DOCSLIB.ORG

FADA Annual Report 2013

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
FADA Annual Report 2013 CONTENTS CONTENTS 04 01 Executive Summary 04 01 Executive Summary 18 02 Operating Context, Governance 18 02 Operating Context, Governance and Risk Management and Risk Management 34 (PSOR\HH3URȴOH 34 (PSOR\HH3URȴOH 54 6WXGHQW3URȴOH 54 6WXGHQW3URȴOH 88 05 Research Footprint and Impact 88 05 Research Footprint and Impact 122 06 Community Service and 122 06 Community Service and Stakeholder Engagement Stakeholder Engagement 150 07 Resource Managment and Sustainability 150 07 Resource Managment and Sustainability 164 08 Conclusion and Way Forward 164 08 Conclusion and Way Forward 172 09 Appendices 172 09 Appendices 01 01 EXECUTIVE EXECUTIVE SUMMARY SUMMARY 5 5 Executive Summary 6 Executive Summary 6 Introduction Introduction The Faculty of Art, Design and Architecture (FADA) is committed to the The Faculty of Art, Design and Architecture (FADA) is committed to the notion that art, design and architecture can change the world. By encouraging notion that art, design and architecture can change the world. By encouraging creativity, collaboration, communication and critical thinking, we challenge our creativity, collaboration, communication and critical thinking, we challenge our students in all eight programmes to expand their fields beyond the conventional students in all eight programmes to expand their fields beyond the conventional boundaries in imagining the world they hope to have and to leave behind. boundaries in imagining the world they hope to have and to leave behind. We emphasise sustainability, relevance competitive world of the creative GOVERNANCE We emphasise sustainability, relevance competitive world of the creative GOVERNANCE and an engagement with the real professions. Through networks of and an engagement with the real professions. Through networks of world in our programmes, and connect national and international linkages, the world in our programmes, and connect national and international linkages, the actively with the dynamism, creativity Faculty hosts an ongoing programme At the end of 2012 3rof 0arian 6autho΍ actively with the dynamism, creativity Faculty hosts an ongoing programme At the end of 2012 Prof 0arian 6autho΍ and diversity of Johannesburg in of national and international visitors retired as Executive Dean of the and diversity of Johannesburg in of national and international visitors retired as Executive Dean of the promoting new approaches to design to engage with students, as well as an Faculty, having served in that capacity promoting new approaches to design to engage with students, as well as an Faculty, having served in that capacity education that support the University’s everchanging roster of exhibitions and since 2006. During her tenure, Prof education that support the University’s everchanging roster of exhibitions and since 2006. During her tenure, Prof vision of being an international public events to promote what we do. 6autho΍ succeeded in creating an vision of being an international public events to promote what we do. 6autho΍ succeeded in creating an university of choice, anchored in integrated Faculty within the context university of choice, anchored in integrated Faculty within the context Africa and dynamically shaping the The FA'A ȵagship research centre, of a comprehensive university. Not Africa and dynamically shaping the The FADA ȵagship research centre, of a comprehensive university. Not future. The Faculty has excellent Visual Identities in Art and Design, least of her contribution was the extent future. The Faculty has excellent Visual Identities in Art and Design, least of her contribution was the extent facilities and sta΍, and has a long is beginning to establish itself as a to which the vocational basis that facilities and sta΍, and has a long is beginning to establish itself as a to which the vocational basis that standing reputation for producing national thought leader in promoting informed the pedagogy of the legacy standing reputation for producing national thought leader in promoting informed the pedagogy of the legacy ȴrstrate graduates who are well practiceled research, and continues departments of the old Technikon ȴrstrate graduates who are well practiceled research, and continues departments of the old Technikon equipped to deal with the challenges to contribute signiȴcantly to the Witwatersrand was transformed into equipped to deal with the challenges to contribute signiȴcantly to the Witwatersrand was transformed into of solving realworld problems. research output of the Faculty. a more academicallyintensive mix of of solving realworld problems. research output of the Faculty. a more academicallyintensive mix of programmes and qualiȴcations. 6he programmes and qualiȴcations. 6he We work closely with industry to Overall, the Faculty made excellent was also instrumental in creating We work closely with industry to Overall, the Faculty made excellent was also instrumental in creating ensure that our programmes remain progress in 2013, while at the same extremely e΍ective and eɝcient ensure that our programmes remain progress in 2013, while at the same extremely e΍ective and eɝcient relevant, and that students are time being responsive to the changing governance and administrative relevant, and that students are time being responsive to the changing governance and administrative empowered to deal with the constant strategic imperatives of the University. structures, leaving behind a highly empowered to deal with the constant strategic imperatives of the University. structures, leaving behind a highly change that characterises the highly functional environment that is well change that characterises the highly functional environment that is well 7 7 positioned to rise to the challenge of prior to joining UJ was the Executive creative production positioned to rise to the challenge of prior to joining UJ was the Executive creative production the University’s ambition to attain Manger and Senior Curator of the the University’s ambition to attain Manger and Senior Curator of the advancing Faculty recognition advancing Faculty recognition global excellence and stature. Goodman Gallery, Cape Town. global excellence and stature. Goodman Gallery, Cape Town. ȏ in alignment with University’s ȏ in alignment with University’s strategic drivers strategic drivers Prof. Federico Freschi took up the Prof. Freschi inherited the 2013 Prof. Federico Freschi took up the Prof. Freschi inherited the 2013 position of Executive Dean in January strategic objectives for the Faculty, ensuring operational eɝciency position of Executive Dean in January strategic objectives for the Faculty, ensuring operational eɝciency 2013. An N5Frated art historian, Prof which had been identiȴed as ȏ and institutional culture 2013. An N5Frated art historian, Prof which had been identiȴed as ȏ and institutional culture Freschi has extensive experience as an Freschi has extensive experience as an continued engagement with continued engagement with academic and academic administrator. a focus on building a academic and academic administrator. a focus on building a ȏ community service. ȏ community service. He has taught at the former Cape ȏ competitive and relevant He has taught at the former Cape ȏ competitive and relevant Technikon, the Universities of Cape programme mix and o΍ering The Faculty made excellent progress Technikon, the Universities of Cape programme mix and o΍ering The Faculty made excellent progress Town and Stellenbosch, and more in all these areas, while also engaging Town and Stellenbosch, and more in all these areas, while also engaging a continued contribution a continued contribution recently at the University of the actively with the new vision and energy recently at the University of the actively with the new vision and energy ȏ to the technology drive ȏ to the technology drive Witwatersrand, where he held the brought by a change in management. Witwatersrand, where he held the brought by a change in management. position of Associate Professor enhancing the sta΍ proȴle in terms In June 2013 all fulltime sta΍, both position of Associate Professor enhancing the sta΍ proȴle in terms In June 2013 all fulltime sta΍, both of History of Art. At Wits he also ȏ of qualiȴcations and development academic and administrative, came of History of Art. At Wits he also ȏ of qualiȴcations and development academic and administrative, came served as Acting Head of School of together for the ȴrst time as a group served as Acting Head of School of together for the ȴrst time as a group promoting and sustaining promoting and sustaining the Wits School of Arts, and later to discuss the Faculty’s vision, mission the Wits School of Arts, and later to discuss the Faculty’s vision, mission ȏ excellence and relevance in ȏ excellence and relevance in as Deputy Head of School. He has and strategy in order to align these as Deputy Head of School. He has and strategy in order to align these teaching and learning teaching and learning management experience in the private with the University’s emerging ‘Global management experience in the private with the University’s emerging ‘Global sector, having worked as a business nurturing an environment Excellence and Stature’ strategy. sector, having worked as a business nurturing an environment Excellence and Stature’ strategy. consultant in human resources, and ȏ conducive to research and consultant in human resources, and ȏ conducive to research and Executive Summary 8 Executive Summary 8 enrolments of white ȴrsttime entering enrolments of white ȴrsttime entering enrolments
Load more

Recommended publications
  • February 2013 Teacher.Co.Za Reducing Disciplinary Challenges a System That Works
    Thanking Educators School your do parent no drop off teacher learners zone Page 13 Page 16 Page 17 Your Guide to Education •February 2013 teacher.co.za Reducing disciplinary challenges A system that works PBIS schools equip learners with pro-social behavioural skills. Kutlwano Khumalo is in Grade 3 at Vuleka School, the first PBIS school. Page 20. Photo: Oupa Nkosi 2 Career February 2013 theTeacher Helping in her blood Driving for people with physical disabilities Thabo Mohlala aroline Rule works as an occupational therapist and a driving consultant for people with disabili- ties such as a spinal cord Cinjury and amputations. After assessing their remaining functionality and how best they can use it, she recommends driving adap- tations that would enable them to be behind the steering wheel safely and independently, as well as how they will get their wheelchairs in and out of the car. She then refers them to the relevant companies that can build the adaptations and in an ongoing way, she works with these companies to brainstorm even more effective solutions. Where a person has had a stroke or head injury, they undergo a physical and cognitive assessment and then team up with a driving instructor to do an on-road driving test to assess whether it will be safe for the person to drive. Rule also helps manage the Driving Ambitions driving school, owned by the QuadPara association. They have two adapted vehicles that they use to Caroline Rule is passionate about the mobility of the physically disabled. Photo: Delwyn Verasamy teach people with disabilities to drive.
    [Show full text]
  • A Report on the Mapping Study of Peace & Security Engagement In
    A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa.
    [Show full text]
  • FADA Annual Report 2012
    Contents EXECUTIVE SUMMARY 1 1 OPERATING CONTEXT 7 1.1 Nature and scope of the Faculty 7 1.2 Strategic objectives 8 1.3 Governance and quality management 9 1.4 Risk management 15 1.5 Branding and marketing 16 2 TEACHING AND LEARNING 19 2.1 Enrolment figures 19 2.2 Student profile 22 2.3 Performance overview 24 2.4 Student awards and achievements 27 2.5 Teaching and learning interventions 32 2.6 Programme and module developments 38 2.7 New progammes planned for 2011-2013 42 2.8 Student experience 43 2.9 Report Teaching and Learning Forum 44 3 RESEARCH AND CREATIVE PRODUCTION 49 3.1 Performance overview 49 3.2 Research funding 62 3.3 Report: FADA Research Centre (VIAD) 66 3.4 Report: FADA Gallery 67 3.5 Report: Design for Social Development 69 3.6 Research capacity building 70 4 COMMUNITY SERVICE AND STAKEHOLDER ENGAGEMENT 72 4.1 Community projects 72 4.2 Service to academic and professional communities 78 4.3 Public lectures, presentations and media interviews 88 4.3 New agreements and partnerships 89 4.4 Advisory committees 90 4.5 Interaction and collaboration 90 5 RESOURCE MANAGEMENT 102 5.1 Employee profile 102 5.2 Staff achievements 106 5.3 Staff developments 107 5.4 Health and Safety 113 5.5 Working environment 114 5.6 Financial Report 115 5.7 Studios, laboratories and equipment 117 5.8 Social responsibility and environmental sustainability 117 6 CONCLUSION 118 6.1 Review 118 6.2 Planning for 2013 121 APPENDICES 123 1 Departmental reviews 123 2 Departmental comments on quality management 139 3 Undergraduate and postgraduate external
    [Show full text]
  • Hands On! Masks Off!
    28 JUNE - 8 JULY 2012 HANDS ON! MASKS OFF! COMPLETING THE PUZZLE A series of workshops at the National Arts Festival, presented by Business and Arts South Africa with support from the SA Post Office. Growing the art of partnerships Seed to strength to sustainability Corporate Members: ABSA KWV Telkom SA Ltd Adele Lucas Promotions KykNet Terraplane Africa Empowered Le Canard Restaurant The Brand Leadership Group Anglo American Leaders Unlimited The Cement and Concrete Institute Anglogold Ashanti Legacy Group Holdings The Forum Artinsure Lemnis Lighting Africa The Grand Daddy Hotel Atterbury Live Wire Learning (Pty) Ltd The Sharks (Pty) Ltd ATKV Lombard Insurance Company Ltd The Soweto Hotel on Freedom Square Avalon Group Lotsha Ministries Trust The Walt Disney Company Africa Bell Dewar Louis Karol Architecture & Interiors TIXSA BHP Billiton Mastrantonio Holdings Total Exposure Black Coffee Design CC Matchboxology Translate.org.za Black Brand, Strategy and Design (Pty) Ltd Matumi Corporate Advisors (Pty) Ltd Transnet Foundation BMI Sponsorwatch (Pty) Ltd Mandela Bay Development Agency Trainiac SA (Pty) Ltd Boston Media House MayFord Seeds 3 Millar Warehouse CC Breinstorm Brand Architects Media 24 Ltd Vega the Brand Communication School Brown Spice Boutique CC Mercedes-Benz SA (Pty)Ltd, Vodacom Buz Publicity formerly Daimler Chrysler VWV Productions (Pty) Ltd Cape Town Partnership Middel & Partners Wag the Dog Publishers (Pty) Ltd Cell C Mobile Telephone Networks (MTN) Webber Wentzel Citadel, Private Client Wealthcare Models International
    [Show full text]
  • Careers Matter May 2015 Changed.Indd
    10 Careers Matter, supplement to the Mail & Guardian May 29 to June 4 2015 Helpful contacts General enquiries: [email protected] Johannesburg: Tel 011 327 2002 Durban North: Tel 031 573 2038 King Sabata Dalindyebo FET College Cape Town Campus: PO Box 3423, Fax 086 409 1627 [email protected] Fax: 031 563 2268 (Mthatha) Cape Town 8000 Fax 021 422 1827 Pretoria: Tel 012 346 2189 Fax 086 409 1627 [email protected] Tel 047 505 1000 Fax 047 536 0932 Johannesburg Campus: PO Box 2289, [email protected] www.inscape.co.za Durban West: Tel 031 266 8400 [email protected] Parklands 2121 Fax 011 781 2796 Fax 031 266 9009 Engcobo Campus: Tel 047 548 1467 Intec College (Distance Learning) [email protected] Libode Ntshuba Campus: Tel 083 477 6972 AFDA Film, TV and Performance School Tel 021 417 6700 Fax 021 419 1210 Midrand: Tel 010 224 4300 Mapuzi Campus: Tel 047 575 9044 Cape Town: Tel 021 448 7500 www.intec.edu.za Fax 086 6126058 Mngazi Campus: Tel 047 576 9469 Fax 021 448 7610 [email protected] [email protected] Mthatha Campus: Tel 047 5360 923 Durban: Tel 031 569 2252 / 2317 Leaders in the Science of Fashion (Lisof) Pietermaritzburg: Tel 033 386 2376 Ntabozuko Campus: Tel 047 575 9044 [email protected] Johannesburg: Fax 033 386 3700 www.ksdfetcollege.co.za Johannesburg: Tel 011 482 8345 Tel 086 11 54763 Fax 011 326 1767 [email protected] Fax 011 482 8347 Pretoria: Tel 012 362 6827 Port Elizabeth: PO Box 27436, Lovedale FET College [email protected] Fax 086 695 1843 Greenacres 6057 (King William’s
    [Show full text]
  • Conference Programme
    DEFSA Conference 2009, 4 & 5th November, Graaff Reinet "Opening gates, between and beyond design disciplines" Provisional programme Wednesday 4 November Time DEFSA CONFERENCE MOHAIR SUMMIT 07:30 – 08:30 Registration and refreshments 08:30 – 08:50 Entertainment by the Mohair Summit 08:50 – 09:00 Welcome by DEFSA President Amanda Breytenbach 08:50 – 09:05 Welcome message 09:00 – 09:20 Interdisciplinary theory teaching: Can one size really fit all? 09:05 – 09:15 Official welcome Karen von Veh and Landi Raubenheimer, University of Johannesburg 09:20 – 09:40 Making space for identity, diversity and voice in a trancultural visual arts community of practice Mary Duker, Nelson Mandela Metropolitan University 09:15 – 10:00 Government papers 09:40 – 10:00 Meeting the challenges in modern design education 10:00 – 10:15 Launch of new mohair lifestyle Helen Bührs and Mornay Schoeman, Inscape Design College range 10:00 – 10:15 Panel discussion 10:15 – 10:45 TEA 10:45 – 11:05 Recognising and Developing Social and Environmental Ethics within a Visual Communication Programme in South Africa Nina Joubert and Inge Economou, Nelson Mandela Metropolitan University Refreshments 11:05 – 11:25 Wild Tussah Silk touching the emotional and spiritual side of humanity 11:00 – 12:30 Panel discussion: Going Green Lisa Slegtenhorst and Nelia Venter, Central University of Technology 11:25 – 11:45 The “Other” Side of Design Education: Creative Encounter and Discovery through Play Theresa Hardman, Nelson Mandela Metropolitan University 11:45 – 12:00 Panel discussion 12:00
    [Show full text]
  • 14/03/2008 (Internal Question P
    NATIONAL ASSEMBLY FOR WRITTEN REPLY QUESTION 473 DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/03/2008 (INTERNAL QUESTION PAPER 09-2008) 473. Mrs D van der Walt (DA) to ask the Minister of Education: (1) In each of the past ten years up to and including 2007, (a)(i) how many education providers were (aa) registered and (bb) accredited by the SA Qualification Authority (Saqa) and (ii) what are their names, (b)(i) how many education providers received provisional accreditation, (ii) what are their names and (iii) when did they receive it and (c)(i) how many of these providers have since received actual or full accreditation and (ii) when did they receive it; (2) whether any education providers lost their accreditation, if so, (a) what are their names, (b) when did this occur and (c) why, in each case? NW1113E REPLY: Private Higher Education Institutions The Department of Education is responsible for the registration of private higher education institutions. The responsibility for accreditation vests with the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE). (a) (i) In the period up to 2007, 443 institutions lodged applications for registration as private higher education institutions in terms of the Higher Education Act, 1997 (Act No 101 of 1997). Of these, the Department registered 144 institutions, either provisionally or with full registration.. (bb) All institutions that have been granted registration would have obtained accreditation initially by SAQA and later by the Council on Higher Education (CHE). (ii) The 144 registered institutions that were registered by the Department after undergoing a quality assurance evaluation are listed in Table 1.
    [Show full text]
  • REPORT 2009 1 April 2009 to 31 March 2010
    ANNUAL REPORT 2009 1 April 2009 to 31 March 2010 1 SACAP Annual Report 2009 - 2010 Section One Governance Highly competent Operationally ensuring Transparency: architectural excellence in Disclosing information professionals performance and responsibly and compliant with service delivery and promoting a culture of international best fostering collaborative openness practice and serving relationships with Respect: Treating the needs of roleplayers in order to: everyone with the developing • be responsive to the highest regard and economies. needs of the public dignity starting with • maintain a quality and greeting sustainable skills Accountability: base in the Accepting responsibility profession Courtesy: Being • ensure good friendly, helpful and governance which thoughtful at all times results in a positive Professionalism: impact on built Vision Conducting ourselves in environment practice line with best practice, • grow the information Values e.g. good planning, and knowledge hub decision-making, • promote communication, doing Mission transformation and one’s job, doing what is diversity within the right built environment Integrity: Exhibiting honesty, trust and ethical behaviour 2 SACAP Annual Report 2009 - 2010 Section One Governance ANNUAL REPORT 2009 1 April 2009 to 31 March 2010 3 SACAP Annual Report 2009 - 2010 Contents SECTION ONE SECTION TWO SECTION THREE SECTION FOUR GOVERNANCE OPERATIONS MANDATES ACCOUNTS & INTRODUCTION: THE ROLE OF THE CHIEF OPERATIONS OFFICER REPORT ACCREDITATION 40 FINANCIALS ARCHITECTURAL PROFESSION IN
    [Show full text]
  • Call for Papers
    OPENING GATES: REFLECTING ON THE LIAISON ROLE OF THE DESIGN EDUCATION FORUM OF SOUTHERN AFRICA AT A TERTIARY LEVEL Amanda BREYTENBACH Faculty of Art, Design and Architecture, University of Johannesburg Abstract The paper reflects on how DEFSA has delivered on the Forum’s first aim, with specific focus on the liaison activities that takes place at a tertiary level. This aim, as documented in the DEFSA Constitution, reads “Ensuring that liaison is maintained between relevant primary, secondary and tertiary levels of education in matters pertaining to design education, between technikons, universities, technical colleges, private institutions, education authorities and the design industry” (DEFSA, 2007a). This paper focuses on the manner in which liaison has been maintained over the past 18 years, through the use of the DEFSA conferences, between tertiary institutions and between similar design disciplines. The liaison activities are associated with gates of opportunities that are opened and as a result connect people, institutions and design disciplines nationally and abroad. The reflection is conducted over three time periods; past, present and future. The first time period described as the Technikon phase, reflects on the past history and liaisons that took place from DEFSA’s inception in 1991 to the announcement of the higher education institutional mergers in 2002. The second period reflects on the present, which includes the merger period. This phase described as the Higher Education merger and restructuring phase, reflects on the impact of the merger, the restructuring of the design education landscape, design programme offerings and the role that DEFSA fulfilled during this period. Lastly, the third period presents a future projection by reflecting on the current expectations and challenges that impact on the future of DEFSA.
    [Show full text]
  • Policy and Procedures for Inscape Design College (PTY)
    INSCAPE EDUCATION GROUP Admission policy and procedure V2021, R02, U01 Admission into a Qualification programme stems from various rules and regulations set out by Universities South Africa (USAf). Inscape also adopts the Council on Higher Education (CHE’s) frameworks and applicable regulations for Admissions, Credit Accumulation transfer (CAT) and Recognition of Prior Learning (RPL) based on the Policies for RPL, CAT and Assessment in Higher Education published in August 2016. The following Policy and rules apply to all Contact and Distance programmes offered by Inscape. Where Distance programmes warrant specific rules, procedures or requirements, these are stated in the Policy document. All Policies and Procedures are reviewed and updated as necessary on a regular basis, and students will be kept informed of these reviews/updates. It remains the responsibility of students and staff to remain up to date with the latest Inscape Policies and Procedures. THE FOLLOWING PROCEDURES NEED TO BE READ IN CONJUNCTION WITH THE STUDENT AND/OR LECTURER HANDBOOK CONTENTS 1. ADMISSION POLICY OBJECTIVE / INTENTION 3 2. ADMISSION CRITERIA 3 2.1. Admission requirements 3 2.1.1. Higher Certificate Programmes 3 2.1.2. Diploma programmes 3 2.1.3. Degree Programmes 3 2.1.4. BA Honours in Design 4 2.1.5. Short Courses 4 3. RPL and CAT 4 4. Special Admissions 4 4.1. USAf 4 4.2. SAQA 5 4.2.1. Mature Age Exemption 5 4.2.2. Home schooling or other schooling systems 6 4.2.3. Degree exemption 6 4.2.4. International Students 6 4.2.4.1.
    [Show full text]
  • I MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN
    MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN A PRIVATE HIGHER EDUCATION INSTITUTION: A CASE STUDY by SHEREEN JUDITH SAMSON submitted in accordance with the requirements for the degree of MASTER OF COMMERCE in the subject of BUSINESS MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: Dr C Williamson CO-SUPERVISOR: Prof A Davis Date submitted: June 2018 i DECLARATION Name: Shereen Judith Samson Student number: 5622026 Degree: Master of Commerce in Business Management Exact wording of the title of the dissertation as appearing on the copies submitted for examination: MIDDLE MANAGERS SHAPING STRATEGIC OUTCOMES WITHIN A PRIVATE HIGHER EDUCATION INSTITUTION – A CASE STUDY I declare that the above dissertation is my own work and that all the sources that I have used and quoted have been indicated and acknowledged by means of complete references. 15 June 2018 ___________________________ ___________________________ Signature Date Ms Shereen J. Samson ii ACKNOWLEDGEMENTS I am grateful to those who assisted me with the compilation of this dissertation. In particular, I would like to thank the following: My supervisors, Dr. Charmaine Williamson and Professor Annemarie Davis. Words cannot express my immense gratitude for their unswerving generosity of advice, guidance, assistance, encouragement and support. The best supervisors one can possibly hope for. The University of South Africa (UNISA) for awarding me a post-graduate bursary. My husband and children for supporting me throughout this arduous, but exhilarating, journey of academic discovery. My colleagues for sharing their IT formatting knowledge with an IT Luddite like me in the spirit of collegiality. The participants who entrusted me with their deepest thoughts on their cathartic journey of reflective discovery.
    [Show full text]
  • CONFERENCE PROCEEDINGS of the Twelfth National Design Education Conference
    CONFERENCE PROCEEDINGS OF THE Twelfth National Design Education Conference PUBLISHED BY DESIGN EDUCATION FORUM OF SOUTHERN AFRICA Graaff Reinet, Eastern Cape 4-5 November, 2009 CONFERENCE THEME “Opening gates, between and beyond design disciplines” EDITORS Amanda Breytenbach (President DEFSA) Allan J Munro, Ph.D PUBLICATION OF DEFSA CONFERENCE PROCEEDINGS The conference proceedings are published by the Design Education Forum of Southern Africa (DEFSA) on the following website: www.defsa.org.za The views expressed in this publication are those of the authors and not necessarily of DEFSA. Papers are published as submitted by the authors, after they considered and included recommendations from peer reviewers. Full papers are submitted for peer review after successful acceptance of a conference abstract. All full papers submitted to the DEFSA conference committee are subjected to a rigorous double blind peer review process. This process takes place prior to both the verbal presentation at the conference and the publication of the proceedings. Expert specialists within the field of Art, Design and Architecture are selected to perform the reviews (Reviewers list is included). Authors receive feedback in the form of a peer review report. A confidentiality clause ensures that both authors and reviewers remain anonymous during the peer review process. ISBN No 978-1-920176-63-1 © 2009 Design Education Forum of Southern Africa All rights reserved. The materials published in this conference proceedings may be reproduced for instructional and non-commercial use, providing that proper reference to the source is acknowledged. Any use for commercial purposes must have prior approval of the president of the Design Education Forum of Southern Africa.
    [Show full text]