erica Pretorius

NEHAWU Robert Molepo

CAT involvement in University, Faculty and ADS Committees Various staff members are members of committees within UJ and contribute substantially towards the enhancement, marketing and growth of CAT through this involvement as indicated below.

CAT Staff Committee Representatives

Name of committee Staff members involved at various levels

MEC Committee for People Erica Pretorius, Arno Louw with Disabilities Najma Agherdien, Bella Vilakazi, Franci Janse van Vuuren, Anna FYE Committee Coetzee Faculty Teaching and Bella Vilakazi, Wilma Elston, Arno Louw, Erica Pretorius, Najma Learning Committees Agherdien, Amanda Mphahlele

Safenet Project Alan Amory

First Year Seminar Wilma Elston, Hermien Geldenhuys Committee HIV and Aids Staff and Peer Anna Coetzee, Mary Leeuw, Emily Mthembu Committee

CAT Advisory Board Alan Amory, Vicki-Jeanne Groenewald

ADS Research and Ethics Arno Louw, Alan Amory Committee

ADS Finance Committee Alan Amory, Vicki-Jeanne Groenewald

39 ADS Executive Committee Alan Amory, Vicki-Jeanne Groenewald, Amanda Mphahlele

ADS Marketing Committee Franci Janse van Vuuren

ADS Quality Promotion Retha Bosman Committee CAT Community Engagement Bella Vilakazi, Riana Bester, Robert Molepo, Erica Pretorius, Emily Committee Mthembu

5. FINANCIAL REVIEW

CAT was awarded a budget of R15,578,427.51 in the 2012 budgeting round. The HR budget (24 permanent positions) totals just above R9M; operating expenses are budgeted at R498,159.74; and software licences at R4,820,906.04.

The technology-related aspect of the budget (previously carried elsewhere in the UJ budgeting system, but assigned to the CAT budget from 2011) comprises the university-wide licenses for the Blackboard Learning Management System, Turnitin, Respondus and LockDown Browser, and MS Office and Internet Explorer online resources acquired from Skillsoft.

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT OF THE CENTRE FOR ACADEMIC TECHNOLOGIES FOR 2012 Cost Centre Codes utilised – 126100, 126160, 126580, 126560, 126540, 126520 Entity number Expenditure Budget Amount Spent 31000 Personnel Remuneration 31200 Salaries R 8,994,206.04 R 8,953,248.29 31300 Temporary Salaries R 348,764.66 R 307,904.66 31400/31500 Other R 5,000.00 R 9,544.96 SUBTOTAL R 9,347,970.70 R 9,270,697.91 32800-41900 Operating Costs R 487,052.97 R 399,487.30 44300-44700 Capital Expenditure R 135,624.35 R 98,672.44 SUBTOTAL R 622,677.32 R 498,159.74 37400 Software Licenses R 5,607,779.49 R 4,820,906.04 SUBTOTAL R 5,607,779.49 R 4,820,906.04 TOTAL R 15,578,427.51 R 14,589,763.69

6. QUALITY SYSTEMS AND PROCESSES

Quality assurance and planning is integrated and embedded in all CAT’s activities. As the Centre now makes use of a project management approach, all processes are documented and reports generated for each project are stored sequentially in Drop- box.

40 The executive summaries of projects started during 2012 are given below.

Project 2012-00A – ADC online module development: Note making During April to September 2012 CenTAL developed an interactive PowerPoint presentation in close collaboration with ADC on note making skills, with the view to create an optimised online learning experience for students. The project involved the following: finalising the storyboard written by ADC; recording of video clips; deciding on the correct 3D characters to use; recording audio clips using two CenTAL staff members as voice artists; synchronising the recorded conversations with the characters’ facial movements by means of the Crazy Talk program; interface design to facilitate navigation within the presentation; the actual development and quality check of the slides; and publishing the final presentation in the LEARN HOW TO LEARN Edulink Community module. In mid-September a pilot group of tutors worked through the module, last corrections were made and by the end of September 2012 students could sign up for the course. Status: Completed Future: No further action Project Leader and Project Manager: Franci Janse van Vuuren Team members: ADC – Jacoline Opperman, Cecelia Rosa, Soraya Motsabi CAT – Emily Mthembu, Arno Louw, Werner Geldenhuys, Raymond Mokwele and Bella Vilakazi

Project 2012-00B – LMS: Upgrade to Blackboard Learn 9.1 Service Pack 8 Due to serious problems experienced on the then current version service pack (SP) of Blackboard Learn 9.1, in particular with the assessments tool, it was decided to upgrade to SP 8 during the Winter recess. All the tools/functionalities were tested – mainly by the TLCs. A number of existing modules were also migrated from the current version to the test server on which SP 8 was installed to ensure that the content within the modules remained intact and to check that all student activity within all the modules were still recorded correctly. Finally, after SP8 was installed on the live Blackboard servers, CAT staff members assisted in checking that all the users and modules were moved to the new system. Status: Completed Project Leader and Project Manager: Hermien Geldenhuys Team members: All CAT staff (except Mary Leeuw and Werner Geldenhuys)

Project 2012-00C – e-rater testing project E-rater is a Turnitin (the plagiarism detection tool used at UJ) product which not only scores essays, but also provides feedback and makes suggestions with regard to the language used in a particular essay. The aim of the project was to determine whether or not e-rater can be utilised at the University to assist students in developing their academic writing skills, focussing specifically on language skills.

Three staff members from the Academic Development Centre (ADC) within ADS each provided four essays which were submitted by their first-year students. Every essay (average of 250 words per essay) was assessed by the ADC staff members themselves. For this project, they were requested to specifically focus on the

41 language. The same essays were then submitted to e-rater and the resulting reports were compared. In all the essays, not only did e-rater identify the language errors which were also picked up by the ADC staff members, but on average, identified 40% more errors. In addition to identifying language errors, e-rater provides an explanation as well as makes suggestions to improve the language or rectify the error. Given time constraints when it comes to assessing large numbers of student submissions, academic staff in most instances do not have time to provide detailed feedback on students’ language as well as assess the academic quality of their work. By utilising e-rater, academic staff can now focus more on the content of essays or papers while e-rater assists students in their general language/writing skills. Status: Completed Future: Implementation 2013 Project Leader and Project Manager: Hermien Geldenhuys Team members: Three staff members from ADC

Project 2012-001 – Edulink new interface design The new interface project aimed at integrating Blackboard with other UJ services like the Student Portal and the Library website. This was achieved by creating an integrated, database-driven system with an administrative and user’s side and by designing a single, new interface to access academic and non-academic UJ services and information. The project commenced in March and was structured into three phases: Phase 1 (August): prototype ready for showcasing at UJ intranet working meeting (and getting other departments/sections to join); Phase 2 (September): new interface functional with live data (and already working with others outside CenTAL/CAT); and Phase 3 (early January 2013): content added.

Arrangements with IT were made for the setting up of a firewall in the subnet in addition to the UJ firewall during December in order for CAT to manage the environment. A plan of action was decided on for performance tuning in case of a system overload during the FYS in January 2013. Communication was sent out to all staff early in January 2013 regarding the new way of accessing Blackboard (via uLink). Status: Completed and deployed Future: Maintenance Project Leader: Alan Amory Project Manager: Franci Janse van Vuuren Team members: Ferdinand van Zyl, Riot Mkhabela, Lufuno Mamathuntsha (joined in Sept 2012), Willena le Roux, Julia Mabulele, Emily Mthembu, Anna Coetzee, Raymond Mokwele, Karin Steenkamp, Retha Bosman and Robert Molepo

Project 2012-002 – Assisted module management The aim of the project is to automate the requisition and creation of Blackboard [LMS] modules by UJ staff thus developing a form-based self-help service for the management of LMS module requests [activation and removals]. This will lead to lecturers automatically activating or deactivating modules on Blackboard. As this

42 project requires input from Eiffel Corporation [the South African subsidiary of Blackboard], the project is ongoing and will probably be finalised at some stage during 2013 to be implemented in 2014. Status: Ongoing Project Leader: Ferdinand van Zyl Project Manager: Wilma Elston Team members: Karin Steenkamp and Willena le Roux

Project 2012-003 – Professional development workshops The aim of the workshops is to expose lecturers to the meaningful use of technology in the classroom, from within a constructivist framework. Case studies were sourced and support material developed for utilisation during the professional development workshops. Status: Completed Future: Maintenance Project Leader: Alan Amory Project Manager: Hermien Geldenhuys Team members: Najma Agherdien, Arno Louw, Erica Pretorius, Amanda Mphahlele, Puleng Motshoane and Bella Vilakazi

Project 2012-004 – Online writing and research tools The aim of this project was to supply the academic staff with some form of training material to assist them and their students in the use of the plagiarism tools available at UJ on the LMS – Blackboard. This entails the use of Turnitin and SafeAssign and the interpretation of the reports generated. This project was incorporated into Project 6 [Community Support Website Development] as all information pertaining is included in this project. Status: Terminated and incorporated into Project 2012-006

Project 2012-005 – Online assessment procedures This project was initiated to streamline all online assessments taking place on Blackboard – the LMS. The procedure indicated responsibilities throughout the assessment process from the faculties, to CAT staff and the lab staff. When an academic staff member deploys an online assessment, CAT staff will be able to track the assessment [specifically online examinations] and by following the procedures put in place, will ensure that online assessments not only run smoothly, but any risks to the assessment process at UJ will be alleviated or at least limited. Status: Completed – only link to be created Future: Ferdinand van Zyl to create a link for TLCs to be informed/ warned that an assessment has been created Project Leader and Project Manager: Wilma Elston Team members: Puleng Motshoane and Robert Molepo

Project 2012-006 – Community Support website development The development of this website – commonly known as uHelp – supplies staff and students with relevant in-time information. The students are able to access required up-to-date information quickly and efficiently by logging in via their cellphones. Staff members are able to access all information pertaining to the LMS [Blackboard] –

43 from a quick reference to a complete step-by-step guide on how to use Blackboard. This can be done via their cellphones or any computer. The information is updated as required and this project will thus be ongoing due to continuous maintenance. Status: Completed Future: Maintenance Project Leader: Karin Steenkamp Project Manager: Wilma Elston Team members: Alan Amory, Willena le Roux, Robert Molepo, Najma Agherdien, Erica Pretorius, Emily Mthembu, Julia Mabulele, Riot Mkhabela, Lufuno Mamathuntsha, Berry Malapela and Puleng Motshoane

Project 2012-007 – Development of the CAT framework documentation The teaching and learning consultants worked closely with the Centre’s director to develop a CAT strategy or framework document, where CAT refers to Collaboration, Authentic learning and Tool mediation. The CAT framework would not only be the underlying framework from which the professional development workshops for lecturers would be designed, but it would further function as the basis from which staff would plan all the development and support activities offered by CenTAL, which would soon be known as CAT – the Centre for Academic Technologies. The CAT framework from which the Centre would be functioning thus links to and contextualises the new name of the Centre. The outcome of the project was to develop two types of documents for marketing purposes and providing a document for lecturers to work from: A one-pager in folder format visually illustrating and summarising the CAT framework in the form of a diagram; and a theoretical, 6- pager, A5 folder document consisting of stories/narratives illustrating the framework in practical context. These documents, as well as an A5 flyer summarising the services to be offered by CAT from 2013 onwards, were graphically designed by the UJ Graphics Studio and 2000 copies of each were printed and delivered early December 2012. All these documents were mailed as an information pack to all lecturers via the UJ Postal Services by mid-December 2012 and are also available in the Publications folder in the CAT Dropbox for internal use and as reference material. Status: Completed Future: No further action Project Leader: Alan Amory Project Manager: Franci Janse van Vuuren Team members: Erica Pretorius, Puleng Motshoane, Arno Louw, Najma Agherdien, Amanda Mphahlele and Bella Vilakazi

Project 2012-008/011 – Academic research software licences AND System for distribution of site-licensed software The project involved CAT taking over the centralised procurement and management of all academic research software currently supporting users at UJ, specifically STATA, SPSS, AMOS, ATLAS.ti and Adobe Acrobat Pro. Stage 1 of the project involved sourcing and identifying all academic research software in use at UJ and to decide on a strategy to procure all the different licences from the relevant vendors. This stage included developing administrative documents to support the process.

44 Meetings were held with relevant role players and vendors where required. The second stage involved the development of a referral method and material for support and to develop online activation of software. Stage 1 was completed at the end of 2012. The following licenses were acquired for 2013: • STATA:IC 12 60-user student lab licence and SE 12 40-user network license (for training and research) • SPSS AMOS:(IBM AMOS Academic site licence): Unlimited number of users • ATLAS.ti version 7: 250 licences • Adobe Acrobat Pro 12: 300 licences (for Windows and MAC) Some of the above-mentioned software has been installed in selected computer labs as well as the Postgraduate Research Centre in the Library on the APK Campus. All software is available online for download via CAT’s secure uLink website. The online process, from request to installation, is managed by CAT staff members. Status: Completed Future: Maintenance Project Leader: Alan Amory Project Manager: Hermien Geldenhuys Team members: Vicki-Jeanne Groenewald

Project 2012-009 – First Year Seminar The aim of the project was to arrange/schedule basic computer skills and Blackboard training sessions for all first-year students during the first-year orientation seminar at the beginning of 2013. These hands-on sessions were presented in computer labs on all four campuses. The following tasks were completed in preparation for the First Year Seminar (FYS) 2013: • New computer skills assessment instrument developed (refer to project 2012- 017). • 91 senior students were appointed as facilitators and assistants. • All prospective facilitators were assessed by the TLCs. • Workshops on presentation skills were presented to all facilitators and assistants (organised by Wilma Elston and facilitated by the TLCs). • The following number of computer labs were booked for the period 21 January 2013 – 1 February 2013: APK – 8 labs, 430 computers; APB – 11 labs, 452 computers; DFC – 3 labs, 325 computers and SWC – 4 labs, 243 computers. • Media was booked for APB venues (Franci Janse van Vuuren). • Regular FYS 2013 meetings were attended with faculty & division representatives and campus coordinators. • Faculty-specific session programmes were finalised with the FYS 2013 co- ordinator. • Facilitators and assistants were allocated to campuses and venues (Wilma Elston). • Support resources updated and printed: z-folder, computer skills guide (Franci), session plans and supporting electronic resources for facilitators. Status: Ongoing Future: Implementation and coordination of scheduled sessions during the FYS 2013 (i.e. 21 January – 1 February 2013) Project Manager: Hermien Geldenhuys Team leaders: Wilma Elston and Franci Janse van Vuuren

45 Team members: Karin Steenkamp, Ferdinand van Zyl, TLCs and Emily Leolo

Project 2012-010 – ADS websites The aims of this project are: to improve the quality of all the ADS websites by creating a more user-friendly and uniform web layout which would be easier to maintain and update timeously, and which would then feed into the general ADS website – rather than using the individual layouts currently found for each ADS centre; to develop and provide templates which will enable easier content loading and promote similarity in layout; to work closely with the different ADS centres in developing skills of the webmasters to design, populate and maintain their respective sites; to distribute workload and to provide ongoing support for the webmasters until they are able to function independently. The project commenced in the first term of 2012. Noticeable progress has already been made so far, but the project has been carried over to 2013 and the estimated time of completion is by mid-year 2013. The CAT website has been completed (a separate project) and serves as template and example for other sites. A first project meeting with ADC’s acting director, Dr André van Zyl, and his relevant team members was held late November 2012. Since then the team started collecting and analysing data and would start populating the site during the first term 2013. The general/overall ADS website is earmarked for restructuring and updating once all the different Centre sites (ADC, PsyCaD), the FYE site and the UJenius site have been completed. As part of the process of cleaning up the ADS site, APPI and CPASD, which would no longer function within ADS, have in the meantime been requested to relocate their information to new sites. Status: Ongoing Future: Development, training and support, maintenance Project Leader: Alan Amory Project Manager: Franci Janse van Vuuren Team members: Anna Coetzee, Emily Mthembu, Julia Mabulele, Lufuno Mamathuntsha and Riot Mkhabela

Project 2012-011 – See project 2012-008

Project 2012-012 – Single sign-on system for web-based services at UJ The aim is to provide a system where staff and students need only sign on once to gain access to all the relevant institutional resources. This single sign-on to UJ’s intranet services is developed by ICS with input from CAT.

Project 2012-013 – System to manage non-accredited and manuscript online submissions The aim of the project is to provide an integrated self-service to the University community for the management of research outputs. It will allow for the capturing of research output data for RIMS and UJDigispace. This project is still ongoing and should be functioning during 2013. Status: Completed Future: Maintenance

46 Project Leader: Alan Amory Project Manager: Wilma Elston

Project 2012-014 – Law Faculty & Lexis Nexis The adoption of an LMS solution will enable Lexis Nexis South Africa to repurpose its current static content into new forms of delivery. The overall approach is to take an existing course text that has been adopted in Commercial Law 1A and to develop supplementary materials in the form of scenario-based online assessments, which will be made available within Blackboard. During the delivery cycle students will be directed to access and use the material within Blackboard Learn as part of their learning process/experience. The first set of online assessments was designed by the subject matter expert (lecturer for Commercial Law 1A – Adv Heidi Schoeman) and developed (illustrations/characters designed and assessments created in Blackboard) by Eiffel Corp. Status: Ongoing Future: Implementation and assessment Project Leader Hermien Geldenhuys Project Manager Hermien Geldenhuys Team members: Arno Louw, Heidi Schoeman (Law), Eiffel Corp and Lexis Nexis South Africa

Project 2012-015 – Extended Bb and Basic Computer Skills Training 2013: development of information and bookings procedure document and planning for sessions In the light of the Centre’s new philosophy regarding development and support as conveyed through its vision statements “smart use of academic technologies” and “reinventing yourself through learning to be with technology”, the director requested the development of a clear CAT information and procedure document. This document would be made available to lecturers who would, closer to the end of 2012, start enquiring about extended Blackboard and Basic Computer Skills training sessions for their students after the first-year seminar (FYS) 2013 period. Planning for the scheduled sessions in February 2013, as well as for the ad hoc training requests by lecturers, was done with all the internal and external (outside CAT) role players. The project resulted in streamlined internal CAT procedures to deal with the demand of providing the necessary (basic, just-in-time) training for the relevant group of students (computer illiterate/unfamiliar/inexperienced) and empowering them to use academic technologies. Status: Completed Future: Maintenance Project Leader: Emily Mthembu Project Manager: Franci Janse van Vuuren Team members: Julia Mabulele, Raymond Mokwele and Robert Molepo

Project 2012-016 – New website for the Centre for Academic Technologies [CAT] This project was initiated to create a new website − reflecting the image and meeting the requirements of the restructured Centre for Academic Technologies, in line with UJ and ADS imperatives − that is easy to use, efficient to maintain and in line with UJ corporate communication/website policies and technologies. All information was

47 generated using templates in Dreamweaver to improve usability and management/ control for webmasters and clients, a system that integrates with the UJ SharePoint system. This project is also ongoing as information needs to be updated continuously. Status: Completed Future: Maintenance Project Leader: Anna Coetzee Project Manager: Wilma Elston Team members: Robert Molepo, Emily Mthembu, Julia Mabulele, Lufuno Mamathuntsha, Raymond Mokwele and Alan Amory

Project 2012-017 – Computer Proficiency assessment review and update The aim of this project was to review the current assessment that measures first- year students’ basic computer proficiency during student training sessions, especially First Year Seminar (FYS) 2013. UJ first-year students come from diverse schooling backgrounds. Some of them have been exposed to and have already acquired computer skills by the time their studies at UJ commence. CAT has taken the responsibility to assess and train students to enable them to use computers for learning purposes. In order to identify students who need training in basic computer skills, they are expected to complete a computer proficiency assessment during the first-year orientation programme. Those who obtain a mark below 80% are required to attend basic computer training. It came to the Teaching and Learning Consultants’ (TLC) attention that the assessment questions that were used since 2009, needed to be revised. The structure of some of the questions was confusing, ambiguous and required knowledge of complex technical skills. The review process resulted in the rewriting of most of the assessment questions for the benefit of the students. The new assessment comprises 35 questions and will be used during the FYS 2013. Status: Completed Future: Maintenance Project Leader: Bella Vilakazi Project Manager: Hermien Geldenhuys Team members: Najma Agherdien, Arno Louw, Erica Pretorius, Amanda Mphahlele, Puleng Motshoane, Bella Vilakazi and Robert Molepo

Project 2012-018 – Optometric instruction video The aim of the project was to create a video to instruct how to operate slit lamp technology and application tonometry to fourth-year students. The students already know how to operate equipment. The video will look at a brief recap and preparation of equipment and then how to do the test in the right manner. The equipment is now fitted with an internal camera and this video will demonstrate how to use it with a patient. Outcomes include more capable students with better knowledge skills. Status: Ongoing Future: Maintenance Project Leader and Project Manager: Werner Geldenhuys

48 Project 2012-019 – Sound recording for Student Enrolment Centre The aim of this project was to extend the Call Centre for 2013. The project included the recording of voice over for the telephone announcement system and the editing of voice clips. Status: Completed Future: Maintenance Project Leader and Project Manager: Werner Geldenhuys

Project 2012-020 – ADC online module development: Online Study Skills (Memorisation and Exam preparation) This project builds on the previous online module development projects CAT did in collaboration with ADC. ADC used the PowerPoint presentation of the completed online note making module which CAT developed for them earlier in 2012 as template to design and develop two new modules. The scope of CAT’s involvement in this project ranges from creating access to links and YouTube clips from within Blackboard, doing audio recordings and facial synchronisation of the audio clips with the animated 3D characters, to resolving technical issues which might hamper any activity functionalities within the presentation. The outcome of the project is smooth navigation in an online environment and an interactive online learning experience for students. Status: Ongoing Future: Resolving last technical issues and giving students access to the module Project Leader and Project Manager: Franci Janse van Vuuren Team members: ADC – Cecelia Rosa CAT – Raymond Mokwele, Bella Vilakazi, Werner Geldenhuys, Arno Louw and Hermien Geldenhuys

Project 2012-021 – Blackboard Mobile Central The aim of the project is to design and develop mobile applications (apps) which can be accessed from various mobile devices (cellphones, tablets and computers). The apps give users access to a wide selection of information relating to the University and the content is managed and maintained by the University of Johannesburg. Phase 1 includes the development of the following apps: Programmes, Events, Staff Directory, News, Emergency as well as links to the UJ Library’s mobile site and CAT’s uHelp mobi site. Description: Data to populate the apps to be provided and maintained mainly by ICS, the Library, Central Services and CAT. Status: Ongoing Future: Phase 1 completed in Feb/March 2013 & commencement of Phase 2 Project Leader and Project Manager: Hermien Geldenhuys Team Leader: Prof Alan Amory Team members: Andile Swartbooi (ICS), Bobby Mandew (Student Affairs), Ferdinand van Zyl (CAT), Chelma Sliep (ICS), Riaan Loots (ICS), Sanpat Coetzee (UJ Sport), Werner Raubenheimer (Marketing & Communication), Rina Strydom (ICS), Barrie Swanepoel (Library), Pieter Hattingh (Library), Tinus van Zyl (Central & Academic Administration) and Francois Wolmarans (ICS)

49 7. RISK MANAGEMENT

7.1 Risks internal to CAT

After the challenges experienced during the introduction in 2011 of the new version of the UJ LMS, Blackboard Learn 9.1, the current situation is stable with only two instances of system disruption reported during 2012. However, due to a lack of high level technical skills in CAT, a single staff member, contrary to international best practices, is responsible for the maintenance of the operating and LMS systems. We remain aware of the associated risks.

Mitigation strategies: • Ongoing liaison with the South African service provider. • Allocation of funds to provide additional support when required. • Constant close attention to defects and immediate remedial actions. • Liaison with ICS, as regards to back-up and support of the system.

7.2 Risks external to CAT (but within UJ)

The exponential growth of online learning as an integrated part of UJ’s Teaching and Learning Strategy has been of such an extent that it warrants urgent attention and focussed institutional planning to ensure UJ’s competitive advantage and image as an institution for the preferred student experience.

7.3 Risks external to UJ

The ongoing costs of access to computers, together with the associated infrastructure, are critical for the LMS and other integrated IT systems run by UJ. The possible implementation of a cost recovery model on a sliding scale, to encourage responsible usage of bandwidth and Internet resources, should be explored as a matter of priority.

8. STRATEGIC THRUSTS FOR 2013

CAT intends implementing the following strategies: • Market CAT expertise and specialist knowledge and skills. • Build on the successful roll-out of the FYE project and implement recommendations emerging from the 2012 evaluation, with some extension of approaches into second and third year. • Develop and implement a coherent approach to curriculum development and teaching and learning philosophy roll-out. • Support and encourage learning with technology, rather than from technology. • Democratise the access to different types of educational technologies. • Develop principles for learning with technology in the institution through research. • Maintain existing mechanisms for the evaluation of teaching and learning, and begin a process of exploring alternative mechanisms.

50 • Extend professional development to embrace 21st century learning for all core roles of academic staff. • Position CAT with a research mandate, and ensure that ADS staff members develop sound research skills. • Explore possibilities of linkages with other national and international institutions.

51 ACADEMIC DEVELOPMENT CENTRE (ADC)

1. STRATEGIC PLAN

During 2012, the Academic Development Centre continued to work towards positioning itself as an integral part of the institution and as a centre of excellence nationally and internationally. Through its on-going development of the Extended National Diplomas and more focussed attempts to integrate academic skills into specific discipline-based modules in mainstream curricula, it exemplified its increasingly strong commitment to making a demonstrable impact on the retention and success of all students.

In addition, a highly successful quality audit was conducted during March 2012, resulting in a number of commendations and recommendations that will guide the ADC on its way forward. There have also been a number of leadership and structural changes that have taken place in ADC during 2013. These changes have already started having a positive effect on the functioning of the centre and should enable new approaches and practices during 2013 and beyond.

1.1 Strategic goals for 2012

Within this context, and in view of a constantly increasing demand for academic development interventions by the Faculties, the strategic thrusts of the Academic Development Centre were kept consistent during 2012 being:

The Academic Development Centre will seek to: • Promote academic success through learning, academic literacies, tutor development, Writing Centres and extended programmes where the multi- faceted needs of staff and students are the focus; • Regularly evaluate all modules, programmes and interventions offered by the ADC in order to align them with stakeholder needs and national standards; • Complete the Self Evaluation process of the Centre and through this establish a single Quality Assurance Framework for the Centre; • Promote excellence in teaching and learning by encouraging active learning and critical thinking through small group instruction, multiple assessment opportunities, individualised feedback, and well-designed tutor and mentorship programs which integrate, where applicable, cutting-edge technology-assisted learning; • Initiate new and foster current working relationships with staff in academic departments in order to raise awareness of ADC programmes and thus facilitate and promote integrated teaching and learning approaches across the university; • Encourage research among ADC members of staff that aims to reflect on and improve current academic development practices; • Establish the brand of the ADC through active marketing on each campus; • Achieve a higher level of service equity on all four campuses.

52 The increased focus on the integration of academic development into mainstream curricula means that at the same time, the Academic Development Centre is gradually phasing out voluntary generic, stand-alone skills workshops, as these have been reaching relatively few students, did not involve academic staff from faculties, were unrelated to specific disciplines and therefore did not optimize the transfer and application of skills. These are being replaced by more focussed and integrated workshops that are being developed in conjunction with the academics in various departments.

ADC staff will continue the process of integrating academic development into mainstream curricula which in turn entails a commitment to the professional development of Faculty teaching staff rather than an exclusive focus on student development.

2. EMPLOYEE PROFILE ANALYSIS

Prof Jenny Clarence-Fincham served as the Acting Director of the ADC until August 2012, after which the position was filled in an acting capacity by Dr André van Zyl. The position will be permanently filled during the first six months of 2013. Mrs Maxine Shandler continues as Head of the Access wing and the post of Head of the Learning Development and Academic Literacies, was successfully advertised and is now filled by Dr Guy Mihindou.

There were two significant developments towards the end of 2012. Firstly, following an MEC decision, the Centre for Professional Academic Staff Development was integrated into the ADC as a discrete unit with Kibbie Naidoo as its acting Head. The upgraded position of Head of Professional Academic Staff Development will be filled during the first quarter 2013. Secondly, the posts of eight staff members who had served ADC for well over five years on contract appointments funded by the DHET foundation programmes grant were converted into permanent posts, with implementation from March 2013. ADC is very pleased to welcome these long- standing members of staff as permanent appointees.

Most staff in the Centre are well qualified, with at least a Master’s degree, and increasingly staff with a doctorate are being appointed. Most of the staff who do not yet hold a Master’s degree are presently registered for this qualification, with Andile Mamba completing her Master’s degree in 2012. Staff are also encouraged to undertake doctoral work, with 4 staff members registered and several others involved in preliminary work for their doctorates. Many of the staff who are busy with their doctorates are registered in the SANTRUST pre-doctoral programme for 2012. Dr Welcome Kubeka was awarded his doctorate, and Jenni Underhill submitted her thesis for final examination.

53 2.1 Organogram

December 2012 Acting Director: Prof J Clarence-Fincham / Dr André van Zyl (N 0361)

Secretary: Finance Academic Development Centre Mr Tshepo Tau Ms Rina Westraad (APK) (N 0384) (N 0364)

Head: Access Secretary Ms Jade Jacobs / Head: Academic Literacies Programme Toghida Walburgh (DFC) Ms Maxine Shandler (DFC) (D 0016) DoE Funded and Learning Development (N 0382) Dr Guy Mihindou (A 0090)

Office Admin Assistant Access Programmes Ms Belinda Olivier (DFC) (N O386)

Admin Assistant Admin Officer Access Programmes Access Programmes Ms Thobeka Mangaliso (DFC) Ms S Disoloane (DFC) Senior Coordinator Senior Coordinator Senior Coordinator (N 0385) (D 0011) DoE Funded Academic Literacies Learning Tutor Development & Development Development Dr Nelia Frade (APK) Ms Cecilia Dube (APK) Ms Soraya Motsabi APK) (N 0380) Senior Coordinator (A 0084) (N 0374) Senior Coordinator Access Language & Senior Coordinator WPP and MAPS Subject Specialist Literacies Ms Cathy Burton (DFC) Ms Heidi Broschk (DFC) (N 0394) Writing Centre Assistant Senior (A 0088) Ms Andile Mamba (DFC) Ms Kedi Mawer Learning Development (A 0087) Coordinator: (D 0015) DoE Funded Facilitator (Lecturer) Ms Nadine Dharsey (DFC) Tutor Development Writing Centre Co-ordinator Ms Jenni Underhill (APK) (N 0402) Co-ordinator Ms Sandy Kane (APK) Dr Cecilia Rosa (APK) (N 0381) APS Coordinator Mr Kabinga Shabanza (D 0007) (N 0398) Ms Benita Nel (DFC) (DFC) (N 0404) Dr Karen Haire (APB) Ms Anna Molete (Soweto) (N 0390) deceased July 2012 Mr Chris Abrahams (DFC) (N 0378) Facilitator: Learning Development (D 0001) DoE Funded Ms Ntombi Mdunge (SWC) Fundamental Research Ms Venessa Damons (APK) Facilitator (D 0010) DoE Funded Practice Ms Fahmida Cachalia (SWC) (N 0396) (N 0388) Ms Rose Adegoke Dr Cithra Bheamadu (APK) D 0013 (vacant) (DFC) (N 0395) (D 0004) DoE Funded Language/Literacy Facilitator: Facilitator Ms Jacoline Opperman (APK) Workplace Mr George Mavunga (DFC) (N 0375) Skills for Success: (N 0403) Ms Mathilda le Roux (APK) Facilitator Preparation Dr Cindy Olivier (DFC) (N 0369) Ms Paulina Makibelo (APK) Dr Remigus Nnadozie (DFC) (N 0397) AND (D 0003) DoE Funded (D 0014) Vacant: Vacant (APK) Estelle Hayward N 0365 Academic Literacies: (N 0059) Dr Welcome Kubeka (APK) (D 0009) DoE Funded Facilitator Learning Ms Miriam Lear (APK) Ms Sonja Broschk (DFC) Development (D 0006) DoE Funded § Facilitator: LEARNING DEVELOPMENT DOE Funded (D 0002) DoE Funded Facilitator: Subject SPecialist Ms Razia Mayet (DFC) Mr Rirhandzu Maluleke (D 0008) DoE Funded (APK) (N 0372) Mr Amu Baloi D 0012 Mr Phineas Ntsoele (DFC) ACCESS LANGUAGE & (D 0005) DoE Funded WORKPLACE LITERACIES LANGUAGE LITERACY PREPARATION SUBJECT SPECIALIST

54 2.2 Equity Profile

The ADC has long been strongly committed to appointing highly qualified staff from designated groups and in 2012 several excellent appointments were made. As the table below shows, the Centre now has 21 African, 4 Coloured, 3 Indian and 17 White staff members which is in line with institutional requirements and equity targets. Although issues like unclear career-pathing opportunities and uncertainty about conditions of service added to staff instability, a high level of staff retention was achieved during 2012. New permanent and contract appointments were Guy Mihindou, Remigius Nnadozie and Kabinga Shabanza. Three members of staff resigned (all non-designated), and one designated staff member passed away.

Careful consideration is being given to succession planning and to designated appointments at middle management level.

t. s a

e

i d t

i e

r

Academic Development Centre le

n u l a can Employees: a le t ma ri sa bil hite a f A Colo Indi W Foreign N Di M Fe To P5: Director (Acting) 1 1 1 P6: Heads 1 1 1 1 2 P7: Senior Co-ordinators 7 3 1 3 5 9 14 P8: Co-ordinators 7 1 2 9 3 16 19 P9: Facilitator Learning Dev. 1 1 1 P10: Administrative Assistant III 1 1 1 P11 Departmental Secretary, 3 2 1 4 5 Administrative Assistant III P12: Administrative Assistant II 2 2 2

Sub Totals 21 4 3 17 11 34 45

Total 45 45

55 3. CLIENT PROFILE AND CORE BUSINESS ANALYSIS

The ADC’s core business should be seen as a two-pronged endeavour that encompasses, on the one hand, a large number of extended programmes and on the other, the range of Academic Development interventions that facilitate the academic success of all students. During 2012 both wings have continued to make a significant contribution to the success of UJ students.

3.1 Extended Programmes

3.1.1 Extended Diplomas

The Academic Development Centre: Access manages the initial year of 14 extended national diplomas on behalf of the faculties of Management, Humanities and Engineering and the Built Environment. These extended diplomas are fully credit- bearing and are based either on a 1 + 3 model in which all foundational provision modules are offered in the first year or a 2 + 2 model where they are offered in the first and second year. The learning approach used in the extended diplomas seeks to facilitate conceptual understanding and the practical application of knowledge. This approach draws on a wide range of innovative teaching/learning methods, materials and experiences. In addition, student learning is enhanced by effective mentorship, tutoring, an academic advisor programme, and regular mark review meetings; and by initiatives which promote student confidence and integration: public lectures, a student conference, a students’ sports day, a prize giving function and a highly functional class representative system.

The success of this methodology is dependent on strong collaborative relationships with academic staff from the Faculties in which the various programmes are located. In this regard it is significant that the Head of Access Programmes, Ms Maxine Shandler is a member of the Technology Programme Committee in the Faculty of Engineering and the Built Environment and of the Faculty Academic Committee in the Management Faculty. In this way ADC’s work can be showcased to all Heads of Schools and Departments in both Faculties. These committees also offer opportunities for Faculty staff to raise concerns and for all participating staff to be advised of the issues, challenges and changes affecting the extended diploma programmes. Membership of these committees also helps to keep ADC abreast of audits by professional bodies, such as ECSA, for which ADC must also be prepared. A further benefit is that ADC membership of these committees has led to closer collaboration between ADC and departments in the Faculties that do not have extended diploma programmes. Furthermore, the Head of Access was co-opted onto the FEBE BET programme steering committee and nominated to head one of the BET working groups. Other Access staff members were invited to join the FEBE Teaching and Learning Quality Forum and the FEBE Materials Review task team which looked at the quality and features of learning materials.

Another context for collaboration was an invitation to members of the ADC to attend the Women in Engineering and the Built Environment Summit and Awards Function organized by the FEBE and Group 5. This provided staff with the opportunity to network with women in a variety of engineering fields and to further increase the

56 ADC database of industry professionals who can address the extended students at the many ADC functions.

The work undertaken by the Access wing of ADC is nationally recognized both for the development of effective extended diploma curricula as well as for the development of innovative learner materials. This was illustrated during 2012 by an invitation from DUT for members of the Access wing to offer a workshop for their AD and faculty staff on ‘Effective Access Programmes’ and on ‘Materials development and the integration of foundational provision into mainstream curricula’. This workshop was also attended by staff members from MUT. In addition the Head of Access was invited to participate in a panel discussion on ‘Curricular Leadership to support student success’.

2012 heralded the end of the current three-year DoHET funding cycle for extended curricula programmes. The Head of Access was nominated as a member of the UJ Extended Curricula Reappraisal committee, which strongly recommended that UJ continue offering extended curricula. DHET approval was obtained for three new extended diplomas to be added to the FEBE offerings, namely, Electrical Engineering, Civil Engineering and Operations Management, all for roll-out in 2013. In this connection Access staff were invited to offer presentations to the Electrical Engineering and Civil Engineering staff on extended programmes.

Statistics presented by the Executive Dean of Management indicate that since 2011 the success rates of the Management extended programmes have improved by 2.6%, which is 2.4% above the UJ average. In addition, since 2011 the success rates of the first entrants in extended programmes have improved by 1.4%, which is 2.7% above the UJ average.

The ADC Access unit continued its on-going relationship with the American Embassy with regard to the Community College Initiative Programme which offers diploma students the opportunity to spend an all-expenses-paid year studying at a Community College in the United States. A past recipient of this initiative, Mr Thubalethu Nzuza, received the prize for the top international student during his stay in the US and on his return to SA was awarded a full bursary for the duration of this studies as well as the opportunity to convert his diploma studies to degree studies. In addition, he addressed all the 2012 first year students at the ADC Student Conference.

In 2012, it was decided to relocate the Transport Management and Logistics extended diplomas to APB, which means that Access staff are now working on both SWC and APB, in addition to DFC.

57 The following tables indicate the 2011 and 2012 student success rates in the Extended Diplomas and are followed by a brief trend analysis:

Faculty of Engineering and the Built Environment

Module Module Programme Registrations Registrations Success Success Rate Name 2011 2012 Rate 2011 2012 N Dip: Building 56 88% 46 91% (Ext) N Dip: Engineering 39 93% 72 88% Metallurgy (Ext) N Dip: Engineering 47 94% 70 93% Mechanical (Ext) N Dip: Engineering 86 93% 72 90% Industrial (Ext)

Faculty of Humanities

Module Module Programme Registrations Registrations Success Success Rate Name 2011 2012 Rate 2011 2012 N Dip: Public 54 86% 35 90% Relations (Ext)

Faculty of Management

Module Module Programme Registrations Registrations Success Success Rate Name 2011 2012 Rate 2011 2012 N Dip: Human Resource 67 90% 62 84% Management (Ext) N Dip: 62 88% 36 80% Management (Ext) N Dip: Management 61 88% 38 87% Services (Ext) N Dip: Small Business 65 79% 44 66% Management (Ext) N Dip Logistics 63 88% 52 91% (Ext) N Dip: 51 89% 26 98% Transportation (Ext)

58 Trend Analysis The above results are a reflection of efforts by ADC staff to improve the quality of teaching and learning in the extended programmes, to contribute to the broader institutional commitment to excellence in teaching and learning and improved throughput rates, and to respond to some of the challenges identified in the ADC Self-Evaluation Report. In 3 of the 4 extended diplomas offered by the Faculty of Engineering and the Built Environment, the success rates have remained consistent from 2011 to 2012. In the extended Diploma Engineering Metallurgy the success rates have decreased by 5%, which can be attributed to substantially increased class size. In the extended diploma Public Relations the 2012 results have increased by 4% from 2011.

In the Faculty of Management, the 2012 success rates of most of the extended diplomas have remained within 1 or 2 percentage points of those of 2011. It is also important to note that all but one of these diplomas have success rates above the DOE prescribed success rate of 80%. In the Transport and Logistics extended diplomas there has been a 9% and 3% increase in the module success rates respectively.

The one diploma that was a cause for concern was the NDip Small Business Management that showed a 13% decrease in success rate. To address this issue the following interventions were initiated: An FRP tutor programme; a reading intervention; a subject specific vocabulary intervention; referencing workshops and increased one-on-one consultations. In addition, PsyCAD workshops on motivation and commitment were organised for the group and closer monitoring and more effective coordination of the tutorial system for the Costing and Estimating module were implemented.

3.1.2 Extended Degrees

As in previous years, the Academic Literacies Development (ALD) unit of the Academic Development Centre (ADC) continued to deliver modules serving first-year extended degree and mainstream students in the faculties of Science (Language and Skills for Science – LSS1AEX), Economics and Financial Sciences (Language for the Economic Sciences – LES3000), and Law (English for Law – EFL0000), respectively, on the Auckland Park (Kingsway) campus. Altogether, just over 1000 students were registered on these modules.

Faculty of Science: Language and Skills for Science (LSS1AEX)

Student performance in the science module improved significantly, from a low of 56% the year before, to 77.3% in 2012. A number of factors contributed to this positive change, not least of which was the improved relationship between the coordinator of the module and subject lecturers in the faculty, which allowed for much closer collaboration in the development and delivery of materials. It was reported that, whereas in 2011 only one lecturer was actively involved in collaborating with Ms Le Roux, by the end of the year, the number had increased to 7. In addition, the experiment with e-portfolios continued to yield positive results, with students’ overall evaluation of the module being the most positive it has been for the past few years.

59 Module Course Module Registrations Registrations Success Rate Success Name 2011 2012 2011 Rate 2012 Language and Skills for 444 56% 485 77.3% Science (LSS1AEX)

Faculty of Economic and Financial Sciences: Language for the Economic Sciences (LES3000)

At the beginning of 2012, Mr Rirhandzu Maluleke took over from Ms Ntombi Mdunge as sole coordinator of the module. Despite this change in coordinator, the module continued to enjoy the successes that it had had in the past. Instead of introducing any changes, the new coordinator concentrated on consolidating the strong foundation laid by Ms Mdunge, and this stability instilled a sense of confidence in the team of part-time lecturers and tutors with whom he worked. The 2012 cohort of students also seemed to be more committed to their work than had been the case in 2011, and this fact is reflected in the overall results, which were better than those of the previous year.

Module Course Module Registrations Registrations Success Rate Success Name 2011 2012 2011 Rate 2012 Language for Economic 403 90.1% 410 91.4% Science

Faculty of Law: English for Law (EFL0000)

Ms Miriam Lear continued to coordinate the EFL academic literacies module on the APK campus. This is a full credit-bearing module for first year law students whose NSC results indicate that they are “underprepared” for the rigours of tertiary level study. The module aims to develop students’ thinking, reading, writing, listening and speaking competencies, and to facilitate learning in other courses. Assessment comprises continuous and integrated formative and summative tasks, based on coursework throughout the year, as well as mid- and end-of-year exams. Students attend one lecture and three tutorials per week. The overall module rate dropped by some 4 percentage points, mainly because of poor attendance by some of the 2012 cohort of students.

Module Module Module Registrations Registrations Success Rate Success Name 2011 2012 2011 Rate 2012 English for 133 90.9% 147 86.7% Law

60 Mastering of Academic Professional Skills Modules

Mastering Academic and Professional Skills (MAPS) has been variously developed to meet the different academic needs of several faculties. It is offered to the Faculties of Education, Humanities, Economic and Financial Sciences and Science as a year-long course and is structured around a series of themes which the Faculties have identified as relevant to their students in extended curricula.

MAPS themes are selected to provide first year students with the skills required to facilitate both successful study at UJ and their development as active global citizens. These themes include, study skills, financial skills, conflict and stress management and problem solving. In most cases, students attend a double session once a week – the first hour offers a lecture on the theoretical principles around the various themes, and during the second hour a mentor facilitates a practical session where students are required to apply theoretical knowledge to their own lives. The ratio of mentor to students is approximately 40:1. Students are required to complete several assessments during the course of the year, in the form of tasks, assignments and a portfolio.

Further units include reading using the on-line Read-on programme, and Information Management offered by the Library staff but co-ordinated by the Unit for Learning Development. The reading programme takes the form of a computer programme which tests comprehension, vocabulary and reading speed. Students are required to attend 7 sessions for reading and their performance on the reading programme is graded. The Library Management unit provides first year students with skills to access online and physical library facilities. Students are also required to attend 7 sessions and to complete assessments set and graded by the Library staff.

The MAPS module also includes Computer skills for the students in the Faculties of Humanities and Economics and Financial Sciences. The computer literacy unit is offered by the Department of Business and information technology (BIT) during the first semester.

The success rates in all the MAPS modules improved during 2012 with the most satisfaction being derived from the major improvement of 18% in the Faculty of Science. This improvement is at least in part the result of the close cooperation between the ADC (literacies and learning development) staff and Faculty representatives. This has allowed a much more integrated and faculty specific course to be developed which in turn resulted in higher levels of student interest and participation than in the past.

Student Performance in the Extended Degrees

MAPS Modules (Humanities, FEFS, Science)

Course Course Registrations Registrations Faculty success rate success rate 2011 2012 2011 2012

61 160 95% FEFS 400 94% 240 93% Humanities 166 77% 177 83%

Science 342 69% 410 87%

3.2 The Writing Centres

The Writing Centres (also located with Academic Literacies) were open to all students, from first year to post-graduate level; however, the majority of their clientele were undergraduates. For the first time this year, there was a fully-fledged Writing Centre on the Soweto campus, and as a result the full scope of ADC’s services was now also available on SWC. Although the Writing Centres provided one-to-one consultations in the main, there was increased experimentation with group consultations, particularly on the Auckland Park Bunting Road (APB) campus, where the coordinator took a deliberate decision to target departments with large enrolments, which she felt had not received sufficient attention previously. As a result of this strategy, many more students were able to receive assistance on that campus.

The provision of PG consultations, undertaken in collaboration with the Postgraduate Centre which funded the appointment of Post-graduate Writing Fellows (PGWFs), saw a significant increase in the numbers of students visiting the writing centres.

Breakdown of Consultations by Writing Centre

All four Writing Centres had increases in the number of writing consultations by students, including the one on the Soweto Campus which began operating as a fully- fledged centre with its own coordinator only with effect from the beginning of the year. Consultations were provided for both undergraduate (UG) and post-graduate (PG) students. The table below shows a comparison between the 2011 and 2012 figures:

2011 2012

CAMPUS Consultations Consultations No. of No. of No. of No. of UG PG UG PG students students students students APK 1468 1153 141 30 3079 2264 371 194 APB 708 871 106 106 942 2217 150 162 *DFC UG/PG UG/PG 315 470 637 265 306 377 consultations students seen **SWC 153 242 - - 239 437 - -

*At DFC in 2011, UG and PG consultations were not recorded separately.

62 *No PGWF was deployed to the SWC writing centre, hence the absence of any statistics relating to PG consultations. The coordinator did report giving a handful of consultations herself but these were not significant enough to warrant a formal report. However, as that centre grows, there will probably be a need to provide such consultations on a more structured basis.

3.3 Integration of Academic Development into the Mainstream Curriculum

At its Operational Planning meeting at the end of 2011, the Academic Literacies Development unit drew up a schedule of activities which staff committed to carrying out in 2012. This resulted in a number of innovations during the year. The commitment to extend the unit’s reach across the institution was achieved in a number of ways, including through the provision of subject-specific workshops and other interventions, mainly in collaboration with subject lecturers.

3.3.1 Academic Literacies workshops and other interventions

STUDENT FACULTY/ DEPT INTERVENTION FACILITATOR GROUP Workshop - Writing a Social Work Masters S Kane literature review Half-day workshop – the Social Work Masters writing process and features S Kane of academic writing Workshop -Conceptualising Social Work Honours research/ writing S Kane problem/purpose statements Workshop- Writing a Social Work Honours S Kane literature review Academic writing, writing process, Law of Delict 2nd Year coherence/cohesion, S Kane paragraphing, formulating rubrics, etc. Pilot - Law/ Writing Centre research project- training faculty tutors as writing consultants; utilising Tut 3 to Faculty of Law 1st Year S Kane improve academic writing skills; team teaching; designing research questionnaire Academic writing; writing process; identification, Econometrics 3 3rd Year S Kane interviewing & training of writing tutors, etc.

63 STUDENT FACULTY/ DEPT INTERVENTION FACILITATOR GROUP Academic writing, writing Philosophy 3 3rd Year process - semester writing S Kane assignment Collaboration with LD on S Kane MAPS (Education) 1st years reading development - C Dube lectures Collaboration on reading LSS1AEX 1st years development/ readings for S Kane students Masters & Workshops on features of PhD, Faculty of academic writing, S Kane research Education nominalization, register & C Dube methodology tone & avoiding plagiarism programme Masters & Workshops on mind Ph.D, mapping, left brain and right Faculty of S Kane research brain thinking, overcoming Education C Dube methodology writer’s block, writing circles, programme etc. Incorporating academic Development literacies into subject Studies 1st Year content – ongoing support S Kane (augmented and assistance throughout module) year Paraphrasing & Development 1st Year summarizing, tutor training, S Kane Studies materials development Reading at university, reading strategies/ Development 1st Year interpreting graphs, tutor S Kane Studies training, materials development Faculty of Masters & Academic reading S Kane Education Ph.D Faculty of Law Tutors Writing consultant training S Kane Features of academic Faculty of Law 1st Year S Kane writing Writing process; Generic Mixed C Dube paragraphing Features of academic Generic Mixed C Dube writing Generic Mixed Academic argument C Dube

Generic Mixed Coherence & cohesion C Dube

64 STUDENT FACULTY/ DEPT INTERVENTION FACILITATOR GROUP

Generic Mixed Avoiding plagiarism C Dube

Design 1st, 2nd & 3rd Avoiding plagiarism C Dube Management Year Writing process; Argument; Visual Art B. Tech Paragraphing & K Haire cohesion/coherence x 5 Argument; paraphrasing; Visual Art 2nd Year K Haire avoiding plagiarism x 2

Paraphrasing & avoiding Visual Art 3rd Year K. Haire plagiarism; argument x 2

Argument; deconstructing a Social Work Masters K Haire text x 2 Journaling; avoiding Contextual Studies 1st Year K Haire plagiarism x 2 Writing process; Industrial Design B. Tech K Haire deconstructing a text x 2 Reading with understanding; Culinary Studies 2nd Year K Haire summarising x 3 The writing process; Clothing 3rd Year features of academic writing K Haire Management x 2 The writing process; Fashion & Clothing Masters features of academic writing K Haire Management x 2 Referencing/research skills Chiropractic 2nd Year K Shabanza x 3 Features of academic Podiatry 3rd Year K Shabanza writing x 3 Environmental B. Tech Referencing K Shabanza Health – Research Town & Regional Referencing/research skills 1st Year K Shabanza Planning x 2 Environmental Referencing/research skills Health; Community 2nd Year K Shabanza x 4 Development Referencing/research skills Food Technology 2nd Year K Shabanza x 3 Town & Regional Referencing/research skills B. Tech K Shabanza planning x 4

65 STUDENT FACULTY/ DEPT INTERVENTION FACILITATOR GROUP Features of academic Food Technology B. Tech K Shabanza writing x 3 Town & Regional Introductions & conclusions B. Tech K Shabanza Planning x 4

Generic Mixed In-text referencing N Mdunge

Generic Mixed Academic Reading N Mdunge

Unpacking examination Generic Mixed N Mdunge questions

3.3.2 Learning Development interventions

Learning Development interventions were delivered on APK, APB, SWC and DFC during 2012. The number of workshops offered grew significantly on all campuses. Each campus has a member of staff who is responsible for the learning development activities; Mrs J Opperman is the coordinator on APB, Dr C Rosa on APK, Mrs R Mayet on DFC and Mrs A L Malapo on SWC. Mrs Malapo passed away in June 2012, and Ms V Makhubela was employed on a temporary basis to continue serving the students at the SWC. The coordinators established relationships with all faculties on their respective campuses, and conducted workshops for students throughout the year. Topics that were covered included: time management, mind- mapping skills, understanding university studies through the use of a study cycle, stress management, memory and retrieval strategies and examination writing skills. On the APK Campus, because of the difficulty of securing lecture halls, workshops were conducted in the computer laboratories and on line. A community of practice for lecturers and students was established where staff could share ideas of integrating study skills into the curriculum.

The success of these workshops underlined the importance of cooperation between faculty staff and ADC staff. In the Faculty of Health Science, workshops were conducted with staff on how to integrate learning development strategies into the curriculum. This highlights the importance of the role that senior management of Faculties can play in encouraging staff to be innovative and to experiment with ways in which learning can be made more accessible to students.

The Learning Development Facilitator on the DFC, Ms R Mayet, presented a total of 95 workshops of between 1 and 2 hours in length. Depending on the needs and the provision of time by departments, the workshops offered ranged from a series of 4 or 5 FYE workshops to single workshops. Topics covered included time management, pre-reading and consolidation, note-taking, creative studying-techniques, memorisation and retrieval strategies and exam skills. Four exam skills workshops were presented to DFC residences at the request of the house committees.

251 academic counselling sessions were provided on either an individual or small group basis. As there is as yet no formal Extended Orientation/FYE programme in the Engineering diplomas, the penetration of learning development interventions is

66 less extensive than in the Health Sciences faculty. Departments often seem to be reluctant to ‘sacrifice’ teaching time to workshops and, thus the majority of interventions are in the form of individual academic counselling.

The following is a summary of workshops conducted:

Campus Type of workshop No of participants

Faculty based 1868 APB Open study skills 166 Faculty based 692 APK Open Study skills 1569 Staff workshops 51 Faculty based 64 SWC Open study skills 536 Faculty based 2000 DFC Open workshops 411 Individual student consultations 3456

TOTAL 11090

The Learning Development Unit also embarked on a community project where two schools were serviced with study skills workshops. The two schools were Alafang High School in Katlehong and Eldorado Park High School. Students from the Faculty of Education who are required to complete a service-learning component as part of their training were recruited and trained to facilitate the study skills workshops in the above mentioned schools. The ADC staff involved in the project also conducted study skills sessions for the grade 11 and 12 learners from these schools.

The second project was the visit to the Krugersdorp prison where staff conducted study skills workshops and helped motivate the prisoners for their upcoming exams. This project was implemented in partnership with the department of Social Work whose students were doing their practical training at the prison.

3.4 Tutor Development

The Unit for Tutor Development (UTD) is committed to enhancing student learning via the optimal implementation of tutor programmes and the development of tutors as well as of the lecturers managing tutors. The development of tutors included tutor training, tutor check-in sessions, monitoring tutorials, collecting and analysing reports generated by tutors, consultations with tutors, mentoring tutors and counseling tutors. Staff development activities during 2012 included guiding and mentoring lecturers tasked with developing tutors. This included mentoring individual lecturers, the provision of supportive materials for lecturers, consultations with lecturers and giving feedback to lecturers.

Staff development continued to be a focus of the UTD during 2012. The developmental process of academics who work with tutors consisted of, amongst others, developing an understanding of the complexity of the challenges that tutors face in the classroom. Through lecturer development, the UTD hoped to enable

67 lecturers who work with tutors to acquire and develop the academic literacies of reading, writing and thinking. These in turn could then be transferred to students. Topics for staff mentoring included selecting and interviewing tutors; the role of a tutor; the role of academic departments; tutor responsibilities; lecturer responsibilities; mentoring tutors; developing and supporting tutors; how to properly value your tutors; and developing academic literacies in tutors.

In addition, the UTD offered specialised tutor training that was designed to enable tutors to assist students with developing their academic literacies and skills. The Unit recognizes that even though tutors are subject content tutors, they need additional skills to promote successful learning and to assist their students to access subject content. These skills can include aspects of tutoring such as tutoring strategies and methodologies, writing effective feedback, helping their students structure essays, promoting effective reading; and study strategies. Topics for this type of training included academic communication; language, contexts and vocabulary; summarizing, paraphrasing and note-taking; the essay structure; editing; the writing process including revision; plagiarism; and writing appropriate feedback.

During 2012, the Unit was increasingly involved in a number of on-going Faculty- based projects, which were used to identify trends in the fields of tutoring and mentoring within the UJ context. These included working with the following departments: • The Department of Commercial Law: The Unit developed a mentorship programme for the lecturer tasked with developing tutors. The Unit also conducted specialised training focused on simulated classroom management. This was evaluated for the purposes of developing effective practice. • The Department of Business Management: This project unpacked logistical constraints as well as the importance of using tutorials for a target group within a large class. The results of this project were reported at a conference at UCT during July 2012. In September 2012, an internal symposium was held in the Faculty of Management to discuss findings. • The Department of Knowledge and Information Management: The Unit for Tutor Development and CAT staff continued to investigate and monitor how blended learning can best be incorporated within curriculum and traditional tutorials. A report was generated identifying student engagement with the blended environment. • The Introduction to Legal Studies module: The Unit initiated a model using experienced tutors to conduct and co-train new tutors. These experienced tutors also conducted tutor check-in sessions with the new tutors. Results of this project were reported at the HELTASA 2012 annual conference. • The Unit conducted separate training for the Faculty of Humanities. The effectiveness of this training as faculty specific was reported on and the training was amended accordingly for 2013. Due to its success, the Faculty requested this model be again employed in 2013. • The Unit rolled out its mentorship programme for junior lecturers tasked with developing tutors, as based on the doctoral research of Jenni Underhill.

In addition to this the following events and developments took place:

68 • The Unit was invited to attend the prestigious “Tutor of The Year” awards at the Faculty of Humanities in recognition of our excellent relations and work with that Faculty’s tutors. • The Unit was invited to attend the Faculty of Law year-end tutor function in recognition of our excellent work with that Faculty’s tutors. • The Unit was invited to attend the year-end function of the Nursing department’s mentors in recognition of the specific training designed for them. • A member of the TD staff continued to represent TD on the FYE committee. • A member of the TD staff was elected as a representative on the ADS ExCo committee. • B.O.S.S is a group offers employment to tutors to work with high school students in development workshops. TD facilitated a presentation by B.O.S.S at tutor check-in. This represents TD’s community out-reach project initiative for 2012. • TD agreed to convene the Special Interest Group (SIG) on Tutoring established by HELTASA. As SIG convenor TD set up the on-line SIG community. UJ tutor training dvd’s (that were posted on-line) have been used at UWC to assist with their training. Jenni Underhill attended a regional SIG meeting in the Western Cape and facilitated the SIG meeting at HELTASA 2012. • TD assisted Prof Hennie Lotter in drawing up a document highlighting the need for increased funding for tutors in 2013. Increased funding, however, should only go to those departments that endorse the value of teaching with tutors in their practices. • Classroom observations were implemented on SWC and DFC for the purpose of tutor and staff development. Raymond Robinson reported on these development findings at HELTASA 2012. • Jenni Underhill submitted her thesis for assessment in October 2012. She presented her final seminar in August 2012 and will graduate in May 2013. • Tutor training evaluation of 2012 resulted in an amended training package for experienced and super-experienced tutors for 2013. • Tutor check-in was given a new format which entailed further developing tutor academic skills and learning development. Evaluation indicated that these were helpful practical tutoring strategies. • TD assisted new academic staff in understanding the role of tutors at UJ in CPASD’s academic preparation workshops.

69 3.4.1 Tutors Trained

Faculties in Staff mentorship Generic training t Specialis training - Check sessions

Art, Design and Architecture 5 39 39 30

Economic & Financial Science 2 84 25 76

Education 1 68 0 74

Engineering & Built Environment 0 53 0 47

Health Sciences 3 58 47 3

Humanities 9 101 101 90

Law 7 28 28 14

Management 6 79 24 123

Sciences 14 159 0 124

ADC 5 6 0 17 52 (number of Total 675 264 598 staff mentored)

3.5 Research Activities within the ADC

During 2012, the research capacity development process in ADC continued. This included a number of workshops and writing retreats once again facilitated by Dr Troskie de Bruyn of the University of Stellenbosch. Dr Karen Haire also continued as research co-coordinator in the ADC, tasked to coordinate research efforts and to offer research support to staff involved in conducting research. As such she gave critical feedback on draft articles and conference presentations and proposals (MA or Ph.D) upon request. She was also involved in a variety of other research development initiatives in ADC.

Certain research projects were based in individual Units. The Unit for Tutor Development, for instance, was involved in the Large Class National Project funded by MELLON through UCT. UJ was one of the four universities represented in this project. The aim of the Large Class National Project was to establish the importance

70 as well as constraints of using tutorials for targeted groups within a large class. The project was implemented at UJ through continued collaboration between Tutor Development and the Department of Business Management. The results of this project were reported in July 2012 at UCT. In September 2012, an internal symposium was held in the Faculty of Management to discuss the findings of the project. A national symposium will be held in 2013 where all four universities will present their findings.

Tutor Development was also involved in trialling a new training model in the Introduction to Legal Studies module. The Unit initiated a model using experienced tutors to conduct and co-train new tutors, and to conduct tutor check-in sessions. The aim was to demonstrate that experienced tutors have expert pedagogical knowledge and at the same time are closer to the peer tutor experience. Results of this project were reported at HELTASA 2012 and the model will be further implemented at UJ.

A Learning Development project conducted by Cecilia Rosa and Cithra Bheamadu involved researching critical thinking skills among first year students, on a university- wide basis, with the assistance of a consulting firm, Magellan Consulting, and of Statkon to process the data obtained from the Learning Orientation Index. The project resulted in two international conference presentations in London and Turkey respectively, and two articles will be submitted for consideration for publication in 2013. Other articles emanating from the research are planned.

A three-year Academic Literacies project, undertaken in conjunction with Elon University in the United States and several other universities, continued to focus on Writing and the question of transfer. Ms Dube and Ms Kane attended the Elon Research Seminar at Elon University, North Carolina, in June 2012 and presented their findings at an associated international conference. The ELON project will be completed during 2013.

Conference Presentations, Benchmarking Studies, Participation in Seminars 2011

Conference / Staff Member Presentation Date Benchmarking Ms Cecilia Dube International Writing Across Students’ writing June 2012 the Curriculum (IWAC) apprehension, attitudes to Conference, Savannah, writing, and performance: Georgia (USA) Perspectives from a South African university Ms Sandy Kane International Writing Across Students’ writing June 2012 the Curriculum (IWAC) apprehension, attitudes to Conference, Savannah, writing, and performance: Georgia (USA) Perspectives from a South African university Ms Cecilia Dube and 5 day international The question of writing June 2012 Ms Sandy Kane Research Seminar, Elon transfer University, USA. Dr Cithra Bheamadu London: 8th international Self-Injury in the South July 2012 conference on Child and African context Adolescent Pathology.

71 Conference / Staff Member Presentation Date Benchmarking Dr Karen Haire 12th Biennial International An afro-centric approach to July 2012 Conference of the Society the teaching of African of Oral Literatures in Africa language poetry: a CD (ISOLA), University of Venda Dr Cecelia Rosa The Learner Conference, Cognitive complexity of 1st August 2012 London year UJ students

Dr Welcome LearnScapes Conference Integration of Academic August 2012 Kubheka on partners in Academic Skills in teaching and Support Learning

Mrs Soraya Motsabi Bloemfontein: South The development of Learning September African Association of Communities in Higher 2012 Counselling and Education: a case for UJ Development in Higher Education Dr Karen Haire Southern African Folklore Modernising the Teaching of September Society (SAFOS) Tshwane Setswana Language Poetry: 2012 University of Technology a CD Mrs Venessa Presentation at UJ (with The University of September Damons colleagues from CAT and Johannesburg collaborative 2012 UJLIC) Initiative for the development of an Information Literacy course within the extended degree.

Dr Cithra Bheamadu Turkey: International Preferred Learning styles of October Conference of education First year University Students 2012 and educational Psychology Ms Sandy Kane HELTASA (Stellenbosch) The integration of reading November and writing in the Writing 2012 Centre: a holistic approach Mr Rirhandzu HELTASA (Stellenbosch) Students’ experiences of the November Maluleke peer tutoring model at the 2012 University of Johannesburg Dr Welcome HELTASA conference Using technology to adapt to November Kubheka a new learning environment: 2012 Moving from face to face oral presentations to on line presentations

Dr Welcome West Coast FET College Workshop on “Integration of November Kubheka academic skills in teaching 2012 and learning;

Ms Jenni Underhill HELTASA (Stellenbosch) Passing the baton: the November (presenter) emerging role of experienced 2012 Dr Nelia Frade (co- tutors and lecturers in tutor author) training Mr Raymond HELTASA (Stellenbosch) Observing your tutor: The November Robinson role of classroom 2012 observations in developing a tutor repertoire

72 Conference / Staff Member Presentation Date Benchmarking André van Zyl HELTASA (Stellenbosch) The first three years: November Evaluating the UJ FYE 2012

Razia Mayet HELTASA (Stellenbosch) Learning Development: November Beating under-preparedness 2012 for higher education Benita Nel HELTASA (Stellenbosch) Academic advising initiative: November An innovative intervention for 2012 improved success in the access programmes at UJ Chris Abrahams HELTASA (Stellenbosch) Taking the construction site November to the classroom 2012

Maxine Shandler HELTASA (Stellenbosch) Quality Building graduates: A November comparison between 2012 Diploma and the Extended Diploma graduates George Mavunga HELTASA (Stellenbosch) The University of November Johannesburg 2012 2012 Extended National Diploma Management and Humanities students perceptions of their programmes Remigius Nnadozie HELTASA (Stellenbosch) Towards a more inclusive November approach of measuring the 2012 effectiveness of foundational provision programmes Nadine Dharsey and HELTASA (Stellenbosch) Innovative assessment in November Andile Mamba large classes 2012

Publications Kufakunesu, P., Mutambwa, J., & Mavunga, G. (2012). Terms of address usage by police officers at Mbare Police Station, Harare, in conversation with complainants. South African Journal of African Languages, 32(1), 85-90.

Motsabi, S., & van Zyl, A. (2012). Academic development. In L. Beekman, C., Cilliers., & de Jager, A. (Eds.), Student counselling and development: Contemporary issues in the Southern African context (pp. 194-210). Pretoria, Unisa Press.

Svongoro, P., Mutangadura, J., Gonzo, L., & Mavunga, G. (2012). Language and the legal process: A linguistic analysis of courtroom discourse involving selected cases of alleged rape in Mutare, Zimbabwe. South African Journal of African Languages, 32(2), 117-128.

Machika, P. (2012). Redefining access for success in Engineering extended programmes. South African Journal of Higher Education, 26(5).

Dube, C., Kane, S., & Lear, M. (2012). The effectiveness of students redrafting continuous assessment tasks: the pivotal role of tutors and feedback). Perspectives in Education, 30(3).

73 Van Zyl, A., Gravett, S., & de Bruin, D. (2012). To what extent do pre-entry attributes predict first year student academic performance in the South African context? South African Journal of Higher Education, 26(5), 1095-1111.

Bheamadu, C., Fritz, E. & Pillay, J. (2012). The experience of self-injury amongst adolescents and young adults within a South African context. Journal of Psychology in Africa, 22(2), 263-268.

Nel, B. (2012). Transformation of teacher identity through a mathematical literacy re- skilling programme. South African Journal of Education.

Mavunga, G. (2011). The Zimbabwe crisis as captured in Shona metaphor. Journal of African Cultural Studies, 23(2).

Van Zyl, A., & Blaauw, P. (in press). An integrated project aimed at improving student success. African Education Review, 9(3).

4. GOVERNANCE REVIEW

The management structures in ADC were strengthened by the appointment of Dr G Mihindou as the Head of Learning development, Literacies development and Tutor development. His appointment ensured that the approved middle management structure of ADC was fully staffed for the first time in a number of years. Regular management meetings were convened between the Acting Director and the Heads of Access, Ms Maxine Shandler, Academic Development (AD), Dr Guy Mihindou, and Acting Head, Professional Academic Staff Development (PASD), Ms Kibbie Naidoo. Meetings are also conducted fortnightly with Senior Coordinators where the management of each of their portfolios or units is discussed and issues are raised. Each Senior Coordinator then meets with the staff members within their modules and sub-units to ensure the day to day running of the Centre. Currently, all ADC staff members submit a fortnightly report which is circulated amongst other staff members; this allows for timeous intervention and prompt feedback concerning any problems. All meetings are documented and the minutes are distributed. Regular module and teaching evaluation reviews are conducted within the various wings of the ADC and feedback is provided to staff members by their line managers.

74 5. FINANCIAL REVIEW

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT OF THE ACADEMIC DEVELOPMENT CENTRE FOR 2012 Cost Centre 142100

Entity number Expenditure Budget Amount Spent 31000 Personnel Remuneration 31200 Salaries cost company R 9,521,591.72 R 9,244,956.87 31300 Temporary salaries R 5,693,750.58 R 4,876 750.85 31400 Overtime salaries R 22,148.32 R 27,677.64 SUB TOTAL R 15,237,490.62 R 14,149,385.36 33200-41900 Operational Costs R 2,431 627.00 R 2,944 029.00 44300-44700 Capital Costs R 413,230.00 R 387,170.00 TOTAL R 18,082,347.62 R 17,867,764.36

During 2013, the ADC overspent in a number of areas. This was mainly due to the late addition of a number of Extended Diplomas as well as other unforeseen expansions in work. Measures have been put in place to ensure that this does not happen again. These include better financial systems, closer monitoring of expenditure as well as more regular financial meetings.

6. QUALITY SYSTEMS AND PROCESSES

6.1 ADC SELF-EVALUTION AUDIT

The ADC Self-Evaluation Review (SER) took place from the 6th – 9th March 2012. The preparation for the review and the writing up of the report was an extremely long but exceptionally beneficial collaborative process. Over several years staff members were able to reflect collectively on the ADC practices and processes, developments and achievements to date and to identify areas of work that required further development.

Members of the audit panel were Prof Moloko Sepota (University of Limpopo); Prof Moragh Paxton (UCT); Prof Marissa Rollnik (Wits); Dr Sarie Snyders (NMMU); Dr Kim Battle and Mr Ferdi Fester (UJ). Interviews were conducted with ADC staff and students as well as external stakeholders in the UJ community. The review panel commended ADC on: • The attention to detail in the report and the presentation of evidence, particularly the transparency of the evidence; • The strong relationships it has built with some faculties; • Its collaboration with FYE and its participation in the FY orientation programme; • Its inviting Writing Centres and other facilities;

75 • Its tutors who are motivated and positive about their work; the reports and feed- back required of tutors and the initiative to develop and benchmark tutor programmes for UJ; • The hard work that goes into the delivery of its diverse services; • Its enthusiastic, motivated and dedicated staff who are passionate about their work; • The ex-director’s initiatives to promote staff, encourage career-path planning, focus on research and drive to get academic status for staff members; and • The work being done to identify at-risk students in extended programmes, especially the mark review meetings to ensure early warning of students at risk.

Once ADC received the peer review report, the audit steering committee embarked on a process of analysing and engaging with it, with all ADC staff invited to provide input into the improvement plan according to their focus areas. The improvement plan served at the UJ Senate Teaching and Learning Committee during October 2012. At the STLC meeting it was decided that those recommendations that affected the broader UJ community would be identified and a way forward would be decided upon by the relevant stakeholders.

With the assistance of the UJ Quality Unit, ADC benefited greatly from the quality audit. An important highlight of the process was the increased collegiality of staff members who became more aware of the multidimensional nature of each other’s and ADC’s work. As a part of the ADC transformation initiatives, we will endeavour to build on this better understanding in order to foster even better teamwork with ADC. The recommendations will also feed into the discussions about the way forward in ADC.

Quality assurance processes in the various ADC Units are now presented.

6.2 Tutor Development

The Unit’s evaluation process includes understanding the experiences of the stakeholders who participate in tutor programmes at UJ. This is done by capturing data from the evaluation questionnaires given to participants after every intervention offered. Training and tutor check-in sessions are consistently evaluated. Tutors are requested to provide feedback on the training and tutor check-in sessions via questionnaires. This feedback serves to improve and inform our practice including the improvement of our tutor development materials. Individual lecturers who have been mentored by Tutor Development are engaged in formal interviews, followed by rigorous data analysis, to gauge their experience and level of pedagogical development.

Tutor reports are submitted by tutors during check-in and are then used to gauge the effectiveness of various tutor programmes conducted by academic departments. The report data is then used to identify UJ trends. The reports are structured to lead the tutors into reporting on any challenges they have experienced and positive experiences they have had. Importantly tutors may comment on the relationships and departmental support that they have experienced. These reports are compiled twice a year and are then sent to the Executive Director (ADS) and Director (ADC) for comment so as to raise awareness of the utilization of the tutor programmes in

76 each Faculty. In 2012, a detailed report served at STLC highlighting Faculty compliance with the UJ Tutor Policy.

6.3 Extended Programmes

The quality assurance processes from 2011 were maintained in the 2012 academic year. Operational Planning sessions held in November, 2011, charted the way forward. Module and writing centre coordinators presented key documents relating to their day-to-day operations and these were brainstormed and suggestions made for improvement.

In addition, monthly module staff meetings were held as scheduled throughout the year. Minutes of these meetings were kept for record and reference purposes.

To ensure that quality was assured within each module, compulsory tutor/part-time lecturer training sessions were held for an hour each week. At each session, the module coordinator presented the week’s teaching materials to his/her team and also received feedback on the previous week’s tutorials. At the end of each term, standardisation and moderation sessions were held to ensure that the same standards of assessment were maintained within each module.

The practice of staff submitting fortnightly reports was retained from the previous year, as were the tutor/part-time lecturer reflection sessions at the end of each semester. Reports from the latter, which were tabled for consideration at the 2012 Operational Planning sessions, held on the 12th and 13th November, proved an invaluable source of information, with some key recommendations incorporated into planning for the 2013 academic year.

6.4 Writing Centres

The writing centre coordinators also had monthly staff meetings at which they shared experiences as well as any innovative materials developed since the last meeting. In order to ensure that the four centres operated as one community of practice, the coordinators took turns in hosting the meetings at their respective centres. In addition to this, there were joint training sessions once a term.

On a day-to-day basis, consultants kept records of all consultations held; they also had peer reviews built into their operational processes. In addition, they participated in consultant reflection sessions similar to those held for tutors. Again, recommendations from the reflection sessions were tabled at the Operational Planning meeting held for the writing centres on the 13th November and decisions taken as to the desirability of their incorporation into pans for the next academic year.

6.5 Learning Development

In the Learning Development unit, policies and standard operational procedures were developed and aligned to the university policies. Students are assessed continuously throughout the year by means of formative assessments, with fortnightly reports highlighting problems identified and actions taken where possible.

77 At Learning Development meetings, learning content is extensively discussed to identify weaknesses and areas for revision. Although staff members are assigned to design the assessments, all Learning Development staff are required to give input on assessments before students are assessed. Meetings were held fortnightly and minutes kept in a shared folder.

There has been a greater emphasis on record keeping for student consultations and referrals. These referrals are agreed upon with PsyCaD, and ADC staff and PsyCaD staff cross refer depending on the problem facing the students. The annual strategic planning meeting was used to identify areas for improvement and changes in learning content and learning material. The Learning Development unit has also introduced a virtual (online) study-skills programme in order to accommodate students who find it difficult to attend workshops.

7. RISK MANAGEMENT

The challenges for the Academic Development Centre remained relatively constant during 2012, largely because many of these are structural in nature and will take a long time to resolve. There are also a number of internal risks which, unless mitigated, may hinder the overall mission of the ADC as an effective academic support system within the UJ.

Reliance on part-time and contract staff A crucial and on-going internal risk for the ADC is the high reliance on part-time lecturers which creates instability, as often part time lecturers leave to take up permanent appointments despite the intensive training they have received. The ADC is not staffed at levels which allow all Faculties to be serviced adequately. We are seeking to maintain on-going stability by deploying permanent staff as effectively as possible, given the increasing demand for academic development interventions requested by the faculties. However, we are now in the unfortunate position of having to decline some requests by Faculty staff for assistance.

Increased group sizes The increase in class size over time (since 2009) in the majority of Extended Diplomas (in some cases classes doubled in size over the past couple of years) resulted in a huge increase in marking loads and as a result, deadlines could not always be met. The increase in size also resulted in some loss of individualised attention. The maintenance of effective and high quality teaching and learning in this context is of particular concern.

A further problem encountered on SWC has been the lack of suitable venues for large classes. Tutorial venues and computer laboratories were also too small for the class sizes. The large classes on DFC and SWC necessitated splitting the groups and doubling up most computer literacy classes in 2011.

Psychosocial problems of students Despite the numerous innovative pedagogies and interventions offered by ADC, the fact that a large number of students do not have the finances to travel to university nor to eat adequately has a negative effect on their academic progress.

78 Equitable services on all campuses, and growing workloads Achieving equitable services on all campuses has become a particular challenge for all ADC units, and especially for the Unit for Tutor Development, which is now supporting growing numbers of tutors on all four campuses with only two permanent members of staff, assisted by two part-time temporary appointees. A tutor development coordinator is urgently required for the SWC.

The appointment of a substantive coordinator for the writing centre on the SWC campus meant that, for the first time, the ALD unit was represented on all four campuses and was thus able to begin to address the call for equitable service to the whole institution. By working together as a community of practice throughout the year, the four writing centre coordinators sought to maintain equitable standards across the institution; but they were frustrated in their attempts by financial constraints such as transport costs when travelling between campuses to attend staff meetings. The growing demand for consultations and other interventions such as workshops across faculties underlined the need for additional academic development practitioners to extend the reach of the ALD unit.

Realising the importance of reading amongst students, the Learning Development unit has put the issue of reading in the Director’s portfolio as a priority.

Stable and permanent top management for ADC Since the departure of the previous Director of ADC, the position of director has been filled in an acting capacity by two different people. It is difficult for an acting director to take the strategic lead as this might change again when a permanent director is appointed. ADC needs this stable leadership to take the Centre forward.

Mitigating strategies: A variety of strategies have sought to respond to the increasing demands for ADC support: strategic deployments to campuses; team approaches; group rather than individual consultations; and, increasingly, the use of technology, for instance the development of on-line skills packages, and the introduction of online Writing consultations. At the same time, however, a few requests for assistance have had to be declined, due to lack of capacity.

To mitigate the constraints referred to above, the ALD unit offered more group consultations than in 2011, and also introduced e-mailed feedback, particularly for work-study students. Travelling costs for purposes of attending meetings were also shared equally among the writing centre coordinators by rotating the meeting venues among the four campuses on a monthly basis.

The ADC management is in continuous conversation with the UJ top management about the issues of concern and it is hoped that some of the problem areas can be resolved during 2013. Because of the very high level of commitment of the average ADC staff members, service quality has not been adversely influenced during 2012. We will endeavour to continue strengthening the ADC staff complement and to provide internal staff stability.

79 8. STRATEGIC THRUSTS FOR 2013

The strategic thrusts for 2013 are: • To continue providing modules, programmes and interventions that focus on the multi-faceted needs of students in order to enhance their academic success; • To encourage and support the development of ADC staff and their expertise in teaching, learning and assessment; • To ensure effective quality assurance practices by means of regular monitoring, evaluating and reviewing of teaching and learning, programmes, modules and interventions; • To continue to seek to develop an institutional Reading Development Plan which is appropriate to the needs of UJ students; • To make significant progress with the ADC improvement plan which emerged as a result of the quality audit held during March 2012; • To continue to promote innovation and excellence in teaching and learning through collaboration with UJ Faculties and departments; • To continue to raise awareness and market the comprehensive range of ADC programmes, modules and interventions to internal and external stakeholders; • To enhance the ADC’s reputation by disseminating information about the Centre’s achievements; and • To encourage and support staff to conduct individual and / or collaborative research and access all available research initiatives, resources and funding.

Concluding Reflection

During 2012, ADC once again made considerable progress in repositioning itself within the University, in line with the University’s strategic goals. The value of academic development in ensuring the success of students is increasingly recognised and is now becoming more widely accepted. ADC has ensured provision of academic development support on all four campuses, though some further work is required to render this fully equitable, in terms of the different needs on each campus. Writing Centres have been established on all four campuses, with the SWC Writing Centre being established during 2012.

ADC’s extended diploma programmes, academic literacies and learning development modules, the Writing Centres as well as the tutor development system, have once again been notably successful, promoting access for success to students from previously disadvantaged groups. Ideas about additional academic development strategies, modules and interventions are continually generated and implemented.

In addition to this, the change in strategic focus of the ADC from student development to student and staff development, and the consequent realignment of strategic goals, has resulted in significant benefits this year. This has included continuing the process of capacity building amongst many members of the Faculty academic staff to both understand the nature of academic literacy and academic development more broadly and also to provide appropriate interventions for students

80 which will contribute to greater academic success. It has also lead to an increase in both the number and depth of collaborative relationships between ADC staff and staff in the Faculties which in turn resulted in better integration of academic skills with discipline-specific knowledge. There has been significant progress in ensuring that these integrated approaches reach a greater proportion of UJ’s students. Looking forward to 2013 and beyond, the ADC will continue its commitment to building staff capacity and strengthening working relationships with faculty staff as primary strategic thrusts aimed at addressing the needs of UJ and its students.

During 2013 the ADC will also continue to develop its strategic plan and to strengthen its internal management structures and procedures to ensure optimum efficiency. In this it will also be guided by the recommendations emanating from the ADC Quality Audit. Both the commendations and recommendations will be thoughtfully considered and will feed into planning and implementation of the various ADC activities. The innovative nature and success of many of the initiatives undertaken in ADC is having an increasingly significant impact on students experience and success at UJ. In combination they certainly enrich the contribution the ADC makes to the university community as a whole, and the staff are looking forward to 2013.

81 CENTRE FOR PROFESSIONAL ACADEMIC STAFF DEVELOPMENT (CPASD)

1. STRATEGIC PLAN

Professional academic staff development is an enhancement concept, which ensures a trajectory of excellence in higher education practices. Such practices include teaching, learning, assessment, research and academic management across the spectrum of all academic employees, from the most junior to senior academic staff (teaching staff, heads of departments, vice-deans). The integrated approach as practised at UJ also includes professional development support for curriculum design and mode of delivery.

1.1 Strategic goals for 2011

Overview of CPASD Strategic goals: 2011-2013 The overarching strategic focus of CPASD is to become a Centre of Excellence for the holistic professional development of academic staff by providing research based high-quality learning opportunities, guidance and support for academic staff.

Strategic goals: 1. Facilitate, amongst academic staff and in collaboration with faculties and ADS, good and theorised practice in teaching and learning which is informed by the university’s teaching and learning philosophy. 2. Encourage staff to research and publish in teaching and learning practice in their respective disciplines through the Scholarship of Teaching and Learning by providing research guidance and establishing communities of practice within faculties and ADS. 3. Enhance teaching effectiveness through student and peer evaluation. 4. Identify and provide professional development opportunities to improve practice in response to student and peer evaluations, drawing on collaboration within ADS. 5. Conceptualise, develop and provide a programme for effective academic leadership and management in faculties. 6. Enhance and provide opportunities and support for academic staff engaged in post-graduate studies, with special focus on research development and post- graduate supervision, in collaboration with the Postgraduate Centre and faculty expertise. 7. Develop systems to manage and monitor staff engaged in the SQP master’s and doctoral programmes

82 2. EMPLOYEE PROFILE ANALYSIS

2.1 Organogram

Centre for Professional Academic Staff Development

DIRECTOR

Dr HM de Lange Administrative assistant (temp) Ms J van Tonder

Senior Coordinator: Senior Coordinator : Senior Coordinator: Research Development Professional Academic Staff Professional Academic Staff Ms P Lamberti Development Development Ms K Naidoo Mr S Ditaunyane

Administrative assistant Facilitator: SQP-Master’s & Research Professional Developmental & Development Teaching & Module Evaluations Ms T Shilenge Ms C van der Merwe

Administrative assistant Administrative assistant Teaching & module evaluations (temp) Ms Diana Tsotetsi Teaching & module evaluations

2.2 Equity Profile

Centre for Professional Academic Staff

Development

Employees: African Coloured Indian White Disabilities Male Female Foreign national African female Total P5 1 1 1 Director P7 1 1 1 1 2 3 Senior coordinators P8 1 1 1 Facilitators P11 1 1 2 2 Administrative assistants Total 2 1 1 3 1 6 1 7

83 3. CLIENT PROFILE AND CORE BUSINESS ANALYSIS

The Centre for Professional Academic Staff Development offers professional development opportunities for all academic staff members in the broad field of higher education practice, and acts as broker for professional development services offered through the other Centres in ADS as well as by individual experts in specific areas. Core focus areas of the CPASD are: • Professional academic staff development for teaching, learning and academic leadership; • Teaching and module evaluation; • The Staff Qualifications Programme for master’s and doctoral support; • Research and supervision development.

3.1 Professional academic development

At the University of Johannesburg focus areas include: • Induction into academic practice; • Curriculum development; 1. roll-out of UJ’s Teaching and Learning Philosophy; 2. the broad field of learning and teaching: materials development; assessment of learning; feedback for enhanced learning; pedagogical innovation; • Academic management and leadership development.

3.1.1 Target groups for professional academic staff development

The abovementioned focus areas address the needs of the following target groups at UJ: • Newly appointed and inexperienced academic staff (permanent, fixed term contract and temporary academic staff); • Academic teaching and research staff generally; • Academic staff moving into academic leadership positions; • Academic staff studying towards a Master’s and doctoral degrees; and • Academic staff supervising postgraduate studies.

3.1.2 Professional development programmes

CPASD offers academic staff a range of facilitated activities aimed at enhancing learning, teaching and research in the university. These activities include, amongst others, individual mentoring, departmental and faculty workshops as well as university-wide seminars. In addition to developing staff in the focus areas listed above, professional development activities in 2012 aimed at providing opportunities for staff to become familiar with and engage with current debates in higher education both nationally and internationally. This was particularly evident in the seminar led by Professor Ronald Barnett, from the University of London. Professional development activities are informed by the institutional learning-to-be teaching and learning philosophy.

84 3.1.2.1 Academic preparation for new academic staff

The Academic Preparation Programme is important in preparing staff for their roles as academics in the UJ, and in so doing supports their retention. The main objective of this programme is the integration of new academic employees into the university by introducing them to core aspects of academic practice in the UJ context. This includes curriculum development, assessment, and innovative pedagogy.

The Academic Preparation Programme is primarily aimed at new and inexperienced academic staff. It assists with their full integration into the institution, their familiarity with its practices and raises their awareness of the support structures and resources available. Thus the goal of the programme is to develop the capacity of staff to fulfil their roles as academics optimally and to provide them with any necessary support to do so. In order to facilitate maximum participation by staff this three-day academic preparation programme is offered bi-annually, during recess times as well as during the course of the semester. In addition to this the Centre offers on-going professional development workshops on important topics relating to teaching, learning and assessment throughout the year.

Overview of Academic Preparation Programme: February 2012 The first of two academic preparation programmes for new academics was held from 31st of January to the 2nd February 2012. A thematic approach for each day of the programme was adopted. The broad themes were curriculum development, teaching, learning, and assessment respectively. The programme sought both to develop skills in areas relating to teaching and learning in higher education and to provide academic staff with important information that would assist them in their roles as lecturers and researchers at UJ. Given that the Centre does not have sufficient capacity to offer such an extensive programme through its own staff, expertise from other centres in ADS and from faculties was utilised. In response to feedback from the previous year’s programme, an attempt was made to include more discussion and interaction amongst participants. Staff had expressed the need to develop a discussion forum for new staff and this was built into the programme.

The following table outlines the different topics that were covered in the programme.

Topic Presenter

Ms Kibbie Naidoo An Introduction to UJ’s Teaching and Learning Strategy Centre for Professional Academic Staff Development Mr Lucky Ditaunyane Developing a coherently aligned curriculum @ UJ Centre for Professional Academic Staff Development Dr Andre van Zyl First Year Experience @ UJ First Year Experience, Academic Development and Support Dr Arno Louw Developing learning guides Centre for Technology Assisted Learning

85 Topic Presenter

Dr Josef de Beer Teaching Practice that deepens teacher and student Department of Mathematics, Science, engagement Technology and Computer Education Faculty of Education Prof Jenny Clarence-Fincham Academic Development and Support Academic Development and Support Prof Anton Muller Research Development Faculty of Management Ms Jenni Underhill Getting the Most out of Tutor Programmes Academic Development Centre Academic Development and Support Ms Susanne Taylor Work Integrated Learning Centre for Psychological Services and Career Development Dr Karen Steenekamp Assessment for Learning Department of Educational Studies Faculty of Education Ms Charlotte van der Merwe Teaching and Module Evaluations: Implementing the new policy and procedures Centre for Professional Academic Staff Development Mr Mohammed Kara Reflection on effective large class teaching and Department of Business Management assessment. Faculty of Management Ms Kibbie Naidoo Ongoing Engagement : teaching and learning forum for new academic staff Centre for Professional Academic Staff Development

The Academic Preparation Programme was well attended by 118 academic staff members over the three days: 43 on the Tuesday, 34 on Wednesday and 41 staff on Thursday.

The following Faculties were represented at the Academic Preparation Programme: • Faculty of Health Sciences (2) • Faculty of Humanities (8) • Faculty of Art, Design and Architecture (2) • Faculty of Economic and Financial Sciences (9) • Faculty of Engineering and Built Environment (5) • Faculty of Management (4) • Faculty of Science (5) • Faculty of Law (2) • Faculty unknown (6)

86 Overview of Academic Preparation Programme: July 2012 The CPASD offered the Academic Preparation Programme for the second time in 2012 from the 17th to the 19th of July. The workshop took place at the School of Tourism and Hospitality (STH) Conference Room 1. Invitations were sent out to new academic staff that had joined the UJ since January 2012 but had not attended the previous workshop.

The table below reflects the topics that were presented at the second Academic Preparation Programme:

Topic Presenter Dr Riëtte de Lange Developing a Coherently Aligned Curriculum at UJ Centre for Professional Academic Staff Development Dr Karen Steenekamp Assessment for Learning Department of Curriculum and Instruction Faculty of Education Ms Susanne Taylor Work Integrated Learning Centre for Psychological Services and Career Development Dr Arno Louw Developing learning guides Centre for Technology Assisted Learning Ms Kibbie Naidoo How Students Learn and a Brief Introduction to the UJ’s Teaching and Learning Philosophy Centre for Professional Academic Staff Development Mr Lucky Ditaunyane Enhancing Teaching and Learning through Peer Collaboration and Evaluation Centre for Professional Academic Staff Development Prof Alan Amory Learning with Technology Centre for Technology Assisted Learning Ms Charlotte van der Merwe Teaching Evaluation and its value in Reflecting on Teaching Centre for Professional Academic Staff Development Prof Anton Muller Developing Research Capacity for Staff Faculty of Management Ms Vanessa Merckel Teaching Practice that Deepens Teacher and Department of Educational Studies Student Engagement Faculty of Education Academic Development and Support and First Year Prof Jenny Clarence-Fincham Experience Academic Development and Support Mr Mohammed Kara Reflection on effective large class teaching. Department of Business Management Faculty of Management Ms Ina Pretorius Quality @ UJ Unit for Quality Promotion

87 The number of attendees was as follows: 26 on day 1, 20 on day 2, and 18 on the last day. Staff who attended came from the following faculties: • Faculty of Science (4) • Faculty of Management (5) • Faculty of Health Science (3) • Faculty of Humanities (4) • Faculty of Economics and Financial Science (5) • Faculty of Law (5)

Feedback from the workshop was positive with staff commenting that it was well- organised and extremely valuable. Some staff commented that they appreciated these workshops because they do not have experience of teaching and would value more intensive workshops on interactive pedagogy and developing assessment rubrics.

For the first time since the APP has run, we had 2 senior academics (1 of whom was new to UJ) attend. Both staff members said that this programme was very useful because it gave them insight into the roles and responsibilities of academics and into some of the thinking (theories) in key areas like curriculum, innovative pedagogy and assessment in a manner that was relevant and accessible.

Follow-up Workshops for New and Experienced Staff From the evaluation of the academic preparation programme staff identified a number of topics for follow-up workshops. Three follow-up workshops (see table below) were offered to academic staff. Although these workshops are developed with new and inexperienced staff in mind, they are open to all staff, and many staff who are not new to UJ do attend.

Topic Number attended

Engaging students in Learning 31

Assessment for Learning 29

Large Class Teaching 3

Total attendees 62

3.1.2.2 Curriculum Development Project

The ADS Curriculum Development Project, a collaborative initiative involving ADS, Institutional Planning, the Division of Planning, Evaluation & Monitoring (DIPEM) and the Quality Promotion Unit (QPU) grew out of the teaching and philosophy roll-out process initiated in 2011. The project, driven by a small working group of CPASD staff, was co-ordinated by Prof Jenny Clarence-Fincham. It was conceptualised within the context of: • The UJ teaching and learning philosophy; • Insights emerging from the SANTED project on curriculum coherence in comprehensive universities; • Current curriculum development research, both nationally and internationally;

88 • The HEQF re-curriculation process; • Requirements for the 2016 HEQC audit.

Consequently, the project comprises four interrelated aspects of curriculum development: 1. Teaching and learning philosophy roll-out. 2. Development of new programmes. 3. HEQF-based re-curriculation. 4. Project-driven pedagogical interventions.

The roll-out of the Teaching and Learning Philosophy, as a core component of the curriculum development project, continued in 2012.

Teaching and Learning Philosophy Workshops A total of 73 participants attended the 5 Teaching and Learning Philosophy workshops.

Number of Number of Faculty Departments Campus Workshops Participants

Business Management 1 Soweto 5 Marketing Management 1 APB 11 Management (shorter version) STH (across all departments) 1 APB 23

Humanities Applied Communicative Skills 1 APK 10

Engineering and Built Mechanical Engineering 1 DFC 13 Environ Total 5 73

2012 saw a drop in the number of departmental workshops as staff were busy with re-curriculation in order to comply with the requirements of the new HEQF. CPASD staff facilitated workshops in the Faculties of Economics and Financial Science, and Management to assist with the process.

Despite the decrease in number of workshops it is evident that many staff are now beginning to make explicit links between the Teaching and Learning Philosophy and their own classroom practice and, where necessary, designing tasks for students which reflect this more clearly. It is increasingly clear that workshops focused on discipline specific contexts, where particular values, conventions and practices can be identified, are far more beneficial to staff than generic interventions.

Faculty and Departmental Workshops The CPASD has been assisting faculties and departments with implementation of the Teaching and Learning Strategy and in teaching and learning more broadly by offering workshops on innovative pedagogy in addition to the workshops on the philosophy.

89 The following workshops were facilitated in 2012.

Faculty/Department Topic Number attended

Health Science Innovative Pedagogy 10

Health Science Problem-based Learning 8

Applied Communicative Skills (DFC) Assessment 7

Applied Communicative Skills (APB) Assessment 6

Management Innovative Pedagogy 12

Art, Design and Architecture Language-related issues @ UJ 11

Total attendees 54

In 2012 on-going professional development took place on an informal basis through daily academic practices, through CPASD staff being invited to present at workshops in departments and faculties, through interaction with colleagues and through consultation with new and experienced staff on an individual basis.

Individual consultation is available on request by academic staff members. These requests are normally in relation to specific topics, for example, assessment and learning contracts. In addition, on receipt of a teaching evaluation report, staff members are encouraged to consult with CPASD staff to clarify the implications of the report or to explore how they can improve their practice.

Increasingly, links are being made between the curriculum development project and other initiatives in the institution. This applies particularly to the development of an institutional language strategy where discussion about curriculum and language frequently converge. Invitations to ADS staff to participate in teaching and learning related activities, for example the FADA Teaching and Learning Forum, the Science First Year Academy, the Health Sciences Teaching and Learning Committee and module reviews in Commercial Accounting are examples of this.

3.1.2.3 Academic Management and Leadership Development

The academic leadership development programme was conceptualized to assist heads of department and heads of school. The purpose of the programme is to provide HoDs/HoSs with leadership development opportunities in line with their responsibilities. Furthermore, the academic leadership development programme was also envisaged as a possible springboard for conversations of common interest among departmental heads. The role of a departmental head is extremely challenging and therefore necessitates a leadership development programme.

The 2012 plan for the academic leadership development programme included an induction workshop for new HoDs/HoSs in March and a breakfast seminar on strategic planning.

90 Overview of HOD Induction Workshop Programme: February 2012 The first academic management and leadership induction workshop took place on 27th February. Due to the strategic importance of this initiative, the workshop was opened by Prof Angina Parekh, DVC Academic. In her opening address she highlighted the important management role that HoDs play within their faculties and the university.

The following table outlines topics and presenters:

Topic Presenter

Welcome: The role of the head of department Prof Angina Parekh Discussion DVC: Academic

The HoDs’ role in governance at UJ Prof Marie Muller Discussion Registrar

HoDs’ role in departmental planning that is aligned Prof Andre Swart with the faculty’s and UJs strategic plans/thrusts Executive Dean: Faculty of Health Science Discussion

Academic Development and Support Prof Elizabeth de Kadt Discussion Executive Director: Academic Development & Support Division (ADS)

Management of Teaching and Learning in the Dr Kakoma Luneta Department HoD: Department of Childhood Education Discussion Senior Lecturer: Mathematics Education Faculty of Education Management of Departmental Research and Prof Lionel Posthumus Postgraduate Students Vice Dean: Research Discussion Faculty of Humanities

Conclusion and Evaluation Dr Riëtte de Lange Discussion on possible topics for further workshops Director: Centre for Professional Academic Staff Development (CPASD)

3.1.2.6 Teaching and Learning Seminars

One of the highlights of CPASD activities was the hosting of a well-attended seminar on challenges, strategies and successes when teaching large classes.

Quality teaching in large classes is an area of concern for staff in the UJ and this seminar provided opportunities for staff to share their experiences and learn from each other. The invited speaker was Mr Jacques Mahler from Nelson Mandela School of Law, East London Campus who shared his experiences of successfully engaging students in large classes through the use of technology. The workshop was attended by 42 staff members.

91 Professional reflections on teaching large classes: challenges, strategies and successes

TIME TOPIC

8:00 – 8:30 Tea and Registration Opening and Welcome 8:30 – 8:45 Elizabeth de Kadt (Executive Director Academic Development and Support)

Invited speaker: Jacques Mahler (Nelson Mandela School of Law, East 8.45 – 9:15 London Campus) “Engaging first year law students to improve performance: reflection on the use of audio-visual pivots”

9:15 – 9:30 Questions and Discussion Faculty presentations (new lecturers) 9:30 – 10:30 Science: Marcelle Cochrane (Life Sciences) “Chalk it: reflections on teaching life sciences to education students”

Humanities: Victoria Graham (Politics) “Politics for the Masses: Challenges and Opportunities”

Engineering: Nkhumeleni Tshiongo (Engineering Metallurgy) “Challenges relating to engineering student intake at the university”

10:30 – 11:00 Questions and discussion facilitated by Jenny Clarence-Fincham (Academic Development and Support) 11:00 – 11:30 Tea Faculty Presentations 11:30 – 12:50 Health Sciences (Anatomy): Bianca Negrao and Shamal Ramesar “The challenges and successes of large class teaching in Health Sciences”

Engineering (Mining): Peter Knottenbelt and Amuli Bukanga “Awakening the individual in a large class: clicker demo for learning and understanding”

Humanities (English): Jane Starfield “Teaching Popular Fiction to a Large First-Year Class”

Science: Dianne Schubert “My Perspective on Teaching Large Mathematics Classes” Questions, discussion and the way forward facilitated by Carina van Rooyen 12:50 – 13:30 (Anthropology and Development Studies)

13:30 – 14:15 Lunch followed by an informal discussion

A second Teaching and Learning Seminar took place in November 2012, when CPASD was fortunate to host Prof Ron Barnett, Emeritus professor from the Institution of Education at the University of London. Prof Barnett is a well-known expert in higher education who has published extensively in the areas of research, policy and practice. His publications include Realizing the University in an Age of Supercomplexity (2000), Beyond all Reason: Living with Ideology in the University (2003), Engaging the Curriculum in Higher Education (with Kelly Coate, 2005) and two recent publications: Imagining the University; and The Future University. He

92 facilitated an insightful seminar entitled ‘Learning-to be: A very hopeful idea’. During the seminar Prof Barnett challenged staff to think about creative ways of facilitating learning to be in an unstable world. The workshop was attended by 55 staff members from ADS and across all 9 faculties.

3.1.2.7 Scholarship of Teaching and Learning (SoTL)

For many lecturers who are interested in researching their practice, research writing can be difficult because they are not sufficiently familiar with educational discourse. In response to this CPASD started an interest group for academics wanting to work in the area of SoTL. This series of workshops was offered to provide insights into how staff could combine practical examples of innovative teaching practice in higher education with insight into educational theory and research design, to facilitate SoTL and writing for publication. The emphasis was on how one can take innovative teaching practice and systematically research and publish on it. When staff are involved in researching their own practice within specific disciplines, the close relationship between teaching and research results in teaching becoming much more highly valued as an acceptable object of study.

The two following SoTL workshops were offered during 2012:

Topic No Attended The Scholarship of Teaching and Learning (SoTL) and writing for publication, 16 with a focus on metacognition, reflective skills and first-year students. Use of Cultural-Historical Activity Theory (CHAT) as a lens in Researching 9 Teaching and Learning in Higher Education TOTAL 25

3.1.2.8 Workshops for Vice-Chancellor’s Teaching and Learning Excellence Nominees

CPASD offered assistance to academics who were nominated for the VC’s award for teaching excellence. In the first instance, nominees were invited to attend a workshop facilitated by two of 2011 awardees, Professor Nathalie Hyde-Clarke and Ms Tracy McKay. This workshop was attended by 5 nominees. During the second workshop, attended by 5 staff, nominees were guided through the criteria for the evaluation of portfolios. In addition, 3 staff members consulted with CPASD staff on an individual basis in order to get clarity and further assistance on the criteria used to evaluate the portfolios, and on the development of a teaching portfolio.

3.2 Teaching and Module Evaluation

Teaching and module evaluations were undertaken during 2012 in accordance with the ‘Teaching and Module Evaluation Policy’ as amended in March 2011. The key features of the amended policy are: • Teaching evaluation for each lecturer should be done every third year; • Module evaluation should also be done every third year;

93 • All newly appointed academic staff are required to have their teaching evaluated during their first year of employment at UJ; • The questionnaires consist of mandatory questions and additional questions selected by the lecturer.

Purpose of Teaching Evaluation The specific purpose of conducting student evaluations of teaching is to regularly and systematically gather information that can be used: • To determine teaching effectiveness; • To evaluate students’ responses to materials and the ways in which they are presented; • To improve teaching and therefore learning through professional development; • To identify good practices and experts (champions) who can contribute to building a learning community around teaching practice; • In the compilation of teaching portfolios; • In academic staff promotions, performance management processes and staff development plans; and • To encourage academic staff to engage in the scholarship of teaching and learning by reflecting, in the light of the evaluation data, on their teaching and assessment strategies and the development of new approaches.

Purpose of Module Evaluation The specific purpose of conducting student module evaluation is to: • Ensure that the module contributes to learning in the programme as intended and that the learning outcomes are aligned with those stated for the module; • Encourage academic staff to be aware of the quality of the modules they teach by linking the module evaluation process with academic staff promotion and performance management processes; • Encourage academic staff to engage in the scholarship of teaching and learning by reflecting, in the light of student evaluation data, on the module design and delivery and the development of new approaches.

The Teaching Evaluation (TE) questionnaire prescribes 14 mandatory questions, and academic staff members may select a maximum of any 12 additional questions from the TE question bank to generate their own questionnaire sheet.

The Module Evaluation (ME) questionnaire prescribes 13 mandatory questions and academic staff members may select a maximum of any 13 additional questions from the ME question bank to generate their own questionnaire sheet.

These questionnaires were used to evaluate the teaching of academic staff by students. CPASD used a scanner-driven approach to cope with the large numbers of teaching and module evaluation requests; student response sheets were scanned and reports were generated electronically. Student responses to the open-ended questions were typed up and sent to the academic staff member with their Teaching and/or Module report electronically. While the majority of these evaluations are developmental, academic staff who apply for promotion or teaching awards are also required to have their teaching and/or modules evaluated by students.

94 An online teaching and module evaluation pilot programme was launched during the second semester of 2012. CPASD did 20 Teaching Evaluations and/or Module Evaluations from APK, APB and SWC and the class groups varied from small groups (9) to large groups (700). The technical problems experienced with the pilot programme were resolved and the online system can be used as a mode of evaluation in 2013.

Some advantages for an online approach are as follow: • Lower cost (no printing of questionnaire and response sheets required); • No class time required (especially important for large classes ); • No requirement to scan and store completed questionnaires.

A key disadvantage, however, is that online responses are normally lower than “in class” administration of TE and/or ME questionnaires. We envisage addressing this problem in 2013 with better communication (announcements and reminders) between lecturers and students about the evaluation date/s, online access time etc.

3.2.1 Teaching evaluation requests for 2012

Teaching evaluation requests received Teaching evaluations reports sent

• Postgraduate Supervision 0 • Postgraduate Supervision 0 • Postgraduate 58 • Postgraduate 48 • Undergraduate 474 • Undergraduate 421

Total number of requests: 532 Total number of TE reports sent: 469

Reasons for discrepancies in number of TE requests received and reports sent out to lecturers are: No TE response sheets received 44 Insufficient responses 4 Invalid data 5 TE request cancelled 10

3.2.2 Teaching evaluation requests per faculty

The distribution of teaching evaluations requests received per faculty:

Faculty Number Campus Total

1. Art, Design and Architecture 21 APB 21

15 APB 2. Economic and Financial Sciences 49 APK 83 19 SWC 12 APK 3. Education 15 3 SWC 19 APK 4. Engineering and the Built Environment 43 DFC 67 5 APB

95 Faculty Number Campus Total 2 APB 5. Health Sciences 11 APK 55 42 DFC 1 APB 89 APK 6. Humanities 114 21 DFC 3 SWC 1 APB 7. Law 17 APK 19 1 SWC 39 APB 36 APK 8. Management 97 13 DFC 9 SWC 41 APK 9. Science 19 DFC 61 1 SWC Total for 2012 532 532

3.2.3 Total number of teaching evaluation requests per campus

UJ Campus Number of Teaching Evaluations APB 83 APK 274 DFC 138 SWC 37 Total 532

3.2.4 Module evaluation requests for 2012

Module Evaluation Requests received Module Evaluation Reports sent Postgraduate 10 Postgraduate 10 Undergraduate 258 Undergraduate 221 Total number of request: 268 Total number of ME reports sent 231 Reasons for the discrepancy in number of ME requests received and reports sent out to lecturers are:

No completed ME responses sheets received from lecturers 27 Insufficient responses 4 Invalid data 3 ME request cancelled 3

96 3.2.5 Module evaluation requests per faculty

The distribution of module evaluations per faculty:

Faculty Number Campus Total

1. Art, Design and Architecture 28 APB 28 11 APB 2. Economic and Financial Sciences 4 APK 27 12 SWC 9 APK 3. Education 10 1 SWC 10 APK 4. Engineering and the Built Environment 21 11 DFC 6 APB 5. Health Sciences 13 APK 24 5 DFC 2 APK 6. Law 3 1 SWC 4 APB 24 APK 7. Humanities 33 4 DFC 1 SWC 27 APB 8. Management 16 APK 52 9 SWC 57 APK 9. Science 11 DFC 70 2 SWC Total for 2012 268 268

3.2.6 Total number of module evaluations requests per campus

UJ Campus Number of Module Evaluations APB 48 APK 120 DFC 75 SWC 25 Total 268

3.2.7 Reflections on teaching and module evaluation

During 2012 CPASD continued to update the teaching and module evaluation databases from the 469 teaching evaluations that were conducted across the nine faculties, with a total of 30 246 student responses; and from the 231 module evaluations that were conducted, with a total of 12 973 student responses.

The high levels of participation of academic staff in the faculties indicate that academic staff at UJ have begun to focus seriously on improving their modules and their teaching and learning practices. The lack of staff capacity in CPASD makes it

97 challenging to offer support on an individual basis, though individual consultations do take place on request; it is more realistic to offer workshops on requested aspects of teaching and learning. We are also not in a position to analyse the open-ended questions, though student responses are typed up and sent through to the member of staff being evaluated.

The Teaching and Module policy is due for review in 2013. CPASD will review the policy and procedures in collaboration with the STLC task team that was appointed in 2012 to consider revisions to the Senate approved questions and to submit a proposal to STLC.

Although the students’ perceptions of their lecturers are important, these only provide one perspective on teaching and learning. A holistic criterion-based approach, which includes peer evaluation of teaching, would provide richer data and perspectives on the teaching and learning practices of academic staff, and would allow for more targeted approaches to improving teaching and learning.

3.2.8 Peer evaluation of teaching

The distribution of peer evaluation workshops in 2012:

No of Faculty Department Date HoD Participants Applied Information Dr Carl Management 28 Feb 2012 12 Systems Marnewick Computer Science Science and Software 22 March 2012 Prof Elize Ehlers 9 Engineering Prof Annemarie Science Zoology 13 April 2012 12 Oldewage Prof Thea de Wet Humanities Anthropology 03 May 2012 Dr Carina van 2 Rooyen Applied Information Dr Carl Management 31 May 2012 16 Systems Marnewick

Sports and Movement Prof Yoga Health 07 August 2012 9 Sciences Coopoo

Law Private Law 14 August 2012 Prof J.L Neels 4

Ms Barbara Van Health Radiography 17 August 2012 11 Dyk

Dr Laetitia Den Science Chemistry 21 August 2012 8 Drijver

Sports and Movement Prof Yoga Health 28 August 2012 6 Studies Coopoo

TOTAL 89

98 3.2.9 Reflections on peer evaluation of teaching

Peer evaluation of teaching (PET) was rolled out in 2012 as a separate process from other programmes in staff development. A suggestion for 2013 is to have a more integrated approach in which PET either feeds into or form part of other related programmes such as curriculum development and student evaluation of teaching.

3.3 Staff Qualifications Programme and Research Development

3.3.1 Development of database and Work Plan SQP M (progress report)

The Staff Qualifications Programme has been running since 2009 and has been offering support to Faculty staff that are required to complete their Master’s degree by the end of 2011.

During 2012 progress of the academic staff members studying towards their master’s degree was monitored against work plans submitted in February 2012; their progress reports were subject to verification by Heads of Departments.

Letters were issued by Prof Habib on the 07 September 2012 to remind the SQP M participants that the Master’s support will conclude at the end of 2012 and that the expectation is that participants will have submitted their Master’s dissertation for assessment by the end of 2012 or in certain cases have completed a preparatory qualification. In some well-motivated cases alternative arrangements for completion have been made: colleagues will be required to demonstrate that they have made substantial progress during the course of 2012 and will complete promptly in the following year. Those who were not in a position to submit by the end of 2012 were advised to discuss the lack of progress urgently with their Head of Department and/or Dean.

99 Overview of SQP M progress 2012

The table below provides an overview of the current status of the Master’s Staff Qualifications Programme (SQP-M).

2013 2010 2011 2012 FACULTY complete Resigned Exempted Dismissals By end 2013 2012 and Jan 2013 Master's Completed Master's Completed Master's Completed Master's Completed Subtotal: required to Staff without Masters without Staff 2013 Project outcome Still complete master's Master's Submitted end

FADA 15 0 3 3 9 3 2 1 0 0 3

33 6 4 2 21 1 1 1 3 1 17 FEBE Junior degrees 2 junior degrees 63 39 5 2 17 2 2 2 1 1 10 FEFS Junior degrees 1 junior degree 1 junior degree 30 0 5 0 25 2 4 3 4 15 HEALTH Junior degrees 1 junior degree 1 junior degree 1 junior degree

LAW 6 0 2 0 4 2 1 0 0 0 1

HUM 11 1 3 0 7 2 0 2 2 0 3

MAN 34 4 5 1 24 9 3 3 3 0 9

SCIENCE 1 0 0 0 1 0 0 0 0 0 1

TOTAL M's 193 50 27 8 108 21 13 7 13 6 61 7 junior TOTAL JUNIOR DEGREES 3 junior degrees 2 junior degrees 2 junior degree degrees 7 in total Total completed M's 21 13 7 0 6 47 Outcome as % against required total of 105 % of 108 % of 108 % of 108 % of 108 % of 108 Accumulative % Master's 19.44 31.48 37.96 43.52 Master's plus junior degrees 22.22 36.11 42.59 53.48

* Notes: 1. The base line figure of academic staff required to complete a master's increased, following on the change in UJ retirement age, with several additional staff now included. 2. Academics who had indicated that they would resign withdrew their resignations towards the end of 2012, which again increased the base line figure.

100 3.3.2 Progress towards achieving Staff Qualifications Programme goals

The majority of academic staff at UJ without a master’s degree are now registered for a Master’s degree.

Project expenditure Expenditure has been carefully managed: • Workshop programme: With the integration of SQP into the CPASD, the workshop programme is now being funded jointly by both cost centres, which allows for some economies of scale; • Applications for teaching relief and research funds did not realise as expected. It should be borne in mind that participants should only apply funding once they reach the writing up stage of their research; hence funding expenditure can be expected to peak during 2013; • It was found essential for sound project management to appoint a 5/8 administrative assistant for the project.

3.3.3 Development of database and Work Plan SQP D (progress report)

The purpose of the SQP D programme is to support academic members of staff who are already studying towards their doctorates. The programme was established due to a strategic decision taken by the UJ Management Executive Committee to assist permanent academic staff to complete their doctoral degree by providing them with the following support: • Fee remission for staff registering at other South African universities, strictly as per Conditions of Service, and administered by HR; • A once-off allocation of R6000 in research funding; • An on-going programme of research development workshops and seminars; • Faculty-driven writing support, such as writing mentors, writing circles, and support through the UJ Writing Centres; • Assistance in obtaining teaching relief. Participants are expected to use available sabbatical leave as per conditions of service. Thirty one academic staff members have now joined the SQP D programme.

SQP D Submitted for Faculty Completed Participants assessment Art, Design and Architecture 1 0 0 Education 1 0 0 Engineering & the Built Environment 9 0 1 Economic & Financial Sciences 1 0 0 Health Sciences 5 0 0 Law 0 0 0 Humanities 6 1 1 Management 5 0 0 Science 2 0 2 ADS 1 0 0 TOTAL 31 1 2 SQP D participants submitted bi-annual progress reports against their approved work plan, as confirmed by the HoD and the supervisor.

101 3.3.4 Research and Supervision Development

Participant Topic Facilitator/s Date/s Numbers

RESEARCH DESIGN & METHODOLOGY

Data Analysis Prof Brigitte Smit 28 May 30 Using Atlas.ti for Qual Data Analysis Prof Brigitte Smit 29 May 20 Using Zotero Prof Natasha Erlank 12 June 7 SPSS for Novices Richard Devey 13 June 15 Consultations on research design Prof Max Bergman 21 June 13 Mixed Methods Research Prof Max Bergman 16 July 8 Boundary-crossing in research: 5 June 33 Prof Johan Mouton opportunities and challenges

RESEARCH WRITING

Editing your Writing Prof Craig Mackenzie 31 May 16 The End Game: Completing the 7 June 20 Prof Dan Remenyi Dissertation/Thesis & Getting Published How to get published: insights from a 17 July 12 Prof Max Bergman journal editor Writing the Literature review Dr Kerryn Dixon 2 August 15 Editing your Writing Prof Craig MacKenzie 14 August 8

POSTGRADUATE SUPERVISION DEVELOPMENT Boundary-crossing in research: Prof Johan Mouton; 5 June 24 implications for supervision Prof Lionel Posthumus; Prof Shireen Motala Postgraduate Supervision for New and 6 June 19 Prof Johan Mouton Inexperienced Supervisors Research Design and Postgraduate 17 July 12 Prof Max Bergman Supervision

THE SCHOLARSHIP OF LEARNING & TEACHING

SoTL and Writing for Publication, with a 27 July 17 focus on metacognition, reflective skills Dr Laura Dison and first year students SoTL: CHAT as a lens in Researching 3 October 11 Teaching and Learning in Higher Prof J de Beer Education WRITING RETREATS Prof Trotskie- de Bruin 31 Oct – 2 Writing Retreat 1 (three days) 12 Dr Ruth Albertyn Nov Writing Retreat 2 (three days) Prof Trotskie- de Bruin 3-5 Dec 6

Total no events: 19 Total no attendees: 298

A range of formal research capacity development opportunities was offered to staff in 2012. More clearly defined focus areas (with some obvious overlap) emerged: research design and methodology; research writing; postgraduate supervision development, including the Postgraduate Supervision Forum; Writing for Publication retreats, and the Scholarship of Teaching and Learning. Across the faculties, there

102 was significant involvement in the Scholarship of Teaching and Learning (SoTL) from lecturers whose primary interest is teaching rather than research. In some faculties, there is evidence that domain-specific SoTL communities are developing out of the cross-faculties SoTL community. SoTL has proved to be a focus area where the close links between teaching and research can be fostered. Events were generally well-attended, and in some cases not all lecturers wishing to participate could be accommodated, as with the popular three-day writing retreats.

The formal development opportunities listed in the table provide a limited perspective of research capacity development, as they are only a part indication of the work with staff. In addition numerous individual consultations took place, to foster and encourage the development of the knowledge and competencies required for research and the supervision of postgraduates.

3.4 CPASD staff activities 2012

3.4.1 International conference attendance and delivery of papers during 2012

Name of person Name of Conference Title of Paper EAIR 34th Annual Forum Dr HM de Lange & What’s the story with class in Stavanger, Norway Prof CM Fourie attendance? 5-8 September 2012 EAIR 34th Annual Forum If I had to do it all over again, Prof CM Fourie & Dr in Stavanger, Norway would I? HM de Lange 5-8 September 2012

3.4.2 National conference attendance and delivery of papers during 2012

Name of person Name of Conference Title of Paper How is academic agency HELTASA Conference, 30 November possible? Exploring agency in Ms K Naidoo – 2 December 2012 context of curriculum development. Mr L Ditaunyane and Peer Evaluation of teaching in a HELTASA Conference, 30 November Ms Charlotte van der Higher Education institution: – 2 December 2012 Merwe (Co-authors) Process and Perception Postgraduate Supervision Learning Argumentation in Ms P Lamberti Conference, University of Development Studies Stellenbosch. 18 -21 April 2011

103 3.4.3 Research projects and activities

Name of the Research Activity Progress staff member project Research project to Postgraduate Research Collected data from establish the Compiled two questionnaires: 426 effectiveness of the questionnaires: students and 42 staff Dr HM de Lange, newly implemented 1. B Com Hons Students In process of analysis; Prof B Marx and teaching model of 2. Academic staff in the Repeated the research Prof A van der the Department of Accountancy for the 2012 group 466 Watt Accountancy department students and 40 academic staff. To be reported in 2013 Module review in Served on the module Review report submitted Commercial Review Panel to QPU Ms K Naidoo Accounting

Curriculum Research Ongoing implications of the Ms K Naidoo roll-out of the UJ’s teaching and learning philosophy

3.4.4 CPASD staff: Further studies

The following staff members are engaged in either their master’s or doctoral studies: • Ms P Lamberti is registered for a PhD and has made substantial progress on her doctorate. She intends submitting her thesis for assessment in 2013. • Ms K Naidoo completed the SANTRUST programme. She has made substantial progress in terms of completing the development of her proposal and drafting her conceptual framework. • Ms C van der Merwe did her first draft of her master’s degree proposal and will register in 2013.

3.4.5 Reports and policy documents 2012

Names of staff Additional Name of the Report members information Dr HM de Lange Comprehensive teaching and modules Report documents reports on the TE and ME of 2011 9 February 2012 STLC reports on: 2 May 2012 • New academic staff preparation 23 August 2012 • HOD: Induction 17 October 2012 • Teaching and module evaluations • SQP Master’s

104 3.4.6 Membership: Educational organisations

Names of staff Organisation/ status Field members Dr HM de Lange South African Journal for Member Higher education Higher Education (SAJHE)

Dr HM de Lange Council of Australian Directors Member Higher education of Academic Development Academic (CADAD). professional development Dr HM de Lange Professional and organisation Members Higher Education Ms C v d Merwe development association in Professional Ms K Naidoo higher education (POD) Development of staff (International Association) in HE

Dr HM de Lange Higher Education Learning & Members HE Professional Ms C v d Merwe, Teaching Association of South development of staff Ms K Naidoo Africa (HELTASA) in the HE Ms P Lamberti environment

Ms C v d Merwe Higher Education Learning and Member of the Professional Teaching Association of South SIG development of staff Africa management in the HE Heltasa Professional committee environment Development Special Interest Group (SIG) Ms P Lamberti South African Association for Member Professional Applied Linguistics (SAALA) development of applied linguists in the HE environment

4. GOVERNANCE REVIEW

The Centre for Professional Academic Staff Development forms part of the Division of Academic Development and Support. The Director participated regularly in the monthly ADS Executive meetings; Mr S Ditaunyane represented CPASD on the ADS ExCo. Within CPASD, line management involved regular discussions and meetings with staff to conceptualise and outline the key areas of the core business. These were aligned with the work allocation of the six staff members that resulted in specified job descriptions and KPAs.

Although the permanent positions within CPASD are now filled we have found it extremely difficult to meet all the demands from faculties and institutional priorities. With only one permanent administrative post, CPASD has had to employ administrative staff on a temporary basis. With four permanent staff members and a Director it has remained very challenging to meet the range of demands, especially in terms of the Teaching and Learning Strategy roll-out plan, the First Year Experience initiative and the high numbers of teaching and module evaluations.

105 5. FINANCIAL REVIEW

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT OF THE CENTRE FOR PROFESSIONAL ACADEMIC STAFF DEVELOPMENT FOR 2012 Cost Centre: 127000 Entity Expenditure Budget Amount Spent number 31000 Personnel Remuneration 31200 Salaries R 2,763,632.64 R 2,908,705,68 31300 Temporary salaries R 317,797.68 R 354,962,81 Other (Consulting and Contract 31400/31500 R 0.00 R 0.00 Costs) SUB TOTAL R 3,081,430,32 R 3,263,668,49 32800 - 41900 Operating Costs R 461,645.64 R 382,167,53 44300 - 44700 Capital Expenditure R 17,317.00 R 50,771,43 TOTAL R 3,560,392,96 (R 3,696,607,45) *The overspending of R136214.49 is located in Personnel Remuneration

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT OF THE STAFF QUALIFICATIONS PROGRAMME FOR 2012 Cost Centre: 140610 Entity Expenditure Budget Amount Spent number 31000 Personnel Remuneration 31200 Salaries R 0.00 R 0.00 31300 Temporary salaries R 513,679.52 R 383,851.79 SUB TOTAL R 513,679.52 R 383,851.79 32800 - 41900 Operating Costs R 933,528.53 R 1,263,967.05 33600 Consulting and Contract Costs R 25,000.00 R 0.00 TOTAL R 1,472,208.05 R 1,647,818.84

The over expenditure on the Staff Qualifications Programme budget occurred through the request, late in the year, that this budget accommodate a substantial initial payment for the SANTRUST programme. (This overspend was accommodated within the overall ADS budget.)

6. QUALITY SYSTEMS AND PROCESSES

6.1 Quality Management Systems / Processes

Strategies followed and mechanisms used during 2011 to improve the quality of all activities of the CPASD were:

106 In terms of all workshops offered by CPASD: • A planning check list was developed and monitored against each activity to ensure the effective presentation of the programme; • Topics were decided upon in collaboration with staff at CPASD and faculty staff in order to ensure their relevance to academic practice at UJ; • Presenters were briefed on the purpose of the programme and CPASD’s expectations of their input; • An evaluation form was developed for workshop participants. The data analysis resulted in a report on the workshop and was used to improve the following sessions; • Materials were evaluated to ensure quality.

In terms of teaching and module evaluation: • One-on-one sessions were held with CPASD staff on writing a teaching and module evaluation report, capturing data from the questionnaires and interpreting data; • Each report was checked for correctness; • Staff involved with teaching and module evaluation submitted a schedule of TE and ME every Monday after a fixed weekly meeting; • Teaching and module trend reports were timeously completed by the end of 2012.

Effectiveness and efficiency of quality assurance: • The workshops, group and one-on-one sessions with academic staff regarding professional development seemed to be very effective with regard to the quality of the presentations at the workshops. Unfortunately, lack of capacity in the Centre limited the number of follow-up and additional professional development sessions and workshops that were possible; • Academic Preparation sessions were considered very effective, in terms of the feedback received from attendees; • Working in collaboration with a dedicated academic staff member in the departments and faculties proved to be a useful strategy; • Consultations with Professional Development representatives in the faculties ensured that needs were met; • Regular CPASD meetings sought to build further capacity and to ensure that all were working towards a common goal.

7. RISK MANAGEMENT

The following were identified as potential risks to the successful implementation of the activities of the CPASD: • Lack of understanding in Faculties of the Teaching and Learning Philosophy: to minimise this risk a decision was taken to infuse all our workshops with the framework of the “learning-to-be” philosophy; • Selective buy-in of academic staff into the Teaching and Learning Strategy; • Lack of coherence in the Teaching & Learning domain: Centres in ADS worked towards better collaboration through individual and collaborative initiatives and the ADS Professional Development and Collaboration Committee;

107 • Lack of capacity (expertise & staff) on all campuses, which will only be addressed when the capacity of the CPASD is increased. In order to minimise this risk CPASD staff are encouraged to study towards either a masters or doctoral degree; and CPASD draws on UJ academic staff to assist with the presentation of teaching, learning, assessment and research development workshops; • Lack of capacity to process all teaching evaluation requests and write reports: CPASD implemented a system where the teaching and module evaluation reports were electronically generated, and faculties agreed to utilise their own resources in conducting teaching and module evaluations on all campuses; two temporary staff members were employed to assist; • Limited capacity to support academics in developing teaching portfolios.

The staff of the Centre acknowledge these risks and have approached them as challenges, with the result that several risks were successfully minimised during 2012.

8. STRATEGIC THRUSTS FOR 2013

In September 2012 an MEC decision was announced that the CPASD as a centre would be dissolved with the functions being re-distributed to PGC and ADC. The Professional Academic Staff Development (PASD) functions were to move into the Academic Development Centre (ADC), and the staff qualifications and research functions into the Postgraduate Centre.

As a result, a third unit was established within ADC which is to be dedicated to staff development. The three ADC units will therefore be Student Access (extended programmes), Student Success (Learning Development, Literacies Development and Tutor Development) and Professional Academic Staff Development. These three functions have historically worked together and collaboration has grown in breadth and depth over the past year or two, with ADC increasingly implementing staff development as a means of extending their capacity, and CPASD often drawing on ADC staff for involvement in their staff training and development initiatives. By combining the functions of academic development and professional academic staff development, the possibility of closer and more seamless cooperation has been created. At the same time it is important to keep the three focus areas clearly defined within the ADC, which is to happen in terms of the three discrete units, and the appointment of a Head for Staff Professional Development.

During 2013, PASD will be settled within ADC and cooperative approaches will be tested to identify optimal ways in which resources can be shared and the mammoth task of professional academic staff development at UJ be accomplished most effectively. The existing strategic thrusts will remain until they have been further refined in terms of the new environment for PASD.

108 9. REFLECTIONS

The professional academic and research activities that CPASD staff engaged in during 2012 reflect their contribution to the holistic professional development of academics in the UJ. More specifically, despite being a small Centre it has made a substantial contribution to enhanced quality in the realms of teaching, learning, research and academic leadership.

CPASD has gained prominence over the years and this is indicative in the numbers of academic staff that have utilised its services in 2012. Feedback, most of which is positive, is a further indication of the contribution of CPASD. Staff in CPASD have worked tirelessly to ensure that their offerings were relevant, met the needs of academic staff and were informed by current research and debates in higher education. CPASD staff will continue to be functional experts in professional development in their new environments in the Academic Development Centre and in the Postgraduate Centre.

109 CENTRE FOR PSYCHOLOGICAL SERVICES AND CAREER DEVELOPMENT (PsyCaD)

1. STRATEGIC PLAN

With the Centre for Psychological Services and Career Development (PsyCaD) maturing and the landscape of Higher Education continuously shifting, 2012 was a year of reflection and improvement. While PsyCaD’s vision remains to be a Centre of excellence for psychological and career services, its mission is to contribute to the academic project of UJ by providing the University of Johannesburg and the broader community with developmental, preventative and curative services, through psycho- social-cultural, academic, therapeutic and career development interventions. Our motto of “being there for you when it matters most”, together with our values of meaningful engagement with stakeholders and clients, driven by responsibility, accountability, relevance and ethical principles, guide PsyCaD in our endeavours to enhance the academic success of UJ students and staff. At the same time, PsyCaD is an HPCSA accredited Internship organisation for the professional training and development of Intern Counselling Psychologists, Intern Educational Psychologists and Intern Psychometrists, all of whom complete internships with PsyCaD annually.

Of considerable significance during 2012, however, was a key change in PsyCaD’s paradigm of work, implemented from the start of the year: a change from a curative and reactive paradigm, to a preventative, developmental and proactive paradigm. This necessitated some shifts in PsyCaD’s strategic thrusts and a re-alignment of strategy to synchronise with UJ’s vision. During 2012 PsyCaD worked to the following strategic thrusts: 1. Providing a foundation of psycho-social-cultural, academic and career services to support UJ students, staff and the broader community. 2. Implementing preventative and developmental psycho-social interventions to enhance student and staff wellbeing and academic success. 3. Improving access to career resources and career counselling to prospective students, UJ students and staff. 4. Advocating and providing holistic services to people with disabilities. 5. Positioning PsyCaD with a research mandate, and ensure an enhanced research ethos in PsyCaD. 6. Implementing and consolidating social networking as a means of communication with stakeholders. 7. Improving relationships with faculties and other important partners.

The integrated structure and holistic approach of PsyCaD is unique amongst Institutions in Higher Education in South Africa, and provides equitable services to UJ students and staff, on all four campuses. Apart from changing its paradigm and re-aligning its strategy to synchronise with UJ’s vision, PsyCaD also utilised 2012 to deepen relationships with faculties, support structures, student organisations and residences. Throughout the year, Psycho-social and Career services to PsyCaD partners were enhanced, expanded and deepened.

110 This is evident in the following: • When necessary, PsyCaD reacted on unfortunate and sad events in UJ and provided trauma counselling on the spot. • PsyCaD entered the arena of social networking in order to reach more students and staff. This included Facebook and Twitter. By means of these social networking vehicles, some preventative, developmental and curative work was done. • PsyCaD ensured excellent equitable services by upgrading the SWC office. • PsyCaD launched a successful suicide awareness campaign. • Quality academic and Psycho-social support services were provided to a wide range of stakeholders in order to enhance academic success and developmental progress. • The quality of teaching and learning experiences of Intern Psychologists, Intern Psychometrists, and Work Integrated Learners wasi ensured. • Apart from the provision of high quality career services to relevant stakeholders, PsyCaD also provided a high quality Graduate Recruitment Programme by means of the Careers Portal, Thusanani project and Career fairs. In doing so potential employers, UJ graduates and diplomats were brought together. • Therapeutic services to UJ students and staff were expanded on all four campuses. • The 24-Hour Crisis Line became well-known and was increasingly utilised by students and staff of UJ. This service is available free of charge to students and staff. • The Office for People with Disabilities (PwD) ensured high quality services and optimal functioning of PwD functions at UJ. • The Office for Work Integrated Learning (WIL) ensured that tasks of WIL at UJ functioned optimally. • PsyCaD actively participated in and contributed to the UJ First Year Experience, and First Year Orientation programme. • PsyCaD also assisted in the Top Achievers project of UJ, by active engagement with UJenii. • By effective marketing and the efficient utilisation of Peer Buddies, PsyCaD and its services became entrenched in the fabric of UJ and well known amongst relevant stakeholders. • During 2012, PsyCaD built on the multi-cultural learning community and contributed to the transformation in UJ by actively participating in the Transformation project, and by ensuring high quality equity appointments. • PsyCaD contributed to UJ Community Engagement by actively engaging in a number of projects. • Quality and professionalism, as well as excellence of service delivery according to the highest standards on all four campuses, remained a priority. • PsyCaD always strives to contribute to the optimisation of the functioning of the ADS Division by providing leadership and forming partnerships with her sister Centres. During 2012, these relationships were deepened and expanded throughout the year. • The performance management process in PsyCaD was used in a developmental way and attempted to maximise the motivation and effectiveness of staff, within a culture of transformation.

111 • The research culture of PsyCaD was further developed and a number of accredited journal articles, chapters in textbooks and national and international conference papers of high quality, were published. The Director of PsyCaD, Prof G. Pretorius presented two papers at the 6th European Conference on Positive Psychology in Moscow, Russia. A number of PsyCaD staff members presented at the 30th International Congress of Psychology, in Cape Town, South Africa. This included six papers, three posters and a symposium comprising four presentations. • PsyCaD generated an income of R1, 918043.00 during the year.

As the Higher Education landscape of South Africa and the University of Johannesburg shifts and changes continuously, the student and staff cohort expresses new and different psycho-social-cultural and career needs. In order to pro-actively meet the emerging needs of the UJ community, PsyCaD made considerable progress during 2012 in contributing constructively to the holistic success of students and staff. In line with UJ, PsyCaD is a vibrant, dynamic and organic organisation. PsyCaD will ensure that it meets the needs of all its partners in a pro-active way by broadening and deepening its work within the vibrant and dynamic context of UJ and Higher Education in South Africa.

112 2. EMPLOYEE PROFILE ANALYSIS

2.1 Organogram

Director Board of Governance Prof H.G. Pretorius (APK B5)

Management Team comprising: Six Team Leaders Special Operations Officer: Ms C. Olivier Financial Officer: T. Gamede Administrator: Ms I. Degenaar Psychometrists: Ms S. Botha Ms F. Jogie Ms K. Mintram * Research Assistant: Mr B. Morgan * Virtual Liaison Assistant: Ms R. Sklar * Web Editor: Mr K. Reddell * Programme Developer: Ms S. Kempen * 16 Intern Psychologists Psychometrists (Across sites)

Career Services: Therapeutic Services: Academic Service Team Leader: Mr I. van den Berg (APK C-Ring) Team Leader: Mr K. Mashaba (SWC) Team Leader: Ms Z. Asmal (APK C-Ring) Graduate Recruitment: Ms L. Scheepers (APK C-Ring) Psychologist: Ms L. Primo-Naidoo (APB) PWD Administrator: Mr A. Nkuna (APK C-Ring) Psychologist: Ms W. Human (APK C-Ring) Psychologist: Ms P. Maruping (DFC) PWD Technical: Mr N. Mongwe (APK C-Ring) Psychologist: Ms Y. Nonguaza (DFC) Psychologist: Ms L. De Wee (APK C-Ring) Psychologist: Mr L. Pon (APK C-Ring) Psychologist: Ms S. Mansoor (SWC) Psychologist: Ms N. Reddy (DFC) Psychologist: Ms C. Wolfensberger (APK C-Ring) **Career Consultant: Mr K. Rabotho Psychologist: Ms T. Nxumalo (APK C-Ring) Psychologist: Vacant (APK C-Ring) **Career Consultant: Ms K. Gunya (Across sites) *Psychologist: Ms L. Cayzer (SWC) *PWD Editor: Ms L. MacDiarmid (APK C-Ring)

Psycho-Educational Services: Team Leader: Dr A. Fourie (DFC) Psychologist: Ms L. Abdool-Gafoor (APK) Shared Services: Psychologist: Ms N. Boshoff (APB) Team Leader: Ms S. Taylor (APB) Psychologist: Ms M. Naicker (APB) Administrative Assistants: Ms B. August (APK B5), Ms K. Thomas (APK C-Ring), Ms E. Beech (APB), *Peer Buddies (Across sites) Mr P. Boleu (DFC), Ms R. Mosime (SWC), Ms M. Lottering (APK C-Ring) Office Administrators: Ms C. Olivier (APK C-Ring), Ms L. Tatayas (DFC), Ms R. Ntuli (APB), Ms K. Mosoge (APK B5) Training and Development Services Information Technologist: Ms X. Mulaudzi (APK B5) Team Leader: Ms T. Le Roux (APK B5) Internal Assistant/ Messenger: Ms G. Moyana (APK B5) Psychologist: Ms M. van Rooyen (APK B5) Work Integrated Learners (Across sites) *13 Intern Psychologists (Across sites)

* Temporary appointments ** Three year fixed term contract

113

Conceptual model of PsyCaD functions 2012

114 2.2 Equity Profile

Centre for Psychological

Services and Career

Development (PsyCaD) Employees African Coloured Indian White Male Female Total P5: 1 1 1 Director P6: Team Leader: Shared services/ WIL 1 1 1 Coordinator P7: 5 4 5 5 3 16 19 Psychologists P8: 1 1 3 1 4 5 Psychometrists, Financial Officer P9 - P10: Coordinator: Graduate Recruitment 3 3 6 6 Programme, Administrative Officers P11 – P12: Administrative Assistants, Administrative Assistant: PwD, 3 2 2 5 2 7 Information Technology Assistant, Administrator to the Director P13 – P15: 1 1 1 Internal Assistant

Sub Totals 13 6 6 15 9 31 40 Total 40 40 40

* For reporting purposes, the number of Asian employees is included in the Coloured classification.

3. CLIENT PROFILE AND CORE BUSINESS ANALYSIS

As a Centre, it is the core business of PsyCaD to contribute to the academic project of UJ by providing psycho-social support and career development to UJ students, faculties and staff. PsyCaD is present on all four campuses and prides itself that all psychological services are delivered equitably on all campuses, to all relevant stakeholders and clients. It is further the core business of PsyCaD to provide an outstanding Internship training programme for Intern Counselling and Educational Psychologists, as well as Intern Psychometrists from the faculty of Management. PsyCaD also provides practice placements for Master’s Degree students in the faculties of Humanities and Education.

Conceptually, the core business of PsyCaD is delivered through six Service Units, Psychometrists and the office of the Director, which, apart from strategic matters, includes Finances and Operations. The core business for 2012 will be reported on, according to the various Service Units, namely: • Academic services, which included People with Disabilities (PwD) during 2012;

115 • Career services; • Therapeutic services; • Psycho-Educational services; • Training and Developmental services; • Shared services; and • Psychometrists.

3.1 Academic Services

Employee Profile Analysis Ms Zubaida Asmal Team Leader Mr Leong Pon Psychologist (until August 2012) Ms Susanne Stokes Psychologist (from April 2011) Ms Leonora Cayzer Psychologist (from August 2012) Ms Celeste Wolfensberger Le-Fevre Psychologist O: PWD Mr Nhlahla Mongwe Administrative Assistant (Technical) O: PwD Mr Ashmore Nkuna Administrative Assistant O: PwD Ms Wendy Mapaku O: PwD case worker and Administrative Assistant

3.1.1 Client Profile and Core Business Analysis

In 2012 Academic Services has maintained its commitment toward providing support services to students to enable them to achieve their personal and academic goals by enhancing their mental and emotional health, interpersonal relationships, academic performance and transition into University life. We continued to forge partnerships with other UJ support functions and Faculties in an attempt to address the diverse psycho-educational and psycho-social needs of our students. The above further serves the overarching purpose of enhancing student retention, throughput and the eventual holistic success of UJ students.

This annual report presents our commitment to deliver accessible, professional and quality services, with the data reflecting all efforts in meeting our aims.

Academic Services flowchart

Academic Services

Faculty FYE O:PwD Liaison

Course Walk Orientation Extended Academic Academic SafeNet Cancellation in/Advisory of FYS Orientation Counselling Assessments Counselling Service

116 First Year Experience (FYE)

The transition and adjustment of First Year Students (FYS) remains a priority for the University and in this regard PsyCaD continues to play a collaborative and active role in easing this transition for these first time entrants.

The 2012 academic year was set in motion with the late-application process and the facilitation of First-Year Orientation workshops to all faculties across all campuses.

PsyCaD First Year Student (FYS) Needs Analysis during Orientation In an effort to gain an understanding of the FYS and their needs a survey was conducted after each Orientation workshop session. The following areas were explored:

Population Group Distribution

Population group Frequency Percentage

No Indication 17 1 Asian 12 0 Black 2875 81 Coloured 143 4 Indian 108 3 White 378 11 Other 7 0

81% respondents were Black, 4% Coloured, 3% Indian, and 11% White. 1% of respondents did not indicate the population group that they belong to.

Student Distribution in the Nine Participating Faculties

Faculty Frequency Percentage No Indication 7 0 Art Design and Architecture 208 5 Economic and Financial Sciences 919 23 Education 522 13 Engineering and the Built Environment 424 11 Health Sciences 403 10 Humanities 477 12 Law 232 6 Management 322 9 Science 428 11

117 The Type of School the FYS Matriculated from

Code School Frequency Percentage 0 No Indication 181 5 1 Inner City 241 7 2 Suburb 906 26 3 Small Town 260 7 4 Rural 590 17 5 Former Indian 42 1 6 Former Coloured 20 0 7 Township 884 25 8 Private 416 12

5% of respondents did not indicate where they matriculated (these may include International students). 7% completed their Matric at an Inner City School, whilst another 7% come from a Small Town school. 26% were schooled at a Suburban school, whilst 25% come from a Township school. 1% indicated that they were schooled at a Former Indian school whilst 0-.5% was schooled at a former Coloured School. 12% of the respondents were from Private schools.

The Psycho-Social and Emotional Extended Orientation Needs of FYS Students

Frequency of Frequency of Orientation response: No / response: No indication Yes Adjustment to university 1235 2305 Managing test and exam anxiety and stress 744 2796 Managing my roommates 2793 747 Making and keeping friends 2240 1300 Managing my finances 1633 1907 Gender, Sexuality, Sexual Orientation and Sexually Transmitted Infections 2563 977 Know your limits - Alcohol intake and substance abuse 2677 863 Interview skills, CV writing and Job searching skills 1067 2473

The following top 5 themes of interest emerged: i. Managing Test and Exam Anxiety ii. Interviewing Skills, CV Writing and Job Searching iii. Adjustment to University iv. Managing my Finances v. Making and Keeping Friends

These themes were addressed in the form of an online resource known as “Kgati’s Survival Guide” and as workshops for ii above.

118 Value of the Orientation Presentation to FYS The majority of students agreed / strongly agreed that the presentation was suitable for them, answered the questions they have as new UJ students, that the content was clear and understandable and had increased their knowledge about UJ services; they now know where PsyCaD is situated on their campus. They had enjoyed the presentation and felt that it had been worth their time and effort.

FYE Workshops PsyCaD collaborated with the Sports Bureau to promote the emotional and social wellbeing of their First Year Students (FYS). The Intern Psychologists assumed responsibility for the development and delivery of workshops. Supervision of the Intern Psychologists with regard to these workshops was done by the PsyCaD FYE Process Coordinator and the Training and Development Services Unit.

During 2012, several workshops were developed for the Sports students; attendance varied considerably (refer to the table below). The workshops were advertised by the Sports Bureau to their students and sms’ were sent out to them as a reminder.

DATE Life Skill No. of attendees 29 February 2012 Adjusting to University 24 (Compulsory 1st year students) 23 May 2012 Stress Management 5 25 July 2012 Understanding Diversity 41 15 August 2012 Effective Conflict Management 18 29 August 2012 Communication Skills 20 12 September 2012 Highly effective Leadership 0 26 September 2012 Balancing your life 7 10 October 2012 Dealing with burnout 14 24 October 2012 Relationships 4

Research by the Intern Psychologists responsible for the workshops revealed that the workshops contributed to the athletes’ daily lives by providing them with skills that are not necessarily focused on the sporting field. Many students reportedly enjoyed the workshops and stated that they found them useful. Students further reported that they would like an opportunity to engage in individual support and felt that this component should be made compulsory. The Intern Psychologists also commented that there was a lack of attendance by athletes, but those who did attend participated fully. It was found that students were more inclined to participate when practical activities were introduced.

These findings were discussed with the Sports Bureau, and it was requested that workshops also focus on supporting students to become active and responsible participants in all aspects of their lives, namely, personal, academic and professional. At the request of the Sports Bureau, there will be increased collaboration by all stakeholders in this initiative throughout the year. Furthermore, to improve attendance and participation the workshops will be more interactive.

The proposed programme for 2013 includes the following topics:

119 • Adjusting to University (Compulsory for 1st year students); • Limiting stress and exam anxiety; • Motivation – Striving to actualize my potential; • Just do it! (Developing a healthy and empowering attitude towards my studies); • Effective communication; • Balancing your life; • ‘Aiming for the Goals’ (Holistic wellbeing and development); • Preventing burnout; and • Relationships.

PsyCaD professionals liaised with Faculty members and presented workshops on request as part of the FY extended orientation initiative. A total of 24 workshops were presented by PsyCaD professionals to FYS during 2012, with 11 of these workshops being presented in residences across all 4 campuses.

FYS Professional Services Additionally on-going professional services in the form of psychotherapy, career assessments and career development were provided to FY students. As indicated in the pie chart below, PsyCaD professionals saw 789 First Year Students for a total of 1439 individual career and psychotherapeutic interventions in 2012. There was a slight decline in the number of FYS interventions, yet FYS still remain as the highest proportion of overall clients attended to at PsyCaD for individual psychotherapy and counselling. In 2013 there will be an increased focus by PsyCaD on therapy awareness and preventative initiatives. These include more attention given to faculty liaison, and workshops to promote improved student academic engagement and self-development.

Clients by Year 2012 Honors Masters Professorate 4% 1% Doctorate 0% 4th & 5th Year 1% 8% 1st Year 32% 3rd Year 27% 2nd Year 27%

Of interest was that FYS in particular attended sessions at PsyCaD of their own accord (59%), with Academic Staff and PsyCaD Professional referrals jointly making up 25% of the referral base (refer to the pie chart below). This may be indicative of students becoming more self-aware and possibly realising the support services available at PsyCaD. As we strive towards preventative and developmental approaches in therapy and student support, this trend should possibly be further researched.

120 First Years: Percentage of referral sources

PSYCAD OTHER SUPPORT ACADEMIC STAFF PROFESSIONAL STAFF ALL INCL PWD 1% 12% 13% OTHER MEDICAL OTHER PROFESSIONALS 6% (EXTERNAL) CAMPUS HEALTH 0% 2% PEER BUDDIES/ SELF IOHA PEERS/SRC 59% 7% 0%

FYE-related Faculty Liaison for 2012 As part of the FYE initiative at UJ, PsyCaD psychologists have liaised with faculties to create awareness of PsyCaD services. The rationale for increased faculty liaison was to understand faculty and FY student needs, and to engage in preventative measures to reduce student drop-out rates.

During the course of 2012, PsyCaD professionals furnished Heads of Department and lecturers with information about workshops and student support initiatives, and presented various workshops as part of the FYE extended orientation initiative.

Based on information received from PsyCaD professionals, there is significantly more collaboration with the Faculties of Management and Humanities (together comprising 50%) than with other faculties.

There have been several comments by professionals that they find it difficult to get ‘buy-in’ from faculties to collaborate on preventative interventions such as workshops. However, it has been the experience on SWC that there in increased collaboration between PsyCaD and various departments with particular focus on student motivation and on FYS taking responsibility for their progress (including the utilisation of support offered at UJ). There will be an increased focus from PsyCaD in 2013 to promote student engagement and holistic development during the FY extended orientation, and as such on-going collaboration with faculties will be strongly promoted.

Relationships developed with the International Office continue to be consolidated and PsyCaD was requested to be involved in the Orientation and Extended Orientation of International students (Full-time and exchange).

PsyCaD psychologists were also invited to attend and assist with the ADS SAFENET project which focused on the early identification of ‘at risk’ FY students.

FYE Extended In an effort to further reach FYS and extend the available support to transitioning FYS a new blog was created named “Kgati’s Survival Guide”. This has the added benefit of increasing student uptake of available resources, improving the visibility of the PsyCaD website and meeting students where they are – online. The Survival

121 Guide has been shared on the UJ web (www.uj.ac.za/Kgati) as well as on the Social Media site throughout the semester.

The Survival Guides focused on themes related to: adjustment to university, career exploration and development, finding a balance, studying skills, academic achievement and managing the demands of university life. Continuous tracking of how students interacted with these guides was made possible through Google Analytics – including social media.

The table below reflects the top 5 Survival Guides in terms of engaged users.

*Lifetime Post **Lifetime Kgati on Facebook Total Reach Engaged users Tune in to @UJfm! 70 8 Kgati Survival Guide 18: Special Edition: 38 5 PsyCaD F5 and F7 Services Kgati's Survival Tip No 17: Special Edition: 98 8 Career Assessments Kgati's Survival Guide: Special Edition Date 72 13 Rape Video 2 Kgati's Survival Guide: Special Edition Date 78 9 Rape Video 1 Is varsity meeting your expectations? Check out Kgati's 3rd Survival Tip: "Different 113 6 Expectations" http://bit.ly/w0oBq1

* Lifetime posts indicate number of students who accessed the page **Engaged users indicate the number of students clicking on a post

Office: People With Disabilities

See attached report (Annexure 1)

Faculty Liaison Project (FLP)

Developing and maintaining relationships in an effort to service the needs of Faculties and their students remains a priority for PsyCaD and in this regard dedicated PsyCaD Faculty Liaison representatives continue to be readily available and maintain regular links.

The following services have been provided to Faculty and their students by PsyCaD professionals:

Academic Counselling Academic counselling formed the cornerstone reason for referrals from Faculty to PsyCaD. Faculties request counselling for students in academic crisis, on academic probation, and who are facing exclusion or suspension.

122 By being responsive to the needs of students and understanding the connections between psychological and academic difficulties within the educational context PsyCaD psychologists were able to attend to the pressures on their clients caused by the demands of the student role. Student clients presented with issues connected with studying, time management, motivation, exam pressure and anxiety. Many personal problems also have an impact on a student’s ability to study and succeed academically.

Academic Assessments Academic assessments are completed where warranted for underperforming students referred by Faculties. Assessment findings and accompanying reports serve an important function in guiding Faculty decision-making regarding students and also serve as a means of identifying necessary areas of academic support. PsyCaD psychologists collaborated with Faculties and the Academic Development Centre to provide holistic support interventions.

CLIENTS SEEN PER CLIENTS SEEN PER FACULTY: F5 FACULTY: F7

EDUCATION

4%3% 1% EVALUATION AND PLACEMENT FEBE 7% 13% FADA 6% 3% EDUCATION FEBE 13% HEALTH SCIENCES 16% 10% FEFS

HUMANITIES 92% 32% HEALTH SCIENCES HUMANITIES

The above figures depict the number of F5/F7 assessments completed per month, with a total of 84 assessments completed for the year. As expected Faculty referrals peak in the early part of the first and second semesters.

Course Cancellation Counselling PsyCaD psychologists meet with Faculty referred students concerning course or programme withdrawal, to explore the reasons for cancellation, assist students in making more informed decisions and attempt to offer alternate solutions where possible.

The figures below are indicative of trends over the period 2009 to 2012. Overall there appears to be a slight increase in numbers of students cancelling their studies in 2012. This could be attributed to the increase in FYS enrolments each year.

123 Number of Course Cancellation Counselling Sessions per Year

762 718 601 529

2009 2010 2011 2012

The table below is reflective of the number of clients being referred to PsyCaD prior to cancelling their studies. Numbers peak during February and July, at the beginning of each Semester, when many students either experience dissatisfaction with their studies (February) or cancel their studies due to poor academic performance (July).

Clients per Year

Number of Percentage of Year Cancellations Cancellations 2009 601 23.03 2010 529 20.27 2011 718 27.51 2012 762 29.20

Clients per month

250

200

150 2009 100 2010 50 2011

0 2012 July May June April March August January October February December November September

The results (table below) suggest that the most prominent reasons for FYS considering cancellation relate to inappropriate study choice, poor academic progress, personal reasons and financial concerns. First Year students continue to make up the largest proportion of student cancellations, and the main reason for withdrawing appears to be dissatisfaction with their initial study choices (table below). Thus, the lack of adequate career guidance for school leavers together with

124 under preparedness for the demands of University, appear to be the primary contributors for FY student withdrawal.

Reasons for Course Cancellation 200 180 160 140 120 100 80 60 2009 40 20 2010 0 2011 2012 Health Personal Financial Adjustment Working Tuition and Progress Presentation Interruption Change Circumstances Poor Academic Approved Study Course/Career Path Course/Career

Course Cancellations per Year of study 450 400 350 300 250 200 150 2010 100 50 2011 0 2012 First Third Fourth Second Honours Masters/Doctoral

FYS Reasons for Course Cancellations

140

120 100 80 60 40 20 0 Other Health Personal Financial Emigration Working Adjustment Progress Tuition and Presentation Change Interruption Circumstances Poor Academic Poor Approved Study Approved Course/Career Path

125 Advisory Service The advisory service has turned into a useful point of quick access for UJ students and especially for urgent cases, where a risk assessment is initially undertaken to identify whether a student needs to be seen urgently for on-going sessions. In some instances the service is sufficient in itself, by allowing for a reasonable exploration of the client’s problem, defining the problem and helping the client find some solutions and take action for themselves.

A total of 3256 clients were attended to by psychologists on duty during the walk in / Advisory service. 73% of all clients attended to were UJ students with 15% being prospective clients, 6% external clients and 6% UJ staff members.

Client designation Designation

6% 0% 6% Not specified 15% UJ student

73% Prospective Student Externel Client

UJ students make up the largest number of walk in / Advisory Service clients. Students from the Faculty of Humanities and FEFS utilise the service in far larger numbers. Students mainly consult PsyCaD for career advice and other concerns, including financial, personal and other miscellaneous issues.

Faculty Overview

Faculty Overview 50 45 40 35 30 25 20 15 Percentage 10 5 0 Economi Not c and Educatio Engineer Health Humaniti Manage Specified FADA Law Science Financial n ing Sciences es ment /external Sciences 2010 45.8 0 14 3.4 3.4 2.2 15.6 3.1 7.2 5.3 2011 16.3 1 18 4.3 6.1 3.2 25 4 13.8 8.3 2012 20 0 18 7.3 8.8 2.6 25.3 2.7 8.3 7

126 Reasons for visit Reason for Visit

1000 800 600 400

Frequency 200 0 Poor Academic Disability or Therapy or Not Specified Career advice Other progress Special Needs Counselling (F5)(F7) 2011 54 54 779 3 20 265 2012 98 336 751 20 364 823

Recommendations made by PsyCaD psychologists include providing career information and advice, referral to ADC for learning support, referrals for individual therapy where warranted, referrals to relevant Faculties for Faculty related concerns and to the financial aid office.

Recommendations to Clients Recommendations

1200 1000 800 600 400 200 Frequency 0 Career Counselling/ Academic Refer to Refer to Assessment Development Student Therapy Other Faculty and Centre Finance Career/Aca… 2011 399 9 189 2 126 450 2012 965 151 325 223 606 108

3.1.2 Future Directions - 2013 • Upgrading of the Orientation DVD to make it more relevant and appealing to existing student cohort; • A re-launch of Kgati - planned for 2013, with amendments to the title (positively framed as “Kgati’s Guide to Success”), aesthetics, interactive style, as well as including interactive content (Videos, Newsletters, Brochures, Q + A’s, checklists, Flipping Book). Kgati has turned “3D” and has evolved. Friends of Kgati have joined the team and a member from O: PwD has been included; • Additional postings on the Student Portal and Edulink will also form part of this process; • Safenet project - a targeted and structured support programme to address the needs of identified academically ‘at risk’ students;

127 • Exploring the implementation of diagnostic evaluation tools for ‘at risk’ students; and • Continuing with the Faculty Needs Survey in 2013.

Due to the complexities of delivery of the range of functions within Academic Services and in an effort to deepen and widen the level of existing support, the O:PwD will function independently as a separate service unit within PsyCaD as of 2013.

Conclusion Academic Services has a vibrant and creative team. While we once again see a number of changes during the year as we bid farewell to colleagues who now move into other service units, we are also very grateful for the enthusiasm and energy that new colleagues bring and look forward to a productive year ahead.

3.2 Career Services Unit

Employee Profile Analysis Mr Ian van den Berg Team Leader: Career services Mrs Sumayya Mansoor Psychologist Mrs Wilmien Human Psychologist (Appointed as Team Leader: Therapeutic Services, with effect 1 January 2013). Ms Tebuhleni Nxumalo Psychologist (With effect 12 January 2013) Mrs Yolanda Nongauza Psychologist Mrs Liesl Scheepers Coordinator: Recruitment Programme Mr Keketso Rabotho Career Consultant: Rotational (APK and SWC, three year fixed term contract, resigned with effect 1 October 2012). Ms Kgomotso Gunya Career Consultant: Rotational (APB and DFC, three year fixed term contract, appointed 1 April 2012). Mrs Manda Snyman Career Consultant: Rotational (APK and SWC, three year fixed term contract, appointed with effect 2 January 2013).

Two Career Consultant (rotational) positions were created at the onset of 2011; the position of Career Consultant (rotational APK and SWC) was filled by the incumbent, Mr K Rabotho, who resigned in October 2012. The post remained vacant until 31st December. Mrs Manda Snyman was appointed in the position, with effect from 1 January 2013. Mrs Kgomotso Gunya was appointed in the position of Career Consultant (rotational APB and DFC), with effect from 1 May 2012.

Career Services Overview PsyCaD Career Services support and subscribe to the vision, mission and values of the University of Johannesburg, the Division of Academic Development and Support, as well as that of the Centre of Psychological Services and Career Development (PsyCaD), in which Career Services is settled organizationally. The Career Services’ mission is to promote the career development and related life planning skills of UJ students and prospective students, and to facilitate graduate recruitment opportunities and contact with potential employers, in order for our clients to actualize their career development goals.

Career Services strives to engage with its clients and stakeholders, being prospective and enrolled students, alumni and the working population, as well as the

128 employer community and the faculties of the university. We view career development as a life-long activity, and engage with our clients in a comprehensive manner in order to contribute to their career development by providing the following activities: • Advisory services to assess client needs and to refer them appropriately; • Career assessment, consulting and counselling services to assist clients to explore their self and career knowledge, and to enable them to exercise informed career choice decision-making; • Career Resource Centres with print and web-based resources to enable clients to access self-help and self-assessment resources, information about career fields, job search strategies, and to access employment opportunities; • Career education workshops to assist in the acquisition of CV writing and cover letter skills, interviewing skills, job search skills and career management skills; • The Online Careers Portal to provide clients with access to job listings for graduates, work integrated learning and Internships, part-time and promotional work opportunities, as well as to opportunities in the Educational and NGO sectors; • The Recruitment Programme to facilitate contact and networking opportunities between prospective employees and graduates, spanning a range of qualifications and work integrated learning opportunities; and • Conducting research on career development, of an academic and market related nature, in order to inform our career services activities, and to provide our clients with relevant and recent information on job destination trends, salary and labour market information, and employers’ needs and requirements.

PsyCaD’s Career Services Unit is dedicated to offering our clients and stakeholders opportunities to participate and fully utilize service offerings and activities by provisioning equitable and available resources on all four of our campuses. As such each campus provides access to a staffing contingent comprising of Registered Psychologists, Registered Counsellors and Psychometrists (appointed as Career Consultants), a Recruitment Programme Coordinator and professional support staff. The 4 Career Resource Centres, one per campus, require the presence of a staff member to ensure that visitors to the centres are received and welcomed, and guided and supported to access the self-help career resources within the centres. To ensure these needs are met, Work Integrated Learning (WIL) students, completing their experiential learning internships as required by the Dept. of Public Relations, Faculty of Humanities, are appointed. These students are trained to effectively staff the Career Resource Centres, and to engage with visitors, regarding their self-help career development needs. The WIL students are appointed with dual functionalities, as they also fulfil functions within the Shared Services team in PsyCaD.

3.2.1 Client Profile and Core Business Analysis

During 2012 there has been a continued focus on the utilisation of the services of the Career Services Unit across all four campuses. The Career Consultants continued to provide career consulting services to our clients, as well as to coordinate the services available in the Career Resources Centres on all the campuses. The rotational nature of their posts implied that the Career Consultants were present on their first campus for three days per week, and on their second campus, for only two

129 days per week. A wide range of career education workshops, popularly known as job hunting workshops, were hosted during both semesters and were well received amongst workshop attendees, as a result of the introduction of a range of short audio-visual inserts and group discussions during the workshops. We experience continued growth in the number of workshops requested by academic departments, to be presented in official class time in a number of faculties and academic departments. In this regard the continued support and utilisation of our career education (job hunting) workshops by the Faculty of Management should be noted, as also the number of requests received from various academic departments in the Faculty of Engineering, Doornfontein Campus.

Career assessment and counselling facilities continued, and dedicated assessment days were introduced on each campus. The career assessment and counselling services are diversified, with paying clients having the option to participate in a group computerised assessment programme, or in an individualised assessment, a programme on offer at the B5 building. As always, all our services are available to enrolled students at no cost.

The Career Services Unit continued to provide services across its client base, ranging from Grade 9, 11 and 12 learners, students and prospective students, but also services to the broader public, such as adults in career transitions and company selection assessments.

3.2.2 A broader description of the Career Services Unit includes the following service delivery focus areas:

Consulting Services to Clients on an Individual Basis Career education and job search related services such as consultation sessions for CV writing, interviewing skills, job search strategies, career planning and development.

Job Hunting Workshops The content of the workshops was extensively revamped and new PowerPoint- slideshows developed for each of the workshops. The workshops were presented on a regular basis throughout the year across all campuses.

Career Assessment and Counselling Process The career assessment and counselling process, encompassing intake procedures, assessment, feedback procedures, as well as report writing, reflects a combined approach between more traditional career counselling approaches and contemporary post-modernist or narrative approaches in career assessment and counselling. Career Services introduced the Missouri Card Sort Test, a brief but effective career exploration instrument, for utilisation by our professional staff, during brief career counselling interventions with our students.

Intern Psychologists’ Career Case Presentations Career Services hosted a number of Career Case Presentations for PsyCaD Intern Psychologists. These events provided Intern Psychologists with opportunities to present a career counselling case and subsequently receive feedback and supervision on the case studies presented. As such Career Series fulfilled an active

130 role in engaging our Intern Psychologists in career counselling interventions, in collaboration with their supervisors. Three sessions were conducted and all Intern Psychologists had the opportunity to present career counselling cases during the year.

Training Career Counselling Process: Intern Psychologists and Intern Psychometrists Training sessions with the Intern Psychologists and Intern Psychometrists were conducted orientating them to the career counselling process and career assessment report writing requirements. They received all relevant documentation and examples of required reports.

Training Career Counselling Process: Shared Services Administrative Staff Training was conducted with Shared Services with regards to the booking procedure for career assessment and career counselling appointments. They were orientated to all the relevant documentation and various types of clients.

The career assessment booking process was also monitored in collaboration with Shared Services: Psychometry.

Career Services user statistics 2012

Career Counselling interventions (comprising intake interviews, computerised group assessments, Individual feedback sessions and written reports).

NATURE OF THE ASSESSMENT NUMBER OF CLIENTS ASSESSED Career Counselling (School) 62

Career Counselling (Transition) 7

Career Counselling (University) 172

Change of Course 5

Change of Course- REAP referral 2

TOTAL 252

Individual assessments: 22 Subject choice assessments 64 Career Choice assessments (External clients) 25 Career Choice assessments (UJ Students)

Other Career services rendered: 3513 Walk-in/self-help visitors at the Career Resource Centres throughout 2012 620 Career advisory/short session career consultations throughout 2012

131 Career services presented the following workshops throughout 2012, and across all campuses: 29 Career services Scheduled Workshops presented to 589 individuals 19 Faculty Requested Workshops presented to 424 students 8 Thusanani Work Readiness Programme workshops presented to 240 individuals A total of 56 workshops were presented to 1253 students

Job Portal The Job Portal is growing speedily and students are using it on a more regular basis. Companies are very satisfied and often request their advertisement to be discontinued as they receive too many applications! 130 advertisements were placed during the year.

The total vacancy impressions on the site (as on 31 November 2012): 169 629 The total number of affiliated Job Seekers (as on 31 November 2012): 13 160

Graduate Recruitment Programme 2012 The annual recruitment programme of Career Services offers services to both students and recruiters of graduates, in addressing the needs of students searching for work integrated learning opportunities and internships, temporary positions whilst studying (to augment income and finance studies), and jobs for students (degree and diploma) upon graduation, as well as facilitating contact between UJ students and graduates, and employers seeking to recruit recent graduates from the University of Johannesburg. To this extent, visible recruitment activities in the form of on-campus talks and events and job search workshops are offered, and in addition Career Services offer an online job portal, as well as a comprehensive web site to inform students and recruiters about our services.

The 2012 UJ PsyCaD Career Services’ Recruitment Programme offered the following activities and events: • Graduate Recruitment Guide: A hard copy of the annual Graduate Recruitment Guide that contains the overall graduate recruitment programme, with information on all companies and the qualifications that they are seeking, is posted in hard copy to all final year students, both degree and diploma students. The students are specifically invited to attend the on-campus recruitment activities, notwithstanding the campus they are studying on. • On-campus company presentations: Companies have the opportunity throughout the year to host on-campus presentations, popularly known as lunch hour company talks on all four campuses. • Law Recruitment Day: Career Services hosted the fourth annual Law Recruitment Day in conjunction with the Faculty of Law in 2012. • General Recruitment Week: A successful Graduate Recruitment Week was hosted on APK campus and attracted in excess of 126 companies during the recruitment programme. Students on other campuses were invited to use the inter-campus bus service to travel to APK. • Competitions were hosted on all campuses this year where companies sponsored wonderful prizes. All competitions were well received by the students and were a success at each event.

132 Accolade earned: Career Services Recruitment Programme and Careers Fairs The PsyCaD Career Services were voted third best Careers Service nationally by the South African Graduate Recruiters Association (SAGRA) for 2012, and the PsyCaD Career Services on-campus Career Fair was voted fourth best career fair by member organisations, consisting of 80 top national and global companies and organisations.

General Career Fair 2012 The PsyCaD Career Services hosted the General Career Fair 2012, the main event of the annual recruitment programme, on APK during the week of 23 to 26 July 2012.

Statistics for the General Career Fair 2012

Companies participated overall 126 Companies exhibited 110 Company presentations 23 Companies made use of Job Portal as per the Recruitment 24 Programme package Companies placed advertisements in the Recruitment Guide 2012 42 Companies placed articles in Recruitment Guide 2012 9 13 companies Companies sponsored prizes for competition (22 prizes) Companies that provided feedback on their recruitment activities 2011 for the year 2011 at UJ (Not all companies keep statistics and/or (40 companies provide us with the statistics.) reported)

Applications companies received from UJ students 2011 13 265 Interviews companies had with UJ students 2011 1 892 Bursaries awarded to UJ students 2011 219 Permanent appointments made: UJ students 2011 347

UJ students appointed as interns 2011 249 UJ students appointed for vacation work 2011 228 Total Graduate Recruitment Placements in 2011 1 518

Law Career Fair The Law Career Fair took place on 9th May 2012 at the Foyer on the Auckland Park Kingsway Campus. 13 Companies attended the fair and the day was a success. According to company feedback received all were satisfied with the services and with student interest during the Law Career Fair.

133 Recruitment Guide 2012 22 000 Recruitment Guides were mailed to all final years including diploma and honours students during the June holidays. 42 Companies placed advertisements and 9 companies contributed informative articles to the Guide.

On-campus marketing of the recruitment programme PsyCaD Career Services partnered with Student Village, a specialist graduate recruitment consulting organisation, to conceptualise and co-develop a marketing and promotional programme for the Recruitment Programme 2012. A successful programme including the use of social media, posters and student ambassadors with placards across all four campuses, was executed to create awareness of the career fair and to invite students to participate in the event.

The following marketing avenues were utilised to create student awareness about the Recruitment Programme: • 22 000 Printed Recruitment Guides mailed; • 1000 Programmes handed out at the gates of all four campuses a week before the Event; • 10000 Competition forms were distributed; • Company Posters placed in walkways and notice boards on all four campuses; • Banners at all four campuses entrances and in the APK walkways; • Direction boards and flags in and outside the venues; • E-mails with opportunities were sent to students via the mass mail system; • SMS messages were sent to students as per company requests; • Event notices were placed on the UJ Student Portal; • Recruitment opportunities available during the recruitment programme were posted on the Career services Job Portal; • UJ and PsyCaD Facebook and Twitter social media pages were utilised to advertise and promote the event; and • General e-mails were sent to all UJ staff to inform them about the event.

134 Income and expenses: Recruitment Programme 2012 The following income and expenses were incurred during the Recruitment Programme 2012:

Magnet Communications Ideal Employer Survey Independent research company Magnet Communications seeks to improve the communication between South Africa’s future talent and the world of work. To support them in this aim UJ, together with all other 22 institutions in South Africa, assists them in the facilitation of the survey on the four campuses, through the utilisation of student ambassadors that are appointed on a temporary basis by Magnet Communications to disseminate and collect the survey questionnaire booklet

135 across the four campuses, and remit the completed survey questionnaire booklets through the Career Resource Centres back to Magnet Communications.

The Magnet Communications Preferred Employer Survey 2011 results for UJ students and alumni were announced on the 24th of April 2012 during an information session by Mr P. Johansson, Managing Director of Magnet Communications South Africa. The results were distributed to all UJ stakeholders. The report highlights UJ student and alumni preferences towards, amongst other, career goals, preferred industries for employment and annual salaries.

Thusanani Work Readiness Programme The SETA for Finance, Accounting, Management Consulting and other Financial services (Fasset) has once more commissioned Stanley Hutcheson and Associates (SHA) in 2012 to manage the Thusanani Work Readiness Programme with their consortium partners Deloitte and the University of Johannesburg. Two intakes of 60 unemployed graduates were facilitated respectively on SWC during the year. PsyCaD Career Services was primarily responsible for the project on behalf of the University, and as such oversaw the selection phase, as well as the presentation of four of the modules of the programme, namely the job hunting modules, with SWC campus management responsible for venue coordination on the campus: • Number of psychometric assessments and interviews for selection to the programme: 280

Workshop modules facilitated during the March and July 2012 intakes (2 groups per module): • Career development and networking; • CVs, cover letters and job advertisements; • Interviewing skills; • Job search strategies.

What makes the Thusanani programme unique is that, not only are the candidates trained in vital workplace skills to improve their personal marketability as employees, but they are awarded a daily allowance throughout the programme and then placed where possible in learnerships or Internships with interested employers.

The innovative and highly successful programme developed by Stanley Hutcheson and Associates and delivered in conjunction with their consortium partners Deloitte and the University of Johannesburg, tackles the issue of work readiness in an all- encompassing manner, meeting the needs of both candidates and employers.

Community based careers counselling programme PsyCaD Career Services unit has embarked on a community project, focusing on career guidance. Career Services initiated a pilot project, coordinated by Ms Sumayya Mansoor, at the beginning of 2012 within the Soweto area, focusing on the high school learner population. The first phase of this project began in the last week of the winter holidays 2012 and will be an on-going project every year, gradually adding more schools each year. PsyCaD invited the Thaba-Jabula Secondary School in Soweto to be a part of this community initiative for the year 2012, an invitation they gladly accepted.

136 A lack of career guidance programmes is one of the biggest challenges South African schools face. Particularly focusing on public schools within disadvantaged communities, it is fair to say that a lack of motivation to excel in school can be proven by high school drop-out rates as well as teen pregnancies, amongst other factors. A resulting consequence of this would be the high rates of unemployment and a low quality of life. This vicious cycle continues to spiral out of control.

This project therefore aims to target the supposed root of the problem. By empowering school-going learners to educate themselves and their fellow students on the possibilities that lie ahead of them after school, the project seeks to give learners a chance to develop a plan, set goals and strive for more than poverty.

The project focuses on training ten Grade 11 school learners to become career advisors in the school setting. Grades 11’s are perceived as the ideal candidates as they are in the position of having to think about career choices, with the implication that they may be more motivated to seriously participate in the programme. This group of learners will be referred to as the School Based Career Advisors (SBCA). They were trained over a period of a week, in the winter holidays with basic information in career counselling. This training will allow them to provide career counselling to their peers.

The training took place at the University of Johannesburg, Soweto Campus and was conducted by professional Psychologists and Career Consultants from the University. It was important that the Life Orientation educator/s were present for the training as well. To ensure that the project is implemented, the plan will be to have every school learner from grade 10 to grade 12 in the school counselled by a member of the SBCA.

To ensure that the SBCA have retained the necessary information and are capable of carrying out this responsibility, the first 3 sessions that each SBCA conducts within their school will be overseen by a PsyCaD professional, who will sit in on these sessions. Once training is complete, the Life Orientation educator will act as gatekeeper. This implies that the Life Orientation educator will oversee the smooth running of the project on a daily basis, as well as act as liaison between the school and PsyCaD. Once training is complete monthly supervision will be arranged for the SBCA team and Life Orientation educator. This is to ensure that the project remains effective as well as to maintain a high level of service to the school body.

The main aim of this initiative is to ensure that prospective university students receive targeted career information before they submit their application to UJ or any other university or college. This successful project will hopefully positively impact on the application behaviour of grade 11 and 12 learners from our feeder area Soweto, by reducing the large volume of late applications. It is also hoped that this initiative may instil hope and motivation into the youth, encouraging work ethic and a desire for a better future. The project will be expanded during the year 2013 to three schools in Soweto.

UJ Careers Workbook PsyCaD Career Services, in collaboration with the Division of Institutional Advancement, who supported the UJ Careers Workbook project both conceptually

137 and financially, developed a self-help career guidance workbook, aimed at informing prospective UJ-students in grade 11 and 12, about study opportunities at UJ. This project formed an important aspect of the PsyCaD Career Services Enhancement Strategy, aimed at providing simple and easily available career guidance information to prospective UJ students.

The booklet was developed in collaboration with Brainwave Careers, an organisation with extensive experience in designing inviting and easy to use career booklets for grade 11 and 12 learners. The booklet was designed with the focus on taking learners on a self-help journey through a number of easy to do exercises informing them about study directions and opportunities available at UJ, with subsequent career options also being explored. The booklet also addresses additional topics informing prospective students about bursary and financial support options, and information regarding optimal study methods and time management tips.

The first print run of 15 000 booklets will be distributed through the Department of Education and Prospective Students, UJ Marketing and Communications, and will be included in the school information packs distributed to learners at priority UJ schools as visited by the UJ staff.

3.2.3 Career Services staff activities and project involvement 2012

Career Services newsletter PsyCaD Career Services developed, printed and distributed two newsletters during the year to the UJ student population.

Career Services marketing and promotional materials Three promotional flyers were revised and distributed in print and online format: • General Career Services Brochure; • Services to employers; • Services to students.

UJ Open Day and Top Achievers Day Career Services staff facilitated a stall during the Top Achievers event on Friday, 18th May, hosted on APK.

Career Services staff facilitated a workshop, titled “Towards informing your career choice”, on each campus during the UJ Open Day on Saturday, 12th May. The workshops were all well attended by patrons on the day across all the campuses.

National Science Week, Soweto Campus, 28 July – 4 August 2012. The UJ hosted the National Science Week during 2012. The National Science Week promotes greater awareness and appreciation of the contribution that science and technology makes to the nation. PsyCaD Career Services hosted a stall at SWCV for the duration of the Science Week.

The role of PsyCaD was to offer exposure of Science Careers for learners visiting the event, by providing much needed information to learners and their educators on various science careers from a career counselling point of view.

138 A large number of scholars attended the event on the 28th July, the opening day of the event, with lesser numbers visiting during the following week. Career Services staff providing brief career guidance and counselling on a number of related matters, such as advice and inquiries about the university admission requirements for entry for certain degrees and diplomas, APS scores, and science career directions. The National Science Week was a success overall, and our Career Services team was able to contribute on a larger scale to learners who previously had scarce exposure to career opportunities in the world of science. Great excitement was felt amongst all staff members, being able to reach out to disadvantaged sectors of the community of Soweto and surrounding areas.

Adopt a School Project, Emadwaleni Secondary School in Orlando, Soweto, 4th May 2012 PsyCaD Career Services participated in the annual Adopt a School project, an initiative hosted by the Adopt-a-School Foundation in collaboration with the Shanduka Group, represented by the affiliate company, Digistics. Our participation focussed on the provision of career guidance information to grade 11 and 12 learners, as well as promoting study opportunities available at UJ.

PsyCaD Career Services and Fons Lumnisi Secondary in Soweto Ms K Gunya represented PsyCaD Career Services by invitation at the Fons Lumnisi Secondary School, with the facilitation of a morning career development programme to grade 11 and 12 learners in preparation for the study and career decisions to follow.

Partnership with the Gauteng Department of Sport, Arts, Culture and Recreation: Youth Adventure Camp Programme, 17 – 22 November, at Sedibakwele Adventure Camp, Brits Ms K Gunya represented PsyCaD Career Services by invitation during this youth camp. She presented a number of career development workshops to the group during the week. The group consisted of 80 young people from disadvantaged backgrounds of the ages of 18 and 26. Ms Khomotso exposed them to career development activities, bursaries and available academic career and UJ study opportunities and student life in particular.

City Press Ms K Gunya contributed a number of career expert replies in the City Press newspaper, weekly career advice column, aimed at informing unemployed youth about career opportunities, during the year.

UJFM Mr I Van den Berg hosted a talk on the 24th July with the topic: ‘Marketing yourself to graduate employers, UJ Recruitment Programme 2012’.

Soweto TV Ms Y Nonguaza participated in a Career Counselling discussion, Soweto TV, Thursday 24th May.

139 Finweek article contribution Mr I van den Berg contributed to an article titled, “Preparing for the workplace – graduate opportunities”. Published in Finweek, February 2012.

Sarie magazine article contribution Mr I van den Berg contributed to an article titled, “Gaan my kind ‘n werk kry?” Published in Sarie, November 2012.

Invited speaker Mr I van den Berg was the invited speaker at the 8th Annual Magnet Awards Ceremony, 23 February, The Michelangelo Hotel, Sandton, hosted by Magnet Communications.

Benchmarking site visit to PsyCaD Career Services by the Manager of the Recruitment Programme, Careers Office, Centre for Student Counselling and Development, University of Stellenbosch; Ms Wilna Naude, on 4th December.

Raymond Ackerman Academy of Entrepreneurship (RAAED) PsyCaD Career Services facilitated a series of career development workshops to the participants of the RAAED programme during the month of August 2012. The RAAED programme is an initiative of the Centre for Small Business Development of the Faculty of Management, and is hosted annually of SWC.

3.2.4 Strategic Directions for 2013

PsyCaD Career Services embarked on a review of its activities during 2012 in order to develop an enhancement strategy that will optimize and expand our range of services, as well as our ease of reaching various user populations, during the next three years. In considering the enhancement plan for the unit, key factors are deemed to be the changing career counselling and career development context in the South Africa, the real need to facilitate access to career knowledge amongst our prospective student population, and finding ways of reaching communities without ready access to career counselling services. Other factors for consideration in our enhancement strategy include real changes to the current and future nature of the workplace and job market (which requires career counsellors to have a much wider range of knowledge and skills), and the changing student profile.

Career Services in Higher Education should not be limited to guiding prospective students and enrolled students on subject and career choices, but should offer an expanded scope of services that address the changing profile of students and demands of the labour market, and provide services to a wide range of stakeholders, including prospective students, students, alumni, employers and industry representatives, as well as the broader university and surrounding school communities.

Strategies and focus areas for the coming three years • A core strategy will involve the continued broad application of Information Technologies, to increase the utilization of Career Services amongst UJ students and prospective students, faculty staff, and the graduate employer community. Electronic media already substantially utilized include social media

140 such as Facebook and Twitter, both media which are now effectively utilised within Career Services. PsyCaD Career Services hosts an extensive web page, with a comprehensive variety of career resources available online. The PACE career application forms an integral part of the web offering, and has an online interest questionnaire available for visitors to the site, to work through. • The provisioning of career information for Grade 12 learners will assist them further in the process of study and career decision making. In addition to the career assessment and counselling services available to prospective students on all four UJ campuses, PsyCaD Career Services will continue to grow the community based careers counselling programme which was piloted during 2012, amongst identified secondary schools in the greater Soweto community during 2013 and beyond. In addition the UJ Careers Workbook that was conceptualised and developed during 2012, in collaboration with Brainwave Careers, will be distributed in the beginning of March 2013 in cooperation with the Department of Education and Prospective Students, Marketing and Communications, Division of Institutional Advancement, to all identified UJ priority schools, via the school information packs distributed to all grade 12 learners. • Other prospective students will be targeted through a Virtual Career Resource Centre, which will extend the services of the present campus based Career Resource Centres beyond their geographic restrictions, and enable prospective students (and enrolled students) to access interactive online content with ease. • Once students are on campus, it is important that they do not leave career development to the final few months of their qualifications but include it in their campus activities from the outset. In the context of the FYE, career support group discussions on the four campuses will be introduced in 2013 with a twofold approach, aimed at first year students, to enhance a greater awareness of required career development tasks during their time at university; as well as discussions aimed at final year undergraduate students preparing to enter the workforce. • The careers education workshops will continue, and will target specific points in the student trajectory, such as work-place preparation prior to WIL placements. • Additional strategies will purposefully engage students in career development activities, to enhance their overall career awareness: for instance, participation in PsyCaD Career Services projects, such as community outreach projects, open days, and the Peer Buddies programme; student contributions to Career Services newsletters and online publications. • The UJ Career Fair for UJ graduates will once again be consolidated on APK but will now be supported by a virtual or online multimedia career fair platform, accessible to all students. This project is on-going and a dedicated team of staff members in PsyCaD are working on the conceptualisation, development and implementation of the virtual careers environment. A continued extensive marketing and promotional programme will target students across all campuses; bussing between campuses will also be utilized to provide career information. In order to ensure wide attendance, integration of the recruitment fair into learning activities will be piloted in selected programmes on each campus. • Selected career related research opportunities in PsyCaD will be pursued, in collaboration with national associations involved in career related research

141 surveys, of which SAGRA and Universum (Magnet Communications) are the most prominent partners. The research results informing student career needs, preferred marketing and communication channels of students, as well as the preferred employers of various student strata’s, forms part of the survey results, and is widely disseminated within the university’s stakeholder communities. • Given the current financial constraints, the available staff capacity will be optimized for service delivery; and development time will be allocated from the newly appointed PsyCaD Web Editor, to support the development of the Career Services Virtual Career Centre and Career Recruitment Programme. Consideration, if at all possible, should be afforded to the appointment of two additional Career Consultants, possibly on a temporary staff basis, in order to alleviate the pressures experienced by the current two incumbent Career Consultants, due to their rotational roles between two campuses each.

3.3 Therapeutic Services Unit

Employee Profile Analysis Mr Kgabo Mashaba Team Leader (Resigned on 31 December 2012) Ms Lizelle De Wee Psychologist Ms Lynn Primo-Naidoo Psychologist Ms Natasha Reddy Psychologist Ms Portia Maruping Psychologist (Appointed in July) Ms Lee Cayzer Psychologist (Temporary appointment) Ms Carla Durbach Psychologist (Resigned at the end of March)

3.3.1 Client Profile and Core Business Analysis

The core business of the Therapeutic services Unit is to provide therapeutic services to UJ students, staff and members of the public. PsyCaD provided the following therapeutic services to clients in 2012: • Psychotherapy to Individuals, Groups, Families (including UJ Students, UJ Staff and External clients); • Discussion Groups; • HIV Counselling and Testing (HCT) at UJ’s Campus Health Clinics; and • Termination of Pregnancy (TOP) Counselling at UJ’s Campus Health Clinics.

A total of 3424 therapy clients received individual psychotherapy at PsyCaD during 2012. Psychotherapeutic Services were delivered to them in 5051 therapy sessions.

It is of qualitative interest to take note of the seasonal peak times when UJ students present themselves for psychotherapy at PsyCaD. The months of February, March and May seem to be the months in the first semester when the demand for PsyCaD therapeutic services increase. In the second semester August and October present as the peak months where there is an increase in students’ utilization of PsyCaD therapeutic services. The reasons for this presentation might be ascribed to the peak times coinciding with semester test and exam times. In semester test and exam times students generally feel more stressed and anxious and subsequently might seek support at PsyCaD.

142 Reasons why clients present for Psychotherapy at PsyCaD There is a considerable need for individual psychotherapy at PsyCaD. UJ students, staff and external clients seek therapeutic services from PsyCaD for a variety of reasons. The predominant reasons for PsyCaD clients seeking individual psychotherapy include the following (in descending order): • Relationship Problems; • Personal Problems; • Family Problems; • Depression; • Bereavement; • Self-confidence; • Career Related Problems; • Anxiety; • Academic Problems; • Disability Issues; • Financial Problems.

Top presenting problems by month:

120 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov 110 Academic 100 Problems 90 Disability Issues 80 Career 70 Related Problems 60 Personal 50 Problems 40 Depression 30 Anxiety 20 Relationship Problems 10 Family 0 Problems Bereavement Anxiety Depression Depression Depression Bereavement Disability issues Family Problems Family Problems Family Problems Family Problems Family Family Problems Family Family Problems Family Personal problems Personal problems Personal problems Personal problems Personal problems Personal problems Personal problems Personal problems Personal problems Academic Problems Relationship Problems Relationship Problems Relationship Problems Relationship Problems Relationship problems Relationship problems Relationship problems Relationship problems Relationship problems Career Related Problems Career Related Problems

The above-mentioned reasons are only a reflection of clients seeking individual psychotherapy and may therefore not be indicative of the presenting problems of clients seeking assistance via the 24-Hour Crisis line.

PsyCaD Services offered to Campus Health Clinics PsyCaD and the Division of Occupational Health (OH) within Campus Health Services at UJ collaborate to ensure that staff members and their families are referred for therapy should the need arise and the presenting problem relates to

143 occupational issues. During 2012 7 UJ Staff members were seen in relation to occupational problems affecting psychological well-being.

In addition, PsyCaD assists Campus Health Clinics by availing the services of Intern Psychologists to provide HIV Counselling and Testing (HCT) and Termination of Pregnancy (TOP) counselling sessions on all UJ campuses. In total 436 HCT and 9 TOP sessions were offered by PsyCaD’s Intern Psychologists during 2012. (This does not comprise the total number of clients seen by Campus Health services during 2012.)

Projects The Therapeutic Services Unit was involved in the following projects during 2012: • 24-Hour Crisis Line; • Therapy Awareness Campaign; • Suicide Awareness and Prevention; • Discussion Groups; • Therapy Case Discussions; • HIV Initiatives.

24-Hour Crisis Line The purpose of the 24-Hour Crisis Line is to assist with an emotional crisis or any psychological related problem telephonically any time of the day or night. The line is available to UJ students and staff 24 hours of the day with a dedicated Intern Psychologist on duty answering incoming calls. Services offered through this line include telephonic counselling, referrals to applicable emergency services, and recommendations and referrals to various organisations and resources to assist with the presenting crisis or query.

PsyCaD Staff involved in the project The Crisis Line is co-ordinated by the Team Leader of the Therapeutic Services Unit. In 2012 Mr Kgabo Mashaba undertook these responsibilities as Therapeutic Services Team Leader, and has been succeeded by Ms Wilmien Human for 2013 following Mr Mashaba’s resignation in December 2012. Intern Psychologists man the line on a rotational basis, under strict supervision of Psychologists in PsyCaD. This provides them with experience in crisis management and telephonic counselling. 24-Hour Crisis Line Group Supervision takes place on a weekly basis.

Statistics A total number of 351 calls were received in 2012. The presenting problems of the callers using the crisis line varied greatly. Top presenting difficulties were suicide, depression, relationship problems, trauma, rape and sexual abuse. Rape and suicide are regarded as very high risk cases, as they need to be addressed from a preventative perspective and might require a medical intervention in worst case scenarios. Many calls related to administrative queries such as enquiring about UJ services and academic queries. These callers were referred to the relevant resources or academic faculties.

144 Challenges Challenges relate to problems of a technical nature such as network problems resulting in the lines not being available at times. Two new cell phones have been procured for the crisis line to ensure that the phones and lines stay operational.

In some cases callers refuse to provide their name and contact details, and yet disclose serious psychological problems. This challenge is difficult to overcome, and where possible the Intern Psychologists are trained to elicit as much information as possible to avoid this.

The 24-Hour Crisis Line is at times victim to prank calls.

Successes The 24-Hour Crisis Line is established and well-known in the UJ community. This is due to the intensive marketing programme that PsyCaD has put into place. The 24- Hour Crisis Line is marketed with a sticker that is extensively circulated at various forums.

UJ staff members are increasingly advising students to utilize the 24-Hour Crisis Line and PsyCaD. This has led to improved working relationships between PsyCaD and other stakeholders within the university, in particular Protection Services, Campus Health and Student Accommodation. The support that the Intern Psychologists on duty receive, in particular from UJ Protection Services, has been helpful and crucial in the provision of the service and favourable outcome of most calls.

The Intern Psychologists and PsyCaD Psychologists continue to receive training on various problems that are presented on the Crisis Line, for example, suicide prevention, understanding depression and trauma related crises, so as to ensure that an effective service is provided at all times.

The Crisis Line Sticker:

Therapy Awareness Campaign The aim of the therapy awareness campaign was to sensitize students and staff of the UJ community around the need to be proactive about psychological wellness. A particular focus in reaching this goal was to share messages against the stigma around seeking psychological assistance. This also informed the audience of the services offered by PsyCaD.

Therapy Awareness Campaign activities took place once a week on a Friday between 12h00 and 14h00 during the month of August. The following dates were dedicated to the different campuses:

145 Doornfontein Campus (DFC): 3 August 2012 Auckland Park Bunting Road Campus (APB): 17 August 2012 Auckland Park Kingsway Campus (APK): 24 August 2012 Soweto Campus (SWC): 31 August 2012

The Awareness month was made a success by collaborating with different internal stakeholders. The marketing department was consulted for strategic guidance regarding reaching as much of the target audience as possible. Campus Directors with the assistance of the administrative staff of each campus were approached in order to get activities approved. Marketing involved sending Circulars to all staff, displaying a banner on every campus on the day of the event, placing a message in the U@UJ, providing a script to UJFM that was broadcasted before and on the day of different events and distributing pamphlets in all PsyCaD offices.

The Audio Visual Unit provided equipment for playing music and gazebos were hired from the Sports Department. UJFM provided a DJ as well as staff members who assisted the peer buddies with speaking to students and staff on the day. Pamphlets were distributed on the following topics: “What is therapy; Depression, Trauma, Relationships and Anxiety”. These pamphlets were handed out with a free packet of chips. A competition was held whereby 2 services offered by PsyCaD had to be identified. A voucher for a pampering session sponsored by the Somatology Clinic and 3 months free gym membership sponsored by the UJ gym were offered as prizes to 2 students at the four campuses.

As part of the Therapy Awareness Campaign, pamphlets were distributed on the following topics: o Therapy; o Relationships; o Depression; o Anxiety; o Trauma.

Suicide Awareness and Prevention The Therapeutic Services Unit identified the need for a suicide awareness and prevention campaign in 2012. A PsyCaD committee was established with the aim of enhancing suicide awareness, prevention and risk management with representation from all PsyCaD units on the committee.

The goal of this project is also to reinforce relationships with all relevant stakeholders such as Campus Health, Protection Services, IOHA and Student Residences that often play a role in having to manage suicide related cases. It is very important that stakeholders work collaboratively in order to offer the best service to students and staff in the UJ community, especially in relation to managing a suicide or high risk case. Therapeutic Services always endeavour to foster these relationships and maintain a beneficial working relationship.

A theme of “Bridge over troubled waters” was conceived for this project and posters and flyers were printed and distributed as part of a suicide awareness and prevention campaign on all UJ campuses during 2012. A video was also filmed and posted on YouTube with the aim of raising suicide awareness.

146 Discussion Groups During 2012, the Therapeutic Services unit undertook to facilitate student discussion groups, on each campus, focusing on the following topics: • Adjustment; • Own your Process; • Financial Management; • Relationships; • Depression; • Exam Stress and Anxiety; • Substance Dependence; • Trauma; • Gender Awareness.

Despite every effort to advertise widely across all campuses, attendance at these discussion groups was poor. After six attempts, the discussion groups were discontinued.

Therapy case discussions The purpose of therapy case discussions is to have a platform in PsyCaD where psychologists can discuss therapy cases. This serves the dual purpose of peer supervision as colleagues are encouraged to learn from one another and the case discussions support continuous professional development (CPD) as emphasised and expected by the Health Professions Council of South Africa (HPCSA). A total number of three therapy case discussions were held in 2012.

HIV Initiatives Therapeutic Services are involved in various HIV initiatives at UJ and collaborate with the Institutional Office for HIV and Aids (IOHA) and other stakeholders such as Campus Health to provide HIV services and support to UJ students and staff.

HCT Counselling As mentioned in the section relating to services rendered to Campus Health Services Intern Psychologists provide HIV Counselling and Testing (HCT) to students on all UJ campuses at the Campus Health offices. A total of 436 HCT sessions were conducted in 2012.

HIV Support Groups This involved group therapy sessions with HIV positive students to provide therapeutic support and psycho-education. These groups were facilitated by PsyCaD psychologists from various PsyCaD units. The following HIV Support Groups were conducted: APB: 9 Groups between April and October with group sizes between two to six students. APK: 9 Groups between May and October with group sizes between one and three students.

HCT Counsellor Debriefing Group debriefing sessions, with the UJ HIV Counselling and Testing (HCT) counsellors (four counsellors in total), were conducted on 24 February and 8 May

147 2012. During the latter part of the year, debriefing did not take place due to issues of resistance to debriefing among the HCT counsellors. The issue was referred to the HCT counsellors’ line manager and for 2013 it was decided, in conjunction with the counsellors, that the debriefing would take an individual format with each HCT counsellor attending a one on one debriefing session with a PsyCaD psychologist on his/her campus.

HIV Committee Membership Ms Lynn Primo-Naidoo represents PsyCaD on UJ’s HIV Committee. Her role is to liaise with all relevant stakeholders and filter relevant HIV information from PsyCaD to the committee and from the committee to PsyCaD.

3.4 Psycho-Educational Services

Employee Profile Analysis Dr Anita Fourie (Team leader - resigned August 2012) Mr Leong Pon (Team Leader September 2012 to date) Ms Michelle Naicker Counselling Psychologist Ms Nelmarie Boshoff Counselling Psychologist (Appointed May 2012) Ms Leila Abdool-Gafoor Educational Psychologist (Appointed May 2012) Ms Sasha Street Counselling Psychologist (January – May 2012) Ms Ursula Froschauer Counselling Psychologist (January – February 2012) Ms Zarina Chohan Counselling Psychologist (Temporary appointment- February 2013) Ms Sarah Kempen Programme Developer (May 2012-December 2012) Ms Fatima Jogie Psychometrist Ms Sugretta Botha Psychometrist Ms Kersha Mintram Psychometrist Ms Lebo Mosebua WIL Student

3.4.1 Client Profile and Core Business Analysis

The Psycho-Educational Services Unit was expanded in 2012, in that the Psychometry services, which used to report to the Director, were integrated into the Unit.

The core business of the Services Unit consists of both psycho-education and Psychometry processes. The Psycho-Educational component of the Services Unit provides psycho-social development and support services to the UJ learning community and its personnel, to optimize academic success through training programmes and workshops that promote psycho-social and emotional wellness and growth. Its target audiences are UJ students, personnel and UJ Residences.

In addition to the abovementioned function, the Psycho-Education component of the Services Unit is also involved in the training and development of Registered Psychological Practitioners. This Service Unit provides a Continuous Professional Development Programme (CPD) as an Accredited CPD Service Provider by the Health Professions Council of South Africa (HPCSA).

148 The Psychometry Component of the Services Unit provides PsyCaD’s psychologically related service units with Psychometric Assessment Services to ensure the smooth running of the Centre as well as to contribute to the training and development of Intern Psychologists, Intern Psychometrists and registered psychological practitioners in the field.

The following Programmes and Processes were operational during the 2012 Academic Year: • The Peer Buddies Programme; • The Residence Academic Advisor Programme; • Life Enrichment Workshops: o Workshops for students in faculties - and this includes workshops for first year students as part of the First Year Experience programme; o Workshops for external clients; o Workshops for members of staff are available on request; • The Continuous Professional Development (CPD) Programme; • Psychometry Services: o Psychometry Support Services to PsyCaD’s psychological practitioners; o Group and Individual Psychometric Assessments; o The Intern Psychometrist Training Programme; o Practical training in Psychometry for Intern Psychologists; o Practical training in Psychometry as well as on-going supervision of Intern Psychometrists; o Provides PsyCaD’s registered and Intern Psychologists with support through the provision of psychological assessment services; o Psychological assessment services for selection purposes to the Faculty of Art Design and Architecture.

Psycho-Education

Peer Buddies Programme The purpose of the Peer Buddies Programme in PsyCaD is to serve the UJ student community in a peer supporting capacity; the Programme has a wellness promotion and information sharing orientation. The Peer Buddies Programme also serves different UJ stakeholders in an attempt to reach students.

The “Peer Buddie” has been re-conceptualised and re-defined by the Service Unit in November 2012 as follows:

“A Peer Buddie is a senior and experienced student who has proven sound academic performance and is socially well adjusted. Moreover, a Peer Buddie has a community and social justice orientation and an ethos of care, is inclined to guide, mentor, support and empower fellow students in their pursuit for academic and social-emotional wellbeing. This is done through the participation in various wellness and advocacy campaigns as well as individual interactions with fellow students. The Peer Buddies have a humanistic life view and a sense of altruism. They derive rewards and satisfaction from helping”.

149 The Peer Buddies Programme consists of one Process Coordinator and three Peer Buddies Facilitators to assist in the roll-out of the programme. One of the facilitators is from the Therapeutic Services Unit.

The Peer Buddies are selected to assist First Year Students at the beginning of the academic year and to play a role in UJ student life as peer advisors who refer all students with queries to the relevant UJ support services. They assist PsyCaD in selected projects and involve themselves in a Community Service Learning Project under the direction of the Peer Buddies Coordinator and Campus Facilitators.

65 Peer Buddies were trained over a three day period at the UJ Island in the Vaal in January 2012. Services the Peer Buddies Programme delivered during 2012 include: • Assisted in First Year orientation; • Assisted in First Year Student (FYS) National Bench Mark Testing (NBT) registrations; • Participated in the CANSA Shavathon; • Participated in the Therapeutic Services Therapy Awareness Campaign; • Participated in the Therapeutic Services Suicide Awareness Campaign; • Distributed pamphlets for the Therapeutic Services’ Discussion Groups; • Assisted in the Career Resource Centres on Wednesdays at C-Ring 1; • Assisted the Office: People with Disabilities during Diversity Week; • Assisted in the PsyCaD name survey; • Assisted ADC with Focus Group Interviews with First Year Students; • Assisted with data collection as requested by the Director of PsyCaD’s Research Assistant; and • Planned, organised and launched a Community Project.

Extended Peer Buddies Training The Peer Buddies received training in transferable life-skills during the course of 2013. This involved: a) Careers training – Preparing for the World of Work; b) Focus group interviewing; c) Planning, organising and executing a Community Project.

Peer Buddies Meetings A total of 130 meetings were held with Peer Buddies across all four UJ Campuses. Five meetings were held between the Peer Buddies Coordinator and Campus Facilitators regarding the Peer Buddies Camp, CANSA Shavathon and strategic planning.

Farewell 2012 Peer Buddies PsyCaD thanked the Peer Buddies for their assistance by taking them to Gold Reef City.

Peer Buddies Programme Planning for 2013 • Peer Buddies selections (a total of 53 Peer Buddies were selected); • First Peer Buddies meeting;

150 • Peer Buddies Planning with Team Leader and Peer Buddies Campus Facilitators where Peer Buddies 2013 Training was discussed and the definition of a “Peer Buddie” reconceptualised.

Training of International Buddies: International Office PsyCaD at the request of the UJ International Office trained 43 International Buddies based on an abbreviated form of PsyCaD’s Peer Buddie Programme in January 2012.

The “Life Enrichment” Programme The Life Enrichment Programme provides workshops to students, staff and external clients as a means to facilitate self-development. These workshops were available on request from interested parties such as residences, faculties, departments and external organisations. Below is a table that represents the number of workshops presented during 2012 as part of the Life-Enrichment Programme.

Number of Number of Stakeholders Workshops Attendees Presented Residence Presentations 2 49 Faculty Presentations 18 628 RAA Presentations 6 177 Intern Psychologists’ Presentations (RAA Program) 11 352 Staff Presentations 5 132 Ad Hoc Presentations 1 47 TOTAL 43 1385

Continuous Professional Development (CPD) Programme for Psychological Practitioners PsyCaD provides for the continuous professional development of registered psychological practitioners in South Africa. This is done through making workshops available to these practitioners to keep abreast with developments in the field. PsyCaD has received status as an Accredited Service Provider from the Health Professions Council of South Africa to participate in Continuous Professional Development activities. This activity contributes to PsyCaD’s income generation activities.

Programme Developer The position of Programme Developer was occupied by Ms Nelmarie Boshoff from January 2012 to May 2012. Thereafter, Ms Sarah Kempen took up this position. The Programme Developer has assisted Ms Susanne Taylor as co-editor for the PsyCaD newsletter and assisted Ms Nelmarie Boshoff with the Peer Buddies Programme. Ms Kempen availed herself to continue with the editing and release of social media for the service unit in Ms Leila Abdool-Gafoor’s absence. In addition to this, she assisted the Career Service Unit in the development of their virtual career resource centre.

151 Residence Academic Advisors Programme (RAA) The Residence Academic Advisor’s (RAA) Programme is a UJ: Student Affairs initiative. The programme is a formalised structure in the UJ residences. Student Affairs and Academic Development and Support are collaborating to develop First Year Student (FYS) support in the residences in order to establish UJ residences as centres of academic excellence. The Residence Academic Advisors play a caring role in the residences to aid FYS to make a smooth and healthy transition between home, school and university life. Adjusting to university life is regarded as of paramount importance for the retention and throughput of students residing in the residences. PsyCaD has been tasked by the Student Affairs and ADS Liaison Committee to provide for the training of RAAs.

The Psycho-Education and Psychometry Services Unit wrote an RAA Training manual and benchmarked it against International Universities’ RAA Programmes. The manual was presented to the Student Affairs-ADS Liaison Committee for input and was then re-visited to make it context specific for the UJ Residences context. This manual explores the roles, responsibilities, the first year experience, diversity, leadership, communication and learning as they refer to UJ and external Support networks. The existing 8 week RAA Programme manual was revised by ADC and PsyCaD for the RAA Training for 2013.

During the 2012 Academic year 160 RAAs were trained. The training involved the use of the 8 week RAA Training Programme manual that explores “the First Year Students’ adjustment to university during the first 8 weeks of the academic year”.

Extended RAA 2012 Programme Workshops for the RAA Extended Programme were presented to First Year students during 2012. Each workshop was presented four times throughout the year and across campuses. Student attendance at these workshops is reflected below:

RAA Workshop Total number of attendees at all four workshops

Exam pressure 216 Healthy boundaries 116 Exam stress 20

Closer collaboration with residence managers and wardens and House Committees will hopefully lead to better attendance in 2013.

Psychometry The Psychometry division of the Psycho-Education and Psychometry Services Unit functions to serve as support for Psychological services in the PsyCaD. Psychometry services are provided on all four UJ campuses. This unit’s output is described below:

Psychological Assessment Services during 2012 1117 Computerised Group Assessments and 218 Individual Assessments were conducted. In total 1335 clients were assessed by PsyCaD during 2012. These

152 assessments include those provided to University of Johannesburg students and staff members, as well as to external clients and large group assessments.

Training and Development in Psychometry This Unit is responsible for the training and on-going supervision of 13 Intern Psychologists pertaining to Psychometry. Training was provided by 8 PsyCaD Staff members (Registered Psychologists, a Psychometrist and a Counsellor). The Psychometrists provided a total of 34 days of training to the Intern Psychometrists including three days of assessment training.

Projects The Psychometry Team was involved in the following projects in 2012: • Bloomberg Online Assessments; • IPPM Selection Assessments; • Massel Selection Assessments; • FADA Selection Assessments; • Thusanani Assessments; • Esperanza Assessments; • WAIS-IV Data Collection; • Virtual Career Resource Centre; • Advertising; • Four Psycho-Legal Cases.

Presentation of CPD Workshops The Psychometrists presented a School Readiness CPD Workshop on 24 August 2012.

PsyCaD Procedures Both the Team Leader Mr Leong Pon and Ms Kersha Mintram have been actively involved in the Quality Promotions Committee (QPC) and assisted with the drafting, editing and formatting of all PsyCaD procedures.

Supervision Activities: Intern Psychologists and Intern Psychometrists The Psycho-Education and Psychometry Services Unit was involved in the supervision of Intern Psychologists and Intern Psychometrists during the 2012 academic year. Ms Nelmarie Boshoff and Dr Anita Fourie supervised a total of 3 Intern Counselling Psychologists whilst Ms Fatima Jogie, Ms Kersha Mintram and Ms Sugretta Botha supervised a total of 16 Intern Psychometrists.

Test Libraries To date, ten new assessment instruments have been purchased for PsyCaD’s test library. Most of the tests fall in line with what is required from the different school bodies for Concession Testing. Assessments that fall into this category include the Word Chains Reading Test, the Tower: Test of Word Reading Efficiency, the Phonological Assessment Battery (PHAB), as well as the Edinburgh Reading Test. Other assessment instruments include the Firestone Assessment of Self Destructive Thoughts (FAST), the Firestone Assessment of Suicide Intent (FASI), the Missouri Occupational Card Sort Test as well as the Conner’s Adult ADHD Rating Scale.

153 Finally, the Lucid Adult Dyslexia Screener (LADS) has been included, and stored, in the D Les 303 Test Library.

International visitors Upon request of Jopie van Rooyen, the Psychometry team organised a tour of PsyCaD’s facilities for a delegation arriving from the University of Botswana’s counselling unit in August 2012.

3.5 Training and Development Services unit

Employee Profile Analysis Ms Trudie le Roux Team Leader Ms Millicent van Rooyen Educational Psychologist Mr Tinyiko Mavasa Intern Counselling Psychologist Ms Irene Hatzipapas Intern Counselling Psychologist Ms Shiva Mahoney Intern Counselling Psychologist Ms Carien Basson Intern Counselling Psychologist Ms Tamanna Hira Intern Counselling Psychologist Ms Leah Gous Intern Counselling Psychologist Ms Shafe’ah Ebrahim Intern Educational Psychologist Ms Le-Verne Wagner Intern Educational Psychologist Mr Zenzele Kubheka Intern Educational Psychologist Ms Melina Georgiou Intern Educational Psychologist Ms Chereen Pretorius Intern Educational Psychologist Ms Megan Clerk Intern Educational Psychologist Ms Lauren Claassen (UJ Sport) Intern Educational Psychologist

3.5.1 Client Profile and Core Business Analysis

Twelve Intern Psychologists commenced with their internship at PsyCaD in January 2012. A thirteenth Intern Psychologists was appointed by UJ Sport. This Intern Psychologist also follows the PsyCaD internship programme, is based at the C-Ring site and mainly works with sport students. All Intern Psychologists are situated on the APK Campus at the C-Ring and B5 sites.

The Intern Psychologists commenced with their official programme in February 2012, after completion of their January training. They were involved in the following activities: • VCT/TOP duties; • Careers: intake interviews, assessments, feedbacks and reports in C ring; • Training Programme; • Entrepreneurial Projects; • Professional services; • Supervision.

January Training Programme During January the Intern Psychologists received training which is relevant mainly to the work in PsyCaD, but also for their work as psychologists. During January the Intern Psychologists were predominantly involved in assessments of external clients, as well as in the First Year Experience and Orientation programme.

154 First Year Experience (FYE) The Intern Psychologists assisted with the late applications activities on the APB campus during the week of 9-13 January. They provided career counselling to late applicants.

Orientation Programme PsyCaD Intern Psychologists were involved in the orientation programme managed by the Academic Services unit, and collaborated with various faculties on the different campuses during the period 24 January to 1 February 2012.

Multi-Disciplinary Training The Intern Psychologists received training from various specialists in the field of Psychology. The training is mostly practically orientated and the Intern Psychologists learn how to apply certain theories and related techniques. These often include practice sessions. • Suicide; • Qualitative Evaluation of Scholastic Test Results; • Case Conceptualization; • Neuro-optometry; • Sand tray Therapy; • Eco systemic training; • Axis I of the DSM-IV ; • Fundamental Ericksonian Hypnotherapy; • Creative Arts; • Fundamental Ego State Therapy; • Axis II of the DSM-IV; • CBT Training; • Creative Expressive Arts; • Positive Psychology; • Intermediate Ericksonian Therapy; • Intermediate Ego State Therapy; • Positive Psychology-Gestalt Therapy.

Supervision The supervisors responsible for the supervision are Ms T. le Roux (Intern Counselling Psychologists) and Ms M. van Rooyen (Intern Educational Psychologists). Ms le Roux is responsible for four Intern Counselling Psychologists and two additional supervisors, namely Dr Anita Fourie and Ms Nelmarie Boshoff are responsible for 2 Intern Counselling Psychologists respectively. Ms van Rooyen is responsible for 5 Intern Educational Psychologists, and two additional supervisors namely, Mr Ian van den Berg and Ms Celeste Wolfensberger-Le Fevre are responsible for the supervision of two Intern Educational Psychologists.

The HPCSA provides clear guidelines on the amount of time Intern Psychologists have to spend in supervision. These include: • Individual Supervision; • Group supervision: Case presentations; • Group Supervision HCT/TOP; • Group Supervision Crisis line;

155 • File supervision; • Open door supervision.

Quarterly Evaluations Quarterly evaluations took place in March, June, September and November 2012. Lecturers from the universities of Pretoria, Zululand, Witwatersrand and Johannesburg attended the presentations of their respective students. These presentations were also attended by the various supervisors. For the evaluations the Intern Psychologists had to prepare the following: • A formal case study plus power point presentation; • An assessment report; • Reflection on their internship.

Intern Psychologists’ Meetings Intern Psychologists’ meetings were held every alternative Friday after crisis line, HCT and TOP supervision.

Workshops and presentations The Intern Psychologists, in conjunction with the Psycho-Educational services unit, facilitated the following: 12 Career Case presentations; 8 Workshops on Adjusting to University life; 5 Workshops on Stress management; 10 Workshops on study strategies and stress management.

3.5.2 Entrepreneurial Projects

Bethlehem project As part of the HPCSA requirements, Intern Psychologists in PsyCaD participated in an entrepreneurial project. Career counselling was provided to a school in Bethlehem, and generated R7400.

Attention Deficit Disorder, Nutrition and the Brain 27 October 2012 The content of the workshop was based on the effects of nutrition on the daily functioning and development of individuals, especially children who have previously been diagnosed with ADD/ADHD. The effects of nutrition in relation to daily neurological functioning were also addressed. The Intern Psychologists generated R5500.00 with this project.

3.5.3 UJ student Projects:

Tomorrow Trust The Intern Psychologists provided emotional support through individual therapy and workshops to 34 students funded by the Tomorrow Trust Fund. The following workshops were presented:

156 THEME TOPIC DATE Presentation Skills Time Management 3rd August ACADEMIC Effective Planning Writing Skills 24th August Study Methods Stress Management 28th September Self-Awareness HEALTHY Self-confidence and self-esteem LIFESTYLES 12th October Intrapersonal Skills (inner conflict) Coping with Failure Interpersonal Skills Communication Skills RELATIONSHIPS 26th October Boundaries Termination of Process:

Lonely student support group This support group was initiated by the Intern Psychologists to assist students who struggle with socialising. The project commenced late in the year and will be implemented early in 2013 as it seemed to have been very effective.

Crisis Counselling to the community The Intern Psychologists intervened in numerous crisis situations in the community as well as on the various UJ campuses. These include crisis intervention with: • Hoërskool Vorentoe; • Benjamijn Ladies Residence; • UJ staff member involved in an armed robbery; • An external company; • Children’s home in Benoni; • Orphanage in Florida.

Radio Mafisa The Intern Psychologists presented a series of radio topics with Radio Mafisa (radio station in Rustenburg) regarding self-care.

Recruitment 2013 Intern Psychologists The process for the recruitment of 2013 Intern Psychologists has been completed. Wits University invited PsyCaD to present the internship to the Counselling Psychology students. Two Intern Psychologists from PsyCaD did a PsyCaD presentation to the UJ Psychology Master’s class. A total of 34 candidates applied for the 14 internship positions available. They were from the Counselling as well as the Educational Psychology categories. A Paper selection was completed and 20

157 prospective Intern Psychologists were invited to the interviews. The interviews were conducted during July 2012.

Board Examinations Six Intern Psychologists qualified to write the HPCSA’s Board examination. All of these Intern Psychologists successfully completed the board examination in October and will therefore register in their respective categories in 2013.

3.5.4 Training and Development of PsyCaD Staff

Induction of Intern Psychologists A PsyCaD staff orientation training manual was created by the end of 2011. All new Intern Psychologists were trained and orientated during January 2012.

The training document needs to be updated regularly and an electronic version needs to be in place. All service units are working towards upgrading their units’ specific information.

Staff Orientation On 7 May an orientation session with all the new PsyCaD staff was held. Not all the new staff could however attend due to obligations in their respective units.

Training PsyCaD professional psychologists did not attend any formal training at PsyCaD during the first semester. They have attended the training sessions by Dr Hartman in August and in September.

3.6 Shared Services Unit

Employee Profile Analysis Ms Brumilda August Administrative Assistant Ms Esmé Beech Administrative Assistant Mr Pule Boleu Administrative Assistant Ms Rachel Mosime Administrative Assistant Ms Melanie Lottering Vacated position Ms Khomotso Mosoge Office Administrator Ms Rose Ntuli Office Administrator Ms Lee Tatayas Office Administrator Ms Grace Moyana Internal Assistant Ms Xolisa Mulaudzi IT Assistant Ms Susanne Taylor Team Leader

3.6.1 Client Profile and Core Business Analysis

The Shared Services Unit comprises of administrative staff members dealing with office management (Office Administrators) and front desk personnel (Administrative Assistants), an IT Assistant and an Internal Assistant; the Unit renders support to all other Service Units within PsyCaD. The Operations Assistant to the Director fulfils a dual role, also serving as Office Administrator on the C-Ring site.

158 The Team Leader serves as supervisor to the six PsyCaD Public Relations Management work integrated learning students.

The following services are accommodated and supported by the PsyCaD Shared Services Unit: • Administrative Support (including Procurement and Conference and Travel Arrangements) – 22 conference travel arrangements and more than 100 transport arrangements were made; four general PsyCaD meetings and many smaller functions were facilitated; close to 100 meetings were arranged for which Minutes (available on SharePoint) were taken. • Data Capturing on the PsyCaD Ukubamba system. • Reception (including File Management) – more than 5700 clients were welcomed at PsyCaD Reception. • Procurement – 208 iProcs for amounts less than R15 000 and ten iProcs for amounts greater than R15 000 were processed. • Logistics and Operations – are dealt with on a daily basis and include maintenance calls, IT, telephone and other technical support. • Health and Safety – Shared Services Office Administrators are Health and Safety representatives and generally serve as First Aiders at the sites, with the Administrative Assistants fulfilling the role of Fire Marshals. • IT Support – on-going. • SharePoint – is being utilized for document management with full roll out in 2013.

Administrative services (including Procurement and Conference and Travel Arrangements) Administrative services are rendered across all sites to service units and are well established. These services extend to meeting management, conference and travel arrangements, functions and procurement.

Data Capturing (Ukubamba system) The Ukubamba system is well established and utilised on a daily basis. The system enables the booking of clients, retrieval of client information and generates statistics with regard to client services rendered. Ukubamba development was commissioned to ensure that statistics as required by the Faculties can be provided.

All client information is stored safely and securely, according to regulations set by the HPCSA.

Reception (including File Management) Front desk personnel, the Administrative Assistants, welcome clients, make necessary bookings and are responsible for file management according to HPSCA requirements.

Logistics and Operations Site offices on APK (B5 and C Ring 1), APB, DFC and SWC are well established and functioning well.

159 Health and Safety Health and Safety matters are treated with the seriousness they deserve. Office Administrators serve as Health and Safety Officers and are trained in First Aid, and generally the Administrative Assistants serve as Fire Marshals.

IT Support The IT Assistant supports the computers in the four PsyCaD Career Resource Centres, the five Assessment Centres and the four Centres for People with Disabilities and renders first line IT support to PsyCaD staff.

The Shared Services unit strives to live up to its slogan: keeping the wheels of PsyCaD turning.

Minor Alterations and Projects During 2012, a variety of operational projects, including minor alterations, took place. Audio Visual equipment was also updated.

3.7 Research Activities

3.7.1 Articles published by PsyCaD staff members during 2012

• Maree, K., and Morgan, B. (2012). Toward a combined qualitative-quantitative approach: Advancing postmodern career counselling theory and practice. Cypriot Journal of Educational Sciences, 7(4), 298-310. • Pretorius, G. (2012). Reflections on the scope of practice in the South African profession of Psychology: A moral plea for relevance and a future vision. South African Journal of Psychology, 42(4), 509-521.

3.7.2 Book Chapters published by PsyCaD staff members during 2012

• Morgan, B. (2012). Preparing the abstract of a manuscript. In K. Maree (Ed.), First steps in journal article writing (pp. 36-56). Cape Town: Juta. • Morgan, B. (2012). Preparing the manuscript: Technical considerations. In K. Maree (Ed.), First steps in journal article writing (pp. 65-79). Cape Town: Juta. • Morgan, B., and Sklar, R. (2012). Sampling and research paradigms. In K. Maree (Ed.), Complete your thesis or dissertation successfully: Practical guidelines (pp. 69-80). Cape Town: Juta. • Morgan, B., and Sklar, R. (2012). Writing the quantitative research method chapter. In K. Maree (Ed.), Complete your thesis or dissertation successfully: Practical guidelines (pp. 109-126). Cape Town: Juta. • Pretorius, G. (2012). Communication between student and supervisor. In K. Mare (Ed.), Complete your thesis or dissertation successfully: Practical guidelines (pp. 169-177). Cape Town: Juta. • Pretorius, H.G. (2012). Ethical and professional issues in student counselling and development in the context of higher education in South Africa. In L. Beekman, C., Cilliers. and de Jager, A. (Eds.), Student counselling and development: Contemporary issues in the Southern African context (pp. 310- 323). Pretoria: Unisa Press.

160 • Pretorius, H.G., and Morgan, B. (2012). Choosing a topic. In K. Maree (Ed.), Complete your thesis or dissertation successfully: Practical guidelines (pp. 18- 28). Cape Town: Juta. • Beekman, L., and van den Berg, I. (2012). Career counselling and development in higher education. In L. Beekman, C., Cilliers, and de Jager, A. (Eds.), Student counselling and development: Contemporary issues in the Southern African context (pp. 171-193). Pretoria, Unisa Press.

3.7.3 Conference Presentations by PsyCaD staff members during 2012

• Abdool-Gafoor, L. (2012). Male and female identity processing styles in relation to academic achievement and self-esteem. International Congress of Psychology, Cape Town, South Africa. • Boshoff, N., and van Rensburg, E. (2012). Infant massage and mother-infant stress: A multidisciplinary approach. 13th World Congress of the World Association for Infant Mental Health in Cape Town, South-Africa. • De Wee, L. (2012). The Meaning and Experience of Corrective Rape by Black South African Lesbians. International Congress of Psychology, Cape Town, South Africa. • Di Terlizzi, M., Wolfenberger-Le Fevre, C. (2012). Weaving a nest of healing: Reflections on being a therapist working with adolescents in a South African context. International Congress of Psychology, Cape Town, South Africa. • Gericke, L. (2012). Group Therapeutic Healing for Female Adult Survivors of Child Sexual Abuse. International Congress of Psychology, Cape Town, South Africa. • Kruger, S., Fritz, E., and Pretorius, H.G. (2012). A psycho-legal perspective on competency testing for the child witness. International Congress of Psychology, Cape Town, South Africa. • Mohangi, K., and Pretorius, C. (2012). Stress amongst careworkers to institutionalized children. International Congress of Psychology, Cape Town, South Africa. • Molefe, M. (2012). An exploration of the lived experience of Black African women who remain in abusive relationships. International Congress of Psychology, Cape Town, South Africa. • Morgan, B., and Pretorius, H.G. (2012). Towards an inclusive, ethical and human philosophy for perpetrators and survivors of male rape. International Congress of Psychology, Cape Town, South Africa. • Pon, L. (2012). A double whammy of heterosexist (in)justice: A queer theory case study. International Congress of Psychology, Cape Town, South Africa. • Pon, L. (2012). Skateboarding boy vs. rugby jock. Queering hegemonic Afrikaner masculinity - A queer phenomenological case study. International Congress of Psychology, Cape Town, South Africa. • Pretorius, H.G. (2012). An exploration of biographical and psychological factors of women who kill an intimate male partner. International Congress of Psychology, Cape Town, South Africa. • Pretorius, H.G. (2012). Race, sex and class in Psychology: Vision of hope for a fair and just South Africa. International Congress of Psychology, Cape Town, South Africa.

161 • Pretorius, H.G. (2012). Sexual violence in the South African context: Trauma and the Potential for Posttraumatic Growth. European Conference of Positive Psychology, Moscow, Russia. • Pretorius, H.G. (2012). The will to meaning in the face of adversity: Toward integrating existentialism and positive psychology in the context of posttraumatic growth. European Conference of Positive Psychology, Moscow, Russia • Primo-Naidoo, L. (2012). Psychologists' reflections on the facilitation of group psychotherapy for HIV positive students at a Higher Education institution in South Africa. International Congress of Psychology, Cape Town, South Africa. • Stokes, S. (2012). Trans-disciplinary team support for a severely intellectually impaired. International Congress of Psychology, Cape Town, South Africa. • Taylor, S. (2012). Education, training and skills development: Solving the conundrum – a South African perspective. 9th International Conference on Cooperative and Work-Integrated Education in Istanbul, Turkey.

3.7.4 Book Review in Journal

• Morgan, B. (2012). Book review: Counselling people of African ancestry. South African Journal of Psychology, 42(3).

3.7.5 Research reviews and external examinations in 2012

• Rautenheimer, Z. (2012). The friendships of young men. Unpublished Master’s dissertation. University of KwaZulu Natal, Durban, South Africa.

3.7.6 Review of manuscripts submitted for publication

• Church influences on sexual decisions by teenage Girl Orphan Learners in Zimbabwe. Reviewer: Professor Gertie Pretorius. Journal of Adolescent Health. 21/05/2012 • Household characteristics, burden of care and psychosocial problems of guardians of orphans and vulnerable children (OVC) from a low-income township, South Africa. Reviewer: Professor Gertie Pretorius. Journal of Psychology in Africa. 9 July 2012 • Understanding the importance of patient–provider relationships for adherence to antiretroviral treatment: a unique role for South African Psychology. SAJP 30-07-2012. Reviewer: Professor Gertie Pretorius.

3.7.7 Oral examination of Doctoral study:

• Struik, M. (2012). The translation and validation of the Postpartum Depression Screening Scale (PDSS): towards improving screening for postpartum depression in English- and Afrikaans-speaking South Africans. University of Pretoria, Pretoria, South Africa.

162 3.8 Community Engagement

3.8.1 Career Services

School Based Careers Community Outreach Project: 2012 - Pilot • Initiate and develop a community based careers counselling programme; • Pilot within Soweto schools community; • The project will aim to train a select group of grade 11 learners in career guidance, with the aim of enabling them to provide career guidance services to their peers; • The learners will be referred to as the School Based Career Advisors; • Preventative and Developmental stance.

2013 Onwards • Extend project, adding 2 new schools every year.

3.8.2 Psycho-Educational Services

Peer Buddies Community Engagement: The Peer Buddies had to select a community outreach project per campus where they would make contact with an organization or school within their community.

Doornfontein Campus: • The Peer Buddies decided to host a “Bless the staff Day” at the Ethembeni Children’s Home in Doornfontein. The Peer Buddies took over from the staff working at the children’s home, such as cleaning, catering, gardening and caring for the children as to allow for the staff members to be pampered and treated to beauty treatments as performed by the Somatology students.

Soweto Campus: • The SWC Peer Buddies did their community project at Thaba Jabule HS. They collated career information and UJ marketing packs for distribution amongst the learners. They presented to five groups of learners (grade 11 and 12's) and also extended an invitation for them to attend the open day. They have also invited students to come for further career development at PsyCaD - the close proximity of the school to UJ SWC makes this possible for these students.

Auckland Park Bunting Road Campus: • The community outreach project took place at the Jan Hofmeyer Community Centre in Brixton. Each Peer Buddie fundraised and brought in 2 cans, others brought in old clothes, vegetables and unwanted items. The coordinator and staff from the Centre were extremely grateful for all items given from the Buddies. The Buddies assisted the kitchen staff to clean all vegetables that were going to be used for the subsequent months. The Buddies ended the day by cooking and feeding the homeless that came for lunch at the Centre. The Buddies learnt about the importance of giving, sharing and caring and helping those less fortunate than themselves.

163 Auckland Park Kingsway Campus: • The Peer Buddies organized lunch in the form of sandwiches, juice and apples for distribution to the homeless people residing at Campus Square and surrounding area. The aim of the project was to provide relief to the homeless and less fortunate individuals. The Buddies approached individuals in small groups of three after which they introduced themselves to the individual and explained the purpose of their actions. The Buddies found the recipients to be very thankful, overwhelmed and receptive of what the Buddies had to offer. The recipients were further very co-operative in directing the Buddies to where to find their fellowmen. The project was a success and it also helped the Buddies to realize that there is still more that can be done for the community to make it better, and there is still need for more sustainable projects that can change people's lives on a longer term basis and going a step further from just providing a meal.

3.8.3 Psycho-Educational and Training and Development Services

Intern Psychologists Community Engagement: The Esperanza Project • Esperanza is a Primary School in Newlands. The school identified 28 learners, who seemed to struggle academically due to various reasons; • The Intern Psychologists therefore provided the following services to the school; • Scholastic assessment and feedback; • Learning support; • Play therapy; • Teacher workshops; • This is the third year that PsyCaD collaborated with Esperanza Primary School. Due to the positive feedback from the school and also the realisation of the need of the community, PsyCaD wish to continue and expand on the project in 2013.

3.8.4 Training and Development

Radio Mafisa The Intern Psychologists presented a series of talks on Radio Mafisa (radio station in Rustenburg). This project commenced in June 2012 and concluded in November 2012. The following topics were addressed: General Health Gender Stereotypes HIV and AIDS Women Empowerment Mental Health Parenting Skills Substance Abuse Emotional Intelligence Careers Trauma Unemployment Loss and Bereavement Hobbies and Recreation Relationships

164 4. GOVERNANCE REVIEW

The PsyCaD Governance Structure consists of a: • Board of Governance • Director • Management Team

PsyCaD has a Board of Governance that serves as independent body to oversee the financial and strategic aspects of PsyCaD, and ensure the efficient and effective functioning of the Centre. Two meetings were scheduled for the PsyCaD Board of Governance during 2012. The Board of Governance comprises:

Prof Angina Parekh DVC: Academic Prof Elizabeth de Kadt Executive Director: ADS (Chairperson) Prof Jenny Clarence-Fincham Operational Director: ADS Prof Gertie Pretorius Director: PsyCaD Prof Rory Ryan Dean: Faculty of Humanities Prof Sarah Gravett Dean: Faculty of Education Prof Stephen Kruger Dean: Faculty of Management Dr Jack Mashiapata Deputy Director: Directorate for Counselling, Career and Academic Development, University of South Africa Dr Nomfundo Mlisa Director: Student Counselling Unit, University of Fort Hare Ms Tracey McKay UJ, Union Representative of SAPTU Mr Pule Boleu UJ, Union Representative of NEHAWU Mr Corrie Lock UJ, Union Representative of NTEU Mr André Mynhardt UJ, Union Representative of Solidarity Dr Anita Fourie PsyCaD: Team Leader Mr Thokozani Gamede PsyCaD: Financial Officer Mr Zunaid Tilly Community Representative Mr Banele Mkhatshwa SRC Representative

The PsyCaD Management Team for 2012 consisted of: Prof G Pretorius Director Ms C Olivier Special Operations Assistant to the Director Mr T Gamede Financial Officer Dr A Fourie Team Leader: Psycho-Educational Services (Resigned 31 August) Mr I van den Berg Team Leader: Career Services Mr K Mashaba Team Leader: Therapeutic Services Ms S Taylor Team Leader: Shared Services Ms T le Roux Team Leader: Training and Development Services Ms Z Asmal Team Leader: Academic Services

165 Committees in PsyCaD

Quality Committee PsyCaD found it expedient to have its own Quality Committee. The PsyCaD Quality Planning Committee was established in 2008 and operates in terms of a formalised Charter. This Committee is responsible to the Director: PsyCaD. The purpose of the PsyCaD Quality Planning Committee is to promote and maintain a high standard of quality within PsyCaD. The Committee meets on a monthly basis.

5. FINANCIAL REVIEW

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT FOR CENTRE FOR PSYCHOLOGICAL SERVICES AND CAREER DEVELOPMENT (PsyCaD) Cost Centre 181100 Entity Income Budget Amount Earned number 14500 Grants and Donations Internal - R 14,250.00 16100 Inter-Departmental Sales R 39,500.00 R 26,190.00 16200 Public Sales and Services R 986,500.00 R 1,066,678.08 16400 Consultation/Evaluation Income R 474,500.00 R 452,218.96 17500 Insurance Claims R- R 2,393.07 SUB TOTAL R 1,500,000.00 R 1,571,730.11 Entity Expenditure Budget Amount Spent number 31000 Personnel Costs 31200 Salaries Cost to Company R 15,373,866.36 R 15,167,879.39 31300 Temporary Salaries R 2,743,362.88 R 2,575,565.78 31400 Overtime Salaries R 17,000.00 R 5,372.27 31500 Ad-hoc Salary Payments - R -11,301.64 SUB TOTAL R 18,134,229.24 R 17,737,515.80 32000 Operating Costs R SUB TOTAL R 1,832,485.01 R 1,976,682.74 44000 Capital R R SUB TOTAL R 279,149.00 R 337,921.71 TOTAL R 18,745,863.25 R 18,480,390.14 Funds available R 265,473.11

Notes: PsyCaD Budget Cost Centre 181100 • The actual income for the year ended 31 December 2012 is R1, 571,730.11 compared to the Budget of R1, 500,000.00. • This resulted in a surplus R71, 730.11. • The personnel costs actual expenditure for the year ended 31 December 2012 amounted to R17, 737,515.80 compared to the budget of R18, 134,229.24.

166 • This resulted in a surplus of R396, 713.44, which can be attributed to the vacant positions that arose during the year. • The 396, 713.44 is equivalent to 2% of the budgeted personnel costs. • The Operating Costs actual expenditure amounted to R1, 976,682.74 as compared to the budget amount of R1, 832,485.01. • The actual capital expenditure amounted to R337, 921.71 compared to the R 279,149.00 of the approved budget. • The funds available balance of R265, 473.11 can be largely attributed to the savings that were recouped under the personnel costs.

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT FOR CENTRE FOR PSYCHOLOGICAL SERVICES AND CAREER DEVELOPMENT (PSYCAD) COST CENTRE 180170 Entity Income Budget Amount Earned number 71100 Accumulated Funds R - R 4,376,412.60 14500 Grants and Donations R - R 18,578.91 16200 Public Sales and Services R - R 346,312.42 SUB TOTAL R - R 4,741,303.93 Entity Expenditure Budget Amount Spent number 31000 Personnel Costs 31300 Temporary Salaries - R 72,787.50 32000 Operating Costs SUB TOTAL - R 66,492.11 44000 Capital SUB TOTAL - R 95,023.02 TOTAL - R 234,302.63 Funds available - R 4,507,001.30

Notes: PsyCaD Reserve Fund Cost Centre 180170 • The actual income and accumulated funds for the year ended 31 December 2012 amounted to R4, 741,303.93. • This amount includes the grants and donations, public sales and services and the funds that were accumulated throughout the years. • The total expenditure under this cost centre is R234, 302.63, and comprises personnel costs and operating costs i.e. functions and entertainment. • The funds available balance of R4, 507,001.30 can be largely attributed to the accumulated funds and interest earned throughout the years.

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT FOR CENTRE FOR PSYCHOLOGICAL SERVICES AND CAREER DEVELOPMENT (PSYCAD) COST CENTRE 181150 Entity Income Budget Amount Earned number 71100 Accumulated Funds - R 66,431.60 14300 Grants and Donations - R 50,400.00 SUB TOTAL - R 116,831.60 Entity Expenditure Budget Amount Spent number 32000 Operating Costs - - SUB TOTAL 44000 Capital - R 27,360.00 TOTAL - R 27,360.00 Funds available - R 89,471.60

167 Notes: PsyCaD PwD Reserve fund Cost Centre 181150 • The actual income and accumulated funds for the year ended 31 December 2012 amounted to R116, 831.60. • This amount includes the grants and donations and accumulated funds. • The total expenditure under this cost centre is R27, 360.00 and was for equipment (Battery propelled wheelchairs). • The funds available balance of R89, 471.60 is largely attributed to the accumulated funds and interest earned throughout the years.

AN ABRIDGED INCOME AND EXPENDITURE STATEMENT FOR CENTRE FOR PSYCHOLOGICAL SERVICES AND CAREER DEVELOPMENT (PSYCAD) COST CENTRE181395 Entity Income Budget Amount Earned number 14500 Grants and Donations - R 215,597.80 SUB TOTAL - R 215,597.80 Entity Expenditure Budget Amount Spent number 32000 Operating Costs - R 26,091.65 TOTAL - R 27,091.65 Funds available - R 188,506.15

Notes: PsyCaD HG Pretorius Reserve Fund Cost Centre 181395

• The actual income for the year ended 31 December 2012 amounted to R215,597.80 • This amount includes the grants and donations only. • The total expenditure under this cost centre is R27, 091.65; this was for travelling costs both local and abroad. • The funds available balance of R188, 506.15 can be largely attributed to the grants and donations received during the year ended 31 December 2012.

6. QUALITY SYSTEMS AND PROCESSES

PsyCaD has a dedicated Quality Promotion Committee (QPC) overseeing quality and measurement of quality across all PsyCaD services. Adherence to relevant legislation, policies and regulations is paramount in PsyCaD.

Quality Promotions Committee Prof HG Pretorius Director (Ex Officio) Ms S Taylor Team Leader: Shared Services (Chair) Ms F Jogie Psychometrist Ms Mulaudzi IT Assistant Mr L Pon Psychologist

Quality Initiatives • Oath of Confidentiality signed by all PsyCaD staff. • HPCSA regulations known and adhered to. • Relevant legislation known and adhered to. • Processes and procedures have been identified as requiring more attention. This was one of the valuable insights from the audit preparation two years ago. An improvement plan has been put into place.

168 Effectiveness and Efficiency of PsyCaD’s Quality Management System • PsyCaD has been in existence for just over four years. • PsyCaD aligns itself with the ADS Quality Plan. • Continued utilization of the electronic tracking system, Ukubamba, to assist in the provision of accurate statistics and to aid in evaluation of the effectiveness of PsyCaD’s services in student retention and throughput.

Quality Measurements in PsyCaD Evaluation of services happens through the following measurements: • Service Quality Evaluation Form; • Evaluation of training sessions/ workshops; • Evaluation of CPD Workshops; • Evaluation of the Graduate Recruitment Week; • Evaluation of the Company Presentations; • Disability Related Services Needs and Satisfactions; • Faculty and Department Questionnaire: Provision of Teaching and Learning Support for Students with Disabilities.

7. RISK MANAGEMENT

As the student profile of UJ changes, one of the important risks of the University and PsyCaD is the under-preparedness of students, and particularly of first time entrants into the university. Although this is mostly seen as academic under-preparedness, PsyCaD experiences emotional and psycho-social under-preparedness in first year students as well. Students present with a plethora of psycho-social needs, ranging from family and relationship problems to a wide range of emotional disorders, including anxiety and depression, as well as difficulty in adapting to the university environment and culture on all levels. PsyCaD attempts to address these needs through the 24-Hour Crisis Line, the Peer Buddies, the Residence Advisors programme, involvement with UJ’s First Year Experience initiative, as well as through the professional, academic and therapeutic services we offer.

Another important aspect of under-preparedness relates to Career Services. It seems that many first time entrants do not have sufficient knowledge and skills to make responsible career and academic programme choices, leading to a high drop- out rate. PsyCaD attempts to address this risk by providing high quality career services to prospective students as well as current students. A major area of development for PsyCaD is finding ways of assisting UJ in terms of placement of applicants into the correct programme according to career assessments.

In terms of under-preparedness, it is evident that it is not only students that are under prepared, but also the staff, when it comes to dealing with the risk adequately. This poses a risk in which PsyCaD can assist by providing staff with psycho-social support.

Due to the ever-changing student profile of UJ and the under-preparedness of, not only students, but also staff to deal with increasing academic and psycho-social challenges, there is a greater demand for psychological intervention and assistance.

169 This places strain on the human and financial resources of PsyCaD, and may result in compassion fatigue and burnout among psychologists. These well-known occupational risks need to be carefully managed and monitored. By providing appropriate forums in which professional PsyCaD staff members can debrief, raise concerns, and receive peer guidance on challenging cases, it is hoped that some of this additional pressure is alleviated. In addition, relevant training is organised for professional staff members to hone existing skills and expand their psychological armament, which equips them to better address the needs of the diverse student profile.

A further major area of activity and strategic thinking in PsyCaD is that of equitable and uninterrupted service delivery on all campuses. This receives considerable attention.

8. STRATEGIC PLANNING FOR 2013

PsyCaD Vision, Mission and Values

VISION Centre of excellence for psychological and career services.

MISSION Providing the University of Johannesburg and the broader community with developmental, preventative and curative services through psycho-social-cultural, academic, therapeutic and career development interventions.

VALUES Meaningful engagement with stakeholders and clients, driven by: • Responsibility; • Accountability; • Relevance; • Ethical principles.

PsyCaD Strategic Thrusts for 2013 • Providing a foundation of psycho-social-cultural, academic and career services to support UJ students, staff and the broader community; • Implementing preventative and developmental psycho-social interventions to enhance student and staff wellbeing and academic success; • Improving access to career resources and career counselling to prospective students, UJ students and staff; • Advocating and providing holistic services to people with disabilities; • Positioning PsyCaD with a research mandate, and ensuring an enhanced research ethos in PsyCaD; • Implementing and consolidating social networking as a means of communication with stakeholders; and • Improving relationships with faculties and other important partners.

170 9. SOCIAL MEDIA IN PSYCAD

Social media (Facebook, Twitter, blogs, You Tube, Linked-in, etc.) have become an increasingly popular social marketing tool for organisations to engage with the public (Zabin & Jefferies, 2008). PsyCaD has, accordingly, implemented a Social Media Portfolio (SMP) to use Social Media (Twitter and Facebook) as a social marketing medium and to enhance communication with UJ students and external clients. The aims of the SMP are (1) to use Twitter and Facebook to create an on-line platform to increase UJ students and external clients’ awareness (exposure) of PsyCaD and (2) to create an on-line platform where UJ students and external clients’ can engage (engagement) with PsyCaD. There are currently two PsyCaD Twitter accounts and two PsyCaD Facebook pages (see Table 1). The Twitter and Facebook accounts were created and are managed by one PsyCaD staff member1 (the SMP Manager).

PsyCaD Twitter and Facebook accounts

Account Description General PsyCaD Twitter Used for all Service Units posts Account exclusive to posts for the Career Services Career Services Unit Twitter Unit General PsyCaD Facebook Used for all Service Units posts Career Services Unit Account exclusive to posts for the Career Services Facebook Unit

The social media accounts were launched in February 2012. Given that this was a new project within PsyCaD, the first year of implementation served as a pilot phase, in which many lessons were learnt. The use of social media appears to have enhanced the communication with stakeholders, with students increasingly using the accounts to enquire about PsyCaD’s services. Further, the use of social media enables PsyCaD to monitor the brand and perceptions that the UJ community and external clients have of PsyCaD.

Page Growth From implementation at the beginning of February 2012, the Facebook Pages grew organically and steadily. By the end of February 2012, the General PsyCaD Page had gained 41 fans and the Career Services Page had gained 41 fans. By the end of December 2012, General PsyCaD Page’s fans had increased to 314, and the Career Services Page had gained 294 fans. From implementation, the PsyCaD Twitter account gained 68 followers by the end of March, and the Career Services Twitter account gained 60 followers2. By the end of December 2012, the PsyCaD Twitter account had 220 followers and the career Services account 331 followers.

1 Ms Rony Sklar 2 Analytics were not available for the Twitter accounts for February 2012

171 Growth of PsyCaD’s social media accounts in 2012

PsyCaD Career Services Month Twitter Facebook Twitter Facebook

February . 41 . 41

March 68 97 60 79

April 87 119 65 94

May 114 175 90 140

June 122 189 113 155

July 161 232 121 195

August 174 259 . 219

September 206 283 . 251

October 211 294 . 270

November 221 309 . 287

December 220 314 331 294

Note: Data for the Career Services Twitter account were not available from August to November 2012

Social Media Page Growth

350 300 250 200 PsyCaD Facebook 150 Career Services Facebook 100 PsyCaD Twitter

Total Followers/Fans 50 Career Services Twitter 0

172 10. CONCLUDING REFLECTION ON STRATEGIC DIRECTIONS, CORE TRENDS AND CHALLENGES

• When reflecting on the content, data and numbers in the PsyCaD annual report for 2012, significant themes and trends emerge. It is apparent that PsyCaD is well known by UJ students, staff, faculties, residences and other stakeholders, and increasingly utilised. Mostly, it is evident that PsyCaD’s structure is well conceptualised and that it is a fully functioning Centre of Excellence. • During 2012, PsyCaD shifted its paradigm from a curative one focusing on crisis interventions and reactive approaches, to initiating, conceptualising and implementing preventative and developmental strategies. Although curative interventions will always remain important in any centre for psychological services, it is envisioned that the preventative and developmental strategy will assist UJ students and staff to be resourceful and resilient. • PsyCaD is committed to the provision of academic services to UJ students and faculties. This is evident in the role PsyCaD plays in FYE and the SAFENET project. These initiatives will receive increased attention during 2013. • Effective Career services to prospective students and enrolled students provide the foundation of academic and career success. In view of the digital generation that PsyCaD serves, the development of a virtual career resource centre and virtual recruitment programme was initiated during 2012. This envisioned project will be a focus area during 2013. • UJ students and staff increasingly utilise Therapeutic services in PsyCaD. In times of crisis and trauma, the UJ community turns to PsyCaD for high quality psychological services. Our motto of being “there for you when it matters most” will remain important in the future. • During peak times at UJ, PsyCaD assisted ADS and the UJ community when and where applicable. The training of a core group of Peer Buddies seems to be highly effective in this regard. It is also evident that PsyCaD’s involvement in residences and the RAA program will provide essential preventative services to UJ students. • In the Office: People with Disabilities, PsyCaD experienced increasing demands from UJ communities. The growing number of students presenting with cognitive and learning disabilities, challenged PsyCaD to rethink the position of this Office. It also led to the formation of a UJ Concession committee. The assistance of clients with a wide variety of disabilities on a psycho-educational level, requires complex approaches and scarce skills. This taps the capacity of Educational Psychologists, requires focused attention and has budget implications. • Psychometry forms an important part of any Psychological and Career Services. During 2012, as always, PsyCaD conducted a wide range of psychometric assessments on UJ students, staff, faculties and members of the public. PsyCaD is also established as an excellent training facility for registered Psychometrists and accredited by the HPCSA as an internship site for Psychometrists. • PsyCaD has a national reputation of being an excellent, accredited training site for Intern Psychologists. Annually, there is a growing number of applicants from universities nationwide, who seek to be trained in this Centre. PsyCaD

173 attempts to give preference to UJ students from the Faculties of Humanities and Education. • PsyCaD has excellent resources, and we are proud of our equitable services to UJ students, staff and members of the public on all our UJ campuses. • PsyCaD is actively engaged in the community. We will maintain meaningful and continuous engagements with the community, within the constraints placed on us by capacity.

11. GRATITUDE

PsyCaD wishes to express its gratitude to the MEC for providing the budget to appoint three temporary Psychologists to assist the UJ student population on all campuses, with a focus on SWC and DFC. A final word of gratitude to the MEC, Prof Parekh and Prof De Kadt is appropriate at the conclusion of this report.

174 Annexure 1

Office: People with Disabilities

CENTRE FOR PSYCHOLOGICAL SERVICES and CAREER DEVELOPMENT

175 OFFICE: PEOPLE WITH DISABILITIES

1. EMPLOYEE PROFILE ANALYSIS

Mr Ashmore Nkuna O: PwD Administrative Assistant (permanent appointment from May 2012) Mr Nhlahla Mongwe O: PwD Technical Administrative Assistant Ms Wendy Mupaku O: PwD Case Manager (temporary appointment from August 2012) Ms Lauren McDiarmid O: PwD Braille editor (temporary appointment)

When compared to other leading disability units in the country, the O: PwD’s human resource capacity is considerably smaller. Only two permanent positions, that of O: PwD Administrative Assistant and O: PwD Technical Administrative Assistant, are dedicated O: PwD positions. The two psychologist positions are contractually divided between O: PwD and Academic Services responsibilities. To assist with the specialised support that SwD require, two temporary appointments, that of O: PwD Editor and O: PwD Case Manager have been made.

2. CLIENT PROFILE AND CORE BUSINESS ANALYSIS

The core business of the Office: People with Disabilities (O: PwD) is to facilitate and provide comprehensive academic support to students with disabilities (SwD). In collaboration with Faculties and Divisions, the O: PwD strives to promote academic success, as well as student retention and throughput of students with disabilities, by providing them with academic, technological and psycho-social support. By responding to the diverse needs of SwD, the O: PwD aims to contribute to the University’s strategic thrust of promoting transformative responsiveness by ensuring an accessible learning environment for all.

Therefore, the O: PwD serves as the central point where these students can disclose their disability status for the purposes of receiving the required support. This confidential process of disclosure allows for an assessment of the needs of the student. These needs can include academic, residential, examination, concessional and study material adaptation support. During this assessment and interview process, the student is also advised regarding available resources and general information pertaining specifically to SwD is provided.

The O: PwD also provides career advice and information to registered as well as prospective students, makes referrals where necessary, and collaboratively advises and works with faculty and staff on issues pertaining to barrier-free access and disability-related issues. Often the O: PwD is asked to assist with psycho-social matters, which can also include community and family interventions. In addition, the Office strives to raise the awareness of staff, UJ stakeholders as well as the student population regarding the needs and supportive assistance for people with disabilities.

176 3. SUPPORT PROVIDED TO STUDENTS WITH DISABILITIES (SWD)

The O: PwD aims to provide holistic support to students. We assist with the following:

General support to SwD: • Facilitating placement assessments of prospective students referred by Faculties; • Processing of evaluations and reports to Faculties for concession requests by registered students; • Providing psychotherapeutic support to SwD; • Liaising on accessibility and support issues with Faculties and UJ Divisions; • Facilitating the coordination and invigilation of test and exam writing facilities within the O: PwD; • Providing and maintaining well-resourced computer lab venues across all sites, where specialized software allows access to study material; • Providing assistance in training and accessing learning aids and assistive technology to students; • Orientating new students and staff, who are visually and physically impaired, to the campus environment; • Supporting the learning accessibility needs of extracurricular students; • Promoting disability awareness and sensitivity on campus; • Making appropriate referrals to internal UJ stakeholders e.g. specialized residence placement/accessing DoL bursaries through the finance department; • Making appropriate referrals to and collaborating with other Academic Support and Development centers, e.g. computer skills training, learning support.

In addition to the above services, the O: PwD also provides disability specific support:

Visual disabilities • Providing adapted (enlarged/brailed) learning material/study guides/textbooks. • Providing and training in specialised software to access learning material.

Physical disabilities • Advising different stakeholders on adequate accessibility with regards to infrastructure (such as adapted lifts, ramps and toilets) on all sites. • Collaborating with Residence colleagues in co-ordinating proper accommodation based on specific needs of the students. • Contributing to in-house access audits.

Hearing disabilities • Providing specialised assistive technology to amplify sound.

Emotional/psychological disabilities • Referring of students for individual or group counselling. • Referring of students for medicinal/clinical intervention when necessary.

177 Learning disabilities • Advising students with learning and attention difficulties. • Referring students / conducting psycho-Educational assessments for students with learning and/or attention difficulties. • Referring students for learning support provided by UJ stakeholders (ADC) when necessary. • Assisting students with learning strategies to facilitate effective learning.

Statistics demonstrating some of the above services are illustrated in the table below:

Technological Services: Hours Pages Editing 361 5201 Enlarging 11 519 Photocopying 12 1330 Printing 10 1554 Scanning 12 833 Braille 55 2420 ALL SITES Computer Laboratory Requests for Technical Short Enquiries Visits support 318 89 318

Statistics The statistics over the past three years for SwD (drawn from HEMIS, December 2012) are as follows:

Total Students with Disabilities (2010 - 2012)

250 232

194 200 181

150

100

50

0 2010 2011 2012

178 The distribution per campus for 2012 is as follows:

Number of SwD per Campus 250 205 200 160 150

100

50 18 13 14 0 APB APK DFC SWC ALL

The stigma surrounding the disclosure of a disability influences the statistics and sometimes results in the underrepresentation of actual SwD numbers.

The figures fluctuate during the year. This is mainly due to not all SwD initially disclosing their disability status on their application forms. A number of students only approach the O: PwD during the course of the year when they require additional support or begin experiencing difficulty coping academically and realize that support is available. Once these students disclose their disability status to the O: PwD this information is forwarded to the Biographic department, who update the statistics on the internal system and HEMIS.

4. 2012 KEY FOCUS AREAS

Apart from the general support offered to students, there were key focus areas that the O: PwD was involved in:

UJ Concession Committee The newly established Disability Concession Committee convened in January 2012. The aim and purpose of this Committee was to discuss and decide on student application requests for disability concessional support. Members include expert representatives from the Humanities, Health Sciences and Education faculties, who review and decide upon the concessional support required by SwD. The O: PwD’s role is to manage the application requests cases by providing the collateral information to the Committee to facilitate decision making, and to follow up on the recommendations of support.

Some operational decisions from the Committee have included the following: a) Approval of concessions for the duration of studies at UJ. Students with long term and permanent disability status no longer need to reapply for a concession each year; b) Referrals for further psycho-educational assessments in collaboration with the UJ Psychology department (specifically used for learning disability applications);

179 c) Referrals for additional Occupational Therapy assessments in collaboration with WITS’ Occupational Therapy department;

Concession assessments Many students with learning disabilities originate from under-resourced schools, which did not have the capacity to assess and support these students adequately. Particularly first year students are referred by a member of staff to the O: PwD if a learning disability is suspected. After an initial intake interview, the students are referred for a screening assessment, and if a learning difficulty is evident, there is a process in place where a concession assessment (which highlights the areas of difficulty, as well as directs the recommendations for support) is conducted for a nominal fee.

Concession assessments are also available to external clients upon request. There has been a general increase in requests for these assessments from public, as well as private schools. This is an area of identified growth for the coming year, as PsyCaD is well equipped to provide such a service to the surrounding communities.

Deloittes Internal audit The O: PwD and the HR Wellness Office were internally audited. The Office was requested for evidence to substantiate its strategic planning and goal alignment. In a consultative role, the O: PwD gave feedback around the suggestions, and recommendations, where applicable, are being investigated and implemented.

UJ Strategic planning for disability related matters The O: PwD together with a CPWD nominated task team, reviewed and revised the CPWD Strategic Goals document. Five encompassing goals were identified and actions plans for these goals were clarified. Stakeholders from Student Marketing, Sport and Operations were consulted in the drafting of the document, and on-going implementation of these goals will continue over the next two years.

Deputy Minister’s visit The Deputy Minister for Women, Children and People with Disabilities, Hendrietta Bogopane-Zulu, visited UJ as part of the Higher Education Institutional Capacity Building Roadshow.

The road show forms part of her campaign to promote the establishment of Disability Rights Units at universities in order to realise the promotion and protection of the rights of students and employees with disabilities. Her department would like all universities to acquire best practices in addressing matters of students with disabilities.

Documented evidence in this regard was requested before the visit and was forwarded to the relevant stakeholders. The Minister also requested other information around practices within the O: PwD which highlighted the holistic support provided to students and staff alike.

Gauteng Special Schools Careers Exhibition The O: PwD facilitated various presentations at a Careers Exhibition organized by The Hope School for the Physically Disabled. All special schools in the Gauteng

180 region were invited to this exhibition. Over 450 learners, with various disabilities, were exposed to various companies, tertiary institutions and training opportunities. The exhibition presented opportunities for career counselling and advice specifically for SwD as well as introducing prospective students to the support available to them at university. Additionally, this exhibition created a forum for the establishment of data base of SwD’s CVs so that they could be aligned to job opportunities.

APK Library Research Facility for SwD In collaboration with the Library a dedicated research area reserved for SwD was identified and established. The area has been refurbished, adapted and equipped with computers fitted with assistive technology and software.

Funding for this project was possible due to the efforts and generosity of the DVC Prof Derek Van der Merwe, the Campus Director’s office and the Carl and Emily Fuchs foundation.

The refurbishment and adaptation includes: a) A separate glassed section; b) Access card function; c) Ergonomically adapted workstations; d) Adapted computers and a desktop magnifier for low vision users; e) Assistive technology and specialized software.

Environmental Access Audit On the directive of the Committee: People with Disabilities (CPwD) a collaborative task team was established to complete a basic accessibility audit of all UJ campus sites beginning with the APB Campus. The audit included the buildings and surrounding site boundaries / areas.

The access audit report aimed to record each building and surrounding site area on the APB campus and establish how well each building conforms in terms of access and ease of use. Furthermore, the audit aimed to mainly identify obstacles to people with mobility and sensory impairments.

To gauge the areas of need, the O: PwD began by compiling and distributing a brief questionnaire regarding access barriers to students and staff at APB campus, and analysed the responses as background information. The project task team has followed up by undertaking weekly campus walkabout surveys to systematically and consistently work through the campus and buildings. Finally the audit report will seek to find solutions to access problems, with recommendations, and prioritizing access improvements over an on-going period of time.

The access audit process is on-going and is now being facilitated on other campus sites.

Disability Awareness The following were disability awareness activities facilitated by the O: PwD: a) Disability sensitivity workshops held with library staff members at SWC. b) Facilitation of disability sensitivity games in the annual Diversity Week. c) Facilitation of the annual WOEMA race during the annual Diversity Week.

181 d) Co-ordination of the 2012 Casual Day.

2012 Examinations In collaboration with the UJ Examinations department, all students who received concessional support, as well as additional time, made use of the O: PwD facilitates to complete the June and November examinations. Along with providing invigilation services for tests and exams, other forms of support were put in place pertaining to exams. These include: a) Making special test / exam arrangements across all campus sites. b) Liaising with various faculties and departments to source the exam papers where accommodations have to be made. c) Providing a specialized exam venue with the assistive technology that is required by the students to complete their exams. d) Editing and facilitating exams in alternative format (enlarged font) where necessary. e) Arranging and sourcing invigilation resources where necessary. f) Providing psycho-therapeutic support to students who are anxious or feel overwhelmed by exams. g) Collaborating with the Invigilation Department for the provision of a scribing service.

The table below provides statistics in this regard:

Test/Exams and Invigilation: Site APK SWC TOTAL Students writing at O: 212 5 217 PwD Hours (Invigilation) 440 9 449 Papers written ALL SITES 430

5. IDENTIFIED AREAS OF GROWTH

Holistic disability services within Higher Education should not only address disability related issues within the university, but should extend to offering a scope of services to a wide range of stakeholders, including prospective students, staff, special school communities, alumni and prospective employees of PwD.

Therefore, the O:PwD, directed and supported by the Committee: People with Disabilities, reviewed its core activities, with the aim of enhancing and optimising services to PwD. Considerations for this enhancement strategy included engaging with various university stakeholders to promote disability issues. The support of PWD remains a university-wide commitment, and the strategic planning of this promotes the understanding that all stakeholders within the university have a role to play in supporting this commitment.

182 To promote this, there are key growth areas that will be focused upon in the coming year. These include: • Alignment to Disability guidelines for HEIs. Upon her recent visit, the Deputy Minister stated that in the near future a document would be released that would direct the minimum requirements and standards necessary in Disability Units at universities. When this document is available, the O:PwD aims to ensure that these guidelines are fully implemented with the UJ. • Encouraging the confidential disclosure of disability status amongst students and employees. For a variety of reasons, including stigma and a misunderstanding of the definition of disability, many students and employees do not disclose their disability status. The O:PwD aims to establish an ethos of sensitive understanding around disclosure, which will hopefully result in an accurate reflection regarding the statistics around disability. • Engaging with various divisions and departments and collaborating on specific strategic tasks to promote the university’s strategic goals regarding people with disabilities. Through the formation of task teams and the identification of division-related goals, the promotion of disability issues will be implemented at university level. • Participating in community engagement projects, specifically with special schools in the surrounding university area. The focus of such projects would be on career counselling related aspects with the aim of supporting teachers as well as prospective students with disabilities. By promoting the services available to SwD, the O: PwD hopes to attract more prospective students with disabilities to the UJ. • Strengthening relationships and processes with prospective employees of graduates with disabilities, by collaborating with PsyCaD’s Career Services unit, with the aim of creating effective employment opportunities, as well as further learning opportunities for SwD. • Collaborating more formally with the Human Resources Division, and more specifically the Wellness Office. The aim of this engagement would be to structure and facilitate the support of employees with disabilities. This support would include increasing the numbers of employees with disabilities, as well as putting in place dedicated, streamlined and specialised support forof these employees. • Contributing, as part of a multi-university forum, to the Higher Education Disability Services Association (HEDSA), to not only address disability related issues within the university context but to also assist other Higher Education institutions through identifying current issues and areas of need, with the aim of creating standardised practices related to disability within HEI.

6. CONCLUSION AND WAY FORWARD

The support of students with disabilities remains a specialised and complex task. Therefore, in an effort to provide and meet the complexities of this specialised support, it was strategically decided that the O: PwD would formally become a separate unit under PsyCaD, and so would no longer operate under the Academic Service unit. This will ensure a continuation in the high quality of services and

183 optimal functioning of PwD related activities at the UJ, and also provide an opportunity for focused support.

The O: PwD will focus on strengthening the services it already provides and also broadening the range of support by identifying areas of growth through benchmarking with other units at other institutions. This focused and dedicated support will hopefully result in an established unit that is resourced with skilled employees and services.

A unique challenge that the O: PwD needs to actively undertake is to investigate and provide the support required for students who are Deaf. This category of disability requires specialised employees with specialised skills such as sign language and currently the O: PwD does not have the human resource capacity to meet this. This can be potentially altered through the provision of a permanent sign language position within the O: PwD.

The Office: People with Disabilities remains dedicated to supporting students with disabilities, with the ultimate aim of promoting academic success. It is continually investigating and furthering best practices to enable inclusive practices in Higher Education, and contributes actively to disability related activities within the broader university context. We remain committed to barrier-free access and will continually strive to advise and advocate for people with disabilities with regards to policy and procedure, information and communication, technology, values and attitudes. We look forward to 2013, where the Office hopes to establish itself as a committed unit that contributes to sustained and supportive relationships within the University community.

The Office extends its appreciation and gratitude to the continued support of the UJ Executive Management, in particular, the Committee for People with Disabilities (CPWD).

184 Annexure 2

WORK INTEGRATED LEARNING (WIL)

1. STRATEGIC DIRECTIONS AND PROGRESS

The role of the UJ WIL Forum is to provide a report (including statistics) on WIL at UJ; to maintain awareness of national (and international) developments that may impact on WIL; and to capitalize on opportunities to advance WIL at UJ.

Employee Profile Analysis WIL support at UJ is offered via the UJ WIL Coordinator, a White female permanent staff member with a 50% allocation of responsibility to WIL matters.

1.1 Client Profile and Core Business Analysis

Functions of the WIL Coordinator include: the establishment and fostering of both internal and external partnerships for WIL placement, development of guidelines to ensure that all aspects related to WIL are able to proceed smoothly and reporting on WIL within UJ. This is over and above the existing contacts that the 26 Faculty WIL coordinators maintain in the 31 programmes with a formal WIL component for the placement of 3735 students into WIL placement in 2012.

2. GOVERNANCE REVIEW (GOVERNANCE STRUCTURES, CHARTERS, POLICIES)

The UJ WIL management model implemented in 2011 continues to function with four UJ WIL Forum meetings held. The reporting structure consists of Departmental WIL Coordinators who submit reports to Faculty WIL Coordinators for consolidation and feedback at the UJ WIL Forum, which reports to the STLC. Faculty WIL Coordinators are supported by the UJ WIL Coordinator, who provides updates on aspects relevant to WIL to Forum members, consolidates any reports for the STLC/UJ Management re WIL and maintains the central WIL website.

3. FINANCIAL REVIEW

The budget for WIL-related matters resides with the Executive Director: ADS. Every WIL opportunity identified that enables a student to complete his or her academic programme contributes directly to throughput and thus DHET output funding. UJ paid membership fees to the Southern African Society of Co-operative Education and was a corporate member of the World Association of Cooperative Education in 2012.

185 4. QUALITY ASSURANCE

WIL remains aligned to UJ policies, with the 2008 UJ Work Integrated Learning and Service Learning Policy to be reviewed in 2013. The UJ WIL Coordinator completed the Short Learning Programme on Service Learning Capacity Building for her further development in experiential education.

Preparation of students for the work integrated learning component is key to the successful integration of students into the workplace and is part of the quality assurance cycle for WIL at UJ. The PsyCaD Career Services unit largely fulfils this role at UJ. During 2012 a concerted effort was made to host these workshops during lecture periods, which proves to be most beneficial.

5. WIL ACTIVITIES IN 2012

WIL-related activities in 2012 have largely addressed previously identified possible risk factors. The WIL Forum held quarterly meetings, with reports to the UJ Senate Teaching and Learning Committee (STLC) on WIL-related matters presented in May and October and quarterly reports issued via the WIL Forum. The UJ Best Practice Guide for WIL was finalised 2012, incorporating aspects from the August 2011 CHE publication Work-Integrated Learning: Good Practice Guide, specifically referring to additional forms of WIL, namely problem-based learning, work-directed theoretical learning and project-based learning. Faculty and Programme regulations now include rules regarding WIL.

The WIL website serves as an information point, and is kept up-to-date. An important systems development was the addition of fields on the Integrated Tertiary Software (ITS) system to allow for the capturing of student company placement details, thus enabling more complete WIL placement statistics. The strategy of a streamlined WIL management system with a standard approach (as far as possible) within Faculties remains a point of focus.

WIL activities within UJ were supported. There was on-going interaction with companies to identify WIL opportunities for the 3735 students registered on WIL programmes, of which 180 were re-registrations for the WIL component.

Regular Faculty WIL committee meetings were held in the Faculty of Management (joined by the Faculty of Humanities) and in the Faculty of Engineering and the Built Environment, these Faculties having the most students involved in WIL in external companies. Departmental WIL Coordinators in the Science Faculty meet as required. The WIL meetings continue to be a quality and information sharing mechanism.

A key role of the WIL Coordinator is liaison with external partners. Various company and departmental meetings were held and all company contacts were followed up on. Comments were submitted with regard to the Ministerial Review for the Funding of Universities, the Department of Trade and Industry’s B-BBEE Codes of Good Practice, the draft regulations for learning programmes for SETAs and the Green

186 Paper on Post-School Education. The WIL Coordinator participated in the panel discussion with the UK Association of University Administrators and was part of the UJ Task Team looking at External Engagement to inform the UJ Teaching and Learning Strategy.

Education, training and skills development remained high on the national agenda in 2012. The DHET appointment of Mr Zukile Mvalo as Chief Director: WIL Partnership and Innovation is seen as a positive step forward for WIL. A highlight in 2012 was the UJ WIL Showcase - a vignette of WIL in action at UJ, which was attended by Mr Mvalo. Increasing industry awareness of WIL is key to successful partnerships, especially in the face of much emphasis nationally on the FET sector work placements, artisan training and the University of Technology programmes. All opportunities to promote and engagement with stakeholders regarding WIL are explored. The DHET/ Japan International Cooperation Agency (JICA) Employability Improvement Project will be followed up in 2013.

WIL was a participant of the pilot UJ Customer Relationship Management system using Enterprise Cloud. The need for a database of companies contributing to the WIL project remains important.

6. POSSIBLE RISK FACTORS AND INTERVENTIONS THAT WOULD HAVE TO BE TAKEN

The risks identified in relation to WIL in 2011 have largely been addressed. As UJ begins the curriculum design process in the implementation of the HEQF, both risks and opportunities exist for WIL: opportunities for WIL to be included in more programmes (including degree programmes) as the traditional WIL model has been extended, but also a threat as, due to possible incomplete understanding of WIL, that these aspects will not receive consideration. The national skills agenda is focused on the FET sector, and discourse involving WIL more often than not mentions Universities of Technology, requiring more effort of UJ (as a comprehensive) to be noticed as a provider for WIL. Legislative changes in the SETA grant regulations require attention.

The lack of placement opportunities for WIL students – especially in view of the continued downturn in the economy – remains a continued risk. We look forward to the proposed implementation of the WIL Training Facility within Resolution Circle, which is anticipated to begin offering placements during 2013.

7. KEY STRATEGIC THRUSTS FOR 2013

The following key thrusts have been identified for 2013: • Full implementation of the UJ WIL Guidelines for Good Practice; • Beginning implementation of the WIL Training Facility within Resolution Circle (Perskor Building on DFC); • Review of the UJ WIL and SL Policy; • Partnership development for WIL opportunities;

187 • Development of a fully functional WIL website serving as a repository of relevant WIL information and linking to Faculty and other key sites; • Contribution to national skills development initiatives (including those of the Southern African Society for Co-operative Education and the Gauteng Regional Forum; • Presentation of papers at the World Association of Cooperative Education conference in Durban.

On-going routine activities will include advocacy of and reporting on WIL, contacts with companies, maintenance of the WIL website and meaningful contribution to the general field of experiential education.

188 Concluding Reflections on the Academic Development and Support Portfolio

ADS, portfolio and Division, has now been in existence for five years, and it is clear that the various initiatives established during this time are coming to fruition. In particular, the encompassing First Year Experience project, which draws together much of the work of ADS, is having increasing impact both on student performance, but also on institutional understandings of the needs of our current students and of approaches to teaching and learning which are likely to be most productive. At the same time, ADS cannot now stand still: there is need for constant reflection and, where needed, change – as evidenced by the transformation of CenTAL into CAT, with a comprehensively rethought approach to learning with technology. Similarly, the integration of the staff development function into the Academic Development Centre is likely to bring about reorientation, renewal and enhanced opportunities for progress in the coming year.

At the end of 2012 the ADS goals were reframed for the coming three years (2013- 2015): ADS will now seek to support the academic project at UJ, by: 1. Developing and implementing an ADS framework that is aligned with the UJ teaching philosophy and facilitates integration within the Division and with Faculties. 2. Foregrounding 21st century skills for UJ staff and students. 3. Implementing a centralised model of academic and educational development with increased collaboration with Faculties, on the basis of expertise. 4. Providing professional development in support of the learning-to-be teaching philosophy, and the UJ Teaching and Learning Strategy. 5. Providing a foundation of psycho-social-cultural, academic and career services to support UJ students and staff. 6. Developing a community of practice to support an enhanced research ethos in ADS. 7. Running the Division effectively through consensus-building, so as to receive full and professional commitment from ADS staff. 8. Promoting national and international links.

At the same time, discussion continues around broader issues:

The integration of the Professional Academic staff Development unit into the Academic Development Centre opens up the possibility of a much strengthened, and more coherent and collaborative focus on staff development by drawing on additional staff capacity from both ADS and CAT. Positioning staff development as core to academic / educational development will allow for the optimal utilisation of what is increasingly experienced as limited staff capacity within ADS, in terms of rapidly growing demand from both staff and students. Within this expanded context we foresee the emergence of a revised and revitalised model of staff development.

The challenges in filling the several ADS leadership posts have confirmed the extent to which high level expertise in academic / educational development must be considered a scarce skill. With appointments of designated staff with the necessary

189 expertise and with leadership potential now being made at middle management level, it is clearly essential that ADS must follow a ‘grow your own timber’ approach, and seek to nurture and develop these staff (and indeed all staff), within the emerging UJ focus on leadership development.

The introduction of new ‘professional support’ Conditions of Service offers the challenging opportunity for the development of a new professional identity for ADS staff. This will surely include the positioning of professional / educational development at UJ as a scholarly field in its own right, with an acknowledged body of research, to which ADS staff will continue to contribute. On the basis of such an acknowledged professional identity, additional productive relationships and partnerships with Faculties (which might include placing some ADS staff – still under ADS line management – within Faculties) will emerge as norm.

Finally, ADS needs to position itself to make a signal contribution, in terms of its specific expertise, to the growing stature of UJ, as the institution continues to develop renown in the field of undergraduate education. To this end ADS staff must further extend their expertise, through the completion of higher degrees, acknowledged research output, and national and international collaboration. This will allow them to respond ever more effectively to Faculty teaching staff who are increasingly looking to ADS for assistance, as they seek to enhance their own disciplinary-based expertise in teaching and learning.

It remains to be seen how these goals and ideas will be taken forward and developed further under new leadership.

190