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Volume 31, Number 2 CONTENTS RA U: A RETURN FLIGHT

Editorial Ronél JohI

RAU: 1967-2004 - A university of excellence Paul von Staden OF A University is launched FIJ van Rensburg

Perspectives on RAU: View of a lecturer Johann M Schepers

Key aspects of the history of RAU: 1987-1995 Cas Crouse

Research at RAU Derek van der Merwe

Science Dirk van Reenen and Konrad van Warmelo

Law George Barrie

Education Koos Kok

Nursing Marie Muller

Arts Cobus Naudé

Economic and Management Sciences Naas Raubenheimer

Engineering Hendrik Ferreira

Student Services Bureau Simon Gouws and Py Botha

Administration Dericic Eyssen

Cultural Sphere Rita van den Heever

Sport Sanpat Coetzee

From RAU to UJHB - A challenge Willem van Biljon

A view of the future: The road ahead Roux Botha Copyright reserved

Correspondence The Editor Anvil Marketing and Corporate Communication RAU P0 Box 524 2006 AUCKLAND PARK Email: [email protected]

Graphic design and layout: RAU Graphic Studio

Anvil is a publication of RAU and contains articles by selected authors, whose opinions are not necessarily being underwritten by RAU Authors

RAU: A RETURN FLIGHT

Prof Paul von Staden is a former Vice-Rector: Academic.

Prof FIJ van Rensburg is a former professor in the Department of Afrikaans.

Prof Johann M Schepers is a professor in the Department of Human Resource Management.

Prof Cas Crouse is a former Rector and Vice-Chancellor.

Prof Derek van der Merwe is the Vice-Rector: Research and Academic Management.

Prof Dirk van Reenen is a former dean of the Faculty of Science and attached to the Department of Geology.

Prof Konrad van Warmelo is a former professor in the Department of Botany and attached to the Faculty of Science.

Prof George Barrie is a former dean of the Faculty of Law.

Prof Koos Kok is a special professor in the Department of Educational Sciences in the Faculty of Education and Nursing.

Prof Marie Muller is the dean of the Faculty of Education and Nursing.

Prof Cobus Naudé is the dean of the Faculty of Arts.

Prof Naas Raubenheimer is a former dean of the Faculty of Economic and Management Sciences.

Prof Hendrik Ferreira is a professor in the Faculty of Engineering. Prof Simon Gouws is a former director of the Student Services Bureau.

Prof Py Botha is the director of the Student Services Bureau.

Mr Derick Eyssen is the chief director of the Central Administration Division.

Mrs Rita van den Heever is the head of the RAU Arts Academy.

Ms Sanpat Coetzee is the director of the Sports Bureau.

Prof Willem van Biljon is a former chairperson of the Department of Geology.

Prof Roux Botha is the Rector and Vice-Chancellor.

Acknowledgement to the following translators for their contributions:

Ms M Boers Mr A Erasmus MsJ Lindsay Prof C MacKenzie Ms M Nel Prof R Ryan Ms C van der Pluym Mr P van Staden Mrs F Velosa Editorial Staff r

Prof Ron! Johi Miss Martie Maree Prof Derek van der Merwe

Mev Tisa Viviers Prof Tina Uys Prof Rassie Maiherbe ra

Prof Willem Botha Prof Tertius Harmse EDITORIAL

The inception of the University of Johannesburg in 2005 as a result of the merger between the Rand Afrikaans University and Technikon Witwatersrand will usher in a new era. In view of the subsequent changes and new challenges, the editorial staff of Anvil/A ambeeld felt that it was time to give this magazine a new look. This is the last edition of Anvil/Aambeeld, but not the end of the tradition. The ideals, namely the 'open discussion', that characterized Anvil/A ambeeld for more than 30 years will continue to exist in a new form and under the new name of Discourse/Diskoers. Therefore, the numbering of future editions will simply follow on this one.

This last edition of Anvil/Aambeeld takes a look at the developments and achievements in the different facets of the Rand Afrikaans University since its inception. Naturally, a comprehensive overview in the scope of a magazine such as this is impossible, but from the contributions placed here, it is obvious that the University achieved a great deal in a short period. Everyone who was and is involved in the institution can be proud of these achievements, which form a solid basis on which we can continue to build and develop the new institution with our new partners. Various former RAU rectors look back on their terms and the current rector, Prof Roux Botha, provides an image of the melting pot that facilitates the transition from the old to the new. Some contributions provide a general overview: i.e. of the macro history of RAU, the inception and uniqueness of the University and impressions about special achievements, the influence of the different rectors, and the research stimulated by the university over the years. Included are also overviews of the contributions of the different faculties, the Student Services Bureau, administration, culture and sport. The two concluding contributions look at the future.

In the spirit of the acceptance of the multilingual context of the new institution, Anvil/A ambeeld is proud to take the first steps in what will hopefully become a truly multilingual magazine in the new institution. Therefore, all the contributions in this edition appear fully in English and Afrikaans. RAND AFRIKAANS UNIVERSITY: 1967-2004 - A UNIVERSITY OF EXCELLENCE Paul von Staden

he history of the Rand Afrikaans University can be practice, which would be fully recognized nationally and T summarized as a dream that did not only come true, internationally. but also produced excellent achievements in a relatively short period. The second pillar would represent character formation, namely to equip students with leadership The sustained efforts of various committees since skills in addition to education, knowledge and good 1955 led to an announcement in August 1965 that the thinking skills. This would include the fostering of a Cabinet had decided to establish an Afrikaans university spirit of helpfulness and idealism "to stimulate our in Johannesburg. The Rand Afrikaans University Act, students ... to think of ideas that are greater than they No. 51 of 1966, was then approved by Parliament to pave are, to provide service to their fellow human beings the way officially for the inception of the new university. These two dates were indeed important milestones. The third pillar of the University was that it would be Afrikaans in spirit and character. In this respect, the The first members of the University Council were Rector added: "And allow me to add clearly that we are already nominated in 1966, and the first rector, Prof G not striving for exclusivity. We welcome students of all van N Viljoen, was appointed by the Council in the same year. The first staff members were employed in 1967. It groups and languages ... We would like to serve all the people of South Africa was a huge achievement for the University to open its doors to students at the beginning of 1968. The University was officially opened on 24 February 1968. This means The fourth pillar of the University would be its that until the end of 2004, the University would have religious view of life. Although the University Act did functioned under the name of the Rand Afrikaans not pertinently mention the Christian view, the Rector University for 37 years. indicated the assumption that it would definitely be a pillar, without involving any witch-hunting. A special, and in many aspects unique, culture later became a characteristic of the University. The most The abovementioned 'corner pillars' did indeed important elements thereof were largely contained in become the foundation on which the University's culture the welcoming speech of the Rector, Prof Viljoen, to the and activities were developed. Staff were thereby inspired first students and their parents in February 1968. Prof to carry out their tasks with a high degree of dedication Viljoen indicated that the University would be based on as a calling and as a meaningful service to both their four 'corner pillars'. The University's first task would be fellow human beings and the country, with the motto to strive for the highest possible standards in its scientific of "Service through knowledge".

Anvil 31-2 2004). 1-4 2Paul von Staden

Building a new university from scratch offered an exceptional are non-academic staff), while a large number of contract and opportunity to think and act innovatively, while drawing on the other temporary part-time staff are also employed by the University. experiences of other older universities. The University succeeded exceptionally well in being innovative and effective in its RAU was fortunate to enjoy the services of five exceptionally approaches. New ideas were implemented in all areas - from the competent rectors who each seemed to be the right person for planning of a functional building complex to the teaching methods, the demands of the years in which they had to provide guidance. the functioning of a library, management and administrative In chronological order, they were Prof GvN Viljoen, Prof JP de processes, the handling of staff and student matters, the Lange, Prof CF Crouse, Prof JC van der Walt and Prof TR Botha. management of arts-related and cultural matters on campus, and Each rector made a unique contribution to the development of the utilization of support services. the University.

An important milestone for the University was the full The chancellors and Council chairpersons also made occupation of the new campus in Auckland Park at the end of extraordinary supportive contributions. In chronological order, 1974 after the University's establishment in the initial years on the chancellors were Dr N Diederichs, Dr PJ Meyer, Dr GvN Viljoen a modest temporary campus in Braamfontein. Special architectural and Mr P Kruger. The Council chairpersons were Dr P Meyer, Dr innovations were achieved with the planning of the building RL Straszacker, Mr W van der Merwe, Mr P Kruger and Mr AS du complex and a number of prestigious awards were also presented Plessis. In the Council context as a whole, there was also sincere to the architects for their achievements. The modern, functional cooperation in striving for the establishment and expansion of a facility with a predominant horseshoe layout ensured among good quality university. other things that the lecture halls, the laboratories, the library, the student centre and the residences were within only a few Four faculties were initially established, namely Arts, Science, minutes walking distance from each other, and only a few minutes Commercial Sciences and Administration (later called Economic away from the sports facilities. Although RAU was only four and Management Sciences) and Law. Remarkable growth followed kilometres from the city centre of Johannesburg, a rural in these faculties (especially in the first two mentioned above), atmosphere was also created on campus. and additional milestones were the establishment of two more faculties, namely Education (later called Education and Nursing) The new University succeeded exceptionally well in appointing and Engineering. particularly competent staff members. Most of them were still fairly young, but had already proven themselves thoroughly in Within the general framework of innovative thinking, innovative their respective fields as academics, researchers, administrators, aspects were also established in the education setup, including financial experts, etc. They undertook their tasks with a great an orientation course, courses in the theory of science, group deal of diligence, and a high degree of collegiality existed. The classes, core notes/study guides, a semester system and a summer staff regarded their task as not only a job, but also a calling. The term (extended academic year), most of which were a novelty in high quality of the University's staff ensured excellent achievements the South African tertiary context. There was a sharp focus on and a high degree of efficiency throughout its years of existence. the training and preparation of students to stand them in good stead in their career environments and to help them take up The rapid growth of RAU's student numbers confirmed the leadership roles in their working environments in particular and need for the University. Few would surely have been able to society in general. Continual adjustments were made to keep imagine that the first intake of 741 students in 1968 (against an abreast of the changing demands of the times. expected 350) would increase to about 30 000 in 2004. Naturally, this has posed exceptional challenges to the Management and all A characteristic of the University was the dedicated support the staff members of the University. Another result of this increase service offered continually to the students both academically and in student numbers was that the number of staff members non-academically. In addition to a competent and dedicated team increased from a mere 50 in RAU's year of inception to almost of staff members who manned the Student Services Bureau to 950 in 2004 (about 400 of whom are academic and the remainder offer almost any form of academic and non-academic support to Rand Afrikaans University: 196 7-2004 - 3 1 University of excellence the students, a system of peer-helpers/mentors for the students research record as reflected by its publications and the numerous was also established according to which about eight students good quality papers written by staff and accepted for presentation were allocated to every lecturer with a view to establishing regular at international conferences that enabled the University to obtain contact and advice to the students experiencing problems. A post strong international recognition. of Dean of Students (which later became common practice at universities) with its own division was created to see to the needs Outstanding achievements have also been celebrated in the of student life and the residences. The personal contact between field of sport. Numerous students have become top achievers in students and lecturers in both the smaller group classes and various types of sport and been included in provincial and national outside the classroom led to excellent relations between the teams. different groups and contributed to the development of a unique culture on campus. From the outset, RAU was focused on sharing its knowledge and expertise, and even its facilities, with the community. Various The number of undergraduate and postgraduate courses community development projects were highly successful, including presented increased to more than 500 over the years. To make education programmes, youth programmes and practical projects. provision for working people who wanted to improve their The establishment of its own high school, RAUCALL (Rand qualifications, a limited number of after-hours courses were also Afrikaans University College for the Advancement of Learning introduced on campus (later called the RAUNOX programme), in and Leadership) for pupils from historically disadvantaged addition to the day programme. In the eighties, a step was taken communities with potential was an important milestone in this in a new direction with the establishment of distance education context, which became a huge success. A number of institutes, programmes. The focus of the latter was particularly on upgrading bureaus and units continually made excellent contributions that the qualifications of teachers with limited training. The numerous were also to the benefit of the community. The Student Services registrations confirmed the need for distance education Bureau and the Institute for Child and Adult Guidance, in programmes, which were extremely successful. In the nineties, particular, became highly respected for the services rendered by numerous students from the historically disadvantaged them. Furthermore, the presentation of extracurricular short communities began to register at RAU, and enrichment courses occurred on a large scale and served the needs of the programmes were developed as additional support for such community. students in particular. The language policy was gradually adjusted to keep abreast of Until April 2004, 65 000 degrees and diplomas had been awarded the changing circumstances. Although the University was initially by RAU. A remarkable achievement in this regard is that more focused chiefly, but not exclusively, on Afrikaans-speaking students, than half of these were for postgraduate, advanced qualifications, an increasing number of English-speaking students began to and about 1 310 thereof were for doctoral degrees. This emphasizes register at RAU, especially from the eighties. Furthermore, from the value that the University has been able to add to the country's the population trends, it became apparent that there was an expertise. Between 1970 and 2004, 66 honorary doctoral degrees evening out in the number of Afrikaans-speaking matriculants were also awarded. that would eventually lead to a decrease. The University gradually introduced accommodating measures, which later led to the Strong emphasis was placed on research throughout these presentation of courses in Afrikaans and English on a parallel years. The academics achieved outstanding successes in this medium basis for separate groups (students choose the language regard. The high quality of the research was constantly confirmed in which they want to follow their courses). by the large number of research articles written by staff, which were accepted for publication in recognized national and Some of the aspects mentioned above are highlighted in more international subject journals. For years, among the South African detail in other contributions to this issue of Anvil. tertiary institutions, RAU produced the most research publications per lecturer in subject journals. Various academics have also RAU can justifiably be proud of its achievements celebrated received an A rating as researchers. It was also RAU's outstanding in the 37 years of its existence. The successes achieved in numerous 4 Paul von Staden areas, the sturdy structures and systems that were established, Witwatersrand in order to form and extend the new University of and RAU's good quality staff present an exceptionally favourable Johannesburg to perform well as a new outstanding comprehensive foundation on which to establish the partnership with Technikon tertiary institution.

REFERENCE

1. Commemorative Album. Rand Afrikaans University. 24 February 1968 A UNIVERSITY IS LAUNCHED F IJ van Rensburg

THE NEED FOR AN AFRIKAANS UNIVERSITY After much deliberation the Afrikaans intelligentsia decided that the solution to the problem would be to The establishment of an institution the size of a university create educational opportunities for Afrikaans-speakers is normally underpinned by a clearly identified and in their own language and that only in this way would formulated need on the part of informed people. the contribution of this under-utilised pool of potential contributors to the country's well-being really come Thus RAU was primarily established because of en into its own. emerging awareness during the 1930s that there was a serious neglect of a potentially very important pooi of More accurate surveys revealed that over the years talent for the country. there had been thousands of Afrikaans matriculants who were university material. Had they been able to study A prominent Afrikaans cultural leader, Dr William at an Afrikaans university while living at home, they Nicol (son of a Scottish immigrant!), initially formulated would probably have done so, but the cost involved in the need for establishing this particular institution as attending a distant Afrikaans university deterred them follows: in the first two decades after the Anglo-Boer from enrolling at these tertiary institutions. Studying War practically a whole generation of Afrikaans-speakers at the nearby English-medium university was not really was lost to the country as users of Afrikaans. For the an option for them either. Having to study in English sake of their daily bread, they had to join the English- at an academic level had an inhibiting effect on any language community. Yet even in this new guise, many possible tertiary plans they had for the future. were unable to develop their full potential, because they were not as competent in English as in their mother It emerged that ultimately an Afrikaans university tongue. For optimal functioning, maximum in Johannesburg would be a logical answer to the understanding and command of a language - including problem. This concurred with the plan that had been the language of work - is always essential. To function initiated shortly after the Anglo-Boer War. The initiative optimally in the working environment one requires a was set in motion and a primary school system was set high degree of comprehension and fluency in a language in place beginning with one school at a time. After that, - including the language of the workplace. Because of high schools were necessary for the pupils who had this language impediment the Afrikaans-speakers, with completed their primary schooling. The process at a few exceptions, were thus still restricted to the lower primary school level was thus repeated: first one high occupational levels. school, then others, until in time almost every town and

-lnvil3l-2 2004), 5-9 6 PH van Rensburg city on the Rand had an Afrikaans high school. This led to the This rebellious spirit also emerged in South Africa. Sporadic inevitability of establishing a tertiary education system to receive clashes with university management teams occurred, especially the matriculants. It was decided to initially embark on a college on English and black campuses. Strikes became the most effective of education at which the teachers for these schools could be weapon in these times and were unavoidably linked to the trained. Subsequently the Goudstad College of Education was destruction of university facilities. Uninterrupted study was no established. longer one's guaranteed privilege as a student.

Thus the Rand Afrikaans University opened its doors for An emerging university would need to take cognisance of these Afrikaans education and scientific practice on 24 February 1968. disruptive occurrences and take steps to avoid these incidences From then on the Witwatersrand was to have two different- from contaminating their academic systems. language universities, but together they would be able to cater for a far larger pool of academic potential. EARLY IMPACT ON OTHER UNIVERSITIES

INFLUENCE OF THE SIXTIES RAU, under the dynamic leadership of its first Rector, Prof Gerrit Viljoen, with his group of young lecturers and a first-class academic Apart from the factors that played a role in the establishment of staff, was indeed ready for a situation such as this. The decision the envisaged university, there was also an unforeseen factor had already been taken: RAU could not simply be another university which was to emerge in the 1960s that had to be taken into in the country. It had to be a university. It had to use its historical account. A new phenomenon that had begun to unravel in a wide opportunity to reform university life in South Africa, or at the variety of fields after the end of WW II suddenly consolidated on very least to make a significant contribution. a broad scale. A process of radical reversal of current codes in a variety of fields - political, philosophical, moral, artistic, and So successful was this start that something unheard of began educational - took shape. The conviction took hold that a world to happen very early on. Well-established universities were soon that was in a position to bring about a WW II could not be aware of the innovative administrative measures/courses reformed, but would have to be destroyed. A new dispensation implemented at RAU. Soon lecturers and other members of staff could be established only on the ruins of the old order. from RAU were invited to address the staff of other tertiary institutions to share information on how the instruments of As so often in history, universities took the lead in this renewal worked in practice. It is acknowledged that radical reforms revolution, with the students as the storm troops. Campus clashes are more easily implemented in a completely new university. Most broke out in the most diverse places around the world. It was courses offered in well-established universities were based on "Zeitgeist" as Hegel would probably never have been able to annual courses, in other words uninterrupted coverage of study imagine it in his wildest dreams, although Marx might have. material from February to November. RAU had broken with this convention and scheduled all courses into a semester system. In Many of the long-established universities were in reality this way the semester system, which was as yet unknown to some justified targets. They wanted to re-establish the centuries-old overseas universities, gained a firm footing in the South African trusted codes and values as soon as possible after the war. However, university system. they did not take cognisance of the fact that a totally new type of student population was beginning to stream to the universities. AREAS OF RENEWAL Generally it was found that these first-generation students were completely unfamiliar with university conventions. Students were More important than simply recording the new paths on which often confronted with overfull lecture rooms and mumbling the University embarked, however, it is necessary to elucidate the professors with moth-eaten lectures. Blood flowed on more than underlying motivation for some of the systemic reforms one campus. implemented at RAU. 4 University is launched 7

- Multi-semester system - Teaching system The semester system will be discussed first. In order to avoid the The traditional teaching system was overhauled in a variety of traditional, sluggish start to the year at the end of February or aspects. RAU put a high premium on responsible teaching. A beginning of March moving to the big wake-up call around Standing Teaching Committee was established as a support facility. November when a single exam would determine one's academic It arranged regular symposia on the different major facets of life or death, RAU implemented a two semester system i.e. the teaching. The University's first book publication in fact carried year's subject matter was divided into two meaningfully the title of "University and teaching" (Universiteit en onderrig) distinguishable semester units. Meaningful in the sense that the (1968). Undesirable methods, like dictating study material, were second semester offerings had an adequate link with the first, but taboo. Students were directed to the library to augment study at the same time there was a shift to a higher level of abstraction material. from the first to the second. There had to be a motivated - or directed - move from one marker in the teaching and assessment Every student received a document containing core notes programme to the next. The first reckoning of the year took place (later Study Guides), on the basis of which the lecturer would as early as three weeks into the semester, followed by a second develop the subject matter in a conversational way in lectures. a few weeks later, and finally a semester exam, for which a total In this way, the student was at all times oriented in relation to of a certain number of credits had to be obtained in order to be the section of the subject under discussion at any particular point. allowed to continue with the second semester. If a student failed To ensure that they kept up with developments in the various to meet the criteria this semester had to be repeated the following fields of science, study guides had to be revised at least every year. The semester mark obtained for all work done and evaluated three years. during the semester and the exam mark carried the same weight. The single lengthy lazy year was thus replaced by an academic - Tutorials year comprising two dynamic segments. An integral part of the teaching system was tutorials. Each course had four periods per week at its disposal, one of which had to be Despite all the demands that the semester system made on used for purposes of group classes. On the basis of research done students, this system provided the necessary flexibility. If students by a lecturer in group dynamics, the joint classes were divided failed the first semester of a subject they did not need to repeat into groups of 15, at most 20, students. The tutorials were the the whole course the following year, but simply the semester they opportunity to engage the student in academic dialogue on specific had failed. However, if students failed more than a certain number aspects of the three lectures of the full class, as well as in relation of first-semester courses, their studies for the year in question to problems he or she might be experiencing with the study could be terminated in June. This has provided an efficient method material.Tutorials had to include a dialectical element, with the of dealing with unsuccessful students early in the year. lecturer's role being basically to summarise at intervals and to stimulate the students towards further phases of the discussion. A second measure to make meaningful use of the long academic It was essential to prepare for the tutorials. Any student could be year and at the same time to do justice to the expensive facilities requested to open a discussion or to take it further. This was not of the university, which previously stood empty for three months something all students looked forward to, but in general the of the year, was the introduction of a third semester. This was classes were well attended— students could earn credits for them. shorter than the other two and was known as the summer term. These credits made up a proportional part of their semester mark. It ran for a period of six weeks before the first semester began. For first-years it was a period of introduction to university life The effect of the group classes was apparent from remarks and university study; for second to fourth-years it was a period made by representatives of other universities that it was striking for completing study programmes that had already been announced how ready the RAU participants in academic debates were to at the end of the previous year, intended as library study, but with contribute. The RAU students' (flattered) reaction was: "Try our the lecturers available on campus. The credits for this work made tutorials.' An additional objective of group classes was to counteract up a proportional part of the overall year mark. massification - the disappearance of the individual in the mass. 8 Fli van Rvnshurg

Tutorials offered an opportunity for students to stand out as trained people in conjunction with suppleness of thought and individuals from the crowd. decision-making. Furthermore, the view became established that a professional course was not there only for the future practitioner - Bureau for Higher Education in a particular occupation, but also for the interested layperson A bureau for higher education was responsible for research on at home. university systems worldwide to enable the young university to keep up with what was happening elsewhere, but also to monitor A student's package of courses had to be based on relevantly the renewal taking place at RAU with a view to assessing its related course elements. The constituent courses had to support relevance and publicising the results nationally and internationally. one another, otherwise one could end up with a pile of sand rather The Bureau also developed facilities to assist lecturers experiencing than an architectural structure. For this reason the term subject problems with their teaching style. Sophisticated material for was shied away from, as it indicated isolation and lost sight of the self-study by the lecturers was available upon request or referral. factor of association. The terms course and field of study better reflected the overall intention. - Meaningful degree standards and the combating of tunnel vision - Programme groups The basis on which each of the traditional degrees - bachelor's, In this regard, a new type of academic structure was helpful: the honours, masters and doctors - rested was critically examined. programme group. It had the nature of a mini-faculty, but with The test was what is fundamental and thus rational at each degree greater cohesion than is possible for a full faculty. Like the group level and, on the basis of this, what can be expected of a student classes, programme groups were aimed at dynamic interaction, and what not. In the case of the doctorate in particular, greater in this case of different, related subject courses. Programme clarity was obtained than had existed previously. A thesis had to groups proved their value-adding potential in that, for example, focus on a problem together with its solution; it could not simply it was possible for the languages programme group to arrange be a compilation of already existing knowledge. Doctoral studies highly successful symposium series from time to time, which comprised a doctoral studies programme, which included the sometimes resulted in the publication of a book, such as Die presentation of four seminars to postgraduate students and kunswerk as taal ("The literary work of art as language", 1975), lecturers, followed by a thesis, which also had to be defended or in internal publications such as Gesag en norm in die taal- en orally before an examinations commission of internal and external die letterkunde ("Authority and norms in language and literary examiners. In the interest of combating tunnel vision, only one studies" - two volumes, 1978). of the four papers could deal with the subject of the thesis. THE ROLE OF THE ARCHITECTURE OF THE BUILDING The combating of tunnel vision was a fundamental goal in the COMPLEX University's approach in as many fields as possible. It was built into different system elements. It ranged from the cross-border Interaction and context were of great importance to the University involvement of colleagues from heterogeneous subject fields to right from the start. The groundwork was laid in the former beer tutoring on courses related to professional practice. Training in brewery in Braamfontein in which the University was housed for the professional courses was not to be professional coaching, but the first five years of its existence, i.e. until the permanent buildings professional preparation. In other words, students were not to be in Auckland Park were ready. Originally there was only one trained in tested recipes, but also in a spectrum of alternative lecturers' restaurant in the old complex where lecturers from approaches with the object of preparing them for their later different departments and faculties rubbed shoulders daily. It was professional lives when they might come up against situations here that they could engage in fruitful exchange of ideas. As a where the tested recipe is not adequate to solve the problem. result when the new campus was eventually occupied, the rector Because modern life is so much more complicated than previously, instructed the architects that there was to be a single restaurant it requires a lateral thinking disposition on the part of academically on the new campus as well. A ('niversity is launched 9

The new complex not only had to make provision for dynamic the state in any case, did not feel able to fund the staff necessary exchange at an informal level, but also at substantial academic for the system, despite its very clear value. level. The architecture had to reflect the academic philosophy of the University. The building was therefore not the product of the The underlying need that initially led to RAU's establishment architects alone, but of the architects and the body of lecturers was gradually eroded. As mentioned earlier, originally the University together. In a series of structured meetings, lecturers were given was founded to provide a student home for Afrikaans-speaking the opportunity to state their views and needs in relation to students. Speakers of other languages - particularly English- meaningful academic interaction, and this was taken into account. speakers - who wished to study at the new University to prepare Thus, for example, the offices of all the language departments themselves for the higher occupations in the country, which at were situated next to one another on the same level and in the that stage was officially bilingual, were welcome to do so. And so same passageway. This has enabled fruitful cross-pollination. they did. English speakers were accommodated by being allowed to write their tests and examinations in English. Through their In several other respects the architecture had to accommodate, studies they were introduced to the Afrikaner at a high academic in a completely natural manner, objectives that had been level, and were able to leave the university linguistically enriched formulated at an early stage by the new university. Just one and more competent in Afrikaans than when they joined it. example: In order, in the absence of a fine arts faculty, to address the aesthetic needs of students - or to arouse such a need in them The unrest of the sixties and later was, however, responsible - the architects were instructed to make provision for exhibition for an undesirable change. Apart from the reputation for high- spaces on the ground level, on the one side of the continuous quality study that the University had built up from its earliest passageway, in which changing art and other exhibitions would days, it was a safe harbour where uninterrupted study was possible. be available for viewing on an almost continuous basis. Until the Interruptions to study were periodically the order of the day at University was able to afford an arts complex, these side rooms, many tertiary institutions, such as Wits, the English university visible and accessible from the walkways, would as it were, provide just across the street. English-speaking students, but gradually unconscious artistic education. also students for whom English was a second or third language, arrived in increasing numbers at the Afrikaans university, despite its brewery architecture, but even more so after moving to the CONCLUSION imposing campus in Auckland Park in the seventies. The earliest generation of English-speaking students were satisfied with the Over time, as the University grew from an initial intake of around way in which they were accommodated linguistically but later a thousand to a student body of 22 000, many of the reforms students began to request that they be catered for by being underwent adjustments, while others, like the summer term and provided with English lectures and examinations. This was first the group class system, disappeared. The traditional universities allowed on a small scale, in the form of dual-medium teaching did not see their way clear to incorporating the former. To them in a few fields of study, but in time a fully parallel-medium system the loss of part of the three-month recess was unimaginable, emerged. while the government did not see its way clear to making available the funds that would have been necessary for an enlarged staff This development had a serious effect on the Afrikaans lecturers. complement. This meant that the RAU lecturers had to carry a They had to carry the burden of the parallel system on their own, far heavier load than their colleagues at other universities, as a without extra remuneration, and forfeiting energy and time that result of which many departments were forced to abandon the would otherwise have been available for study and research. system after a few years. With the increase in numbers, the division Something fundamental to the reason for the establishment of of full classes into group classes became unmanageable, while the University had given way. PERSPECTIVES ON THE RAND AFRIKAANS UNIVERSITY: VIEW OF A LECTURER Johann MSchepers I

FOUNDING OF THE RAND AFRIKAANS service was offered. He inspired his lecturers/researchers UNWERSITY to think innovatively and creatively and to constantly find new methods to place teaching and research at the The main purpose of the founding of the Rand Afrikaans highest possible level. So, for example, he extended the University (RAU) on 18 October 1966 was to serve the academic year from 29 to 35 effective teaching weeks in interests of the Afrikaans-speaking population on the order to offer first-year students the opportunity to start Witwatersrand. By 1967 there were already 36Afrikaans with their lectures six weeks earlier, and to allow senior high schools on the Rand, while no tertiary institution students to do extra work by way of compulsory self- for Afrikaans-speakers existed. There were already an study. To counter mass formation, he instituted group estimated 118 000 Afrikaans pupils on the Rand in 1970. classes. Thus students could have discussions with The Witwatersrand was then already South Africa's lecturers in a small-group setting (15 to 20 students) richest industrial complex and offered employment to on a weekly basis. Semester courses were instituted in approximately 41% of the workforce in industry 2. The order to divide the content of courses into smaller and placing of the Rand Afrikaans University in Johannesburg more meaningful units. Printed key notes were prepared was therefore very suitable. to help students to come to lectures better prepared. In this way, the failure rate was kept at a low level: an Under the accomplished leadership of Professor Gerrit average of 67 1/6 of all undergraduate students was Viljoen, the first Rector, RAU went from strength to annually promoted to the next level of study 3 . strength: between 1968 and 1971 the number of registered students grew from 741 to 1451, while 215 Originally all the academic departments of the baccalaureus degrees and 248 advanced degrees and University were divided into curriculum groups. There diplomas were awarded. During the same period the were, for example, Curriculum Groups for the lecturing corps grew from 43 to 157 3 . Humanities, Geographical Sciences and Mathematical Sciences, to name a few. These curriculum groups were As transformational leader Professor Viljoen again divided into faculties, and all the faculties were continually reminded his personnel and the broad represented in the Senate. community of the mission of RAU. In no way did he see RAU as exclusively for Afrikaans-speakers on the Rand, All teaching matters (curricula, new courses, but as a university for the whole country. Other language- regulation amendments) had first, under the guidance users, whose mother tongue was not Afrikaans, were of the departmental chairperson, to be discussed in detail welcome at RAU. For such people, a special language with all of the lecturers. Thereafter they were referred

4rn'i131-2 (2004), 11-16 12 Johann M Schepers

to the appropriate curriculum group, where colleagues from agreement was concluded with the Transvaal Provincial related disciplines could offer contributions, and only then would Administration in 1977 in respect of cooperation with the Goudstad such matters be referred to the relevant faculty. College of Education 4.

Several new fields of study, offered by few other universities, Goudstad was phased out in the early 1990s, however, and the were instituted in 1971: Biochemistry, Electronics, cooperative agreement with the Windhoek College of Education Communication, Development Studies, Computer Science, Urban was ended in 1991. Studies and Transport Economics. Thus RAU was placed at the forefront of tertiary education in South Africa. Professor De Lange established a new after-hours teaching model for IIAU in 1979: lecture periods of 70 minutes and 100 Research also enjoyed priority: more than R140 000 was made minutes were instituted and students met at most three evenings available in 1971 for research by lecturers and postgraduate a week. There was also a stronger focus on discussions and students. And laboratory equipment to the value of R850 000 was problem-solving than before. The study guides were also revised acquired3. All research was coordinated by the Research Committee in order to place a stronger emphasis on independent study 4 . for Humanities and the Research Committee for Science and Engineering. In 1977, under the guidance of Professor JG Garbers, Dean of the Faculty of Education, RAU presented a course for black In 1971 there were already 157 lecturers at the RAU. They teachers of Soweto on the promotion of school-readiness for pre- were drawn from all South African universities, research institutes schoolers. A similar course was also presented in 1978 1. and the professions. Forty of these lecturers had studied in Europe and America and were exceptionally well-equipped for their task 3. RAU continually took the initiative to institute new fields of They also identified strongly with the values of RAU as a Christian- study: in 1977 a Centre for Islamic Studies was established under national institution. Traditional values and conservative dress the guidance of Dr JA Naude, and was expanded steadily over the were propagated and maintained. The Rector also met continually years9. with his student consultative committee to assess the needs of the students and to respond to these needs. The contribution of Mr Hennie Kruger, Registrar during the rectorship of Professor De Lange, also deserves special mention. CONTRIBUTIONS BY PROFESSOR DE LANGE He saw to the smooth functioning of RAU during the absence of Professor De Lange on his education provision project. Professor Professor Viljoen left RAU in August 1979 in order to accept the De Lange resigned on 30 June 1987 and was succeeded on 1 July post of Administrator-General of South-West Africa. He was 1987 by Professor CF Crouse. succeeded on 10 September 1979 by Professor JP de Lange. CONTRIBUTIONS BY PROFESSOR CROUSE Professor De Lange made an enormous contribution with his report on education provision in South Africa. He did incisive Professor Crouse devoted particular attention to the financial research on both formal and informal education in South Africa. management of RAU. He devolved the financial management of RAU largely to departmental level and the concept of the viability It is worth noting that Professor De Lange was vice-rector of departments was created. Departments that were not viable before he succeeded Professor Viljoen as Rector. Several of his were phased out. Extra-curricular education was also exploited education projects were already underway in 1978. On 30 May as an important source of income for RAU. 1978 an agreement was concluded between the Administration of South-West Africa and the Rand Afrikaans University whereby During Professor Crouse's tenure distance education was RAU would be responsible for the determination of the academic placed on a firm foundation. After 1990 there was a radical increase standards of the Windhoek College of Education. A similar in black students, and they chose to study in the medium of Perspectives on the Rand 1frikaans University 13 lieu of a lecturer

English. In order to accommodate them the RAU College for As regards asset management, he generated large sources of Education and Health (RAUCEH) was founded in 1993. income for RAU. He rented ground on the campus of RAU to several private institutions with the right to construct business IIAUCEH initially only offered diplomas, certificates and degree complexes on this ground and do business. These businesses courses in Education and Health, by way of distance education. currently provide for the particular needs of the students. Presently the Department of Human Resources Management is also active in distance education. The following courses are offered: Professor Van der Walt resigned on 31 January 2001 and was - Diplomas in Education, Training and Development succeeded by Professor TR Botha. - A master's certificate in Human Resources Management - An honours degree in Labour Relations and Human Resources CONTRIBUTIONS OF PROFESSOR BOTHA Management - Certificates in Human Resources Management and Labour At present, RAU can be likened to an ocean-liner that is sailing Relations on the open sea. Only small adjustments here and there are necessary. Professor Botha is succeeding very well in holding Several other departments also offer postgraduate courses by course in the midst of several new developments. The incorporation way of distance education. Some of these courses also include of two of Vista's campuses and the merging of RAU with the limited contact. A recent development is the use of the Internet Witwatersrand Technikon are currently taking up a lot of his in the presentation of an honours course in information studies 6. time. The whole process, however, is fully underway and is proceeding according to plan. RAUNOX made provision for night students who want to study COMMUNITY SERVICE further on a part-time basis. The RAUNOX programme made specific provision for non-Afrikaans-speaking students who wanted The Community Service Division is involved in numerous projects. to study in the medium of English. This programme was phased As regards service to the black community, the following projects out in 19956. From 1997 all undergraduate courses, excluding deserve special mention: languages, were presented in English as well as Afrikaans. - During Professor Crouse's tenure several large lecture halls RAUCALL (Rand Afrikaans University College for the were built, as well as the B5 complex. Advancement of Learning and Leadership) was established in - Initially the state did not want to approve a Business School 1992. It is a high school for gifted learners and achieved a hundred for RAU; nonetheless in 1989 an MCom degree in Business percent pass-rate in 2002. Sixty-six of the 69 learners gained Management was instituted. In practice, this forms the core university exemption and three achieved provisional exemption. of training at business schools. Sixty-six distinctions were attained, including five in Maths HG - Professor Crouse retired on 30 June 1995 and was succeeded and 13 in Maths SG. on 1 July 1995 by Professor JC van der Walt. The Rutanang Primary School was established in 2002 and is CONTRIBUTIONS BY PROFESSOR VAN DER WALT located in Rustenburg. It has quality education as its purpose and is equipped to eliminate any deficiencies in underprivileged One of Professor Van der Walt's most important contributions learners. was the establishment of a statute for RAU. It was approved in 1998 and has since been used as a model by several other STUDENT NUMBERS universities. Professor Van der Walt also made a particular contribution as regards the transformation of RAU, especially at Table 1 presents all of RAU's contact students, divided according the level of top management. to race and faculty. There are presently 13 023 undergraduate 14 Johann M Schepers

students and 7 051 postgraduate students. This gives a total of Table 2. Distance education students divided according to race and faculty (19 20 074 students altogether. september 2003)

FACULTY WHITE INDIAN COLOURED BI.ACK* TOTAL Table 1. Contact students divided according to race and facultq (19 September A. UNDERGRADUATE 2003) 107 51 3 67 228 FACULTY WHITE INDIAN J COLOURED BLACK° TOTAL 2. Science 104 35 16 95 250 A. UNDERGRADUATE 3. Economic and 1142 263 228 1655 3288 lAOs 2580 306 191 880 3957 Management Sciences Science 1185 128 33 204 1 550 4. Lass 324 54 48 728 1154 Economic and 3 580 601 204 1112 5 497 5. Education 99 14 11 429 553 Management Sciences and Nursing Law 542 113 48 136 839 6. Engineering 31 11 4 64 110 Education 357 27 18 39 441 TOTALA 1807 428 310 3038 5583 and Nursing B. POSTGRADUATE

Engineering 516 47 26 150 739 tArts 23 2 - 11 36 TOTALA 8760 1222 620 2521 13023 2. Science 19 6 7 32 B. POSTGRADUATE 3. Economic and Nt 33 23 531 686 1.Arts 804 53 50 370 1277 Management Sciences Sc,ence 321 27 7 88 443 feLase 224 34 17 212 487 Economic and 1105 97 45 395 1 642 Education 191 20 30 471 712 Management Sciences and Nursing

Laso 130 20 3 98 251 Engineering 4 - - 1 5 Education 502 90 75 2 607 3 274 TOTAL B 554 95 70 1233 1952 and Nursing GRAND TOTAL A+B - 2361 523 380 4271 7535 Engineering 130 3 7 24 164 TOTAL B 2992 290 187 3582 7051 Black° refers here to black ,4fricans GRAND TOTAL A+B 11752 1512 707 6103 20074 Black refers here to black Africans As regards undergraduate students, 126 (3,7%) are white and As regards undergraduate students, 8 760 (67.3%) are white 3 267 (96,3%) black. Only three faculties are involved here. The and 4263 (32,7%) biack. The largest faculty is Economic and largest is the Faculty of Education and Nursing, with 3 349 Management Sciences, with 5 497 students, and the smallest is students, and the smallest is the Faculty of Arts, with 18 students. the Faculty of Education and Nursing, with 441 students. As regards postgraduate students. 41 (7,5%) are white and 504 As regards postgraduate students, 2 992 (42,4%) are white and (92,5%) black. The largest faculty is Education, with 454 students, 4059 (57,6%) black. The largest faculty is Education and Nursing, and the smallest is Arts, with 91 students. with 3 274 students, and the smallest is the Faculty of Engineering, with 164 students. Table 3 presents RAU's extracurricular students. These students are divided according to race and faculty. There are 5 583 As regards distance education, the picture is completely undergraduate and 1952 postgraduate students. Undergraduate different. Table 2 presents RAU's distance education students, corresponds to levels 4, 5 and 6 and postgraduate to level 7, divided according to race and faculty. There are presently 3 393 according to the National Qualifications Framework. The total undergraduate and 545 postgraduate students. This gives a total number is thus 7 535. of3 938. °Black here refers to the collectiviEt Coloured, Indian and black ,4fricans Perspectives on the RandAfrikaans I niversitq 15 View of a lecturer

Table 3. Extra-curricular students divided according to race and faculty (19 PUBLICATIONS september 2003) FACULTY WHITE 1NNJiOURED BIACX* TOTAL As regards research, RAU is also at the forefront. Thble 4 presents UNDERGRADUATE the number of publications of lecturers/researchers at EAU since 1.Arts 18 0 0 0 18 1993. 2. Science 1 2 3 20 26 5. Education 107 31 29 3182 3349 Table 4: Research output of RAU: 2002 (Subsidy-earning periodicals) and Nursing TOTAL A 126 32 3202 3393 33 ZE- POSTGRADUATE z - 1.Arts 35 4 0 52 91 c13 c_S 5. Education and 6 6 6 436 454 Nursing (3 03 z zeZ - TOTAL B 41 10 6 488 545 (3 C) C) Z GRAND TOTAL A+B 1167 43 1 38 3690 3938 - 03 Cl) -.1 12Z c 1913 105,50 89,91 11,00 63.00 20.50 34,57 Ante Undergraduate refers to levels 4, 5 and 6 and postgraduate to level 7 according 1994 90.00 85,56 3.50 63.00 17.38 24.35 to the National Qualification Framework. 1995 99,84 97.22 10,63 42,50 22,85 26,66 Black° here refers to black Africans 1996 100.00 100.79 16,49 49.00 28,41 22.80 1997 91,65 96.98 12.50 33.60 33.17 :31.26 As regards undergraduate students, 1 807 (32.496) are white 1998 83.20 96.89 16.50 44,00 31,00 19.16 and 3 776 (67.6%) black. The largest faculty is Economic and 1999 74,17 62.18 16,33 32.50 41.83 16,50 Management Sciences, with 3 288 students, and the smallest is 2000 90,64 74.22 17,50 39.50 40.37 20,56 Engineering, with 110 students. 2001 75.93 83.65 20.84 55.70 37.33 13,06 2002 91,87 63.29 24,53 4.603 3.67 14.61 As regards postgraduate students, 554 (28,4%) are white and Only publications in subsithj-earning periodicals are listed. 1 398 (71,6%) black. The largest faculty is Education and Nursing, with 712 students, and the smallest is Engineering, with five Table 4 shows that in 2002 some 265 articles in subsidy-earning students. periodicals appeared. Of this number, most come from Arts and the least from Engineering. These numbers probably correspond In total, there are thus 21 999 undergraduate and 9 548 directly to the number of lecturers/researchers in each faculty. postgraduate students. This gives a total of 31 547 students. Of this total 14280 (45,3%) are white and 17267 (54,7%) black. From the above it can be seen that RAU in the last 35 years There are thus significant signs of transformation at RAU. has gone from strength to strength and is now at the point of entering a new dispensation as the University of Johannesburg. There are presently 13 921 (58%) female students and 10 093 The expectation is that RAU will in future grow still further into (42%) male students at RAU. As regards gender, there are thus a centre of excellence. The vision and mission of RAU, as it was also clear signs of transformation. Only contact students and accepted by the Council on 29 April 1999, will remain firm. distance education students are into taken account here. VISION AND MISSION OF RAU DEGREES AWARDED - Vision From 1968 to date 58 645 degrees have been awarded by RAU. Of FlAli strives for international recognition as a dynamic and these, 29 905 (51%) are undergraduate and 28 740 postgraduate socially sensitive leader in higher education in the economic (49%). The latter figure includes 1 287 doctor's degrees 7. heartland of South Africa6. 16 Johann M Schepers

- Mission To judge by the number of international conferences that are By means of quality staff and students who increasingly reflect annually attended by RAU personnel, and the papers that are our society, and through interaction with professionals and delivered, RAU is already well on the way to attaining international the business community, RAU strives to provide for the recognition. knowledge, research and community development needs of the South African society. RAU continually draws quality personnel and students, and the process of transformation is well underway. Possibly a greater RAU strives to achieve this on an orderly campus through emphasis can be placed on research that is particularly relevant innovative teaching strategies that are focused on the learning to Africa. needs of students, by means of internationally competitive research that is of particular relevance to Africa and through community RAIJ is indeed an institution of which our country can feel development based on expertise6. very proud.

REFERENCES

Claassen, N., Schepers, J.M. & Roodt, G. Werkwaardes van akademici. SA Tqdskrif vir Bedryfsielkunde (ter perse). RAU (Randse Afrikaanse Universiteit) (1967). Johannesburg: RAU. RAU (Randse Afrikaanse Universiteit) (1972). Die RAU na vier jaar. Johannesburg: RAP. RAP (Randse Afrikaanse Universiteit) (1978). RAP-Rapport, Junie 1978. Johannesburg: Perskor. RAU (Randse Afrikaanse Universiteit) (2002). Annual Report of Division of Community Services. Johannesburg: RAP. RAP (Randse Afrikaanse Universiteit) (2002). Rand Afrikaans University: Three-year rolling plan. Number 2 (2000-2002). Johannesburg: RAP. RAP (Randse Afrikaanse Universiteit) (2003). Gradeplegtigheidsprogram. Johannesburg: RAP.

ACKNOWLEDGEMENTS I wish to extend a warm word of thanks to the following people for their help and support in the preparation of this article. Their help is sincerely appreciated: - Professor D van der Merwe: Vice-Rector Research and Academic Management for permission to make use of the statistical data. - Professor JW Grobbelaar: Coordinator of Academic Quality Care, Client Services and Institutional Planning for valuable tips and information. - Mr A Vorster: Head of the Division of Institutional Information for the preparation of the statistics on student numbers. - Ms T Grohbelaar of the Division of Community Service for information about the Division's community service projects. - Mr GA du Preez of Central Administration for statistics about the research outputs of RAU. - Ms Hester Roets of the Graphic Studio for the preparation of the graphic material. - Mrs Annetjie Boshoff of the Department of Human Resources Management for typing the final manuscript. KEY ASPECTS OF THE HISTORY OF RAU: 1987-1995 Cas Crouse

he Rand Afrikaans University's history is style of management. As the University increased in size, T characterised by dynamic and spectacular diversity and complexity, this management style had to development. Focusing on the eight-year period 1987 give way to one that would adapt to the increased to 1995, eight aspects that were trend-setting in the demands. For this purpose a management structure was context of that period will be considered briefly. created in which each faculty, under the leadership of the dean, had a high degree of authority to finalise - RATIONALISATION matters, including financial autonomy within the limits of the approved budget. This strongly decentralised It was already clear in 1987 that, with student numbers middle management also resulted in greater countrywide growing much faster than the economy understanding over a wider front of problems related to year after year, universities would have to brace financing which facilitated the programme of proactive themselves for an extensive reduction in government rationalisation. In addition, there was a growing funding. Although unpopular among many, RAU, realisation that faculties themselves could play a key convinced of what was coming, began to make role in generating funds, and this led to the establishment rationalisation an integral and sustained part of its of strong trust funds for each faculty from which management. This was obviously not attained without activities, that would not otherwise have been affordable, discomfort, but the fruits were reaped in the way in could be financed. which RAU was able year after year to withstand the problems of increasing levels of reduction in government - STAFF REMUNERATION funding, without prejudice to the delivery of outstanding products. With this came the realisation that RAU's From day one RAU sought to employ only the best staff. further expansion should not be sought in the With the limited remuneration packages available to establishment of new undergraduate courses, but in the staff, however, it became increasingly difficult to retain development of relevant and viable postgraduate good members of staff, not to mention attracting top programmes, and imaginative means were utilised to academics. The only solution was to break new ground implement this idea. and start awarding salary improvements based on proven merit. The new system was not ideal, but on the one - MANAGEMENT hand helped overcome the problem and on the other was tangible proof of the University management's high Owing to the short period over which it had been in appreciation for work well done and served as an incentive existence, RAU initially supported a strongly centralised for further achievements.

Anvil 31 2 2004). 17-19 18 Cas Crouse

- TEACHING their parents false hope. Students had to be more strictly selected on the basis of their matriculation results. To this end matric Good teaching was one of RAU's strong points right from the results were converted in a simple manner to a score, which start. Formal lectures were supplemented by group classes, in became known as the M score, and students were selected according which students received guidance in smaller groups. As numbers to this score. The system quickly found favour, to the extent that grew, space became a restricting factor and it was less easy to the M score became a household word on campus and soon the make enough staff available, it once again became necessary to residences also based their selection of students on it. The effect reflect carefully on teaching methods. Retaining the concept of was soon seen in the form of a significant increase in passrates flexibility, there was a move towards supervised self-study, where in first-year courses and, against all expectations, there was no the student would be led in an imaginative way to master the negative effect on the intake of first-year students either. study material him- or herself, with the lecturer supplementing this by interpreting and emphasising certain perspectives. The - RAU'S OWN SCHOOL evaluation of students' progress was also structured in such a way that students with good semester marks could, in certain As RAU went from strength to strength in relation to formal cases, be exempted from writing exams. teaching and research, the third leg of the university's functions, namely community service activities, also experienced a period - RESEARCH of great success. Of particular importance was the establishment of the university's own high school for gifted, but less privileged RAU's proven record in the production of senior graduates was children, mainly from Soweto. It is true that a single swallow impressive. Good research was thus the order of the day. However, does not make a summer, but the true benefit lay in the proof this research did not always result in publications, and where offered that given the opportunity to receive proper training and publication in recognised journals was a component of the subsidy formation at high-school level, these young people need not stand formula it was important that this area not be neglected. The back for anyone. problem, however, was that this subsidy on the basis of publications went into the university's general income pool and that those - SPORT generating the income, namely the researchers, did not gain any direct benefit. Passing on a realistic portion of this subsidy to the As early as 1987 the idea began to take root that sport would researchers rectified this unfair situation. This was not a personal become big business in South Africa and that IIAU should make award, but was to be used to support further first-class research. a proactive contribution towards ensuring that the country was The effect of these measures exceeded all expectations and within prepared to face this challenge. This idea developed and after three years RAU was among the top universities in South Africa thorough investigation a degree programme in sports management as far as the number of publications per staff member was was introduced. This development found general favour and was concerned. quickly expanded to postgraduate and extra-curricular study. With the theory of sports management well established, the practice - STUDENT SELECTION also benefited. Sport at EAU went from strength to strength, with an unparalleled highlight being the fact that four RAU students RAU placed high demands on its students. There was no place for were selected for the victorious 1995 World Cup rugby team, mediocrity. In-depth research had revealed that the chances of including the captain. success for the lowest group on the matric results scale were extremely slim. The easiest way out was to conceal this information, - CONCLUDING THOUGHT because despite everything these students still contributed to the income of the university. However, honest application of the RAU is now facing a new challenge, which in terms of the demands University's motto of SERVICE THROUGH KNOWLEDGE it is going to make, is in all probability comparable with the demanded that the university no longer give these students and establishment of the University in 1967. Since 1967, under the Key aspects of the history of the Rand .4frikaans (]ni?'ersily: 1.987-19.95 leadership of highly competent people, a proud and outstanding an equally proud and outstanding institution, the University of institution, the Rand Afrikaans University, has been developed. Johannesburg, will come into being. The conviction is that history will repeat itself and that in time RESEARCH AT RAU Derek van der Merwe

and where a body of researchers in its ranks set the standard in scientific practice whatever the measure The founders of the Rand Afrikaans University sought used. This contribution, true to the theme of this edition to establish a university that would meet the of Anvil/Aambeeld, is a celebration of that reputation. requirements of classic scientific practice - as understood It in no way attempts to analyse in detail the type and in the late 1960s. This meant establishing a university level of research and research activities at RAU or to where the core values of instruction and research would subject them to a value judgement. be nurtured and developed. In its early years RAU made a name for itself with the innovative methods of In what follows, an overview - by its very nature instruction developed and applied within the institution. selective and therefore incomplete - is given of the When the University achieved full maturity, however, structures that have, over the years, both managed and from the late 1980s onwards, what began to take a firm supported research at RAU. In addition, a brief statistical hold and to attract attention —and which still attracts view of the level of achievement of RAU's researchers is attention today - was the profile of a research-intensive given and some generic factors that contributed to this institution with a consistently high, and often productivity are discussed. In conclusion, brief mention groundbreaking, output of accredited publications. is made of those researchers who have served as standard- (Indications of the level of achievement of RAU with bearers over the past 36 years, establishing a propensity regard to master's and doctoral graduates are not as for research at RAU, and in turn laying a solid foundation readily available as in the case of accredited publications. for the outstanding and intense practice of science in Nevertheless, it would most likely be safe to state that the new "comprehensive" university to be forged from here too, RAU's standard of achievement is very high.) the melting pot of RAU, Technikon Witwatersrand (TWR) and two Vista campuses. RAU academics continued to uphold this high level

of research productivity even when the University RESEARCH MANAGEMENT STRUCTURES - experienced a veritable explosion in student numbers 1968- 1983 from the late 1990s onwards, when parallel-medium instruction in Afrikaans and English made it possible Over this period, research was managed by a Research for large numbers of English-speakers to study in English Committee. The Committee comprised the Rector, the at RAU. RAU established a proud reputation as an Registrars, Chairperson of the Bursary Committee, three institution where research is treated with considerable elected Senate members who represented humanities seriousness, where an enviable record of achievement and three Senate members who represented the natural of a consistently high research output is maintained, sciences. This committee had two subcommittees, namely

Anvil 31-2 (2004), 21-26 22 Derek van der Menve a subcommittee for the humanities and a subcommittee for the True to the decentralised nature of the management model at natural sciences (a third subcommittee, one for engineering RAU, each of the six faculties managed and supported their own science, was established with the formation of the Faculty of research in a manner that satisfied the individual needs of each Engineering in the late 1970s). The committee and its faculty. Some faculties elected research committees, while in subcommittees funded research projects, decided on the attendance others the dean's committee fulfilled this role. In still others, a of academic staff at conferences, awarded postgraduate bursaries, subcommittee of the dean's committee fulfilled the role. In spite reflected on new research areas and, very importantly, promoted of (and some would even say precisely as a result of!) the lack of research as the core value of a young university which would, in a central management mechanism for research at RAU and the time, wish to rub shoulders with big brother Wits next door and diversity of the management and support structures for research other established universities both locally and overseas. in the individual faculties, RAU experienced a time of blossoming in research output in the 1990s, as explained below.

- 1983-1990

- 2002 to the present By the early 1980s, the research management system of the early years had become outdated and in 1983 a new system replaced At the turn of the century, it started to become clear that the it. Provision was made for a Research Department under the decentralised management model that had served RAU so well leadership of a research dean, appointed by the Senate for a five- and that had enabled the University to prosper in so many spheres year term of office. A Faculty Research Committee was appointed would have to undergo some refinement in favour of re- for each faculty. The task of these committees was to make centralisation. The main reason for this was the fact that the recommendations on applications for research funding and for Ministry of Education began to exercise strong control measures bursaries, and to ensure that applications and research reports over the higher education sector. These measures were made met the high standard of quality required. Recommendations possible by the extensive powers granted to the Minister of from the faculty committees were discussed and decided on by Education by the Higher Education Act of 1997, authorising him a committee comprising the chairpersons of the Faculty Research to determine higher education policy in fundamental areas such Committees and the Research Dean (as chairperson). This as admission requirements, student composition, student numbers, committee also served as an important link to state-funded programmes and qualifications that could be offered to students, research institutions such as the Human Sciences Research state funding, quality assurance and restructuring of institutions. Council and the Centre for Research Development. Such centralisation of control over an institution's core practices necessarily calls for a corresponding institutional centralisation - 1990-2002 of decision-making.

When the Research Dean retired, the post was not filled. The This was also the case in terms of research. The prioritisation Research Department then fulfilled a purely administrative function of research support and development at national level and the and was discontinued in 1990. resultant need to align institutional research policy and requirements with national policy and requirements; the need From 1990 onwards, research was supported, managed and for the central coordination of research activities in order to administered solely within each faculty. Managerial responsibility utilise state funding sources optimally and to exploit additional for research resided in one of the two vice-rectors. An important sources of funding; the insistence on institutional quality assurance reason for the shifting of research management to the faculties with respect to research as well; the need to investigate, coordinate was the strong decentralisation route which the University took and support (by means of resources) the commercial exploitation at that time, under the leadership of the then Rector, Prof Cas of research products at central level; all the above necessitated Crouse. One component of the decentralised management model the centralisation of research support. was the performance-driven allocation of research funds to each faculty, and the concomitant authority to the faculties as they However, it is best not to interfere too much with a winning saw fit. formula. A good two years of discussion and policy refinement Research at £40 23 passed before a new research management model for the University Deans have a seat in all the central committees (whether in was approved by the University Council in October 2002. This person or by proxy) thereby preserving the essential synergy management model upholds the principle of faculty-specific between the faculty management of research and central support research management and the authority to distribute allocated of research. research funds (in accordance with policy, approximately 60% of the research monies earned annually for the University by a faculty RAU has never had a research office' as such. At best, it could from publications as well as master's dissertations and doctoral be called a virtual office, consisting of: the Vice-Rector: Research theses are allocated to the faculty for the promotion of research). and Academic Management as chief executive, functioning as a A central research support system has now been established, research consultant who gives advice on research matters, assures however, in order to support and strengthen the faculties' quality in respect of submitted research applications, and management of their research. administrative functions with regard to the work of the central committees; an accountant in the Department of Finance who is The point of departure of the new research management model accountable for research funds, and finally the deans and at RAU is therefore that research is managed by the faculties administrative officials in the faculties who manage research themselves and supported centrally under the leadership of the within the faculties themselves. Vice-Rector: Research and Academic Management. The difference between research management and research support is certainly One element of research management that is completely not watertight in a conceptual sense, but in a RAU-specific context centralised is the commercialisation of intellectual property, and it is nonetheless justifiable and practical. The model makes with good reason. The extent of the resources needed to provision for a number of faculty committees, research commercialise research products successfully, and the range of management, higher degrees, academic ethics and quality activities and policy decisions that need to be coordinated for assurance. The composition and functioning of these faculty them to receive attention in the chain of commercialisation, committees are left to the faculties themselves on the basis of necessitate a central decision-making structure. RAUs record faculty-specific needs. with respect to the successful commercialisation of research products - apart from contract research for business, trade and At a central level, provision is made for the following committees, industry, which takes place over a wide spectrum and which has each of which functions on the basis of a Senate- and Council- brought the University much recognition (and income) - is not approved policy document and charter as good as its research productivity per Se. With the support Senate Committee for Research, with three subcommittees, structures now in place however, much progress is expected in namely the: this area. Committee for Central Research Funding Senate Committee for Academic Ethics RESEARCH PRODUCTIVITY Committee for the Commercialisation of Intellectual Property, and the The research productivity of an institution is sometimes measured Committee for Quality Assurance. against the volume of accredited publications produced on an annual basis by the institution and reported to the Department A Central Research Fund exists, generously funded by means of Education for subsidy purposes. This determines the extent to of annual allocations made by the University Council from which the contributions of a certain institution strengthen and accumulated university reserves. Research allocations are made extend the general body of knowledge. Such an instrument of from these funds by the Committee for Central Research Funding measure does not, however, take economies of scale into account. on the basis of recommendations by the Central Research It goes without saying that large, research-driven institutions Committee in order to supplement faculty allocations or to with double or even triple the academic personnel of others will substitute them should faculty funds be insufficient. contribute more extensively to the body of knowledge than the 24 Derek van der Merwe

smaller institutions. A fairer measuring instrument is therefore of Prof Johan Mouton (a former RAU student), from data provided to determine the number of publications per permanent, full- by the Department of Education, confirms that this reputation time academic member of staff. In this way, the crudity of the is justified. The Centre conducted a comparative study of the simple enumeration of publications is tempered by a yardstick number of accredited publications produced annually by the that measures the productivity of an institution's researchers. permanent, full-time academic staff in the employ of higher education institutions. Statistics, as publicised for the years 1995, It is precisely this yardstick, applied to the research output of 1998 and 2001, confirm the following conclusions, namely that the past ten years or so that has given RAU its reputation for RAU maintained the highest average of publication output per research productivity. The table below clearly shows the number permanent, full-time academic of all the higher education of accredited publication units, the number of permanent, full- institutions in South Africa over the past decade or so: that only time academic staff members and the average research output RAU researchers were able to achieve the benchmark of 1,00 per full-time academic since 1992: publication unit per permanent academic staff member during this period and that in the last year of statistical comparison, 1992 349,07 No verified personnel data available namely 2001, RAU and the University of Cape Town competed 1993 326,48 No verified personnel data available neck and neck for first place. 1994 286,45 209 1,37 1995 301,70 No verified personnel data available Of course, statistics do not tell the whole story ("You can 1996 319,49 No verified personnel data available torture any statistic until it confesses", as the saying goes). A 1997 299,16 258 1,16 measurement of the average publication output per permanent 1998 290,75 291 1,00 academic staff member per year is certainly a truer reflection of 1999 259,01 313 0,83 research productivity than a mere enumeration of research output 2000 291,46 321 0,91 per institution. It is nonetheless merely a weighing of the law of 2001 296,76 344 0,86 averages, dependent on a series of variables, inaccuracies and the 2002 267,46 349 0,77 phrasing of definitions. As such it is simply one indicator of the research status that an institution enjoys, though admittedly not During these years the number of permanent, full-time an unimportant indicator, because ultimately it is peer-evaluated academic staff members increased from approximately 200 in publications in accredited journals - that are therefore subject 1992 to 350 in 2001. The publication output varied from to a process of quality assurance, however minimalistic this may approximately 359 publication units in 1992 to approximately sometimes be that are quantified. 249 in 1999. RAU personnel maintained, over a period of ten years, an average publication output of between 0,80 and almost There are also other indicators of how successfully an institution 1,40 an achievement to be proud of in any language. The poor' fulfils its obligation to contribute to the scientific discourse and performances of 1999 and 2002 can be attributed, in the first in broadening and deepening knowledge and expertise through case, to the introduction of a parallel-medium mode of instruction its research. Such indicators are, for example, the impact and and the heavy workload this brought about for colleagues; in the ability of research to shift the boundaries of knowledge or to second case, to the uncertainty and disruption cause by die surprise broaden the range of application of existing knowledge and the decision of the Minister of Education to merge RAU and the influence of the researcher on the status and course of scientific Technikon Witwatersrand. Bearing in mind that RAU has two to practice within his or her discipline (gauged, for example, by the three times fewer full-time academic staff members in its employ number of times a researcher's work is quoted or discussed in than the other large, research-driven universities, even though other publications); in short, the value added by the research to student numbers are comparable, the description of RAU as a research investments. "research-intensive university" is totally apt. These indicators are more difficult to gauge and precisely Statistics compiled by the Centre for Research on Science and because of this, more difficult to use to indicate the level of RAU's Technology by the University of Stellenbosch, under the leadership research status. However, if one bears in mind the number of "A" Research at R41 1 25 rated scientists produced by RAU, the prestige that journals achievements and the regard for the practice of science enjoyed initiated or managed at RAU enjoy nationally, and sometimes there most likely inspired those at home to establish and pursue even internationally, the number of bursaries, stipends and awards the same values. Mention must be made here of the specific role won by RAU researchers over the years, the leadership role which played by generous and prestigious scholarships from the Alexander so many RAU researchers have fulfilled in their areas of expertise, von Humboldt Stiftung in shaping large numbers of RAU and the enormous contribution of EAU academics to the promotion academics. It is conceivable that the exposure of so many RAU and establishment of Afrikaans as a scientific language, then these academics to the German world of thought is one reason that considerations must certainly serve as further irrefutable proof RAU has, even today, such a high percentage of doctoral graduates of RAU's research intensity and research status. If one also bears in its ranks when compared with other similar institutions. in mind that the 36 years of RAU's existence actually represent at the most two generations of a research culture, the extent and Another factor was the desire of those researchers associated level of RAU's research output is remarkable. with an institution that was outspokenly Afrikaans, to serve and develop Afrikaans as a scientific language. This resulted in a desire FACTORS THAT CONTRIBUTED TO RESEARCH INTENSITY to publish frequently and creatively in Afrikaans, but even more importantly, to create institutions and structures in which Afrikaans Of course, it is no easy task to identify accurately factors that could be realised as a technical language. This led to the contributed to RAU's research success story. Ask the experienced establishment of a large number of journals initiated by RAU RAU researchers with the longest institutional memories about personnel with Afrikaans as the language of preference. Many of this and two observations in particular emerge consistently. these journals, despite no longer being Afrikaans-dominant or Firstly, in its early years RAU management (and in this respect, even RAU-dominant, have remained leading publications even Prof Gerrit Viljoen, first rector of IIAU, played a particularly today. Lecture series were begun, named after, or in honour of, prominent role) took considerable trouble - at times left no stone dominant (mostly Afrikaans-speaking) figures. Certainly the most unturned so to speak, if anecdotes from these days are to be well-known of these is the NP van Wyk Louw Lecture Series, believed - to attract young, talented, often brilliant researchers which has been offered on a continuous basis since 1971. to RAU. These talented academics were not only formidable researchers themselves, but they also served as role models for Two further recent, faculty-specific factors are worth a brief a later generation. One cannot but marvel at how many noted mention by way of conclusion. The Law Faculty has, over the past scientists and other leading personalities were associated with ten years or so, offered a range of successful extra-curricular RAU, for shorter or longer periods in the early years of its existence. programmes which have held many advantages for the faculty, Secondly. RAIJ not only attracted the 'right" people, but they not the least of which being a health source of income for the were also offered abundant opportunities to realise their research faculty. These funds have made it possible to supplement generously interests fully. The extent of autonomy that researchers enjoyed the collection of publications in the Law Library. The result is a and the freedom to pursue their research projects fully, is frequently very well-equipped law library, which enables high-level legal emphasised in conversations, the sort of autonomy and freedom research to be undertaken. In the Natural Sciences Faculty a that only a young and small institution - such as RAU was at that decision was taken in 1999 to house under one roof and centrally time - could offer the individual researcher. control all apparatus in the faculty under. The result is the RAU Central Analytical Facility that is effectively managed and widely It would also be possible to speculate fruitfully about other accessible and is also a multi-purpose facility - all factors that factors that played a role in establishing research intensity at provide encouragement and support to research productivity. EAU. For example, one could add that the academic boycott that began to take hold during the 1970s and 1980s in particular, THE STANDARD-BEARERS OF RESEARCH AT RAU channelled young, mostly Afrikaans-speaking academics to German universities and research institutes, where the academic boycott It is dangerous to single out individuals because there is always was not implemented with such intensity as was the case elsewhere the risk of excluding names that should have been mentioned. It in Europe. The long and proud history of German research would, however, be improper in a contribution whose aim is to 26 Derek van dee Merwe celebrate research achievements, not to end on a slightly personal Faculty of Arts offered an academic home to linguists and literary note, despite the dangers mentioned above. academics such as Frans Odendal, Frans van Rensburg and Stephen Gray, to philosopher Willie Esterhuyse, historian Floris van Gerrit Viljoen, first rector of RAP and founder and proponent Jaarsveld, the Byzantinist Ben Hendrickx and Germanist, Klaus of those fundamental academic values that have led to the research- K6f6hnke. On the honour role of research leaders in the Faculty driven institution that RAP is today, merits special mention. As of Economic and Management Sciences appear names such as do people such as Rein Arendt, the erstwhile Chairperson of the econometrician Geert de Wet, psychometrician Johann Schepers Department of Chemistry and later the founder of the FRD and and industrial psychologist, Naas Raubenheimer. later still of the National Research Foundation; Johann Garbers, former Dean of the Faculty of Education and Nursing and later CONCLUSION President of the HSRC and Louw Alberta, for a long time associated with the Department of Physics and later Chief Executive Officer Scientific practice leaves little scope for sentiment, even less for of the Atomic Energy Corporation. The "A' rated researchers deserve to be mentioned for their world leadership in their various self-righteousness. When we look back on fewer than four decades fields: Daan van Wyk and Pieter Swart (electrical and electronic of scientific practice at RAU, however, we realise that a research engineering), Nic Beukes and Lou Ashwell (Geology), Cedric culture took root early on and continued to expand. RAP has Holzapfel (Chemistry), Bill Harris (Optometry) and Freek Lombard earned its reputation as a research-productive, research-intensive (Mathematics). In the Law Faculty, Frans Malan became an institution and that is reason to be proud. Now, as we look ahead undisputed leader in the field of banking law and JC van der Walt, to the establishment of a new university, we can only hope that former rector and founder of the faculty, made his powerful the same passion and intensity for research that characterised contribution in the terrain of the Law of Delict. In addition, Jean the young academics in the early days of RAU will also characterise Sonnekuss astounding productivity (6-8 publications a year over the academics of the new institution. One does not lightly change a period of twenty years and more) is well worth mentioning. The a winning formula.

REFERENCES

Navorsing aan die RAP/Research at RAP 1986 Navorsing aan die RAP/Research at RAP 1987 Oorsig van Onderrig en Navorsing aan die RAP/Survey of Education and Research at RAP 1988 Oorsig van Onderrig en Navorsing san die RAU/Survey of Education and Research at RAU 1989

ACKNOWLEDGEMENTS

I would like to offer my sincere thanks to the following people who contributed to this article: Prof Johan Mouton (Director: Centre for Research on Science and Technology, University of Stellenbosch( Mr Ferdi van der Walt (Research Consultant, RAP) Ms Theresa van Wezel (Personnel Department, RAU( Mr Gerrie du Preez (Central Administration, RAU( THE FACULTY OF 4 SCIENCE I Dirk van Reenen and Konrad van Warmelo I t - A6

GENERAL PERSPECTIVE WORLD-CLASS ACADEMICS AS A DRIVING FORCE FOR EFFECTIVE SCIENTIFIC STUDY Since 1967 the Faculty of Science's contribution to the study of science at RAU has focused on two key areas, The Faculty of Science has been an integral part of RAU namely training and development, and research. The since the University was established in 1967, and it effective training of undergraduate and postgraduate originally consisted of eight academic departments. Over students and the carrying out of high-quality, time, the addition of new departments, the merger of internationally recognised research - both basic and existing departments, departmental name changes etc applied - are processes that can easily be evaluated on gave rise to the current faculty, which consists of the the basis of appropriate and measurable outputs such following departments and sections: Chemistry and as undergraduate and postgraduate degrees awarded, Biochemistry, Zoology, Physics, Geography and national and international research projects, publication Environmental Management, Geology, Optometry, outputs in accredited journals, involvement in national Botany, the RAU Standard Bank Academy for Information and international research projects, contract research Technology, Applied Mathematics, Mathematics and etc. However, the key to achieving these outputs lies in Statistics, the Institute for Energy Studies, and a Regional the Faculty's highly trained and dedicated lecturing staff Analytical Centre (SpectRAU). who provide the driving force that ensures such successful scientific endeavour. When measured against The Faculty of Engineering was established in 1982 all these yardsticks the Faculty of Science can justifiably to cater for the Departments of Mechanical and Civil lay claim to a proud history and important contributions Engineering, and Electrical Engineering, which had to the study of science, which within a short period of been part of Science since 1974. time have made RAU a leading academic institution in South Africa and a respected international role-player. As in the case of the other faculties, the Faculty of Science has been characterised since its establishment The highlights of the Faculty of Science's contribution by a small lecturing component and, as a result, a high to the study of science may therefore be evaluated within student-lecturer ratio - currently about 27:1. The total the context of effective tuition and academic development, number of full-time lecturers in the Faculty in 1970, measurable outputs and dedicated academic staff. for example, (the year in which the first 24 third-year

Anvil 31-2 (2004), 27-32 28 Dirk van Reenen en Konrad van Warmelo students completed their degree studies) was 38, a figure that Initially the academic staff component of the Faculty of Science increased to 80 in 2002, when 212 third-year students completed consisted exclusively of men. Things did change gradually, however. their studies (Fig. 1). From the outset, however, the Faculty The first white female lecturer was appointed in Mathematics in strived for quality and not quantity as far as its lecturing staff was 1974, and the first black junior lecturer in 1996 in the same concerned, and the appointment of outstanding young scientists department. At present the academic staff component includes as departmental chairmen when the university was established twenty-eight white women at various levels, one black associate in 1967/68 formed the basis for scientific study of an extremely professor, four black lecturers and one black junior lecturer. high standard at RAIl within a national and an international context. UNDERGRADUATE AND POSTGRADUATE DEGREES

Pig I Graduates, particularly at master's and doctoral level, represent one of the measurable academic outputs of a successful faculty. STAFF The number of graduates who received undergraduate and 40 postgraduate degrees in the Faculty of Science has increased over 30 -- - 30 the past 38 years from only 37 in 1970 (the year in which the first 25 BSc graduates completed their studies) to a total of 435 in 2002 20 (Fig. 2). Over a period of 38 years the Faculty's relatively small lecturing staff produced the following graduates: BSc: 2 852: four- year bachelor degrees (including BSc Hons, BOptom and BSc 41 z.. Ed): 3 022; MSc en MPhil: 817; PhD and DPhil: 306. Master's and doctoral graduates therefore represent approximately 19% of the total number of graduates. It is significant that 59% (4 145) of —.---P,n TOT . . . -M/P,d TOT —*.--S/LeO TOT . . .O - -LeO TOT --- TOT the total number of graduates received postgraduate degrees, while 41% (2 852) received undergraduate degrees. This The first student to obtain a doctorate at RAIl - and in the information bears witness to the strong focus that is placed on Faculty of Science - after receiving all her previous degrees here the training of postgraduate students (Fig. 2), an essential was Miss Dalena Döman, who obtained her PhD degree in 1976 component for the successful study of science at a university. The in the Department of Mathematics. recent accreditation by the British Computer Society of BSc IT en BSc Hons courses bears witness to the international recognition Since its establishment, therefore, the Faculty of Science has afforded to the training of information technologists provided by been able to count on a small (Fig. 1) but highly effective staff the RAIl-Standard Bank Academy for Information Technology. component, which is still dominated by senior academics. These senior academics form the core of high-level research and have Pig 2 made it possible for the Faculty to focus on research projects with an international element and on the training of postgraduate B-. 4YR, M+D DEGREES 250 students, particularly at masters and doctoral level. Without exception all professors and associate professors (a position that 200 was introduced in 1982) have PhD degrees, and this figure 150 decreases to only 95% if senior lecturers are also taken into account. Seventy-five per cent of the total academic staff component 50 has PhD degrees. It is significant (Fig. 1) that since its establishment the Faculty has made relatively few appointments at the level of junior lecturer. .4.. B0o—O----4JR------M&D The Faculty of Science 29

The Department of Geography and Environmental Management WETRAH's annual programme involves a large number of has also built up a sound reputation with the M-course in learners from various high schools on the Rand and includes a Environmental Management, which is offered to students from wide variety of interesting activities including relevant lectures various academic environments. by subject specialists, visits to various laboratories in the Faculty, where learners get the opportunity to take part in exciting The Faculty has produced an equal number of male and female experiments themselves, a WETRAH quiz with cash prizes for the BSc graduates over the past 38 years, although most of the first three winning schools, and a WETRAH Open Day at RAU. A postgraduate degrees awarded have gone to men. This trend is WETRAH competition held during the official RAU Open Day especially noticeable in the case of doctoral graduates. However, gives two learners the chance to pursue their first year of study in the case of master's degree graduates it is encouraging to note in the Faculty of Science free of charge. that since 1996 female students have overtaken their male counterparts. Annual feedback from new first-year students has confirmed the important role that WETEAH played in their decision to study ENSURING SUSTAINABLE SCIENCE TRAINING science at RAU.

The fact that South Africa's scientific fraternity is age ing, a - RAU OPEN DAY diminishing interest among prospective students to pursue a career in science, and a decline in the number of prospective The official Open Day in May organised by RAU since 2001 offers students with matriculation exemption are some of the biggest a further opportunity for the Faculty of Science to make prospective challenges to be overcome if effective scientific study at South students and their parents aware of the academic activities of the African universities is to be sustained. Of particular concern for various departments, as well as job opportunities. science is the fact that more than 50% of scientific work in South Africa is produced by scientists who are over the age of 50, and - SET PROGRAMME that in 2000 less than 4% of all matriculants with matriculation exemption passed Mathematics on the Higher Grade. This highly A SET (Science, Engineering and Technology) funding programme unsatisfactory state of affairs can only be corrected by (i) an was implemented in 2002 with the objective of providing an access increase in the number of matriculants with Mathematics and bridge for prospective first-year students with matriculation Science on the Higher Grade who pursue a career in science, and exemption who do not meet the Higher Grade Mathematics and/or (ii) the training of more postgraduate students in science. The Higher Grade Science requirements (in both cases a minimum Faculty undertakes various activities with a view to recruiting D symbol). This programme focuses not only on Mathematics prospective students and preparing them for a career in science. and Science, but also includes language skills and preparatory courses for study at a university. The SET programme also creates - WETRAH the opportunity for candidates to register within this programme for one or two university courses for which Mathematics or WETRAD (originally the Wetenskapvereriiging van Randse Science is not a prerequisite. The SET programme commenced Afrikaanse Hoérskole) is an association that was established by in 2002 with 176 enrolled students, and this figure has increased the Faculty of Science as early as 1969 with the objective of to 207 in 2003. stimulating an interest in science among Afrikaans learners on the Rand. Although its initial objective continues to be pursued, - RAU-ORACLE Mathematics School since 1998 WETPAH (renamed Wetenskapvereniqing van Randse S/role) has functioned purely as a marketing initiative of the The RAU-ORACLE school is the result of an initiative of the Faculty of Science with the objective of making learners of all Department of Mathematics and Statistics to establish a language and race groups aware of the value and challenge, both Mathematics School in the Faculty of Science in 2003, in for the individual and for South Africa, of a degree in science partnership with the international software company ORACLE. from RAU. The objective of the RAU-ORACLE Mathematics School is to 30 Djrk van Reenen en Konvad van Warmelo promote Higher Grade Mathematics (a requirement for admission During the first 15 years (1967 to 1982) the Faculty produced to the Faculty) particularly among learners at schools in Soweto only 545 articles. However, after 1982 there was a sudden and through effective tuition of high quality. The RAU-ORACLE School sustained increase, with a total output of 4 335 articles up to consists of two components which are run on the RAU campus 2002. The period from 1983 to 2002 (a period of 20 years) therefore by staff of the Department of Mathematics and Statistics: 1) A represents 88.8% of the Faculty's publication outputs since the Saturday School from 09:00 to 12:00 for Grade 9, 10 and 11 University's establishment in 1967. Since 1983 the total publication learners every Saturday morning, and 2) A Winter School during outputs displayed a number of downward swings, which did, the July school holidays for Grade 12 learners with a view to however, recover rapidly (1989, 1992). The largest decrease in preparing them for the upcoming matriculation finals. Six schools publication outputs, however, took place in 1999 to 2000 (Fig. from Soweto - 60 learners from each - are currently involved in 3), a trend that is probably related to increasing pressure on this project. research time available to senior academics, in particular, owing to the implementation of RAU's parallel-medium language policy RESEARCH (1998) and of transformation-oriented activities as required by the South African Qualifications Authority (SAQA). High-level research, which enjoys international recognition, is a core focus of the Faculty of Science. Quality of research is As can be seen from Figure 3, there was a sudden and sustained measured against the number of scientific articles in internationally increase in the total publication outputs after 1982, and this accredited journals and contributions to international conferences. represents a highlight for the study of science in the Faculty. This The per capita average output of 1.18 accredited article units per phenomenon cannot be explained by an increase in the staff permanent academic staff member for the period 1993 to 2002 complement of the Faculty. In fact, there was a decrease in the is an achievement that other Science faculties in South Africa number of professors in the same period (Fig. 1). Nor can this would be hard pressed to match. The total per capita average phenomenon be explained by a sudden change in the number of output of 3.65 articles since 1990 is even more impressive. The graduates (Fig. 3). However, a clear answer may be found in the information in Figure 3 summarises the Faculty's total research establishment in 1982 of the FRD (Foundation for Research outputs over the past 36 years and therefore includes articles in Development) - currently known as the NRF (National Research accredited A and B journals (internationally recognised journals) Foundation). The co-founder and first President of the FRD (Dr as well as articles in C journals (publications in national and Reinhard R Arndt) was also the first chairman of the Department international conference volumes, and journals with a local of Chemistry at RAU. distribution). PARTNERSHIP WITH THE FRD/NRF Fig 3 STAFF, TOTAL GRADUATES AND TOTAL ARTICLE OUTPUTS The FRD was established in 1982 with the primary objective of 500 expanding human resources in science, engineering and technology by supporting quality research at universities and technikons. 400 Quality research" is a concept that was defined by the FRD as 350 research that complies with internationally measurable standards, with specific reference to research outputs in internationally 200 accredited journals. The essence of the NRF's impact on the stimulation and support of research lies in the peer evaluation

5o 1 process on the basis of which the national and international status of individual researchers is determined by their peers. The number of NRF-rated researchers and the individual level of NRF rating determine not only the academic status of the individual researcher, -.0. GRADUATES )I -I STAFF EL - OUTPUTS :TTE but also the status of the faculty as an international role-player The Paculfy of Science 31 in the field of science and research. What is very important, projects), Geology (12 projects), Botany (5 projects), however, is that NRF rating gives individual researchers and Mathematics and Statistics (5 projects), Zoology (4 projects), research teams access to research funds that would otherwise not Physics (3 projects), and Optometry, the RAU Standard Bank have been available. Academy for IT, and Applied Mathematics (1 project each). - Forty-five overseas researchers from universities and research Fig 4 institutes from 16 different countries visited seven departments in the Faculty in 2002 for research purposes. These countries TOTAL FRD/NRF EVALUATED STAFF MEMBERS include: Algeria, Argentina, Australia, Brazil, England, Germany, 45 France, India, Japan, Yugoslavia, the Netherlands, Russia, 40 35 USA, Switzerland, Zambia en Zimbabwe. 30 - International cooperation projects in the Faculty involve both 25 (20 applied and basic research. Applied research focuses specifically IS on projects that have the potential to provide products and 10 services, and to create conditions, which have an immediate effect on society, while basic research has a significant impact on the creation of new knowledge and the upholding of academic/educational standards. - Examples of extensive imulti-million rand projects that are The established academic status of the Faculty's lecturing staff also supported by outside organisations other than the NRF, was confirmed when the FRD was established (Fig. 4), in that 29 include the following: academics (at that stage 48% of the full-time lecturing staff) - The Photovoltaic Research Group in the Department of Physics, already had rating status in 1986. At present 45% of the permanent which is funded by the Innovation Fund of the Department lecturing staff have NRF rating, once again an achievement that of Science and Technology with a view to establishing a pilot cannot be matched by any other Science Faculty in South Africa. project within three years that could be put to commercial The average number of staff with top ratings in the A and B use for the manufacture of an alternative source of power for categories (two and eight, respectively) has remained consistent the direct conversion of solar energy to electricity. over the years. - The Chemistry Section, which is one of only four Chemistry departments in South Africa that receive comprehensive The Faculty of Science was therefore ideally positioned from research support from SASOL for industry-related Organic the outset to accept the challenge of a partnership with the Synthesis research. FRD/NRF. It is true that prior to 1983 research in the faculty was - The Paleoproterozoic Mineralization Research Group in the carried out at a high level, but the culture of publishing was not Department of Geology, which, in conjunction with five top strongly established. The FRD placed very strong emphasis on universities in the USA, is supported by the Agouron Institute high-quality publications in internationally recognised journals. in the USA to do multidisciplinary research into the earliest The impact of the partnership with the FRD/NRF can be seen not (Precambrian) biosphere of the earth. only in the sudden and sustained increase in research outputs - Medicinal Plant Research, which received an allocation from since 1983 (Fig 4), but also in the wide involvement of individual the Innovation Fund for the development of medicinal products researchers and departments in research projects in which from indigenous medicinal plants. colleagues from top universities and research institutes throughout the world are engaged. As indicated in the 2002 annual report, Mention should also be made of the following high-quality the Faculty's involvement in international cooperation projects research projects involving international cooperation: Biochemistry may be briefly summarised as follows: (Plant Biotechnology), Chemistry (ICPMS techniques in Analytical - Overseas researchers were engaged in 44 research projects Chemistry), Zoology (Aquatic Pollution research), Geology involving nine departments: Chemistry and Biochemistry (12 (Geodynamics of Precambrian granulite terrains), Optometry 32 Dirt van Reenen en Konrad van Warmein

(world leaders in the field of Linear Optics), Botany (Post-harvest In conclusion, the role and contribution of the Faculty of physiology and plant biodiversity of Southern African plant Science to the study of science at RAU may be briefly summarised groups), the RAU Standard Bank Academy for Information as follows: Technology (Computer security), Applied Mathematics (Quantum - The Faculty of Science was, and is, an important role-player computing), Statistics (Industrial statistics and time series analysis in the creation and retention of an academic culture at RAU in astronomy), and Mathematics (Mathematical logic and its and it dominates the RAU landscape as far as the international application in computer science). stature of its researchers and the scope of research projects involving international cooperation are concerned. SpectRAU - Quality research and tuition are carried out by a small but exceptional complement of academics who successfully accepted Access to modern and expensive research equipment is a critical the challenge of the FRD (currently the NRF) with regard to success factor for high-level research, particularly in the physical the provision of quality research outputs as early as 1983. This sciences. (Chemistry and Biochemistry, Zoology, Physics, Geology is borne out by the high percentage of permanent academic and Botany). SpectRAU (RAUs Regional Analytical Centre) staff (approximately 45(y0) that has received NRF rating status represents the Faculty of Science's strategy for the establishment since 1983. of a well-equipped and modern central equipment facility, which - The strategy for expensive equipment (SpectRAU), which not can effectively support high-quality research with both a local only ensures that researchers and postgraduate students from and international focus. The SpectBAU strategy focuses strongly the Faculty have access to modern and expensive analytical on the principle of multi-user research facilities in an equipment facilities that are effectively run and maintained, but which centre with modern equipment that is effectively run, provides is also essential for the involvement of post-doctoral researchers an effective analytical service, and supports research in the Faculty, and international collaborators in research projects. within the University and in the region. The current replacement - The Faculty of Science has successfully taken on the major value of the analytical equipment accommodated in SpectRAU is challenge of recruiting larger numbers of better equipped approximately R35 million. matriculants for a degree in Science at RAU through various undertakings such as WETRAH, the SET Programme and the CONCLUSION RAU-ORACLE Mathematics School.

The Faculty of Science's successful contributions to scientific RAU's Faculty of Science is therefore prepared and exceptionally study at RAU are grounded in the ongoing pursuit of quality in well placed to play a leading role in the establishment of a platform the field of tuition, and training and research. It is this pursuit for the successful study of Science, Technology and Engineering of quality that forms the basis for the number of graduates at the new university that is to be established. In this way the produced at postgraduate level, particularly at master's and Faculty will contribute to achieving the goals of South Africa's doctoral level, for publications in internationally accredited new National Research and Development Strategy that was journals, for contributions to international conferences, and for introduced in 2002. the exchange of scientists from all over the world as post-doctoral research associates and guest researchers.

REFERENCES

1 Department of Arts, Culture, Science and Technology. 1996: White Paper on Science & Technology - preparing for the 21st Century 2 Department of Science and Technology. 2002. South Africa's National Research and Development Strategy. 3 Faculty of Science, RAU. 1968 —2002. Faculty annual reports. THE LAW FACULTY George Barrie

he relatively short history of the RAU Faculty of The establishment of the department of law at RAU T Law boasts a number of highlights, which are tied in 1967 was in itself a highlight in the history of the to personalities - personalities without whom these Faculty of Law. The teaching staff of the then department highlights would not have occurred. Within the scope of law consisted of three members. The first law degrees of this short contribution these highlights must of were awarded in 1970: two LLB degrees and one Bluris course be handled selectively and the subjectivity of the degree. This year the Faculty of Law has an academic writer plays a part in this process. There is a good chance staff complement of 30 and at the graduation ceremonies that not all the 'highlights and the personalities ±1 250 degrees were awarded in this faculty. The law concerned will be mentioned because of the limited students totalled ±1 700. There are also two honorary scope of this contribution. Therefore reference will not professors, two special professors and seven part-time be made to individuals but rather to events. In this way professors. The administrative component comprises no personality will feel slighted. nine persons. The extracurricular section serves ±2 700 students with an administrative component of five. In Two personalities, to whom reference must, however, addition ±1 500 students have registered for the be made are Prof Gerrit Viljoen and Prof Johannes van certificate and diploma in social security law. der Walt - the first and fourth rectors of RAU respectively. (Johannes van der Walt was the first head of the An outstanding feature of the Faculty over the years department of law and also the first dean of the faculty has been the high quality of the academics that were of law.) For these two persons the establishment of the appointed. An attribute that has been prominent among then department of law in 1967 was an act of faith. At the faculty staff over the years is the fact that one and that time the faculties of law of the Universities of the all have 'bought into' the Faculty's endeavours and have Witwatersrand and Pretoria, the Potchefstroom University assumed ownership of the Faculty. Over the years the for CHE and the University of South Africa were firmly staff body has performed its functions with enthusiasm, established and all enjoyed solid reputations. In 1967 pride, single-mindedness and resourcefulness. This the University of the Witwatersrand was located just attitude remains a constant experience. opposite Empire Road, a stone's throw away from the buildings of the RAU department of law. To establish a Another highlight is the faculty's law journal TSAR department of law under those circumstances was (Tydskrif vir die Suid-Afrikaanse Reg = South African tantamount to casting bread on the waters, an act of Law Journal) that has been published since 1976 - courage. biannually to begin with but quarterly from 1988. TSAR

Anvil 31-2 (2004), 33 36 34 George Barrie is the faculty's flagship and ranks among the leading law journals for the degrees varies between 350 and 500 every year. Areas of in South Africa. The high regard in which TSAR is held is due to specialisation cover administrative law, international law, banking the meticulous and diligent editorial work that strives to attain and stock exchange law, corporate law, human rights, international only the highest standards. The waiting list of accepted mercantile law, labour law and tax law. New developments are contributions to TSAR testifies to the journals prestige value. contract and cyber law. The Faculty was the first faculty of law in South Africa to offer course-work-based LLM courses. In view Another highlight is the law clinic that was set up in 1980. It of the success of this mode of presentation leading to an LLM has branches on the campus itself and in Alexandra, Germiston degree, other faculties of law have followed this successful example. and Johannesburg. The law clinic is under the control of a director. The lectures are not only given by the Faculty's own subject The branches are under the management of heads of clinics, all specialists but specialists in the profession are also used extensively. highly qualified and competent legal practitioners. The clinic These LLM degrees by coursework have undoubtedly contributed reports on its activities to a controlling body. All LLB students greatly to the status of the Faculty of Law. are obliged to undergo training at the law clinic as part of their LLB studies. The service to the community provided by the law The Faculty also has a comprehensive section offering extra- clinic is of inestimable value and the law clinic is very highly curricular courses. Examples of such courses are higher diplomas, valued by the legal profession. advanced diplomas and postgraduate diplomas in various areas of specialisation such as labour law, tax law, cyber law, criminal The Faculty also reaches out to the community by way of a law and forensic auditing, banking and insolvency law. In addition fund out of which the studies of at least 20 needy students are various certificates are offered in the field of the control of money paid annually. In this way many students who otherwise never laundering, sports law, legislative drafting, the drawing up and would have the opportunity, completed their studies successfully interpretation of contracts and compliance management. Student through the years. numbers for these extracurricular courses are growing steadily.

The Faculty of Law also has several research centres, namely A few years ago the Faculty began presenting RAULU (RAU the Centre for International and Comparative Labour and Social Legal Update). The aim of RAULU is to keep legal practitioners Security Law (CICLASS), the Centre for Banking Law, the Centre abreast of the latest developments in the field of law. RAULU has for Sports Law and the Centre for the Study of Economic Crime. been successfully presented in Johannesburg, Nelspruit, Kimberley CICLASS is well known internationally and is the leading centre and Newcastle. It is aimed to involve a different region of the of its kind in Africa. Research with international associates is the country every year. order of the day, as well as the organisation of international conferences and the generation of outstanding publications. In Over the years several exchange agreements have also been addition to its research activities, the Centre for Banking Law concluded with foreign faculties of law. Faculties of law with presents the ABLU (Annual Banking Law Update) every year. ABLU which the RAU Faculty of Law has cooperation agreements at has been in existence for many years now and enjoys good support present are the universities of Amsterdam, Antwerp, Wellington, every year. The Centre for the Study of Economic Crime has Saarland and Augsburg. Both students and lecturers are involved become very well known in a short time and is highly valued and in these agreements. consulted by the business community. The Centre for Sports Law has entered a new field and already features prominently at A further outstanding feature of the Faculty over the years international congresses and in publications. A Centre for the has been its high publication record in accredited law journals. Study of International Law in Africa has just been established. The faculty still has one of the highest publication records per capita in accredited journals in South Africa. Besides these In the late eighties the faculty introduced LLM degrees by publications authoritative textbooks are produced regularly. coursework. These LLM degrees by coursework appear to be in Authoritative books on the law of delict, the law of negotiable demand in the profession and the number of students that register instruments, business law, contract law, insurance law, The Law Facu/tq35 constitutional law, human rights, corporate law, labour law, social legal training to be an ongoing process that does not end when security law, international law and mercantile law have been the LLB degree is obtained. The RAU Faculty of Law does not published. regard legal training as a narrow technical exercise directed only towards a profession but believes that the training should rather Acknowledgement of the quality of the faculty's research and be fully informed by theory, devoted to the refinement of the high publications is illustrated by the fact that two of the faculty's order intellectual skills of students, and calculated to inculcate academics were awarded the Toon van den Heever Prize for a sense of ethical propriety, and professional and social Jurisprudence by the South African Academy for Science and Art. responsibility (Australian Law Reform Commission Report 1999). In addition the faculty has already produced ten recipients of scholarships awarded by the Alexander von Humboldt Foundation An essential characteristic of any faculty of law remains the - pro rata more recipients of Humboldt scholarships than any question as to what forms the basis of the study of law (the legal other faculty of law in South Africa. system) by that faculty. What would the chief point of departure of the Faculty of Law of the Rand Afrikaans University have been Over the years the faculty has maintained close cooperation over all the years? with the legal profession, business and the state. This has taken place through secondment, participation in parliamentary The approach of the Faculty of Law is still based on the point committees and councils, participation in practical courses, of departure that legal rules form part of law, which is a dynamic lecturing in the context of training programmes, involvement in phenomenon. This is coupled with the further point of departure the work of commissions and the presentation of courses to that legal principles (legal concepts) are of a permanent nature address particular requirements of the profession. and in most fields of our law it is precisely the Roman Dutch law that is the legal source of the basic concepts of our law. Common Faculty members are also sought after for the presentation of law accordingly constitutes the hub of legislation, the judicature papers at overseas and local congresses. The fact that members and custom. Individual laws can only be understood and enforced of the Faculty of Law are regularly invited to make contributions against the background of common law. Common law constitutes particularly to international congresses, attests to the scope of the core of our legal system. This fact remains the basis for the their writings as well as to their personal academic reputations. study of law in this faculty. A number of international congresses have also been presented locally by the Faculty, among others in the field of international The South African courts afford many examples where reference private law, the philosophy of law, labour law and social security is made to common law rules. The concept "common law" is, law. however, not inflexible. The flexibility of South African common law is in fact one of its features and it is adapted to the As a result of the above-mentioned activities, in its relatively circumstances that obtain. The fact that South African common short existence, the Faculty of Law has been regarded as one of law is not a static entity has been emphasised by the Faculty of the leading faculties of law in the country. Every year applications Law since its inception. An examination of the many influential for first-year LLB studies by far exceed the capacity that the publications of the Faculty of Law and the fact that the courts Faculty can handle. The same applies in the case of applications refer to these publications is proof of the relentless emphasis that to register for the LLM (by coursework). Students vote with their the faculty places on these inherent basic concepts and principles feet and there can be no better indicator of the reputation that of common law. The approval given by the courts by their reference the RAU Faculty of Law enjoys. A number of students also register to the writings of members of the Faculty of Law is a lasting for the research LLM, and LLD degrees are regularly conferred. highlight of the Faculty.

The aim of the RAIJ Faculty of Law is to train jurists who will The study of law in the Faculty of Law is also characterised by be highly regarded by the profession - whether as attorneys, its insistence on the in-depth study of authoritative judicature advocates, legal advisers or academics. The Faculty of Law considers and can be seen as a feature of the Faculty's approach to the study 36 George Carrie of law. The Faculty is accordingly particularly proud of the opportunity for symposiums on academic, faculty and comprehensive set of law reports housed in the law library. There administrative matters as well as close social interaction. An is no getting away from the fact that the quality of the law can entire weekend is set aside for such a law indaba. A further example be attributed to those rules that are formulated in judicial is the annual function held by VRRAU (Friends of the RAU Faculty precedents, in the words of Benjamin Cardozo, those rules that of Law), a social get-together with our alumni. Another prestigious are cast in judicial mint. An outstanding collection of law event is the annual prize-giving function. literature has been built up around the fine set of law reports. It is difficult to believe that this vast collection of law literature was My own association with the Law Faculty dates back to October built up in just 35 years. This collection is the result of the great 1968 and - with a ten-year absence in between - together with interest, diligence and contributions of the members of the Faculty other colleagues in the Faculty I have experienced the Faculty's of Law as well as the enthusiasm and communicativeness of the growth and successes first hand. The outstanding highlight of law library staff over the years. The successful building up of the the Faculty of Law is the commitment to the study and realisation law library into a comprehensive collection, which today takes of the law. This commitment has united the staff body from the up a whole floor of the university library, remains a highlight in outset. In the words of Oliver Wendell Holmes: the history of the Faculty of Law. A huge debt of gratitude should be paid to those academics in the Faculty who have devoted, and What a subject is this in which we are united - the abstraction called are still devoting, so much of their time to building up the law the Law, wherein, as in a magic mirror, we see reflected, not only our library. The law library is a jewel in the crown of the law faculty. own lives, but also the lives of all men that have been! When I think on this majestic theme, my eyes dazzle. If we are to speak of the law as our mistress, we who are here know that she is a mistress only to Besides academic highlights there are also social high points be wooed with sustained and loneltj passion - only to be won by that contribute to the Faculty's esprit de corps and that have been straining all the faculties by u'hich man is likened to a god (Speeches diligently pursued from the outset. The annual law indaba, in by Oliver Wendell 1-lolmes, 1913, 16). which all the academic and administrative staff and their families are involved, is an example. These law indabas afford the EDUCATION* Koos Kok

hen RAU was established, Education formed part contributions of Peet van Zyl and Rudi Briel in the T of the Faculty of Arts. After one year, an independent expansion of teaching media must be mentioned, Faculty of Education was established —with Piet van especially at tertiary level as. Zyl, a leading figure in the Philosophy of Education at that stage, as the first dean. In 1976, this faculty became The training of Mathematics as well as Physics and the Faculty of Education and Nursing - a combination Chemistry teachers was and is a huge priority for the that seemed to work very well and was mutually beneficial Faculty. Johan Strauss is responsible for both of these to the two professions accommodated by the faculty. subject didactics.

The highlights and achievements can merely be At undergraduate level, Education was always available mentioned briefly in this article and only the names of to the students as a subject in other fields of study, and leading colleagues are mentioned in the relevant context. various students chose it as an ancillary subject. For A comprehensive overview is not possible either, and decades, the integrated four-year BCom, BSc and BA what follows should simply be regarded as an overview (Ed) degrees were education students' most popular of what the University can be proud of. options.

The training of teachers is one of the basic In the early 1990s, tinder the leadership of Coley responsibilities of a faculty of Education. In this regard, Lamprecht, the Faculty took the initiative of offering RAU has a proud record and the students who are trained in-service training to under-qualified working teachers here are in great demand at schools. EAU has become because of the need that existed in this regard. This was well known for the establishment of micro-lessons and presented in the form of distance education - first the development thereof under the leadership of Daan through a college for distance education in the Faculty Gresse, Jan Maarschalk, Boet Muller, Daan de Villiers and later also in a further similar project in collaboration and Louis Calitz. The aspects that have been researched with Lyceum College. A large number of students for the benefit of the training of students in teaching obtained professional qualifications in this way. skills are arousal and focus, questioning, guidance and the heuristic teaching strategy. The didactics laboratory, With regard to the students who have graduated, the which was the initiative of Pieter de Lange, strengthened numbers are as follows: 282 students have already the training because the skills of the students in the use obtained doctoral degrees and 1 519 have completed and production of teaching media at that time were well master's degrees. The total number of students who developed in this laboratory. This, together with other have obtained PAU qualifications in Education is 8 582. skills, allowed the students to enter the teaching practice This excludes the thousands of students who have with a great deal of self-confidence. In this regard, the obtained diplomas through distance education and the

Anvil 31-2 (2004), 37-40 38 Koos Kok thousands who have obtained four-year Education degrees in Whole school evaluation under the leadership of the sustained other faculties. At the graduation ceremonies in April 2003, no research of Ben Grobler and Tom Bisschoff refers to, and deals less than 37% of all the students received degrees and diplomas with, changes in human resources development and management in one field of Education. This is an achievement that is probably in schools, safety and discipline, functionality, achievements, the unique in the history of South African universities. infrastructure, leadership, communication and relations. They also conduct research to determine the impact of departmental With regard to research, the city education project under the intervention programmes, such as the EAZ, on whole school leadership of Johan Garbers, which extended over five years, was development. an early large group project. Numerous lecturers and students participated in this project. It focused particularly on the problem There was also the series of nine projects on current topics in of early school leaving, which was then an extensive problem on Psychology and Socio-education completed between 1990 and the Rand. Factors both within and outside the school environment 1998 under the leadership of Chris Myburgh and Koos Kok. Large were identified, and measures were proposed and implemented numbers of master's and doctoral students participated in these to solve the problem. In the late 1970s, this project was followed projects. The topics covered included the description of an adult by a programme to implement educational guidance, as it was image that could direct education, human rights and education, known at the time. The then TED was an important co-worker democracy and education, an analysis of the factors that contribute in the execution thereof. to teaching standards, the disciplining process of the pupils, an analysis of the teachers' workload, the characteristics of a good Other large and long-term projects that have been completed school and a good teacher, the development of entrepreneurship or that are still in progress will now be discussed. in pupils, as well as the views and experiences of parents, pupils and teachers of the new education dispensation implemented There was one project on learning motivation under the since 1995. guidance of Roux Botha. This study, which extended over ten years and enjoyed the important assistance of a well-known The subjects or topics developed strongly at RAU include German expert, Heckhausen, from the German Youth Institute, Education Management. De Lange initiated this in the early 1970s. focused on the creation of cognitive dissonance as a strategy to It was later expanded on by Cor Basson and Hannes Smith, and promote learning motivation. it is currently the strongest programme in the Faculty with literally thousands of students countrywide. It focuses chiefly on Johan Garbers and Dries Wiid, together with a team of lecturers school management, which strongly emphasizes education law and students, studied the cognitive development of Afrikaans- and financial management. speaking school-going adolescents on the Rand. They focused particularly on the influence of the milieu, and could distinguish Hugo van Rooyen has developed Environmental Education between milieu handicapped and non-milieu handicapped youth. since 1992. It is addressed from a holistic paradigm of the They could also indicate clear differences between boys and girls. phenomenon of the 'environment'. It consists of different The milieu as a developmental factor was unmistakably pinpointed, dimensions, namely the biophysical, politico-juridical, economic, and this greatly promoted the concept of contextual thinking in scientific technological, social and personal. Therefore, it represents Education. a multidimensional, interactive conceptual framework. It has also been presented successfully since 1993 at all postgraduate levels. With regard to curriculum studies, RAU has been in a very Ten students have already obtained their doctoral degrees in this strong position since 1980 due to the fundamental work done by field. Dick Kruger in this regard. He designed the curriculum cycle that is still being used today. Numerous studies have followed Technology Education, in which South Africa has a huge need, from this groundwork, which has also in the meantime led to the has been developed by Piet Ankiewicz and Estelle de Swardt. They Department of Educational Studies becoming the Department of are undoubtedly the leading figures in the country and have Curriculum Studies. In the past decade, Marina van Loggerenberg received international recognition in this regard. The coursework has spesialised in this field with the focus on religious education. MEd degree in Technology Education introduced in 1995 was the Education39 first of its kind in South Africa. It was later followed by a DEd in abbreviated, is based on the Covey reference framework and helps this field. RAUTEC is a university-based centre for Technology people to investigate and adapt their own values to develop an Education established in 1999. It is essential support for the attitude to life "from inside out'. Naturally, this goes hand in implementation of training in Technology Education. An extensive hand with the acceptance and development of a strong personal support project was launched at the beginning of 2000: teaching responsibility. and learning material for grade 8 and 9 was developed, and 12 sets of learner workbooks with facilitator guides are currently Psycho-educational programme development is currently being commercialized. drawing students from a variety of subject fields in the humanities. In collaboration with Marie Poggenpoel, Chris Myburgh is Community and adult education, which South Africa needs responsible for this. at the moment, was developed under the leadership of Elbie Henning. The huge Orange Farm project was initiated in 1992 Computer-aided education, which is currently the new direction and extended to 30 schools. Up to 1997, 400 teachers who had no in education and training, is the responsibility of Duan van der formal qualifications obtained diplomas in the Faculty in this Westhuizen and Geoff Lautenbach. About 1200 students are way. This project was named one of the eight best renewals in currently completing a computer-related qualification. Some of higher education in a national survey in 1997. This award was these students are focusing on the acquisition of functional skills; made on the basis of the interaction between service, education others are equipping teachers and trainers with multimedia and research. Elbie Henning received an international postdoctoral technology and web-based teaching skills. Some of the successful award for this research and she and Dora Daniels initiated learning master's students have already accepted posts in the business programmes in community education. world, in higher education and at senior levels in government departments. Martin Trumpelmann conducted pioneering work in multicultural education and carried out political literacy. In the Estelle Swart and her colleagues are tasked with the expansion 1980s there was a serious academic debate about how democratic of the training of educational psychologists, which they are decision-making processes could be expanded. As part of a project undertaking extremely successfully. It is one of the strongest on these concepts, a number of schools were involved in an programmes in the faculty and very popular among the students. empirical study and an attempt was made to develop political They have made large contributions in research on inclusive literacy as an alternative to political indoctrination. RAU's education and the development of a life skills education contributions in this regard enjoyed extensive news coverage and programme. were welcomed by many sectors with much appreciation. In the 1980s Piet Pelser developed the first course in sports RAU was the first university in the country to offer Invitational education in South Africa and presented it at honours level. It Education, which was lectured by Koos Kok and Martyn van der was the result of his study on the didactics of physical skills. Merwe who also conducted research in the field. The latter wrote the first masters dissertation and doctoral thesis in South Africa Lenie Grove's work on pre-school children and learners in the on this subject. Invitational Education is currently lectured at junior primary school phase dealt particularly with school six universities in South Africa. The research in this regard focuses preparedness and the development of perceptual motor functions. on educational and teaching problems, which could possibly be The motivation for this study was the prevention of learning resolved by the invitational teaching model. The International problems - especially with regard to the acquisition of basic Alliance for Invitational Education is in the process of establishing scholastic skills: reading, writing and doing arithmetic. Her books a South African branch of their organization. on this are prescribed countrywide and used by education departments. Dawie Smith introduced personal and professional leadership to Education and is still expanding on it. It has become hugely With regard to publications, in the 1980s. the Faculty published valuable, especially for clients in the private sector. PPL, as it is a series of books based on the research programmes completed 40 Koos Kok here. Seven books in total were published in the "Opvoedkunde Netherlands and the Brock University in Canada. The development publikasiereeks van die RAU" (Education publication series of of agreements with the following universities is in progress: RAU). Most of the books are used as prescribed works at RAU and University of Namibia, Nottingham University in England and other universities. Since 1998, the staff has also published a total the University of Michigan in the US. Such agreements form part of 103 articles in subsidized journals. of the Faculty's quality care programme.

With regard to contributions to international conferences, Various members of the faculty have for many years been more than half of the staff travels overseas to attend academic playing a leading role in the Education Association of SA (EASA). events. An average of 20 papers is currently presented on an Some of them have been closely involved in establishing and annual basis by RAU staff at these events all over the world. developing the SA Journal for Education. This journal is already 23 years old. The secretariat of this professional association is With regard to research methodology, members of the Faculty currently handled by Rina Grobler and Raj Mestry at RAU. have contributed a great deal to develop the research skills of colleagues at IIAU and at other universities. Especially with regard A few achievements of some colleagues also deserve a mention. to quantitative research, Chris Myburgh has played a leading role Johan Garbers, Pieter de Lange, Chris Myburgh, Piet Ankewiecz in the country. He and Marie Poggenpoel as well as Elbie Henning and Koos Kok have received the research medal from EASA. Johan are currently concentrating on increasing the development of Garbers and Roux Botha have both received the Stals Prize for students' and colleagues' qualitative research skills. They are in Education from the SA Academy for Science and Art. Johan fact regarded as national and even international experts in this Garbers became the president of the HSRC and later the director- regard. Saartjie Gravett, Elbie Henning and Wilhelm van Rensburg general of National Education. The Faculty has also produced also recently published a book that could help to improve the two of RAU's five rectors in Pieter de Lange (1979-1987) and Roux academic writing skills of students and lecturers. Botha (2000 to the present). Both of these rectors were deans of the faculty and vice-rectors. Daan Gresse and Chris van Rensburg Various international scholars visit the Faculty for longer or became rectors of the teachers' colleges in Namibia and Gazankulu shorter periods annually. They participate in lecturing and research, respectively. and they sometimes present papers to colleagues across the entire campus. Some of them return repeatedly, thereby making Education makes a huge and important contribution to the invaluable contributions to the wealth and quality of the work success of the Rand Afrikaans University. This is widely recognized. carried out by the Faculty. The following are the names of some Education has taken the lead in the University in many aspects, of these scholars who visit us repeatedly: Aspin, a philosopher e.g. with the development of teaching at RAU, the implementation and education systems expert from Monash University in Australia; of distance education and the introduction of parallel-medium De Corte, a teaching and learning specialist from the KU in education. The latter has paved the way for RAU to be where it Louvain, Belgium; Heat, a linguistic anthropologist from Stanford is today, contributing tremendously to the University's financial University, USA; Hornberger, an ethnographer and expert in viability. bilingual education; and Vermeer from the Rijks University, Utrecht, the Netherlands, an Ortho- and Socio-pedagogic specialist. It is evident from the above that the Faculty of Education at RAU can be grateful for, and proud of, many highlights and The Faculty has collaboration agreements with the following achievements. faculties: locally with the University of Zululand's Umlazi campus; and internationally with the Rijks University, Utrecht, in the ° With thanks to the colleagues who provided assistance in this regard. NURSING Marie Muller

he Department of Nursing was established in 1974 Since its establishment in 1974, the Nursing T under the chairmanship of Professor Rheta van Department has made a meaningful contribution to the Huyssteen. She appointed a second academic staff nursing profession with the graduation of 560 member, namely Ms CW Fölscher and in 1975 the first undergraduate students for the BCur degree, 436 students group of Baccalaureus Curationis nursing students for the post-basic bachelor's degree (Nursing enrolled for this professional degree. In 1975 she Administration and Nursing Education), 223 master's introduced two diplomas, popular in the profession, for degree and 54 doctor's degree students. At the level of practising registered nurses, namely the Diploma in further diplomas, RAU Nursing also created career Nursing Administration and the Diploma in Nursing opportunities for practising clinical nurses, nursing Education. These two qualifications were made a service managers and nursing lecturers, with a total of prerequisite by the professional council and the public 4234 professional nurses who obtained a further diploma service for a practising lecturer in Nursing (nursing in the following fields: Professional Health Nursing, education) and a practising nursing service manager Community Nursing, Advanced Obstetrics and Neonatal (nursing administration). She also obtained the approval Nursing, Advanced Psychiatric Nursing, Critical Care of the University and the professional council for the Nursing, Neonatal Nursing, Operating Theatre Nursing, masters degree in Nursing (Magister Curationis) in Primary Health Care (clinical diagnosis, treatment and 1978, with the first masters graduates in 1981. In the care), Psychiatric Nursing, Reproductive Health Care, meantime the further degree (known in the nursing Trauma Nursing, Nursing Administration, Nursing profession as a post-basic degree), namely the Education, and Pharmacology. Baccalaureus Curationis (Educationis et Administrationis) was introduced in 1979, with Nursing In 1984 the Department signed a cooperation Administration and Nursing Education as major subjects. agreement with the provincial health authorities to This was followed by the doctors degree in Nursing facilitate the maintenance of academic standards in three (Doctor Curationis), with Ms CW FOlscher as the first nursing colleges in accordance with professional council recipient of this degree in 1982. In 1991 the Further requirements. Meanwhile the colleges in Gauteng were Diploma in Critical Care Nursing was introduced as the rationalised and there is only one existing cooperation result of an agreement with the private sector (Clinic agreement with the Ann Latsky Nursing College. A Holdings Hospital Group). Next a series of courses for formal agreement was signed with Netcare Health obtaining advanced clinical qualifications was introduced Services in 1998 to enable private training for nurses to in 1995, which could be taken as an advanced national be given. This agreement was annulled in 2002 because diploma course or master's degree by coursework or as of the costs involved in private nursing training. Over a clinical major subject for the BCur(Ed et Adm) degree. the past ten years the private hospital sector has made

Anvil 31-2 (2004), 4143 42 Marie Muller

use especially of the clinical nursing diplomas offered by the van Huyssteen (the first female Brigadier in the Defence Force Department. Important partnerships between the hospital services before she assumed the academic post at RAU), served as an and the Nursing Department have been established in this regard elected member of the Executive of the South African Nursing to enable cost-effective and practice-oriented clinical training to Association, of which she was elected President for a four-year be given. term in 1982. Since 1975, she also played a leading role as an elected member of the professional council (South African Nursing The Department initiated an annual Research Forum in 1988 Council). She also served in various other national and and an annual postdoctoral forum in 1989 to facilitate the international organisations, such as the South African Council continuing empowerment of researchers in Nursing. Both these for Health Information, the International Hospital Federation, research events are well supported every year and serve at the the International Council for Health Information and the American same time to empower post-graduate students who have completed Public Health Association. For many years she also represented their studies in preparation for presenting research papers at the nursing profession on the South African Pharmacists Council. national and international level. An advanced doctoral research She retired in 1985 and in 1996 she received a RAU Council medal course was introduced in 1991 as a prerequisite for all prospective for her contribution to scientific practice in Nursing. doctoral students in Nursing at RAU. This programme is currently enjoying support from Nursing Departments in South Africa and Professor Heilie Uys took over in 1986 as Chairperson of the neighbouring countries and has already attracted students from Department of Nursing. As a clinical nursing specialist in other fields. The principle of a formal advanced research Nephrology (diseases of the kidneys), she was a founder member programme for doctoral students is also endorsed by the of the South African Kidney Care Association, and also served as International Network for Doctoral Education in Nursing. its President for several years. She initiated a multi-professional course in this discipline, not only in South Africa, but beyond In 1994 the Department started a multi-professional research our borders. She left the University's service in 1995. journal, namely R4UCUR, which focuses on health-related articles. This journal underwent a change of name and is now known as Professor Marie Poggenpoel was a member of the Nursing Health SA Gesondheid. In 1998 it was accredited as a subsidised Department from 1982 and was promoted to Professor in this research journal. Department in 1989. In 1984 she was a founder member of the South African Psychiatric Nursing Specialists Association and Ten years after the establishment of the Department (1984) served as Chairperson of this organisation for four years. From there were 11 academic staff members, and in 2003 there were 1989 to 1991 she was a visiting professor at the Oral Roberts 16 full-time permanent academic staff members, 10 of whom University in Tulsa Oklahoma, USA. On her return to South Africa have doctorates. The academic structure is supported by a technical she put RAU Nursing in a leading position with the introduction assistant (Mrs Sarah van der Westhuizen who is responsible among of Nursing Theory as the metatheoretical foundation for education, other things for all the administrative work for the professional research and community work in the Department. In 1984 she council) and two departmental secretaries. The subsidised was appointed as a member of the South African Nursing Council publication output of the Department was high, particularly for for a five-year term, and she served as an elected member of the the last ten years, with an average of 20 to 30 articles per year. Council from 1998 to 2003. Since 1999 she has been making a After the first round of rating of researchers in the Social Sciences valuable contribution to research ethics as a member of the by the NRF in 2002, two RAU Nursing researchers were awarded Medical Research Council's Ethics Committee and also as a a C2 rating and two researchers a C3 rating. The Department has, member of the Ethics Research Committee of Wits Medical School however, also experienced traumatic times with the death of three since 2000. It is especially in the field of Qualitative Research academic staff members at an early age. Methodology that Professor Marie Poggenpoel is playing a meaningful leadership role. In 1996 she was appointed as the At the level of professional leadership, the Nursing Department Director of the Africa Centre for Qualitative Research Methodology, has made a meaningful contribution. Since 1973 Professor Retha which serves as an international branch of the International Nursing 43

Institute for Qualitative Methodology, Alberta University. In 2002 Department lost an exceptional scholar when she died of breast the South African Academy of Arts and Science awarded her the cancer on 7 December 2002. Stals Prize for Nursing for her contribution to research. In 2002 she was also appointed as a member of the NRFs adjudication Professor Anna Nolte, who has been working at RAU since panel for the rating of researchers in Health Sciences. Professor 1983, is a founder member of the South African Midwives' Poggenpoel is a member of various national and international Association (1986) in which she served as President for several organisations and in 1992 she received the national Iris Marwick years and she also represented South Africa at the International gold medal for her contribution to Psychiatric Nursing. Midwives' Association. Professor Nolte enjoys considerable academic credibility in her field of expertise at national and In 1994 Professor Marie Muller was one of the founder members international level. In 2003 she was appointed Chairperson of the of the Council for Health Service Accreditation in Southern Africa. Department of Nursing. She still serves as a member of the executive of this organization. Since 1987 she is a member of the International Society for Although this article has concentrated only on the leadership Quality in Health Care. In 1986 she was elected to the national contributions of the professors, it is the teamwork of the whole executive of the South African Nursing Association. She served staff that makes the difference. The clinical input by all the as its vice-president from 1990 to 1993 and was elected its President academic staff at both undergraduate and postgraduate level is in 1993. She played an important part in the transformation very labour intensive because of the professional council process, leading eleven professional associations in South Africa requirements. Dr Elsabè Nel enjoys national credibility as a clinical and the former independent national states to unity with the nursing specialist in critical care nursing and in 2002 she received establishment of DENOSA (Democratic Nursing Organisation of an award from the multi-professional Critical Care Association South Africa) for which she served as the elected vice-president of South Africa for her outstanding contribution in this field. from 1995 to 2002. She was also actively involved in the Since the inception of the Department, there has always been at establishment of the Forum for University Nursing Departments least one elected member on the executive of the South African in Southern Africa (FHNDISA) in 1993. In 1995 she was honoured Nursing Council. as a leader in the South African nursing profession with the awarding of two medals, namely the profession's John Tremble The Department has three formal agreements with other medal for leadership and the South African Nursing Association's higher education institutions, namely with UNISA for a structured gold medal for her role in the process of transformation in the clinical master's degree in Advanced Obstetrics, the University of nursing profession. In 1996 she took over as chairperson of the Michigan (Ann Arbor, USA) for selected research, as well as with Department of Nursing and in August 2001 she became the first the University of Namibia's Faculty of Health Sciences, with nurse to be appointed as dean of the Faculty of Education and specific reference to postgraduate education and research Nursing. empowerment of staff. Some community projects deserve mention, namely the Department's inputs in the Transnet Phelphepa Health Professor Annetjie Botes became part of the Nursing Train, School Medical Services at the RAUCALL School, Prenatal Department's academic staff in 1985 and distinguished herself in Care in Randburg, as well as Primary Health Care at a home for Nursing Education (received the University chancellor's medal the aged in Soweto. in 1996 for the master's degree in Nursing Education), Ethos and Professional Practice, as well as in Research Methodology at RAUs Nursing Department is one of 18 Nursing departments postgraduate level. After obtaining her doctorate in 1990 with a in the country and it enjoys a high level of credibility among peer Research Model in Nursing, she qualified herself further in group members, particularly with regard to postgraduate and philosophy and obtained a master's degree in Philosophy (cum selected advanced clinical programmes, as well as the leadership laude) in 1998. In 1997 she was one of the founder members of contribution at professional level. The challenges that are posed the International Network for Doctoral Education in Nursing by the process of transformation in higher education will be (INDEN) where she also served on a committee. In 2001 she was tackled in the interest of scientific practice in Nursing and to the elected as Chairperson of the Department of Nursing. The advantage of health service delivery in the country. THE FACULTY OF ARTS RIP Cobus Naudé

INTRODUCTION In the Faculty it was argued that the problems of our time would demand vast inputs from the humanities. The Faculty of Arts was one of the four Faculties of the The Afrikaner in particular stood at the point of a new Rand Afrikaans University that began classes with traumatic redefinition of his traditional leadership role great enthusiasm in 1968. In order to give a picture of in South Africa. Extensive compromises would have to the vitality of the Faculty it is perhaps meaningful to be entered into with the other population groups of the refer to moments of the just under forty years of its country. The contamination of the planet, HIV/Aids, existence. drug addiction, increasing crime, urbanization with the accompanying population concentrations and THE DEBATE ABOUT THE RIGHT OF EXISTENCE globalization were forcing humankind to make OF THE HUMANITIES unprecedented adjustments to its way of life to forms of accommodation that were unthinkable decades ago. At the beginning of the 1990s the role of the human This created problems that could not be solved by sciences in the development of the country and the economists, engineers and scientists. Human scientists economy countrywide was seriously questioned. The had to identify, tackle and help solve these human approach was that the humanities had been problems. overemphasized for too long. Universities received a significantly lower subsidy per student in the humanities. Studies in the Faculty of Arts offer a range of skills The general perception was that the humanities at that are essential to the creation of a healthy society and universities were not financially sustainable, that there a flourishing economy. These are skills like the ability were no employment opportunities for students with to think critically and creatively, the ability to BA degrees and that there was a greater need for people communicate effectively; interpersonal and group- schooled in the natural sciences, the business sciences dynamic skills; language skills and social interpretation. and technology. Sound strategies and decision-making require that one be in a position to "read" one's situation well. Students Within RAU's Faculty of Arts it was an exceptionally are trained to understand the political, sociological, sensitive matter because rationalization born from this historical and philosophical contexts of challenges. sort of thinking had already led to the closure of departments like Art History, Strategic Studies and Clearly, there is an insatiable need for information Anthropology, and Italian as a subject. Opportunities in the modern world. Communication is an important for promotion and new appointments were frozen. process: how are decisions, information, opinions, needs

Anvil 31-2 (2004), 45-50 46 Cohus Naudé and requests transmitted, and what influence do delusory and use of valid methods like observation, definition, division and fabricated perceptions have on people's interactions? How are classification, deduction and induction, analysis and synthesis, these perceptions fashioned, and how ought they to be controlled? hypothesis verification, understanding and explanation, and Which techniques and technical devices are there for the conveying existential perspectives. The human sciences deal with the core of messages? If we are a society in transformation, political and issues of life: the dynamics of religion, ethics, art in all of its social studies are crucial in providing the necessary concepts with forms, language, law, communication, history, the human psyche, which we can analyze and clarify our social problems. If our human society, politics and state and culture and economy and society is a damaged and crippled one, there is a great need for many more are all on the agenda of the human sciences. They the healing services that Psychology and Social Work can deliver. work with the diagnosis, prognosis and therapy of humanity and The religious sciences fulfil the deep-rooted need for transcendence human brokenness. As long ago as 1908 Friedrich Schleiermacher in human beings, wrote that the "university" in the strict sense of the word is actually located in the faculty for human sciences ... and that the Languages (linguistics and literature) together with the arts other faculties were merely specialised schools! and art history are the fields of study in which different, even alternative, worlds of experience and meaning can be gained. At RAU the Faculty of Arts has not merely debated its right to They are fields that are concerned with the different existential exist, it also gave special attention to the relevance and affordability possibilities of people's lives, and that enable people to develop of its teaching and research. As regards teaching, its lecturers the skill to perceive possibilities on the other side of the known were prepared to duplicate day classes in the evenings - without and the existent. The essential attribute of literature is that it is extra remuneration or personnel. In 1986 a full 33% of the intimately and profoundly intertwined with human behaviour in students in the Faculty were such part-time students. It became all of its richness, variety and complexity. Each literary work is clear that the majority of evening students were actually full- in a sense a kind of laboratory experiment that spells out on the time English-speaking students because the teaching medium in pages of the novel, or in the movements of the film, or in the the day was Afrikaans. With the duplication of day classes in lines of the poem, the possibilities inherent in human behaviour English the evening classes died a natural death. The revision of and, especially, the consequences of this conduct, both for the curricula in the Faculty was further stimulated by the individual involved and for the community. For example, it took transformation of Higher Education, as contained in the Act on two world wars and 100 million dead to discover what caused the Higher Education 101 of 1997 that significantly changed the ways errors of the leaders involved in these wars, and their appalling in which universities in South Africa functioned. consequences. Writers imaginatively investigate, as it were, the errors before they occur, before the disastrous consequences A great deal of disquiet was created among some lecturers by ensue. As such, literature provides an indispensable insight into the obligatory revision and motivation of qualifications in order the consequences of human behaviour in the broadest sense of to register them with the South African Qualification Authority. the word. There was talk that separate disciplines would disappear in favour of new interdisciplinary programmes composed of relevant seven- Human science is thus highly relevant science... indispensablr week modules from the entire spectrum of offerings of the science. It stands with both feet in the middle of the present University. A supposed lowering in standards was a further source problematic. It offers wide lenses to see deep and far, within the of concern. An additional implication of this kind of thinking was spirit and the soul and the behaviour and the tradition of that departments built around disciplines would disappear and humankind. would be taken up thematically in larger entities.

University study is not primarily concerned with the input of In 2000 the Faculty rethought the composition of its curricula, knowledge. Factual knowledge weathers and fades very quickly. the acceptability of its offerings to prospective students in the Human-scientific formation is primarily concerned with the new education dispensation and the relevance of its training in forming and acquiring of the wisdom to manage new facts and the competitive work situation in the new South Africa. The point situations scientifically and optimally. The human sciences make of departure was programmes of quality that were career-oriented. The Facuitzj ofArts 47

Directed curricula like Marketing Communication, Corporate between neighbouring universities must take place. No finality Communication, Journalism, Sport Communication and Audio- has yet been reached in this regard. visual Production Management were put in the place of the old degree endorsement Communication and endorsements like The language departments at RAU have a long and proud Psychology, Sport Psychology, Islamic Studies and Geography tradition that over almost four decades of dedicated research and were taken from the old Human Sciences. Standards were actually teaching have developed into centres of excellence. Languages raised. Dynamic programmes with meaningful content were represent among the most difficult fields of study at a university established, but the existing structures were retained for the and usually draw smaller student numbers. The maintaining of present. such a variety of languages at the highest level is consequently the result of significant financial support and academic The Faculty currently offers no fewer than 32 exciting degree development over many years. Each of these highly successful endorsements. It is convinced that the best possible schooling in language departments is in its curricular offerings and research the separate disciplines must remain a prerequisite for quality part of many other courses and departments in the Faculty of research and teaching at postgraduate level. This can never be Arts. They also form an inherent part of programmes in the replaced with small groups from a variety of disciplines. Faculties of Law and Education. Nonetheless, the Faculty believes equally strongly in interdisciplinary research and training over the borders of There are eight language departments in the Faculty of Arts departments and faculties. Therefore, Marketing Management, offering courses in eleven languages, along with a department for example, from the Faculty of Economic and Management for theoretical and applied linguistics and literary theory. Several Sciences, is a compulsory major for BA (Marketing of these languages are offered exclusively at RAU at university Communication); indeed, the Faculty of Arts offers curricula in level in Johannesburg. RAU offers some of them uniquely in South cooperation with five of the six faculties at RAU. Africa and, in the case of Modern Greek, exclusively in Africa!

That the debate about the human sciences —which was also With the incorporation of the Soweto and East Rand campuses conducted in other universities, in other circles and on other of Vista, RAU will be the only residential university that offers platforms - has attained a reasonable degree of success is evident more than four African languages, and the additional personnel in the National Plan for the Reconstruction of Higher Education will make RAG's Department of African Languages one of the in South Africa. This Plan wants to see that in the future the strongest residential departments in South Africa in terms of largest percentage of students, namely 40%, study in the experience, expertise and the spectrum of research. humanities, as opposed to 30% in the business fields and 30% in the natural sciences, engineering and technology. The Department of Afrikaans has approximately a thousand undergraduate students. Service courses for other faculties double The constant growth in student numbers to more than 5 000 the number. The Department promotes Afrikaans in an academic in 2002 (in 1986 it was 2 250) and the fact that the Faculty of context by initiatives like the annual national prestige RAU Literary Arts has fully paid for itself for almost a decade are indications Prize. The annual NP van Wyk Louw memorial lecture has a that the needs were correctly identified. Since 1968 the Faculty proud record of 33 years of unbroken presentations that, with of Arts has awarded 18859 degrees, 10200 of them undergraduate reference to Van Wyk Louw's work, critically consider a wide and 8 659 postgraduate. range of topical issues. Recent speakers at the event include Dr Beyers Nau& and Professor André P Brink. THE RELEVANCE OF THE LANGUAGE DEPARTMENTS AT RAU The biannual international Joharinesburger Germanistentreffen of the Department of German is the most important conference The Ministry of Education demands in its latest Programme and for German scholars in Africa. The Department of English, with Quality Mix document that rationalization of language departments 1 500 undergraduate students, is currently completing a Dictionary 48 Cohus Naudé of South African English Literature and re-editing the works of During the 1970s Professor Gerrit Viljoen propagated the Herman Charles Bosman (12 volumes have already appeared), notion that the Afrikaner must not be trapped with blinkers within while conducting intensive research on Yeats, JM Coetzee and the boundaries of its own group, but must look across the borders contemporary South African literature. to other communities and cultures in order to be enriched by them. This gave rise to a number of institutes in the Faculty of The University of Grenoble in France ensures the quality of Arts to cover different parts of the world: an Institute for American RAU's French Honours training. Since 2003 the Department of Studies, a Centre for Islamic Studies which focused on the Middle French has been teaching Beginners' French to a group of East, a Centre for Far Eastern Studies and, later, a Centre for disadvantaged students from Soweto at the request of the French European Studies. The purpose was to promote teaching and Embassy. The Department of Linguistics and Literary Science research on these regions from a South African perspective and has since 1989 produced 114 postgraduate researchers at master's in the interests of South Africa. The results of this research were and doctoral level. publicized through the media (the radio, television, newspapers), seminars, conferences, round table discussions and, where The Department of Semitic Languages offers Hebrew and applicable, also in master's dissertations, doctoral theses and Arabic along with Islamic Studies and Jewish Studies. Postgraduate scientific publications. The lack of financial support from the students can also study Akkadian; Aramaic; Ugaritic; Egyptian; Department of National Education placed these centres on a shaky Turkish or Swahili. This expertise is unique in the South African footing. context. RAU's obvious ties with the Afrikaner establishment and the RAU has a brilliant school of languages with a proud history. government (the first chancellor was a cabinet minister, the first These centres of excellence in teaching and research have an chairperson of the Council and the first two rectors were prominent outstanding record of higher degrees and accredited research in the Afrikanerbond; several lecturers of the Faculty of Arts later outputs. became cabinet ministers in the National Party government, or were seconded as ambassadors or to state departments) allowed RESEARCH IN THE FACULTY AND IDEOLOGY the suspicion that these institutes' think-tanks were created to recruit support for the policy of the apartheid government (or at RAU came into existence with the purpose of addressing the least to create an understanding for it) in environments that were under-utilized potential of the concentration of Afrikaans-speakers otherwise natural allies of the opponents of apartheid. An article on the Rand. The Department of History completed a large research in this regard appeared in the International A flairs Bulletin project on The History of the Afrikaners in Johannesburg 1924 Volume 15 No 1, 1991. The periodical recorded an apology in the - 1961 in 1983. Nonetheless, from the beginning, there was a next issue. Similarly, the Muslim Youth Movement attacked the guarding against an exclusivism that would have been in conflict Centre for Islamic Studies in its organ Al-Qalam. This relationship with the spirit of a "university". Already in the first regulation later changed to one of mutual appreciation: former members of book of 1969 a notice in English noted that the book could only this movement continued the Journal for Islamic Studies, which be printed in Afrikaans as a result of high printing costs. This at that time was located in the Centre, at the University of Cape openness to other language groups right from the beginning is Town. underlined by the further remark that correspondence would be conducted in both official languages and any information would These institutes were themselves convinced that any influence be readily provided in the language of preference of the applicant! that they might have had on the government of the day lay instead Owing to the very nature of the human sciences, the Faculty of in the contribution to the transition to a new dispensation in Arts has had closer ties with people from other cultural and South Africa. The Institute for American Studies emphasized that language groups. Among the academic personnel of the Faculty the apartheid policy could not be sustained. The Centre for Islamic in the first regulation book the name of Mr SP Maphike of the Studies helped create understanding for the Arabic component Department of Bantu Languages appears. of the Middle East in South Africans. Thinking within these The Faculty of Arts 49 research units sometimes provoked resistance within RAU itself. of the Faculty were evaluated by the National Research Foundation At the beginning of the 1980s the Dean of the Faculty of Arts (NRF) as recognized and established researchers. One colleague vetoed the institution of Islamic Studies as an undergraduate has the highest rating at RAU and possibly in the country. Moreover, subject. Early in the 1990s the Centre for Islamic Studies reached a large number of colleagues, in addition to the usual awards an agreement with the Muslim seminary, the Darul Ulum Zakarija, from the HSRC and the NRF, and from institutions like the Ernest to allow students to undertake a first degree in Islamic theology Oppenheimer Memorial Trust, captured sought-after international at RAIJ. Today it is difficult to understand the grounds on which awards to undertake research abroad. Awards from the Alexander this agreement was vetoed ... it could have had far-reaching von Humboldt Stiftung, the Association of Commonwealth positive consequences for the training of Muslim theologians in Universities - Academic Exchange Fellowship award, the South Africa and fitted in well with the new South Africa that Commonwealth Staff Fellowship, the Commonwealth Scholarship was at hand. From its inception the Centre had always had of the British Council, the Split-site PhD bursary of the postgraduate students from the Indian community in particular. Commonwealth, and the Fulbright Bursary are recent examples The first full professor from this community in the Faculty of of this. A number of colleagues acted as guest lecturers and Arts - and presumably at RAU - was Professor Abdurrahman Doi, researchers at prominent universities abroad, including the who was Professor in Islamic Studies until his death. University of California, Berkeley; Western Michigan University and Yale University. Several colleagues were involved in projects From research publications in the Faculty it is clear that and institutions like the United Nations, for example with the critical positions are often taken against policy directions of the UNAIDS project. Other awards include the Eichendorff medal of government of the day, and this practice continues today. It is Germany for research, the French medal of honour, Chevalier part of the duty of the academic. That politicians are not always dans I' ordre des Palmes academiques of the Legion dHonneur, appreciative of it is very clear. On at least one occasion the rector the Golden Cross of the Apostle Mark (Alexandria, Egypt); and was reprimanded by the then premier, PW Botha, for a publication the Belgian Christoffel Plantin prize. On the grounds of their from the Department of Political Studies! research a number of colleagues have assumed a prominent role in international associations like the Society for Macedonian RESEARCH Studies (Thessaloniki), Parnassos (Athens, Greece), the Institute of Information Scientists in Britain, the International Society The research of colleagues in the Faculty of Arts was anchored for Business Economics and Ethics and the related BEN-Africa in the community and country that was served by the Faculty project. In 2002 professors and students of the Department of over the years. In the bibliography Research at RAU 1967— 1994, Psychology presented a whole symposium On an African Safari which was compiled in 1995 by the RAU Library Services, there in Search of Paradigmatic Wholeness (six papers) at the 7th are 4 133 entries under the name of the Faculty of Arts. From European Congress of Psychology in London. 1995 to 2002 members of the Faculty contributed a further 700 scientific articles in accredited periodicals. In addition, there were ROLE IN INSTITUTIONS OUTSIDE THE UNIVERSITY a large number of books and contributions in books along with a substantial number of popular publications. Members of the Faculty of Arts have been involved in a wide range of institutions outside the University and - often as chairpersons Several accredited journals are located in the Faculty: - made a significant contribution to the community on the Communicare, Contree, Apollonia and Ekklesiastikos Pharos, Witwatersrand and nationally. They served on the different research Social Work-Researcher Practitioner, the Journal for Islamic institutes of the HSRC, the National Institute for Transport and Studies, the Journal for Medieval and Renaissance Studies, the Road Research, the South African Historical Partnership; the Journal for Language Teaching and, on a temporary basis, the Institute for Afro-Hellenic Studies; the Afrikaans Dictionary; the South African Journal for Sociology. Committee for Political and Related Subject Terminology of the Department of National Education; the State President's Scientific Although most colleagues have not yet participated in the new Advice Council; Northern Sotho Language Council, SiSwati system for the rating of human science researchers, 17 members Language Council, the Zulu Language Council, the South Ndebele 50 CobusNaude

Language Council; the English Academy of Southern Africa; the Lecturers were involved in the performing arts as members Council of the Africa Institute; the Control Board of the Dictionary of the Rand Chamber Orchestra; the Control Board of the of the Afrikaans Language: Programme for Development Research; Johannesburg Art Museum (Joubert Park); of the Johannesburg Research and Development Committee of the Department of Symphony Orchestra: of the Johannesburg Bach Choir, or even Labour; the Appeal Board and Board of Publications; the Security in the production of their own plays. Council of the Atomic Energy Corporation; the Council for Heraldry: South African National Council on Alcoholism; South Lecturers of the Faculty later assumed prominent positions African Institute for International Affairs; the Reformatory at other universities. These include the former rectors of the Movement of Southern Africa; the Council of Potchefstroom University of Venda and the University of Port Elizabeth and the present Dean of the Faculty of Arts at the University of Stellenbosch. University: the Council of the State Library: FAMSA; the The present Dean of the Faculty of Human Sciences at the Management Council of the Alliance Française; Council of Curators University of Pretoria graduated at RAIJ. of the War History Museum in Saxonwold; the Joint Matriculation Board and professional councils like the Career Council for CONCLUSION Psychology and Social Work, to provide merely some examples. To give a full picture of the activities of the Faculty of Arts would They provided expert advice as witnesses, or even as assessors, take up several volumes. In summary, it can be stated that things in court cases: for the South African Law Commission, and for have gone very well in the Faculty of Arts over the years. There institutions like SASOL, Armscor and Metropolitan Homes Trust is an excellent personnel corps who has earned both national and Life, and participated frequently in programmes on SABC Radio international respect, who are prepared to work hard, to produce and Television. good research outputs and to do their work with enthusiasm and in a good spirit. For this reason they deserve all honour and In another context, members of the Faculty served on the appreciation. Moreover, the personnel turnover is relatively small FAK: commissions of the South African Academy for Science and and, when a vacancy exists, the Faculty succeeds in drawing outstanding personnel. Art; the National Place-names Committee; the City Council of Johannesburg; the National English Literary Museum, After 36 years the Faculty of Arts has gone further than the Grahamstown; the Simon van der Stel Foundation; the South mandate of the first rector - namely, to make something of the African World War II Postal History Study Group; the Johannesburg spirit of the Afrikaner in the city. Today, literary thousands of Public Library Committee; on church councils of different churches former students of the Faculty of Arts at RAU from all the and as lay preachers: and on numerous school councils. Members components of the rainbow nation are making a concrete of the Faculty were always sought-after speakers at institutions contribution to solving the problems confronting this country like the Women's Agricultural Union; Day of the Covenant festivals, and are working together to build an outstanding new South Rapport ryers, reading circles, Bible Schools and so forth. Africa. FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES $ Naas Raubenheimer 0

INTRODUCTION the new institution to give intellectual content to this daring decision, however. To offer an account of the work that has been done and the achievements attained in the Faculty of Economics Early on it was realized that the establishment of the and Management Sciences over the last thirty-six years new university could only be successfully carried out if is a near impossible task and will also not do justice to some of the very best young academics and scientists in the Faculty and its personnel. What therefore appears the country in all the disciplines were appointed to RAU. in the following paragraphs is a description of merely This was a winning strategy that from year to year some events or memorable moments from a success increasingly bore more fruit - to such an extent that story that might interest the reader. today there is a university in the economic centre of South Africa that plays a leading, creative role in research, A cursory overview like this implies that one must training and service to the community in all of its facets. try as far as possible to steer clear of the names of individuals who made important contributions. The From the beginning, the Faculty of Economic and numbers are too large and there is therefore the risk Management Sciences took on the challenge of being that unintended omissions may occur. part of this new, exciting undertaking with great zeal and commitment. However, there had to be new thinking A PLUCKY BEGINNING and unconventional action.

The establishment about thirty-six years ago of the Rand A PARTICULAR MANAGEMENT APPROACH Afrikaans University, which was intended to provide higher education to the Afrikaans-speaking community There was the belief from the start that success could of the greater Witwatersrand area, was culturally- only be attained by establishing a unique ethos, method politically inspired. of working and style in the Faculty that would make unfettered participation possible. Although the desirability of establishing such an institution in the industrial heartland of South Africa The foremost characteristics thereof were, and are: was felt strongly by the founders, it would appear that simple, streamlined structures and systems, minimal none of the consequences thereof were fully grasped. bureaucracy, devolution of authority and responsibility The vision was there, although vague and, indeed, unsure. to where the most useful information was and thus It was left to the academics and scientists appointed to where the most meaningful decisions could be taken,

Anvil 31-2 (2004), 51 57 52 Naas Raubenheimer

equal treatment of all people, an experimental, free-thinking planning seminars and workshops and to contextualize their orientation and, last but not least, business-oriented, output- visions and needs. driven methods of operation. In such a working environment the Faculty could thrive and reach important milestones. The Faculty is divided into six departments, each of which covers a particular area: Economics, Human Resources Somewhat contrary to convention, the Faculty did not Management, Business Management, Accounting. Sport and formulate grand visions, fine-sounding missions or ambitious Movement Studies and Transport and Logistics Management. blueprints. The Faculty naturally subscribes to the overarching Within each of the departments specialist areas developed over vision and mission of the University, but chooses to strive the years that are reflected in (presently) fourteen BCom degrees, unhindered to work innovatively and creatively at the forefront each with its own focus and niche area in the professional world. in every area that it deems worthwhile and at all times to deliver Departments are not divided into watertight compartments, only the very best quality of service. however, so that cross-pollination of thinking regularly occurs and lecturers are sometimes exchanged. This relatively simple yet enormously challenging endeavour has yielded unprecedented results over the years. In retrospect, In addition, the expertise of leaders in the professional world insightful visions and missions can be read into it. is widely used: such people provide inputs by offering guest lectures for undergraduate and postgraduate students on a contract The Faculty pays tribute to all of its personnel who have basis. A number of special professorships are held by the foremost through the years in their own right played a role in building up business leaders in the country and abroad. This means that in the Faculty. Special acknowledgement could be given to the deans the composition of curricula and syllabuses a healthy balance is who established a particular work ethic and climate over the maintained between a scientific grounding and a practical period of thirty-six years and who gave guidance and driving orientation. force to the Faculty: This relatively unconventional approach appears to have been Prof F van den Bogaerde 1968- 1971 a great success over the years. Not only did it attract large numbers Prof AM Faul 1971-1972 of students to the Faculty who are serious about career preparation Prof AJB Wiid 1972-1973,1978-1979 and development, but it also meant that peer departments at Prof J Poolman 1973- 1977 sister institutions, and professional councils and associations Prof MJ Venter 1978 have granted the various departments of the Faculty a leadership

Prof GL de Wet 1980 - 1984 role that manifests itself in different ways. Periodic evaluation

Prof KN Mans 1985 - 1987, 1990 - 1991 reports of bodies like the South African Council for Personnel Prof WF Rademeyer 1988- 1990 Practice, the South African Institute for Chartered Accountants,

Prof I van W Raubenheimer 1992 - 2004 the South African Council for Health Professions, the Council for Higher Education and others attest to this. IN PARTNERSHIP WITH THE PROFESSIONAL WORLD SPONTANEOUS, PHENOMENAL GROWTH Contrary to traditional views as to the purpose and role of a university in the society, the Faculty took a calculated decision Without consciously deciding on a growth strategy, the Faculty in the nineties to serve progressively the interests of the business has experienced an unexpected growth from year to year since community and to address and deal constructively with the needs its inception - to such an extent that it presently accommodates that existed there. around 41% of the University's 12 750 undergraduate and 23% of its 7 077 postgraduate student numbers. The strategy was to create platforms in the various departments that would allow acknowledged leaders of the business community, The growth in the Faculty's student numbers, as summarized and sometimes also political leaders, to participate in strategic in the following table, was actually exponential,

Faculty of Economic and Management Sciences 53

Table I: Student numbers 1970 —2003 Contrary to what one might expect, the number of lecturers, 1970 1 1900 1 1990 2000 2001 2002 2003 as the following table shows, has remained fairly constant. UNDERCRADUJ9J%J2 480 3838 4233 4980 5344 POSTGRADUATE +190 _L711( 1 080 1190 1 201 1 579 Table 3: Permanent academic personnel 1969— 2003

The growth, however, is reflected not only in student numbers, 1969 1975 1980 1985 1990 1995 r2000 200 but also in research outputs, in liaison and cooperation with JUNIORLECTURER 1 2 4 4 6 1 1 1 foreign universities, in service and advice to government LECTURER 4 8 7 15 15 12 13 departments and private sector organizations, in the building-up SENIOR LECTURER 3 8 14 20 17 19 22 31 of assets and funds for the stimulation of academic and research ASS. PROFESSOR 0 0 0 10 5 13 8 PROFESSOR 6 10 9 13 17 16 23 22 activities, and much more. Clearly, service provision of the highest TOTAL 14 28 _:14 62 60 61 67 quality in all areas was the best growth strategy. It is particularly noteworthy that since 1985 there has been University education by its very nature makes training for a no significant increase in permanent personnel, while student limited circle of people a fruitless, impoverishing exercise. Long numbers have tripled. before the political restructuring of the country the Faculty opened its doors to students of other language and cultural groups. In itself the table tells a story of dedicated, hard work without Presently, students who choose Afrikaans as medium of instruction recourse to the help and support of others. At the same time, it make up 27% of the undergraduate and 34% of the postgraduate demonstrates the fact that effective training is not necessarily student population. Students from historically disadvantaged related to numbers and that certain components of the current communities constitute 29% of the undergraduate and 32% of costs in higher education can be held at low levels in order to the postgraduate student population of the Faculty. provide more affordable training.

The growth in the number of degrees awarded continues to ACADEMIC AND PROFESSIONAL LEADERSHIP increase, as is reflected in the following table. The unfettered, free-thinking approach followed by the Faculty Table 2: Degrees awarded: 1970 - 2002 presents the opportunity for the establishment of unique, YEAR FBCOM FBCOM HONS MCOM DCOM TOTAL 1 imaginative training and research programmes and contributions 1970 0 2 0 0 2 ] in the profession that can be seen as directional in the South 1975 40 12 2 1 55 African university community. 1980 83 36 6 2 127 1985 262 93 20 7 382 1 Characteristic hereof is, among other things, the large variety 1990 340 206 44 3 593 of curricular, extra-curricular and distance education programmes. 1995 617 268 98 6 996 In the composition of many of these programmes a multimodal 2000 633 361 70 1 1074 (including electronic) and cross-curricular approach is followed 2001 667 378 65 3 1114 to meet a wide range of unique student needs. 2002 911 392 79 13 1 397 It would not be farfetched to state that the taught master's Figures in more recent years indicate that the Faculty has not and doctoral training of students in business faculties had its yet reached capacity - not, that is, in respect of potential student origin at RAU. Within each department, which are managed as numbers, but indeed in respect of physical space and facilities. profit-units and centres of excellence, there are also various projects and programmes that give the Faculty its dynamic image. The establishment of distance education coupled to multimodal programmes might create new space, but this cannot occur at The RAU Econometric Model, which was launched in 1978, the expense of excellence of training and service provision. makes a valuable contribution to economic forecasting and policy 54 Naas Raubenheimer simulation. The model, which is linked to a focused research the imagination with its unexpected entry to the membership of laboratory, is continually being upgraded and refined by inputs the top universities in this area. from the business sector and updated with new techniques like neural networks and computer programming. The number of candidates, expressed in comparative percentages, who passed the qualifying CA exams at the first In the shift of focus of Industrial Psychology to embrace the attempt in the eighties are reflected in the diagram below. The more career-oriented Human Resources Management as a field names of other universities have been omitted from the diagram of application, the Faculty has taken the lead. This has created in the interest of collegiality. additional specialist directions that have become standard training areas in South Africa. These include Human Resources Diagram 1: Success rates of candidates who passed the CA examination Development and Employment Relations. at the first attempt in the eighties

Similarly, the establishment of Business Management as a more flexible, dynamic, career-oriented part of Business Economics was a directional initiative that was later followed by peer departments in South Africa. A further expansion was to give Marketing Management an independent place within the constellation of management sciences. This was a further product of an approach for the future that is still being maintained in the Faculty.

The establishment of the MCom Business Management Programme, one of its kind in South Africa, was a bold step. As a rival to business schools in the country (of which there are probably too many) it enjoys unprecedented popularity - as is suggested by the large number of senior business leaders who annually register for the degree. The Faculty has continued its successful trend since the The establishment of the Department of Sport and Movement nineties and has achieved unparalleled results - to such an extent Studies and the institution of a BCom (Sport Management) degree that it is today regarded by many as the uncontested leader in was a first (contentious) directional initiative. The esteem that the area of the training of chartered accountants. The figures in the programme enjoys nationally and internationally is a tribute the following table tell the story: to the pioneering thinking that preceded it. Table 4: Success rates of candidates who passed the CA examination and the number of CA's produced 1990 2003 Also in the professional field, the lecturing corps of the Faculty YEAR NUMBER OF CA's WHO PASSED TOP TEN TOTAL NUMBER has for years played a leading role with its contributions to the CANDIDATES AT THE FIRST ATTEMPT IN SA OF CA'S PRODUCED 99(790 management of professional associations and professional councils. 0 126 3 -

1991 105 94(90%) :1 -

In the South African university community the annual results 1992 107 89 83%) 3 - of the Public Accountants Council examination have become the 1993 114 92 (81%) 2 - yardstick for measuring the success or of a faculty. Up until the 1994 111 97 (87%) 2 - eighties the production of successful candidates in the qualifying 1995 92 82(89%) 2 1 134 1996 79 2 102 chartered accountants (CA) examination was dominated by a few, 70 (89%) 1997 84 77(92%) 3 109 more established, universities in the country. However, during 1998 137 118 (86%) 1 133 the eighties RAU, as the newest university in South Africa, seized 1999 142 135 (95%) 4 152 Faculty of Economic and Management Sciences 55

2000_j 168 L 153)91%) 1 2 165 The specialized knowledge and expertise of individuals and 2001 189 164(87%) 2 171 divisions in the Faculty is acknowledged and utilized countrywide 2002 183 2 147 (80%) 149 and internationally. 2003 197 171 (87%) 4 L 175

It is noteworthy that in the last five years the Faculty has Thus the Department of Transport and Logistics Management produced the largest number of successful candidates of all the has a long history of participation in the following areas: residential universities in South Africa. The yielding of four government commissions of enquiry into public transport, the candidates in the top ten in South Africa (in 1999 and in 2003) Transport Advice Council to the Minister of Transport, the drafting has never before been achieved by any other university. of the White Paper on National Transport Policy, government delegations to South America and Europe, the presenting of a RESEARCH AND SERVICE TO PUBLIC AND PRIVATE Diploma in Transport Management to state officials, short courses SECTOR ORGANIZATIONS for government personnel and leaders from the private sector, the establishment of a transport development centre for the The University community has traditionally not assigned an National Department of Transport, and many more. exceptional research role to the so-called business faculties. Despite this, the Faculty has radically changed this perception The establishment of the Centre for Work Performance in the over the years. Department of Human Resources Management is an exceptional milestone in this category. The Centre was founded to bridge the Along with research that issues in master's dissertations and gap between theory and practice by synergistic, bi-directional doctoral theses and in articles in accredited journals (an area in knowledge partnerships between academics and practitioners which in Faculty has shown exceptional growth in recent years) concerning priority human issues, like creating and building there is in each department a high degree of involvement in credible management and leadership. Overall, the Centre's research projects commissioned or requested by both government contribution is to establish excellent research-based teaching and private sector institutions. Some of these projects are of nationally and internationally. strategic national importance, while others are organization- oriented with the purpose of ensuring a competitive advantage With the professionalization of sport and the government's in the market. intervention in the restructuring and financing of sport the expertise of the Department of Sport and Movement Studies has Some of the research projects in the Faculty also have an been used in various ways. More specifically, the Department of international dimension and are carried out in cooperation with Sport and Movement Studies has been contracted to monitor and foreign universities and international agencies. assess sport development projects on behalf of local institutions and foreign agencies like the British Sports Council and the The following table shows the research output of the Faculty Australian Sports Commission. in the past decade in the form of publications in accredited journals and non-subsidy-bearing periodicals. Research reports, including INTERNATIONAL ORIENTATION master's and doctoral studies, are not reflected in the table. Given that the practice of science of a high standard cannot take Table 5: Research articles published in accredited and non-subsidy-bearing place in isolation, the Faculty continues to strive for liaison and periodicals 1990-2002 cooperation with renowned universities and institutions abroad. AccREDITED 1990 1199111992 1993 11994 11995 1996 11997 11998 1999 2000 1200112002 Standing research cooperation agreements and lecturer and 4 13 16 13 18 16 18 1 27 24 1 student exchange agreements exist with, inter alia, the University NON-SUBSIDY-BEARING 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 of Tilburg and the Rijks University of Groningen in the Netherlands, 22 27 43 33 23 29 64 52 46 34 59 94 * the University of Augsburg in Germany, the Jongkoping 'Figure outstanding International Business School in Sweden and the International 56 Naas Rauhenhe6iier

University in Moscow. In addition to these more formal agreements, A one-year bridging programme for matriculants that is being individual liaison with researchers from a large number of conducted with great success by the Department of Economics. universities regularly takes place. The successful completion of the programme by matriculants who do not meet the usual admission requirements of the International recognition of training and research programmes Faculty gives access to degree studies in the Faculty. is an important yardstick according to which success is measured. Short courses to institutions, communities and private Visionary activities by a dynamic personnel corps resulted in the individuals. The courses are often one-day or two-day courses honours programme of the Department of Accounting gaining that have a scientific basis, but that are practically oriented accreditation with the international Chartered Institute of in order to make the content immediately applicable to the Management Accountants (CIMA) and access has been granted work environment. to the final phase of the CIMA examination. These courses also generate a significant income-stream that Research done in the Department of Economics has led to an is ploughed back into further training and enrichment of lecturing invitation to do research for the World Bank and to make use of personnel and the support of needy students. the databases of the International Monetary Fund. The contribution of the Faculty in this area is impressive. This COMMUNITY SERVICE form of service goes back a long way in the history of the Faculty. Thus, in the area of Transport and Logistics more than 30 000 Service to the community occurs in various forms and shapes, adults have completed courses since 1980. Presently no fewer depending on the nature of the institution providing the service. than 54 courses in various areas in the Faculty are presented, and True to its nature, the Faculty makes its contributions in this these are attended by some 3 860 course participants. area largely in the form of the nurturing and development of intellectual capital in communities where the potential is present, SERVICE TO SOUTH AFRICA but where the empowerment structures do not exist. The following serve as some examples: Service that a university and a faculty provide to the broad • The Fort Hare project, in which the Department of Accounting community can be measured in various ways. The yardsticks can has joined hands with Fort Hare University in the training of be, inter alia, direct or indirect. Indirect contributions usually accountants at the latter university. have a longer lifespan and, in general, a wider impact. • The North West project, in which the Department of Transport and Logistics Management is supporting the University of One such yardstick would be to determine whether graduates North West in the training of Transport Economics students. of a faculty indeed play leadership roles in the community and • The Sport Forum projects, in which the Department of Sport how important the leadership roles are, seen within the greater and Movement Studies is providing excellent service to the context of the community. community in areas like orthopaedic rehabilitation, heart rehabilitation, sports tests and preparatory programmes of Measured by the leadership roles played by graduates of the national athletes, etc. Faculty in the business world and the broader community, the • The Bankseta project of the Department of Human Resources Faculty has provided an exceptional service to South Africa over Management, where an SME model for the banking sector has the years. been developed with the goal of job-creation, capacity building and after-care in the small business sector. In addition to having positions in listed companies, RAU • The Department of Accounting's Equity Development graduates can be found in executive and senior management Programme which is being conducted in partnership with posts of many organizations in both the public and private sectors. auditing firms and where students from disadvantaged A large number are senior partners in large national and communities are provided with bursaries that cover all costs international firms. Some have become political leaders at various relating to accommodation, study materials and fees. levels and right across the entire spectrum. Faculty of Economic and Management Sciences 58

Where RAU in its early stages drew the best academics in the In each of the broad areas covered by the various departments, country, it is now in a position to give back expertise to sister excellent results have been attained that form the foundation for universities and training institutions. No fewer than ten of the differentiated and accelerated growth and development in the Faculty's graduates presently hold professorships at other South area of higher education in South Africa. African universities and some thirty others occupy lecturing posts at senior levels. Although higher education in the future can expect significant changes - changes that can be fuelled by a variety of campus THE FUTURE cultures, visions of the future, expectations, cultural backgrounds, life- and world-views and so on - this Faculty, with its deep-seated The Faculty is proud of its past: of the reasons for its genesis; the core values of freedom of thought, freedom of speech, freedom objectives of its founders; its embodiment in the form of the of ideas, freedom of association with accompanying responsibility, outstanding appropriate, internationally recognized and supported and effective hard work, is ready to play a leading role in the training programmes; unique problem-directed research future. programmes with international cooperation across a broad front; selfless community service by the creation of intellectual capacity RAU stands on the threshold of a new era. From 2005 RAU in environments and communities whose contributions to the will become part of the University of Johannesburg. Within this development of South Africa as a modern state in Africa are new context, which will present large and interesting challenges, indispensable, and much more. the Faculty of Economic and Management Sciences (and new faculties that will possibly emerge from it) will continue to play Anchored in a relatively unconventional management approach, a leading and directional role. each department of the Faculty has over the course of time established and developed its own academic and career-oriented niche area. FACULTY OF ENGINEERING Hen drik Ferreira

hat contribution can a faculty of engineering with In the South African industry before the 1980s, W one of the smallest staff complements in the scientific practice was also a rare phenomenon. For every country make to research and scientific practice in engineer in service there were literally during this time South Africa? Before we attempt to answer this question, about two vacancies elsewhere in the country that could it would be interesting first to survey the landscape of just not be filled. Yet an engineer who could really do engineering in South Africa. the technical work for which he was trained could consider himself fortunate. A typical career began with Around 1980 the dean of a large South African faculty a few years of project management, followed by years of of engineering addressed the lecturers. The reason for line management, and eventually possibly even an the meeting: during the previous year not a single appointment to the top management. After three years research publication, whether journal article or of practical experience, it was expected that the young conference paper, emanated from this faculty. This state engineer would make application to register as a of affairs was common in the country before the 1980s, professional engineer with the then SA Council for and it contrasted sharply with the culture of scientific Professional Engineers. In the consideration of practice at engineering faculties in developed countries, applications management work was emphasised, while where great emphasis was always placed on the process research was usually not recognised. of research and publication. In contrast with this, South African engineering faculties before 1980 usually placed Ironically, given this background, engineering has the greatest emphasis on undergraduate teaching. always attracted some of the most talented and creative Excellence in research was an exception, chiefly located young people, inspired by the worldwide revolution in in individuals at a few universities. Instead of engaging technology, and full of expectations of a career that in publishable research, many lecturers kept themselves would make them part of the excitement. busy with development work (that is, applied research), for which industrial support could always more readily Also against this background, RAU's Faculty of be garnered, while others engaged in consultation work Engineering came into existence in 1982, after a first for remuneration. Both research and development work department in engineering, namely the Department of (so-called "Research and Development") are important Electrotechnics, was established in the Faculty of Science contributions by engineers to society. Traditionally the in the 1970s. universities in developed countries place the emphasis on research, while the industry then carries on with the In my opinion, the greatest achievement of RAUs development work. Faculty of Engineering is precisely its important

Anvil 31-2 (2004), 50-63 60 Hendrik Ferreira contribution to the catalysing effect that is necessary to help in many universities in the country since the 1970s. Although improve the domestic landscape as regards engineering. This sometimes genuinely good research and development work were contribution occurred often with guidance and inspiration by done, there was always the possibility of limitations on the example. Moreover, a few individuals were in a position to carry publication of results. Consequently, only a few lecturers from forth ideas that began to feature strongly in the 1970s at RAU to RAU's Faculty of Engineering took part in defence research. the world outside. This catalysing role was probably more important than the achievements in certain subject fields or specific scientific During 1984 RAU's Faculty of Engineering decided that, instead contributions by individual researchers or research groups. This of the three traditional departments of Electrical, Mechanical and catalysing role, moreover, was exceptionally strong if one takes Civil Engineering, it would go over to a matrix structure with into account the small size of the personnel corps of RAU's Faculty the primary or line function situated in four interdisciplinary of Engineering. Since the establishment of the faculty, the number "laboratories", namely, a laboratory each for Energy, Materials, of full-time lecturers has varied between 20 and 30. There are Cybernetics, and Systems. The undergraduate teaching was many larger departments per se in engineering abroad, and even operated out of three curriculum groups with a secondary or staff also in South Africa. function in the matrix, which represented the three disciplinary groups. This was a unique organisational structure in the world During the 1980s a countrywide change occurred, and much and was thus a courageous step. The line structure that was more emphasis was placed on the research outputs of universities, instituted was grounded on philosophical views expressed in the in all fields, and also in engineering. Various factors played a role inaugural lecture of the first dean, Prof Daan van Wyk, that dealt in this awakening, but the strongest influence apparently came with the substance of technical science. A possible advantage for from the predecessor of the present National Research Foundation, the future is the stimulation of interdisciplinary research. namely the Foundation for Research Development, that came into existence in the 1980s, originally as part of the CSIR, and In 1993 it was decided, however, to return to a conventional that had the purpose of stimulating and funding research at faculty structure with the three traditional departments, in part universities in particular. The university researchers career record because of problems with manageability. Nonetheless, this was of publications, followed by international peer evaluation, became a unique experiment in organisational structuring and in scientific decisive. The first president of the FRD, Dr Rein Arndt, was practice. Perhaps the most important contribution of this exercise previously attached to RAU's Faculty of Science, while the then lay in what it symbolised at a critical juncture, namely that dean of the Faculty of Engineering, Prof Daan van Wyk, was research and scientific practice ought to be more highly regarded appointed as part-time vice-president of the FRD when the than undergraduate teaching. Such a sentiment also created a organisation became independent in 1989. climate in which it was possible to attract and appoint as lecturers excellent people who had high research ideals. Even before the founding of the FRD, which funded researchers in the natural sciences and engineering across the country, there In retrospect, the 1980s was also a period for an awakening was a realisation in the two faculties at RAU that the undertaking by most engineering faculties at South African universities, during of publishable research was a fundamental duty of university which the process of taking scientific practice to greater heights lecturers worldwide, that South Africa could not be an exception was initiated and there was a particular emphasis on the in this regard, and that the publication process in South Africa undertaking of research that actually contributed to the creation was particularly neglected. The initial work and stimulation was of new knowledge, and that was therefore ultimately publishable. done as far back as the 1970s at RAU, and during the 1980s a few It is also important to note that, although individual researchers colleagues in engineering were thus pioneers in the country in and research groups developed all over the country, no other their subject areas as regards research and publication outputs. Faculty of Engineering was subject to the same strict policy that limited staff points and the number of lecturers as did RAP. In It is interesting also to note the influence of the large amounts spite of this, it is interesting to draw a comparison between the of funding for defence research and the catalysing role of Armscor research outputs at RAP and at other universities. Surveys in the Faculty of Engineering61 past regularly demonstrated, for example, that the small group undertaken represents the whole spectrum of engineering research, of lecturers in Electrical and Electronic Engineering maintained and typically includes fundamental theoretical research, the highest per capita publication output in this discipline in the experimental research and research on the systems level. country. It would be a very difficult task even to enumerate just the most important research contributions of all the research groups There are presently three departments in the Faculty of in an article of this extent - indeed, it is also information that Engineering: Electrical and Electronic Engineering; Mechanical only the subject specialist might find useful. Nonetheless it is Engineering; and Urban and Civil Engineering. interesting to look at some overall figures and statistics.

During the 1960s and 1970s there was a major growth The 1990s was a decade during which the Faculty's research worldwide in Electronic Engineering, to such an extent that new outputs reached a peak. By way of illustration, for the five-year departments for Electronic Engineering were formed from within period 1993-1997, 507 publications are listed in the Faculty's the traditional departments of Electrical Engineering. At RAU research brochure [1], of which 135 appeared in international the presentation of a broad curriculum rather than a possibly too journals and 75 in local ones. A total of 92 MEng/MPhil and 31 premature specialisation for the undergraduate student has always DEng degrees were also awarded in this five-year period. been emphasised, and the name of the department was instead adjusted to reflect the expansion of activities in teaching and The Department of Electrical and Electronic Engineering, research. Indeed, Electrical Engineering is so dynamic a discipline which was the first department to be established, over the years that departments elsewhere regularly adapt their names in order trained the largest number of students, built up the strongest to reflect this - "Computer Engineering", "Information research record and also has the most complete records available Engineering", etc. etc. This is a process that can easily become - refer for example to [2]. futile in the face of regular and rapid changes. Given their training, engineers have a very critical disposition, During the 1990s it was decided also to expand the names of also when it comes to the assessment of colleagues. This possibly the other two departments at RAU, in this case to reflect the contributes to the fact that there are still only nine engineers expansion of their activities to new focus areas particular to RAU. (out of a total of more than 130 researchers in all fields) that have For a number of years the Department of Mechanical Engineering since 1983 been rated by the FDR and later its successor the NRF was thus known as a Department of Mechanical and as belonging to the highest category of "International Leader" Manufacturing Engineering. (A-rated) [3]. Four of these researchers were Electrical and Electronic Engineers. It is thus an achievement that two of these As regards research, the Faculty's lecturers and postgraduate international leaders came from RAU's Department of Electrical students function in research groups. This means that the and Electronic Engineering, namely Prof Daan van Wyk and Prof organisational structure gradually changes and develops as new Pieter Swart. This department, so small in a countrywide context, groups come into existence and established groups make also over the years produced a FDR President's Award holder and adjustments or disappear - sometimes as a result of staff turnover. two researchers with the NRF evaluation of "Exceptional A recent survey revealed eight active research groups, namely a International Recognition." Centre for Optical Communication and Sensors, and Research Groups for Chromium Steel; Industrial and Dynamic Systems; Between 1990 and 2002 there were only between eight and Industrial Electronics; Technology Management; ten full-time lecturers in Electrical and Electronic Engineering Telecommunications; Manufacturing; and Water Research. at RAU. Nonetheless, their publication output was impressive - Financial support for the research has over the years come from a total of 693 research publications, of which 190 appeared in a variety of sponsors in industry and the government sector, and international journals and books (approximately 40% in this naturally also from the FDR and NRE Although the emphasis can category orginating from the Centre for Optical Communication shift between research groups, the nature of the work that is and Sensors) and 54 in local journals [3]. The IEEE Transactions 62 Hendrik Ferreira

(New Jersey, USA) is a collection of research journals that covers programme is based on the observation that many engineers in the whole spectrum of Electrical and Electronic Engineering, practice undertake work that has points of contact with computer and is considered worldwide as the most authoritative source in science, and that, furthermore, there is a significant overlap which to publish. During this period colleagues at RAU published between the traditional undergraduate curricula in engineering 80 articles in the IEEE Transactions. and computer science. The PRIT students can now gain both the BEng (endorsement IT) and BSc (IT) degrees in just four years. Various cooperation agreements have come into being through Hopefully some of them will unlock new possibilities for scientific the years between research groups at RAU and research groups practice in their future careers. at universities abroad. In conclusion, one can conclude that the landscape of Besides research visits by lecturers, a great advantage of this engineering has also changed in the local industry since the 1980s is the regular exchange of postgraduate students for research and has improved as regards scientific practice. The postgraduate periods of several months. So there has been, for example, a students that have been trained at RAU and other South African longstanding exchange programme with the Technical University universities have moved out, spread and have made the landscape in Aachen, Germany, in Power Electronics, and presently with more fruitful. Many of them are looking for opportunities for the Technical University of Delft, in the Netherlands. Since 1992 technical work that is adjusted to scientific practice and they a cooperation agreement in Digital Telecommunication and prefer research and development work. They are no longer merely Information Theory has been in place with the University of Essen, content to dedicate their entire careers to the management of Germany, and the cooperation has been very active throughout. organisations. To date, several postgraduate students who have been trained by RAU in Electrical and Electronic Engineering The small group of lecturers in engineering make regular have been appointed as professors at other universities, and two contributions to subject-specialist associations with a research have even served as departmental chairs. Some have been part of focus, and serve regularly in management and on committees, the diaspora all over the world. Two have even, after completing and also on the editorial staff of research journals. They regularly a few years of research at Sony's laboratories in Tokyo, Japan, take leadership in the organisation of both local and international secured venture capital with which they recently founded a conferences. Thus, when it was decided to revive the wide-spectrum company with forty engineers and technicians in the highly IEEE Africon conference in 1992, lecturers from RAU took a competitive Communications Valley in San Diego, California, to leading role. Furthermore, the organisational work for the develop electronic components for the next generation of cellular international 1999 IEEE Workshop on Information Theory, Berg- phones. en-Dal, Kruger National Park, was done largely by the Department of Electrical and Electronic Engineering. During 1984 the During 2005 BAU's Faculty of Engineering and the TWR's Transactions of the SA Institute of Elect rica! Engineers was Faculty of Engineering will merge in the new University of transformed into a full research journal, and is indeed the only Johannesburg. This will perhaps also herald a new era in which local accredited research journal in this subject area. RAU lecturers a catalysing role will once again be important. However, it is of in Electrical and Electronic Engineering have played an important crucial importance that, before the merger, an environment is role in both the transformation and in the editorship of the journal agreed upon, possibly also again a unique organisational structure, since then. Indeed, since 1985 RAU lecturers have served as chief that will be conducive to research and scientific practice, as well editor or chairperson of the editorial committee. as strong incentives to promote research.

On the undergraduate level it is worth mentioning that the Even the best catalyser can only work in a favourable unique PRIT programme was implemented in 1999. This environment. Faculty of Engineering 63

SOURCES

1] BM Lacquet, "Research and Development Activities, 1993-1997," Research Brochure, Faculty of Engineering, Rand Afrikaans University, 1998. [2] BM Lacquet, "Research and Development: RAU Department of Electrical and Electronic Engineering, 1990-2002," Research Brochure, Department of Electrical and Electronic Engineering, Rand Afrikaans University, 2003. 13] http:www.nrf.ac.zalevaluation [Accessed: 2004-04-13].

r...... THE STUDENT SERVICES BUREAU Simon Gouws: Historic Perspective Py Botha: Expansion and development of services

I.

HISTORIC PERSPECTIVE SERVICES INITIALLY DELIVERED

1. INCEPTION AND ESTABLISHMENT OF THE Students were invited to discuss their personal and STUDENT SERVICES BUREAU emotional problems with an academic advisor. A need was also identified in respect of subject choices; The priority university management have afforded the specifically, first-year students were experiencing emotional care of students right from the establishment problems in this regard. of the University, has pre-empted the establishment of a division within the University to address students' Students were invited to attend courses to address personal and emotional problems. a lack of study and reading skills.

In 1968, Prof Johan Garbers (subsequently the Right from the inception of the Bureau, a service President of the Human Sciences Research Council and was delivered to prospective students in the form of later still the Director-General of National Education) psychometric tests, to assist them in making sound was requested by the first Rector of the University, Prof curriculum and career choices. Gerrit Viljoen, to establish a bureau to address the aforementioned needs of students. PERSONNEL ISSUES

In 1972, the realisation of the importance of such a As head of the Academic Advisory Bureau, Prof Simon section within a university led to the establishment of Gouws was assisted in 1972 by Mrs Jenna Raubenheimer, a new division, namely the Academic Advisory Bureau, who was employed as academic advisor by the Bureau. with Prof Simon Gouws as first permanent head. The expansion of services necessitated two further Although the main focus of the Bureau was service appointments from 1974, and Messrs Coley Lamprecht delivery to students, it was important for University and Zak Nel were accordingly appointed as academic Management that two core principles, namely teaching advisors. and research, should also feature strongly. It was accordingly resolved that the head of this bureau would It should be noted that all three these staff members also sit in on Senate meetings. subsequently obtained doctor's degrees in, inter alia,

Anvil :31-2 (2004), 65-68 66 Simon Gouws and Pv Botha

Psychology and Education, and that they were also awarded full pressure) amongst students can be prevented. Through these professorships. Prof Coley Lamprecht was later nominated as programmes, it is attempted to prepare students, in group context, Dean of the Faculty of Education. to limit potential crises. A variety of life skills are developed in this manner. Since the establishment of the Bureau until the present, ten staff members have obtained doctor's degrees, while full - Group sessions with house committees professorships were conferred on a total of six staff members. During these sessions, the focus is on conflict management, communication skills, cooperation and group cohesion, goal The name of the Academic Advisory Bureau was later changed setting and interpersonal skills. to the Student Guidance Bureau, and still later to the Student Services Bureau. In 1989, Professor Py Botha was appointed as - Preventative programmes for first-year students Director of the Student Services Bureau. Relevant information and brochures are provided on subjects such as alcohol abuse, relationship problems and adjustment EXPANSION AND DEVELOPMENT OF SERVICES PROVIDED problems. The purpose of these brochures is to alert students to BY THE STUDENT SERVICES BUREAU the risks of student life and to start establishing support systems.

Psychotherapeutical Assistance - Positive guidance programme

Since the establishment of the University, University heads have This entails the drafting of a programme of positive guidance placed a high premium on the emotional care of RAU students. that forms part of the first-year orientation programme. The purpose of this programme is the expansion and development of Problem areas addressed through individual psychotherapy, students' skills in order to equip them to adjust effectively to new vary from temporary situational crises to any psychotic demands. disfunctioning. Examples of problems treated, include adjustment problems, anxiety, depression, single mother pregnancies, alcohol Positive guidance is a programme that gives each person the abuse, loneliness, eating disorders, negative self-image problems, opportunity to acquire skills at emotional, social and personality disorders, suicidal thoughts and relationship problems. communication levels. The ultimate goal is effective and quick integration into University life, in order to improve the students' In this regard, it is important to note that the vast majority chance of academic success. of personal problems handled in the Student Services Bureau are connected to the unique developmental life phases of late One of the strengths of this programme is that quite a number adolescence and early adulthood and are accordingly handled of students can be reached. The house committee of each residence within the cadre of normality, usually with good results. and dayhouse, peerhelpers and first-year students are involved in this programme. Training is provided to the senior students Adjustment problems are usually handled within a team concerned before the first-years attend the programme. context, if possible, that is to say, the head of the residence, lecturers and parents are preferably involved. If necessary, the Career Guidance dean of students is informed of a student's circumstances. One of the most important services, that featured right since the Psycho Training establishment of the Student Services Bureau, is the career guidance provided to prospective and enrolled students. The purpose of psycho training programmes is to provide inputs to students, in a pro-active manner. Based on available research Research has shown that incorrect curriculum choices is one and knowledge of student life, student advisors foresee that certain of the main reasons of unsatisfactory academic performance problems (for example, problems around adjustment and emotional amongst first-year students. Based on this, the Student Services The Student Services Bureau 67

Bureau compiled an evaluation and guidance programme to assist Staff at the Student Services Bureau are responsible for the first-year students in making the right curriculum and career training of the peerhelpers. During this training, the focus is on choices. The information obtained from the evaluation interpersonal skills, attentive behaviour, effective communication questionnaires also assist in addressing students' personal, and listening skills, questioning, goal setting and motivation. emotional, adjustment and relationship problems. Development of Academic Skills Especially during recent years, the demand for career guidance amongst prospective students has increased dramatically. The The development of academic skills, especially amongst students services provided to grade 11 and 12 learners include a full from disadvantaged environments, was initiated as a project psychometric evaluation, followed by an in-depth discussion, also (Project 100), which has since been expanded and developed into with the parents. the establishment of a learning centre accommodated within the Student Services Bureau. The Student Services Bureau has made great progress with the development of the RAU Career Centre, which was initally Academic skills in this context refer to skills required to established as a career library, into a full and expanded career progress and perform academically. These skills include language centre. This centre addresses needs revolving around information skills (specifically reading, writing and listening); study skills in respect of careers, job opportunities and other relevant factors (memorisation and recall, time management, taking of notes and in respect of the career development process. The First Job examination strategies); thinking skills and life skills. Destination Project, initiated by the Career Centre, is a national project that, in cooperation with other tertiary institutions, A variety of academic development programmes have been provides information in respect of employment opportunities for offered within the Student Services Bureau. These have taken the graduating students. form of study workshops, integrated skills programmes, and computer-aided reading improvement programmes. 4. The Peerhelper System In the study workshops, topics covered included effective time The peerhelper system has been implemented for a number of management and goal setting; practical writing skills (taking of years within the Student Services Bureau partly because of the class notes, planning and completion of tasks and speeches; emphasis universities place on the emotional care of especially examination strategies and stress management); mind maps and first-year students creativity; and memorisation and recall skills.

The peerhelper system uses identified senior residence and The reading improvement programmes focused on the dayhouse students, focusing primarily on the orientation, improvement of students' reading speed, reading comprehension, adjustment, well-being and progress of first-year students. The vocabulary and thinking skills. primary aim is to support these students and to liaise with the staff of the Student Services Bureau, who provide professional The Learning Centre, which was a core component of the services to the students. Student Services Bureau, was relocated to the Centre for Teaching, Learning and Assessment (CTLA) on its establishment. In cooperation with the staff of the Student Services Bureau, the peerhelpers are, inter alia, responsible for arrangements in Training of Psychologists respect of the taking of evaluation and guidance questionnaires, arrangements in respect of discussions of results, introduction For more than twenty years, the Student Services Bureau has of professional services provided by the Student Services Bureau, been accredited to train school guidance teachers. Students the identification of potential risks, and referring students to the approved for the MA course in school guidance, follow an internship Student Services Bureau. offered by senior psychologists of the Student Services Bureau. 68 Simon Couws and Pv Botha

The supervision of the intern students is undertaken by The Student Services Bureau constitutes the core of the registered clinical and school guidance teachers employed in the University's process to evaluate prospective students and to place Student Services Bureau. After completion of one year's internship them effectively within the various study programmes. This and after the successful completion of the academic component, evaluation explores, for example, the student's learning potential, which includes a thesis, such students can register as psycologists language skills, interests, numerical skills, and study orientation. with the Professional Psychology Council. The evaluation and placement of students focus primarily on Training of psychometrists also forms part of the training prospective students who do not meet the existing admission programmes offered by the Student Services Bureau. requirements; students placed in funding programmes, foreign and SADC students, and on prospective students who have gained School Liaison admission to the University based on previous learning experiences. The traditional recruitment model focused on the introduction of the University to prospective students and on marketing the Persons with Disabilities University through career exhibitions and school visits. In 1998, the University management nominated a committee to Within the framework of the National Plan for Higher look after the interests of persons with disabilities. Education and also within the context of the incorporation of the Vista campuses of Soweto and the East Rand, it became necessary The initial task of the committee was to formulate a policy in to review the existing recuitment model to accommodate it respect of persons with disabilities to give effect to RAU's views meaningfully within a new strategy. To address the needs of a that all persons connected to the University (staff and students) changing tertiary environment, a number of principles and should be offered equal opportunities. guidelines were identified in terms of which new focus areas should be handled. Over the past few years, the management, staff and students have grown in respect of awareness, sensitivity and willingness Relevant principles include the identification of training needs to accommodate persons with disabilities in numerous areas. among university staff; the training and development of personnel; Disabilities amongst students who are currently registered, include the identification of academic potential among learners; the blindness, hearing impairedness, visual disabilities, wheelchair development of academic skills among learners; and introduction users, Asperger syndrome, and selective mutism. and guidance in respect of academic programmes. On the relocation of the Student Services Bureau in 2003, Evaluation and Placement of Students provision was also made for an area in which students with visual impairments could work. This area has been equipped with The emphasis placed on increased admission possibilities and supportive technology such as computers with software to give improved student retention in terms of the prescriptions of the National Plan for Higher Education, has had a direct impact on blind and visually impaired students access to learning material. the evaluation and placement of prospective university students. ADMINISTRATION Derick Eyssen

he first decade since the inception of RAU was DECENTRALISATION OF ADMINISTRATIVE T characterised by the establishment of administrative PROCESSES structures during a period of relative stability. The client base and composition of personnel was uniform, and During the mid-eighties, the decision was taken to staff felt themselves part of the proverbial 'big happy transform the centralised administrative system into a family". The administrative structures were centralised decentralised one. This decision was far more than in the form of a central faculty administration, central simply a means of decentralising previously centralised typing pool and central computer centre, where data administrative processes. It required a completely new was entered from coded forms by data-capturing staff. mode of thinking, such as re-examining and adapting standard procedures in order to render the institution From the early eighties, a range of variables began more streamlined. The decentralisation developed as to have an impact on administrative processes. Firstly, a process rather than a once-off change. Discussions the political situation in the country began to change about the optimal level for shifts in decision-making and secondly, technological developments quickened. and execution continue as before, when changing circumstances require continual adaptation. POLITICAL CHANGES TECHNOLOGICAL CHANGES Prior to the eighties, there were few undergraduate applications from non-white students largely because New circumstances, such as the growth in student at that stage, the medium of instruction was only numbers and demands for effectiveness have increasingly Afrikaans. Since the eighties, attempts have been made brought a need for good management information to to a certain degree to admit non-white, Afrikaans- the fore. The inhouse, self-developed computer system speaking students. As the situation in the country has could no longer satisfy the need for reliable information. normalised, however, so has an increasingly larger In 1988, the decision was made to purchase a computer number of English-speaking students registered at RAIJ. package, the ITS system, which supported the concept Accommodating measures, such as making examination of administrative processes being decentralised as far as papers and study guides available in English, were possible. A process began whereby tasks were carried implemented and eventually, the system of parallel- out at their point of origin, replacing the sending of medium instruction was instituted. These changes forms to a central processing point that controlled the naturally called for extensive adaptations in subsequent input of this data. An example is the loading administrative processes. of examination marks by lecturers on a CD, or loading

Anvil3l 2 2004), 69-71 70 Derkk Eyssen them directly on ITS, as opposed to completing mark sheets by growth in student numbers, has rendered the class timetable that hand and having them loaded on to computer by a central typing functions according to class groups ineffective. A decision has office. This process of moving towards a system of self-help already been taken to purchase optimisation software and the corresponds to what happens in all areas of society, which is University Administration is, at present, testing the programme particularly evidenced by Internet banking services. to determine whether or not it will meet the University's criteria. Should the pilot project be successful, a powerful tool will become The availability of computer systems determines the level of available for the further optimisation of the University's lecture service provision to a large extent. The ITS system, together with rooms, currently under a great deal of pressure. In the process, the decentralisation of administrative processes, made the it is also hoped that provision will be made for a time slot for test- development of a variety of administrative processes possible. writing, and for the contraction of the day timetable to avoid any A number of these processes, whose impact was significant, are overlapping with the evening timetable. In addition, it is hoped highlighted below: that the transport problems of day students who have to attend 17:00 lectures will be minimised. Hopefully, the parking problems IMAGE PROCESSING OF STUDENT DOCUMENTATION experienced at present on the Auckland Park campus will be solved concurrently. The package will also be effective in After the decentralisation of faculty administration, problems synchronising lectures on different campuses. were experienced in the sense that while documentation was stored centrally, faculties were spread geographically across the ELECTRONIC POLICY DOCUMENTS campus. The solution was to scan documentation centrally, but to make it available electronically, through the network, in every All regulations, circulars and selected policy documents have faculty administrator's office. The historical files of students been made available through the University's intranet, rendering (student record and admission documents) were stored on documentation immediately accessible to personnel, particularly microfilm. The quality of the films deteriorated over time, where there are geographical distances between personnel on resulting in their conversion to electronic format. In the process, several campuses. the quality (readability) of the documents was also improved. REGISTRATION THROUGH THE INTERNET ELECTRONIC INDEXING OF DECISIONS TAKEN BY FORMAL DECISION-MAKING BODIES Extensive discussion has already taken place to prepare for the implementation of an Internet-based application and registration Decisions taken by certain decision-making bodies such as the system for students. An Internet-based system of application has Executive Committee of the Senate, the Senate and University already been in operation for a number of years and will be fully Council have been indexed electronically by means of the Inmagic integrated with the rest of the student system as soon as possible. system. This facilitates the tracing of recorded decisions for use The implementation of a system of registration through the by faculty administrators, departmental chairpersons, heads of Internet is in line with the general move towards self-help systems, divisions, deans and members of management. An envisaged goal and precludes once again the limitations of geographical distance. is to render the search facilities accessible to selected persons within the University on a self-help basis. OWN SOFTWARE

CLASS TIMETABLES A large number of customised programmes have been developed by the Head: Faculty Administration, together with ITS, to meet The allocation of lecture halls and microlaboratories, as well as RAU's specific requirements. Although the cost of developing the the publication of the timetable, takes place centrally to optimise programmes is high, it has placed faculty administration in a the use of venues. The implementation of parallel-medium position to achieve and maintain a high level of efficiency with instruction in Afrikaans and English, as well as the continual a small number of staff. Administration 71

THE ROAD AHEAD. ADMINISTRATIVE REQUIREMENTS remain geographically distant from one another. A basic foundation FOR THE SUCCESSFUL MERGING OF RAU/TECHNIKON for the merging of the institutions has thus already been laid. WITWATERSRAND (TWR) THE HUMAN ELEMENT The following minimum requirements must be in place for the successful implementation of the merger: The ability of the administrative staff to adapt to, carry out and even to initiate changes is of far greater concern than the above- SHIFTS IN DECISION-MAKING PROCESSES mentioned administrative prerequisites for merging. Although the imminent merging will pose greater challenges than any The new University will no doubt only be able to function effectively other changes in the history of RAU, the above-mentioned if decision-making is shifted to the level of the faculty or adaptations illustrate that personnel at RAU had to, and were corresponding unit per campus. The coordination of administrative able, to adapt to continually changing circumstances over many processes between the faculties/campuses, particularly if the years. Consequently, there should be no fear that they will be present inter-faculty registration of modules continues, will make any less intrepid facing the challenges that lie ahead now. particular demands on the administration. RAU already has much experience with regard to shifting decision-making competencies Of course, the question has been raised about what motivated and should therefore adapt relatively easily to the situation of staff in the past to go the proverbial "extra mile". Some would geographical remoteness. reason that promoting their own interests as a group was the driving force. Yet, the constitution of the student body from INTEGRATION OF THE TWO DATABASES different population groups has changed significantly over the past ten years and the language of administration with regard to Both institutions use the ITS student system and integration the students is primarily English. If the fact that the RAU staff should be unproblematic. complement is still mostly white and Afrikaans-speaking is taken into account, the promotion of self-interest cannot be the ELECTRONIC NETWORKS overriding reason for their commitment to RAU. It is my conviction that the staff's dedication springs from a sense of pride at being The electronic communications network, particularly via e-mail part of an institution that has earned its place in society through and electronic documentation, is an absolute prerequisite. Developments with regard to e-mail, the intranet and the scanning quality in every respect. of documents will largely overcome the problems anticipated by the geographical distance between campuses. The personnel at RAU are understandably concerned, that the values and quality for which RAU has become known will come CLASS AND EXAMINATION TIMETABLES under threat as a result of the incorporation and merger. Yet, amid the differing cultures of the three institutions is one common Class and examination timetables will have to be integrated, denominator: the determination of all to endeavour to continue particularly if inter-faculty registrations continue, and the building the University of Johannesburg by respecting the interests expectation is that this will definitely occur. The synchronisation of all parties concerned. The conviction is that the new University of lecturers' instruction time will constitute a further objective. will grow into an even better university, one that earns its place in society through quality. The above developments are a response to problems already experienced by RAU. Nevertheless, they are of such a nature that It is within the control and ability of each staff member to it is appropriate to address the problems anticipated as a result make a contribution in his/her work environment towards ensuring of the merging of several campuses, which will nevertheless that quality is the top priority in the new university. CULTURAL SPHERE Rita van den Heever

great nation deserves great art. That is the motto and cultural objects afforded an idea of the great variety of the American Arts Council. I would like to of peoples in our country. The first curator was Amalie agree with this notion and say that a great university von Maltitz, who was followed by Jasna Bufacchi, Willie deserves great art. Schneider and Annali Cabano-Dempsey. Joseph Moja and Thomas Mokoatedi have been working as gallery Since RAUs inception, the arts have been practised assistants since the gallery was set up. on the campus in spite of the fact that the University does not have an academic department for performing In 2002 the gallery was moved to the B5 Building and fine arts. The Gencor Gallery (now known as the and it is now known as the RAU Art Gallery. An exciting RAU Art Gallery) and the RAU Choir formed the two future beckons with the planned construction in 2005 cornerstones of the arts during the early years. of a new arts centre here on the campus of the University of Johannesburg. Over the years the RAU Art Gallery has made its mark in the arts landscape as one that offers prominent During the late nineties and the first years of the contemporary artists a forum for their work. As a display new century, through the eyes of well-known artists, window for the University, it has become a meeting place the Gallery has again afforded a view of our changing for artists and art-lovers and, being of an institutional land and its place in a postmodern world. Willem Boshoff, nature, it has also fulfilled an educational function in one of the country's leading conceptual sculptors, was the wider community of Johannesburg and in the student commissioned by RAU to create and install an impressive community, by introducing them to the arts. group of sculptures entitled 'Kring van Kennis' (= Circle of Knowledge), celebrating the millennium and The establishment of the art gallery at RAU is representing the eleven official languages. He also held synonymous with that of the University. The exhibition two exhibitions here - the first a sand composition space was set up at ground level in C Ring and to begin entitled "Writing in the Sand" and the second in 2004, with it was known as the Art Gallery at RAIJ. The first a new representation of visual poetry called exhibition of a large Pierneef collection and works by KYKAFRIKAANS (= Looking at Afrikaans), in conjunction Christo Coetzee was a combination of the traditional with a work by the Danish artist, Vagn Steen. and the contemporary, the old and the new. Some of the highlights of the first years was the large Edoardo Landscape artist, Strijdom van der Merwe, who is Villa exhibition displaying 300 of the artists sculptures becoming increasingly sought after internationally, held on campus, the exhibition of the Sasol collection and a two-man exhibition with Marius Lourens and completed the International Kaleidoscope, at which art treasures a commission for a group of sculptures entitled 'Bakens

Anvil 31-2 (2004), 73-76 74 Rita van den Heever van Tyd" (= Landmarks in Time) which was erected on Campus challenging African Sanctus with the RAU Choir and the Square. Johannesburg Symphony Choir. In 2000 the Choir again collaborated with the Symphony Choir to perform John Rutter's The well-known photographers Jurgen Schadeberg (The San Requiem and Gloria, conducted by the composer himself. people of the Kalahari - 1959: The Trance Dance), Patrick de Mervelec (Looking at South Africa) andAdele Hamblin (The Inner In 2001 the RAU Arts Academy performed Carl Orff's exciting Room), with their divergent methods of working and fields of Carmina Burana with the RAU Choir and the RAU Song & Dance interest, afforded a masterful illustration of the whole spectrum Company. That year Carmina Burana was one of the principal of the oeuvre. productions at the Aardklop Arts Festival in Potchefstroom. In 2002, together with the Palisander Chamber Choir and the Le The memorable exhibition in 2001 of poet-artist Breyten Group Male Choir, the Choir sang Richard Einhom's work Voices Breytenbach introduced the public to ten hand-painted canvasses of Light, an oratorium portraying the life of the French heroine with new poems. The poems were read by Grethe Fox and Andr6'e9 Joan of Arc, as the Dreyer silent film, The Passions ofJoan ofArc, Stoltz, and set to music by Eugenie Grobler, accompanied by was being shown, in what was probably the RAU Arts Academy's Pedro Kruger. largest production to date. Later this year (29 and 30 September) the Arts Academy is planning an anniversary concert to celebrate Graphic works of the myths and stories of the creation of the the RAU Choir's 30th year of existence. At this concert Fauré's San and the Nehavo Indians were illustrated in dance form in Requiem will be performed in the Auditorium together with cooperation with the RAU Contemporary Dance Group. This alumni choir members. again confirmed the good cooperation that exists between the Gallery and the Artist Proof Studio, a graphics studio. In 2000 In keeping with the Choir's tradition, it regularly undertakes the Gallery took the viewer to the artist and his living and work international tours. These tours included Europe (1979), Israel space when Edoardo Villa exhibited more than 100 of his works (1984), Western Europe (1995), Western Europe and Russia (1998, at his home in Kew. and Eastern Europe and the Netherlands (2001). At the end of 2003 the Choir had a very successful tour to Central Europe, The RAU Choir was established in 1974 under the leadership Finland and Russia. On this exciting tour, during which the Choir of Weiss Doubell. Chris Swanepoel succeeded him in 1979, while gave 17 concerts, the R'\U Choir joined forces with several Renette Bouwer took over the reins in 1991. In 1995 Johan van prominent university choirs. On two occasions they performed der Sandt was appointed choirmaster and from January 1999 together with some of Europe's leading orchestras in productions Renette was again in charge. of Mozart's Requiem - in Luxembourg and in St. Petersburg together with the world famous St. Petersburg Philharmonic Both Weiss Doubell (at present conductor of the Pro Musica Orchestra. Orchestra in Roodepoort) and Chris Swanepoel (formerly Head of Music at the SABC during the time when the SABC Orchestra The RAU Choir has already proved its excellence by winning was flourishing) had a passion for large works for choir and two international awards. In November 1998 the Choir took part orchestra, and the RAU Choir's practice of performing a large in the Eighth International Choir Competition of Advent and work every year - re-introduced by the RAU Arts Academy in 1999 Christmas Music in Prague, Czech Republic, and was the overall - in addition to the usual a cappella programme, derives from winner. In 2001 the RAU Choir returned to the Eleventh their legacy. During their tenure works such as Mozart's International Choir Competition of Advent and Christmas Music Coronotion Mass and Handel's Messiah were performed regularly to defend its title. This time the Choir won the category for Large in the RAU Auditorium and hallways. Choirs and beat 43 other choirs for the overall prize.

More recently it was the turn of Fauré's Requiem and Vivaldi's In the student environment, the arts have always been actively Gloria. In 1999 the Arts Academy performed David Fanshawe's pursued on campus. Over the years activities such as the First- Cultural Sphere 75

Year Students' Concert, the Song Festival, Drama Festival and ceremonies, among others on the occasion when an honorary the 'Sérrie' have grown and become part of tradition at RAU. doctorate was conferred on president Thabo Mbeki, a performance Hundreds of students take part in these productions every year, before former president Nelson Mandela during the JUT & L to the delight of thousands. For quite some time, however, Conference held at RAU in 2001, and their performance last year students have indicated that there is a need for opportunities for with the Johannesburg Philharmonic Orchestra in the great talented students to take part in more professional productions. South African oratorium UShaka by Mzilikazi Khumalo. In This need gave rise to the RAU Arts Academy which runs five September this year the RAU Chorale will be heard inMissa Kenya companies and which formally replaced the Office for Culture in by Paul Basler and it will also be performed during the RAU 2001. A unique arts environment within the South African Choir's anniversary concert. What makes this work special, is university landscape was hereby established at RAU. The RAU the fact that it is danced at the same time. The RAU Contemporary Arts Academy comprises the IIAU Art Galley, the R.AU Song & Dance Company will do the dancing. Dance Company, RAU Choir, Dramatic RAU, RAU Chorale and the RAU Contemporary Dance Company. By 2000 it became clear that there was a need for a company in which students who had already had many years of dancing It began in 1998 when the then Office for Culture organised experience could receive further training. The RAU Contemporary the first large music theatre production. The RAU Song & Dance Dance Company was accordingly established and it has already Company was created for that purpose and was modelled on the achieved great success in the productions in which it has same lines as the RAU Choir. Students were obliged to pass performed. With Tango! (2003) in which Rocco de Villiers and auditions and practise for many hours before West Side Story Sergio Zampolli made the music, all the performances were sold opened. The success of this production laid the foundation for out and an extra performance had to be organised which sold out even greater successes such as the highly-rated productions of too. As previously mentioned, the Company also performed on Babette, A Love Story (1999 - written specially for RAU), Chicago two occasions at RAU Art Gallery functions. The RAU (2000), Carmina Burana (2001), Inkosana Yenyanga - The Moon Contemporary Dance Company performs regularly at corporate Prince and 'archie & mehitabel' (2002) and Sor Town, A functions and on other occasions. René Bradford and Elton Celebration, and Jacques Brel is alive and well and living in Paris Fortune train the dancers. (2003). This year District Six has already been produced and we look forward to 'Aint Misbehavin' in August. The success of this In 2001 Dramatic RAU was established with Lizz Meiring and Company can be attributed largely to the professional team that Heidi Mollentze as director and assistant director. In 2003 Alby works with its members, and which comprises Vaughan van Zyl Michaels took over the reins from them. As in the case of the (music director), Marga Sander (ripétiteur), René Bradford and other companies, students are again obliged to pass auditions to Elton Fortune (choreographers) and Chris Avant-Smith belong to the Company. This Company has already achieved great (production manager). Directors are chosen for specific success with its productions, and the gripping Laramie Project productions and have included well-known names in this field (2002) was highly acclaimed by the critics. The Company will be such as Lizz Meiring, André Stolz, Etienne Puren and Zane Meas. seen later this year in Barto Smit's Die Keiser/ The Emperor. (It will be a bilingual production.) As the demographic composition of the students at RAU changed, the needs changed too. In 1998 a group of students Besides the above companies with their activities, the RAU started a traditional choir as a students' association. In 1999 this Arts Academy also organises the Sundowner Concerts in the RAU choir achieved official status as a University choir when it was Art Gallery on Monday evenings throughout the year. These taken over by the Office for Culture, and a professional conductor, concerts in which the country's foremost musicians (and stars Ludumo Magangane, was appointed. In 2002 Michael Dingaan from overseas) participate, commenced in 1997 and they have became the conductor of the RAU Chorale. Highlights in the become an institution on the Johannesburg music scene. These short existence of the RAU Chorale include their performance in concerts regularly give performances that can be compared with Inkosana Yenyanga - The Moon Prince, at RAU graduation the best in the world, to the great enjoyment of the audience. 76 Rita van den Heever

Furthermore, these concerts play an important role by establishing who work with the students. But it is also very largely attributable a regular platform where artists are afforded the opportunity of to the students discipline and very hard work. performing chamber music. There is great excitement regarding the future. The quality The value of the RAU Arts Academy lies in various areas. of the work done by the RAU Arts Academy was the key factor in Firstly, it offers students practical training of a high quality in the decision made three years ago by the RAU Council to establish the performing arts. Proof of this can be seen and heard on stage, an arts centre on the University campus. Up to now performances but also be found in the fact that many of our students are already have been held under inadequate conditions in, among other making a career for themselves in the professional theatre and places, the Auditorium, the Sports Hall, the RAU Art Gallery, and, in television, based on the training that they were given here. for lack of an equipped theatre, in the Wits Theatre. Rehearsal The personal growth and development of the students, who are space has always been a problem, and as the activities of the RAU members of the arts companies, is also noticeable. A further Arts Academy have expanded, this problem has worsened. Other important aspect, and one that is unique to the RAU Arts Academy, student groups and associations also use the existing rehearsal is the fact that the companies are open to all students, and not only, as at other universities, to students studying the arts. In space, and the needs from all quarters increase all the time. addition, the RAU Arts Academy does excellent marketing for the University. The regular and considerable amount of positive The new arts centre will be a great asset for the new University publicity that the productions and concerts generate in the press, of Johannesburg. With its 400-seat theatre, its art gallery, rehearsal on radio and television, makes the RAU Arts Academy an important rooms and offices, which ought to be completed by May 2005, branding component for the University. This also applies to the wonderful new opportunities will open up for the Arts Academy role that it plays in recruitment for RAU. Many school children and its companies. This includes the possibility of offering diploma and important opinion-formers attend the performances, and courses in various fields - something that has not been possible many students elect to come to RAU so that they can become up to now. But it is not only the University of Johannesburg, its members of one of the companies. staff and students, which will benefit from the new centre. A new asset is being created for the arts and the public of Johannesburg. The success that is achieved, can be attributed in the first The Arts Academy will strive to allow the arts to prosper in this place to the dedication and skill of the staff and the professionals magnificent new complex - to the advantage of all of us. SPORT Sanpat Coetzee

INTRODUCTION took part in the various Transvaal leagues with only one U20 rugby team and one cricket team. The growth that BAD Sport has a proud history that owes much, on the has characterized RAU Sport in the course of 38 years one hand, to the support of the University management is apparent in the increase in participation from 1968 and, on the other hand, to the dedication and loyalty of to 1969. During 1969 the following teams participated literally thousands of RAU students who have represented in provincial leagues: RAU on the sports field from 1968 to 2004. Participation Rugby: 3 teams on campus in events involving house teams and also Tennis: 3 teams external competitions at provincial and national level Badminton: 3 teams have since 1968 been strengthened by permanent Squash: 1 team personnel who have been, and still are, responsible for Cricket: 1 team infrastructure and administration. These elements - participants of high quality, organisation by full-time In this year RAU also participated in athletics, cross- personnel and the support of the University management country, cricket, squash, badminton and table tennis - have made RAU a nationally recognised institution in SAU tournaments. The first "Rugby Intervarsity" also the sporting arena. At its inception in 1968 RAU was took place in 1969, namely on 12 April 1969 against the already participating in 10 different kinds of sport University of Pretoria's Extramural section. RAU produced (socially, in provincial leagues as well as inter-tertiary) its first provincial rugby player when Feltus Brand was - a clear sign that during RAU's inception year there selected for the Transvaal U20 team. Ferdie Swanepoel was already a need on the part of the students to represent became the first RAUkie to earn provincial colours in the new University in the sporting arena. athletics with his inclusion in the South Transvaal team for the SA Championships. In 1971 RAU produced its HIGHLIGHTS FROM 1968 TO 2004 first Springbok when Louis de Lange was included in the national cross-country team. During this year the Sports clubs and outstanding achievements soccer club was also founded.

- 1967 to 1976 In 1973 the first rugby team was included for the In 1968 Louis de Lange was the first RAU student to first time in the Ted Sceales competition, the U21 rugby earn SA University colours. He gained colours in cross- team won the Transvaal league and four RAU students country - the only sport that RAU participated in in that were included in the Transvaal U20 team. Dma year at a SA University tournament. In this year BAD Oosthuizen earned Springbok colours in gymnastics

Anvil 31-2 (2004), 77-83 78 Sanpat Coetzee and Falken de Villiers in trampoline. The first full sports day The judo and weightlifting teams won the respective SAU against the University of Pretoria took place on 25 August 1973. Championships RAU's tartan athletics track was also built in this year. House sports on campus grew in this year to become highly On 1 April 1975 the squash complex and sports hail on the competitive competitions in the various types of sport. During campus was inaugurated, the RAU judo team won the SAU 1983 112 teams took part in house leagues, RAU participated with Championships and the first rugby team played for the first time 53 teams in Transvaal leagues and sent representative teams to in the Transvaal 1st league and ended third. On 17 May 1975 the 19 SAU tournaments. The weightlifting and U20 rugby teams new campus was officially opened and RAU Sport celebrated this remained unbeaten throughout the competition, while the event with a sports day involving 14 kinds of sports in which women's tennis and karate teams lost in the finals. participants from Wits, Tuks and Pukke took part against the RAU students on invitation. In 1984 RAU's first rugby team won the Transvaal Trek League, the wrestling club produced eight Transvaal champions and the In 1976 Julian Marsay earned Springbok colours in athletics, athletics club won both the men's and women's Transvaal leagues. Charmaine Meningke and Eliza Swanepoel set three of the six SA Thirteen of the athletes won gold medals during the SA Universities athletics records and the rugby club produced its Championships, four athletes earned Springbok colours and 13 first players for the Transvaal senior team, namely Tommy Bosch, were included in the Rest-of-SA team. RAU's women's hockey Johan Gouws and Boela van der Merwe. teams were readmitted in this year— after much negotiation - to the South Transvaal league on condition that RAU entered only - 1977 to 1986 two league teams because South Transvaal's league games were During 1977 the first two full-scale "Intervarsities" took place, scheduled for Sundays and RAU's policy did not allow participation namely on 26 March against Puche and on 13 August against in Sunday matches. RAU would thus play their games on Saturdays. Tukkies. Mr Faan Venter, RAIJ's Chief Sports Official, wrote the The hockey club grew to such an extent that in 2004 - 20 years following in his 1979 report on sport: "... relative to its size, age later —24 teams were entered in the South Gauteng league! and means at its disposal, RAU made its mark on club, provincial and national level and the whole of South Africa took notice of During 1986 RAU ended second at the Top Ten meeting and the young and dynamic Rand Afrikaans University". From 1977 to 1986 between 22 and 24 sports clubs functioned on campus thereby became the second-best athletics club in SA. and annually about 50% of the students participated in sport. In 1977 the first rugby team was promoted to the Pirates Big Between 1968 and 1986 RAU produced fifty Springboks: Challenge League after they won the Lilien Field League. In 1979 Athletics and cross-country: 21 the judo team won the SA Club Championships as well as the Weightlifting and Powerlifting: 2 SAU tournament, the first rugby team shared the Transvaal Trek Gymnastics and Tumbling: 3 League with Alberton and the weightlifting team won the SAU Jukskei: 1 Championships. In this year the four hockey fields, one cricket Judo: 12 field and cricket practice nets at Orban were taken into use. Karate : 2 Canoeing: 2 1980 also produced various highlights: Cricket: 1 - Derek Lotz won the World Trampoline Championships Rugby: 1 - Johan van der Merwe set a new SA record in long jump and Shooting: 1 Gawie Malan set one in pole-vault. Wrestling: 2 - The first rugby team won the Trarisvaal Trek League Trampoline: 2 - The men's athletics team won the Transvaal League In 1986 alone RAU produced 13 Springboks - including the Sport 79 first Springbok in rugby, namely WahI Bartmann. SAU colours A team. Francois Pienaar was included in the Transvaal U25, were awarded to 18 students who participated in 14 kinds of sport Transvaal Senior, Northern Universities, SAU and SA Feeder teams. during SAU tournaments. George Rausch was included in the SAU golf team and achieved a 12th place during the World Student Championships in Scotland. - 1987 to 2004 The gymnastics club produced the Sportsman and Sportswoman In 1987 the RAU Sport structure underwent a significant renewal of the Year in the form of two Springboks, namely Johan van in that the Sports Bureau became an independent, autonomous Heerden and Yolanda Olivier. Aziz Kara earned SAU colours in Bureau of the University that reported directly to a vice-rector. soccer and the cycling team gained a second place during the During September of the same year the first sport planning SAU Track Competition. Reggie Willis earned Springbok colours weekend for representatives of all sports clubs was presented at in canoeing, and Dario Torente in fencing. RAU produced four the Alpha Training Centre, and was attended by 75 interested students for the Springbok basketball team. persons. - 1990 - 1988 Thirty-three RAU students earned SAU colours. The RAU athletics Guidelines on rationalization were compiled independently by club won the Transvaal league for the tenth consecutive year - the Management of the Sports Council and a Student Council the club's 21st year of existence. The women's hockey team won Committee after the second annual sport seminar according to the South Transvaal league for the fifth consecutive year and was which the sport types were categorized. The resultant effective promoted to the Reserve A League. Su-Lise Janse van Rensburg management of sports clubs and aggressive marketing for especially became the first RAU woman hockey-player to earn SAU colours A-category sports yielded fruit within a year, especially the in field hockey. Cricket ended second at the SAU tournament. performance of RAU teams at the SAU tournaments: the men's Francois Otto earned SAU colours in cycling. Three students and women's athletics teams both ended second, the cricket team earned SAU colours and four Springbok colours in gymnastics. ended joint first (with UPE) and RAU produced 28 students for national SAU teams. - 1991 The men's and women's hockey teams took part in the Premier In December 1988 the Sports Bureau's offices moved to the League for the first time. Sport Centre on the corner of Lothbury and Kingsway. The RAU swimming pool of Olympic standard was also built on this ground - 1992 in 1988. The Athletics Club won the National Top 10 Championships. Cricket won the Transvaal Premier League during the 199 1/1992 - 1989 season. Rugby won the SA Toyota Club Championships - with The erection of five additional squash courts and a fitness Francois Pienaar as captain of the team. Three rugby players gymnasium at the Sport Centre began, and was completed in earned Springbok colours and RAU produced 30 senior national 1990. That RAU was now counted among the 'bigs' in national performers in total. The Aerobics club was founded and the and tertiary sport is clearly reflected in the fact that more than women's and men's hockey clubs merged. a hundred students earned senior provincial colours in 30 types of sport in 1989. The athletics club won the SAU championships - 1993 and produced two new Springboks, namely Warren McCann and RAU's 25th year of existence. The Athletics Club won the Club Jean Verster. The club could also boast the men's and women's Championships for the fifth time in seven years. RAU produced Springbok captains of that year, namely Stanley Valentine and 33 national performers and 5 national captains, namely in rugby Charmaine Gale. The men's hockey club produced its first (Francois Pienaar), athletics (Francois Fouché), wrestling (Gideon Springbok: Trevor Hill. RAU's first cricket team participated for Maiherbe), boxing (Joe Mestre) and soccer (Brendon Silent). the first time in the Transvaal Premier League and ended fourth Hockey boasted 36 provincial players. For the first time in RAU - Jimmy Cook and Clive Eksteen were included in the Transvaal hockey's history, the men's and women's teams ended in the top 80 Sanpat Coetzee

three at the SAU tournament (women second and men third). - 1997 Francois Pienaar was appointed Springbok captain. RAU's first netball team successfully defended its title during the National Club Championships. The RAU swimming club was - 1994 founded on 1 June 1997 and produced two national performers Rory Field (a class B2 sight-handicapped student) earned senior who represented SA at the World Student Games: Paul Fryer and national colours and gained a 5th place in long jump during the Adrian Bosch. The rowing club was established. RAU produced World Championships. RAIJ produced a national participant in three national squash players. RAU won the SASSU Cricket tug-of-war, namely Juan Wilson. RAU entered a team in the World Championships and Simon Stobbs was appointed captain of the Aerobic Championships for the first time and won the competition. SASSU cricket team. Sixteen athletes earned senior national colours. RAIJ produced two national weightlifters who were - 1995 members of a four-man team to the Africa Championships, where The Plascon Cricket Academy was established at RAU. RAU the team gained four medals - all of them by the two RAU students: produced two national cricket-players in 1995 (the first since its Henk Booysen (double national colours in athletics and inception): Clive Eksteen (1992) and Jimmy Cook (1991-1993). weightlifting) and Jacques Groenewald. RAU's pride were the six RAU students who were members of the triumphant World Cup rugby team: Francois Pienaar (captain), - 1998 Hennie le Roux, Chris Rossouw, James Dalton, Japie Mulder and RAU won the MTN National Cricket Club Championships. Chris Christiaan Scholtz. In this year RAU's first rugby team also won Slabbert earned national colours in weightlifting, won the SA the Pirates Big Challenge League. Kelly Wilson became the first Championships and ended 12th in the World Championships. RAU woman to earn national colours in fencing. RAU's women's RAU's first rugby team played for the second consecutive year in team won the SASSU tabletennis championships. The basketball the final of the National M-Net Club Championships. The women's club was established and produced one national participant, first squash team won the SASSU Championships and two players Marius Mlodzinski. The athletics team won the SASSU earned senior national colours. RAU produced 15 students for championships with the largest points difference between the the Student World Championships and 34 RAU students earned first and second places ever (600 points). RAU produced its first senior national colours. national netbal!-player, namely Shani Welthagen, and the club produced their best performance thus far at the SASSU - 1999 Championships in Bloemfontein by ending third. The RAU/ABSA first cricket team won the Premier League and produced two national players, namely David Terbrugge and Neil - 1996 McKenzie. Six hockey-players were included in the senior national RAU's athletics and netball teams won the respective National teams (men's and women's). RAU won the SASSU women's athletics Club Championships - the athletics club for the third consecutive track and field championships as well as the SASSU cross-country. year. The first cricket team won the Premier League and the first RAU also won the SASSIJ cricket championships in December rugby team won the Pirates Big Challenge League. RAU produced 1999. 61 national performers - among them four athletes who represented SA at the Olympic Games in Atlanta. The men's tennis - 2000 team ended second at the SASSU championships. The Chess Club, RAU offered 35 types of sport and some of the achievements were: which was managed from the second semester in 1996 onwards - Athletics: won the Central Gauteng leagues for the 20th by the Sports Bureau - and no longer by the Cultural Office - consecutive year won the SASSU Championships in December 1996. Khumo Bodibe - Cross-country: the men and women won the SASSU earned national colours in soccer. competition - Greg Schmidt won the individual SASSU golf competition Sport 81

- Co/leen Orsmond was included in the national rowing team The women's and men's first hockey teams won the SASSU for the Olympic Games championships - the first time in RAU's history that either of the - Squash: the women's team won the SASSU championships two teams had won! - Rugby: the club produced captains for the Golden Lions Currie Cup, Vodacom and Merit A teams as well as for the The women's rowing team won the boat race in Port Alfred SA U21, Lions U19 and Lions U21 teams. The club also and Lawrence Ndlovu won a gold medal in rowing at the produced four Springboks and two Sevens Springboks Commonwealth Games. - Hockey: the women's team won the South Gaul eng Premier League, for the first time in RAG's history, while the men's The rugby club produced 10 Springboks. team ended second - Nelball: two women earned Protea colours - 2003 - Cricket: RAG won the SASSU championships Graham Davidson became the third-fastest South African (behind Sydney Maree and Johan Fourie) to complete the mile in under - 2001 four minutes. A comprehensive evaluation and strategic planning process in respect of RAU Sport took place during 2001 and led to a new In March 2003 RAU's women's team won the SASSU cross- approach to the management of sport at RAU. A Sport Continuum country competition, the rowing team won the SASSU speed- was developed according to which RAIJ's sport would be managed rowing championships with the largest points difference (273) from 2002 onwards. During 2001 RAU's achievements on the ever, and the women's hockey team won the Africa championships. sports field were continued. Some of these achievements were: The women's hockey team also successfully defended their SASSU seven students were included in the national student athletics title. team - two of these students won a silver and bronze medal respectively during the World Student Games. The women's cross- Stephen Cook set the highest score ever in the Gauteng Premier country team won the SASSU cross-country and road relay Cricket League. competitions as well as the Apple-train Race. RAU's first cricket team won the Datatech Premier League for the fourth consecutive The women's squash team won the SASSU championships for year and Nic Pothas was appointed captain of the South African the fourth consecutive year. A team. The women's squash team won the SASSU championships for the second consecutive year. The rugby club produced five RAU won the national netball club championships by beating provincial/national captains and eight players earned Springbok Tuks by one point in the final. colours in rugby and sevens rugby respectively. One student was included in the national student yachting team. RAU came first at the SASSU rugby tournament and eight RAU's astro-hockey facility was officially opened on 21 March players earned Springbok colours. 2001 and taken into use. SPORTSMAN AND SPORTSWOMAN OF THE YEAR AWARDS

- 2002 Fifteen RAU students were included in the national team for The idea of declaring a Sportsman and Sportswoman of the Year participation in the Commonwealth Games. emerged as long ago as 1976, but the first award only took place in 1978. The then RAU Sport Committee decided to name the The men's and women's cross-country teams won the SASSU trophy after Professor Gerrit and Mrs Viljoen - the first rector of cross-country competition. Three of these athletes were included RAU and his wife - "in recognition of their role in the activities in the national student team that won the World Student of the Rand Afrikaans University". Sports highlights of 1978 Championships! included the following: 82 Sanpat Coetnee

- RAU's first rugby team won the Intervarsity against the Pukke 1999 David Terbrugge (Cricket) Pietie Coetzee (Hockey) - The RAU men's athletics team won the Transvaal Athletics 2000 Nic Pothas (Cricket) Colleen Orsmond (Rowing) League for the first time 2001 Rorie Wilson (Hockey) Martha Mosoahie (Netball) - RAU produced three Springboks, namely Esther van Zyl 2002 Jannes Labuschagne (Rugby) René Kalmer (Athletics) (athletics), Derek Lotz (trampoline) and Albert Janse (karate) 2003 Jason Spong (duathlon & Pietie Coetzee (Hockey) - The RAU U20 rugby team beat Maties triathlon)

The Sportsmen and Sportswomen from 1978 to 2003 were: During the 1988 Sportsman and Sportswoman of the Year function Honourable Mentions were awarded for the first time. Year Sportsman Sportswoman The basic criterion for these awards was service over a long period. 1978 Derek Lotz (Trampoline) Esther van Zyl (Athletics and Cross-country) During 1992 the Genmin Award was made for the first time 1979 Johan van der Merwe Lettie van Staden (Judo) to the student who performed best in both sport and academics. (Athletics) The first recipient was Cor Booysen. 1980 Derek Lotz (Trampoline) Maryna van Niekerk (Athletics) On account of the increase in achievements, and to give all 1981 André French Avril kamp the participating sportsmen and -women the opportunity to (Judo and Wrestling) (Tumbling / Vaulting?) attend the function, the format from 1999 to 2003 changed to a 1982 Pierre van der Merwe Maryna van Niekerk function in the auditorium - about 50% of the guests were (Canoeing) (Athletics) students. From 2000 all finalists for the award of Sportsman and 1983 Bennie Reynders (Canoeing) Maryna van Niekerk Sportswoman of the Year were only students who had earned (Athletics) senior national colours. From 1999 to 2003 on two occasions an 1984 Stanley Valentine (Athletics) Erica Swanepoel (Judo) award was made to Pietie Coetzee for outstanding performances 1985 Barabas Venter (Rugby) Maryna van Niekerk (Athletics) in hockey - she is one of the best hockey-players in the world and 1986 WahI Bartman (Rugby) Desire du Plessis (Athletics) will again represent SA in the Olympic Games in Athens in 2004. 1987 Chris Britz (Athletics) Desire du Plessis (Athletics) 1988 Eugene Nysschen (Athletics, Zelda Botes (Athletics) During 2001 the Sport Council, on the recommendation of Weightlifting and the Sports Bureau, instituted two new categories of awards, Powerlifting( namely Age-category Sportsman and Sportswoman of the Year Yda Olivier (Trampoline 1989 Johan van Heerden (junior national performers) as well as non-Student Sportsman (Gymnastics) and Double-mini) and Sportswoman of the Year. A further innovation since 2002 is Zelda Botes (Athletics) 1990 Warren McCann that the awards in the different categories are applied in accordance (Athletics and Rugby) with the practice in sport of handing over bronze, silver and gold 1991 Francois Pienaar (Rugby) Corien van Niekerk (Athletics and Gymnastics) medals. 1992 Clive Eksteen (Cricket) Corien van Niekerk (Athletics and Gymnastics) CHALLENGES ON THE ROAD AHEAD 1993 F'rancois Pienaar (Rugby) Louise Meintjes (Athletics) Discussions with the view to the merging of RAU and Technikon 1994 Hennie le Roux (Rugby) Karin Prinsloo (Karate) Witwatersrand's sport were initiated during 2002 and in 2003/2 004 1995 Francois Pienaar (Rugby) Karin Prinsloo (Karate) led to the merging of several of the sports clubs to a greater or 1996 Hezekiel Sepeng (Athletics) Natasha Niehaus (Karate) lesser extent. In its 38 years of existence RAU Sport has created 1997 Henk Booysen )Weightlifting Wendy Hartman (Athletics) and Athletics) a proud tradition of excellence and has become a major advertisement for RAU. This foundation is firm, and a fine edifice 1998 Casper Labuschagne Annelize Naudé (Athletics) (Squash) can be built on it for the University of Johannesburg. The Sport management of sports clubs that will be active on a daily basis students who are striving to perform at provincial, national and at decentralized facilities presents new challenges and is being international levels, on the other. Participation and performance dynamically and innovatively planned and implemented. The are presently being supported in a sport-scientific approach by strategy and structure for the University of Johannesburg's sport RAU. This model is essential for the future success of South will probably be finalized during the first semester van 2004. The African sport, and the University of Johannesburg will - like RAU focus is, and will remain, the creation of opportunities to participate - set the pace nationally and will with pride be the feeder-source for all interested students, on the one hand, while supporting for national teams. FROM RAU TO UJHB - A CHALLENGE Willem van Bilfon

THE EARLY YEARS scratch and cooperating to establish such a university was also a wonderful opportunity and privilege. Looking The Rand Afrikaans University (RAU) opened its doors back now after 35 years, I believe RAU succeeded to students for the first time on 24 February 1968. A admirably in achieving the goals set at the beginning. dream came true. A university aimed at "disadvantaged" Witwatersrand Afrikaners was a reality. In his opening Initially most of the students were Afrikaans speaking, address the new rector, Prof Gerrit Viljoen, spelled out but as RAU gained prominence the number of English- the four pillars this university would be built on: speaking students grew rapidly. Before 1990 the students As first pillar the University would pursue the were almost exclusively white since those were still highest standards in the fields of scientific apartheid times. After the scrapping of apartheid policies moulding, expertise of lecturers, conveyance of the number of students of colour increased rapidly due knowledge, research and training. to the esteem RAU tuition enjoyed. The university - The second pillar would be character building, currently has 24 000 students (16 400 undergraduate including the development of leadership, readiness and 7 600 post-graduate students), 50 per cent of whom to serve and idealism. Students should leave the are white with only 21 per cent Afrikaans speaking. university as rounded people, not learned savages! - As third pillar the University would further national AND WHAT ABOUT THE FUTURE? commitment. That meant the university would be Afrikaans in spirit and character. But it did not In December 2002 the RAU Council accepted a decision mean that other languages and groups, including by the Minister of Education to incorporate the Soweto those from abroad, would not be welcome here. In and East Rand campuses of Vista University into RAU. fact, it was envisaged that the interaction of Furthermore the Council decided on 27 February 2003 Afrikaans students and staff with non-Afrikaans to accept in principle with certain reservations the speaking students should be an enriching announcement by the Minister of Education that the experience. Technikon Witwatersrand (TWR) and RAU should merge. - The fourth pillar the university was to build on, would be a Christian outlook on life. However, no Those reservations or conditions include: heresy would be tolerated, and staff would be judged - That adequate funds be made available for the on academic and administrative ability alone. merger and the sustainable development of the two institutions. The establishment of this University presented staff - That the service conditions of staff be protected. and students with a huge challenge. Starting from - That the academic integrity of existing programmes

Anvil3l-2 (2004), 8587 86 Willem van Biljon

is protected and adequate provision on facts. It will contain a strong component of reflection on why be made for phasing in new things happen, i.e. a philosophical component. So science covers programmes. everything we know. - That the language policy of the new institution should further multilingualism. Technology on the other hand is also knowledge humans - And that realistic and flexible time frames for the possess, but this is specialised knowledge about how to make or implementation be set. do something. There are different levels of technology like making stone utensils or making fire. This is simple technology mastered RAU's information document on the merger with TWR further by primitive man. Today we deal with advanced technology like indicates that provision needs to be made for a gradual transition the manufacture and use of semiconductors for electronic systems from 'university type" and "technikon type" programmes to new or the use of laser beams in communication or in delicate cutting viable, sustainable programmes to bridge the dichotomous processes. differences between the existing institutions; and that the new institution "shall in name and essence be a university in the So we see that training at a traditional university normally is traditional and generally accepted meaning of the word". science training or academic training. The earliest universities offered broad training across the entire science. Due to the vast Hence the new institution will, as proposed jointly by RAU expansion of knowledge, however, it became necessary to divide and TWR after consultation with Vista, be named the University the science into smaller segments. of Johannesburg (UJHB). The information document mentioned does not indicate on what grounds the Minister decided to merge The smallest of these are normally called subjects and are universities and technikons. Hence the merits of the decision are offered by departments. Related subjects are grouped in faculties not at issue here. Also no reasons were given why RAU had to or schools. Not all universities can offer all subjects. Each university merge with TWR and not Wits University. Was that due to political decides which subjects will be offered and which faculties will be motives or did the Minister perhaps feel that RAU was better established. This decision usually depends on demand for particular equipped to handle the merger? Either way, the decision has been training and the cost thereof. The decision must be ratified by taken and the task now has to proceed. the state. Prospective students then select one or more major with some prescribed ancillary subjects. Such a course normally The addition of the two Vista campuses should not present leads to a bachelor's degree. major problems as both offer university education. However, merger with the technikon is an entirely different matter. Before Largely lecturers according to international standards considering this problem, a brief exposition of the differences determine the curriculum content for each subject. Lecturers between a university and technikon is called for. are also expected to adapt course content regularly to accommodate new knowledge about the science. Such new knowledge is DIFFERENCES BETWEEN UNIVERSITIES AND generated by research and introduced in scientific publications, TECHNIKONS on the Internet, by attending conferences and through mutual contact between lecturers worldwide. To understand the differences between university and technikon, I believe it is necessary to explain the difference between two Knowledge was traditionally conveyed at a university through familiar terms, namely science and technology, as I see it. lectures, the lecturer explaining course content to students. Modern methods have changed in the role of the lecturer Science is the knowledge one possesses about everything completely and s/he now often acts only as facilitator. around us. This includes the factual and discernible characteristics of objects and processes but also ideas and interpretations. It Technikon training consists mainly of the transfer of technology. includes the origin, history and forecasts provided they are based As with science, technological knowledge has expanded greatly From R41 to UJI-IB - a challenge 87 and currently career training is provided in hundreds of specialised Courses in academic training and vocational training should courses. Not every technikon offers training for all possible careers. have equal status i.e. the one should not be regarded as inferior The selection on offer largely depends on market place (the to the other. employers) demands. It is also important for lecturers to stay in Courses should be structured in such a way that students can touch with fast changing technology. That is achieved through transfer from the one type of training to the other. research, published information, inter-institution information The high standards of the academic courses that exist at exchange and close contact with the industry. RAU should also apply to the vocational training. Cooperation with the private sector for the practical side of In fact, the role of industry (the employers) in vocational the vocational training is essential. training is of vital importance. Ideally an agreement should be Modern technology must be introduced wherever possible to made with the private sector whereby students can gain part of make the access to knowledge easy for the large number of their training in practice and the rest at the university. One of students. the problem areas is handling confidential information in the private sector. It will indeed not be easy, but with the thoroughness, perseverance and innovation characteristic to RAU in the past, I Students looking for technical training select a specific career believe the UJHB will accept this instruction as both a challenge and an opportunity and conclude it successfully. If this succeeds, to enter. The course with its prescribed and supporting subjects and I believe it will, a wonderful example will have been set of may lead to a certificate, diploma or Blech degree. These courses understanding and cooperation not only in South Africa, but are aimed at practice and besides tuition by lectures students also internationally as well. receive practical training in the work place. Modern technology provides many possibilities for renewal. I would like to return to the four pillars RAU built on. With WHAT ABOUT RESEARCH? a few adaptations I believe the same pillars could work for UJHB. - As first pillar the same high standards of training and qualifications should apply. Invocational training in particular Research is an indispensable part of a university's activities. As the product quality will determine whether industry accepts everybody knows, research is the accurate observation and study the candidates. to gain new information or new interpretations of existing - The same argument applies to the second pillar, building of information. Research is done to gain new knowledge or to explain character, so this function should remain important. observed facts better. This then is normal university research. - A shift has occurred in respect of the third pillar, national Vocational research or technological research (as opposed to commitment. Where RAU used to cater for disadvantaged scientific research) is about achieving new information on how Afrikaners, the emphasis has now switched to a broad to make or do something. In other words, a new tool, an improved disadvantaged community containing, besides Afrikaners, instrument or a better way to fulfil a task. So the new institution various groups of people of colour. The UJHB must now should present ample opportunities for both kinds of research. regard these South African communities as its target and However, university research should always pursue the goal of cater for them. Afrikaners as a collective would therefore training students in how to do research. not necessarily be privileged any more, but it is hoped that the Afrikaans spirit and character of RAU would be retained THE CHALLENGE in the UJHB. - I believe the fourth pillar, namely the Christian outlook on The question arises: how will the UJHB integrate these two life, should also be retained, but subject to the guarantee fundamentally different types of training? For the merger to that there will be no interference or judgment of other faiths. succeed, in my view the following conditions have to be met: 1. The difference between academic training and vocational If the UJHB builds on these principles, I believe like RAU it training should be retained and cherished. will become a wonderful university. AVIEWOF THE FUTURE: THE ROAD AHEAD Roux Botha

INTRODUCTION further be promoted in the direction of more represen- tative and inclusive tuition at the level of higher A view of the future is intertwined with the past. The education. The University can identify with this. It is present and the past are both present in a view of the probably well known - and thus unnecessary to mention future. Future tendencies are contained in the past 1 . that the Rand Afrikaans University will incorporate the East Rand and Soweto campuses of Vista University The awareness of time and the experience of time on 1 January 2004, and that RAU must merge with the compels commentators on the future to be cautious and Witwatersrand Technikon. This latter move has a target usually also to be appropriately humble. On the other date of 1 January 2005. hand, predictions and prognostications remain inviting, perhaps precisely because of the stimulation and even The reasoned position of the University is that the excitement that is coupled with a venture into the Vista incorporation is not opposed. The debate on these unknown, the untrodden path. issues was characterised by ongoing respect for the contributions made by the technikon sector. The In less than four decades RAU has developed from a resistance of RAU lay in its concern over the union of university that initially (on an exclusive basis) helped two institutions of higher education, each with clear, emancipate historically disadvantaged Afrikaner students distinctive and divergent aims and objectives. Broadly academically and vocationally, to a university that today speaking, university training pertains to academic provides tuition to all South Africans. Moreover, the training whereas, by contrast, the accent in technikon number of foreign and international students has training is vocationally oriented. Besides this, research increased systematically. At present, to move about, to is held and experienced as a core value in the functioning talk and to work on the campus is a multicultural and of RAU, while the research outputs of TWR are, at this multilingual experience. There is a totally different stage, still being developed, and this is the source of a milieu to that of the foundational years, which began further difference 3. And yet there is an overlap - an on 28 February 1968 (the official opening). Those overlap that obviously has not been emphasized during inaugural years were years of emancipation for this oppositional phase. historically disadvantaged Afrikaners 2. Today - and justly so - similar emancipatory opportunities, especially for RAU's initial opposition was also strengthened by the black disadvantaged students, are offered and developed. report compiled by the National Working Group concerning the restructuring of higher education 4 in With the announcement of the restructuring of RAU, South Africa. The report recommends that RAU should the Government has implied that transformation must not be subjected to restructuring, but should rather

Anvil 31-2 (2004), 89-97 90 Roux Botha proceed autonomously, because the University thoroughly satisfies Merger Office indicated that voluntary severance packages would the review criteria as an autonomous South African university. be offered to all Vista employees 5. This process had to be completed The research of the National Working Group concerning the state by January 2004 because, on this date, Vista dissolves as a legal of affairs in South African universities was based on the following entity. Various other practical and logistical problems also hinder four criteria: equity, efficiency, effectiveness and quality. There progress. The absorbing institutions" - whereby Vista campuses was special appreciation for the per capita research output of the must be incorporated - have already waited for months for verified RAU, which has featured among the best in South Africa for years. and audited information from Vista. Over and above these issues, The University's concerns were, to a large degree, over the possible there is still uncertainty concerning the future of the 114 members relegation of research in a new dispensation. of staff that are presently employed at Vista's central campus in Pretoria, and there is also a dispute concerning the legal successor RISKS to Vista.

The fact that decisions concerning RAU's restructuring have A third risk that is becoming increasingly evident in the higher already been finalised and published in the Government Gazette, education sector in South Africa, is the tendency towards central presents new challenges. At present, a team of skilled colleagues management, and prescription or centralization of control in from RAU (in collaboration with colleagues from TWR) is busy higher education. thinking and planning in a creative and innovative manner. A number of opportunities spontaneously present themselves but, In spite of the fact that the Constitution and the Higher similarly, risks arise. Before focussing on a restructured university, Education Act guarantee individual rights and democratic values, it is necessary to mention various remaining risks. the higher education system is at present regulated to such an Firstly, there are financial risks that must be calculated. The extent that it can become unnecessarily restrictive and inhibiting. financial implications of the proposed restructuring have already The state controls the accreditation and subsidy of tuition been analysed by a team of experts from RAU and TWR. The results programmes, attempts are made to bring quality issues increasingly indicate that the merger and incorporation cannot be undertaken under central control, the appointment of personnel is subject without substantial financial support from the State. It is clear to affirmative action arising from central legislation, the growth that the financial continuation of RAU, TWR and the two Vista in student numbers will shortly - as a result of governmental campuses is placed at risk if expenses and obligations must decisions - entail no subsidy benefit for universities, and the principally be financed out of own funds. Inadequate state support, National Higher Education Information and Applications System as well as shortfalls in basic provision for - by way of example - (NHEIAS) holds the danger of the central regulation and control personnel and infrastructure, can destabilise the process. of student applications and placements. NHEIAS has strongly Incidentally, in comparison to international experiences in this been opposed by the sector as well as by public opinion. regard, one may learn, from failed attempts at restructuring, that defective financial support and encouragement frequently play RAU's independent existence, continuation and performance a role in the failure. The Australian experience indicates as a South African university and as a national asset have been unquestionably that financial support and recompense must cancelled by a decision of the central government. Now, a new underpin restructuring. If it were to happen that the restructuring university must be brought into being. The calibre and the of the new university - in spite of financial risks - is forced motivation of this decision can strenuously be contested; a debate through, or that the new university is placed under financial that would provide sufficient reasons to warn against an assault pressure from the outset, dissatisfaction and instability can be on the principles of academic freedom and autonomy. expected on the campuses. CHANGE AND TRANSFORMATION Secondly, rigidity in the planning and time frame (merger due dates) as well as undue haste, can derail the process. On 26 Change characterises the contemporary international spectrum September 2003, for example, the Department of Education's of societies. To a great extent, changing communication networks 1 view of the future - the road ahead 91 have contributed to such change, so that the concept of the global can be regarded as threats or opportunities, but without doubt village' no longer appears unfamiliar or contradictory. The idea they have structural and configurative implications for higher sounds correct, normal and common. To name one example, I education. recently received electronic permission from an interest group in Washington to use a specific diagram for research. The process The hegemony of classical tertiary institutions, especially universities, of making the request, the dispatch of the request, the has been definitively challenged, and institutional differentiation is consideration of the request in the USA and the positive electronic bound to accelerate, resulting in a greater variety of organizational answer to the request, was completed in a single hour. configurations and patterns, including the emergence of a myriad of alliances, linkages, and partnerships within tertiary institutions, across institutions and even extending beyond the tertiary education sector 6' The world has changed. If we, as universities, wish to exist meaningfully in the new world of the twenty-first century, it is Against the background of these internationally based necessary that, as individuals, groups and universities, we must observations, the proposed establishment of a university, over the transform. Transformation in the sense of the internalisation of binary divide, appears to be a less extreme matter. It is then also change as a lifestyle, of a willingness to move out of comfort zones possible and understandable that South African policymakers are to the creation of a better environment - with the insight at our influenced by trends of internationalisation that have been disposal - in a decent democratic society. Specific trends with described in recent literature (UNESCO, 2003). respect to change and transformation that influence higher education, globally and locally, are highlighted hereafter. But in this country, the New Academic Policy has not properly got off the ground. The development of policy to accept and - Contextual and institutional articulate the levels of the National Qualifications Framework Various factors have contributed to the fact that the higher (NQF) would alleviate some of RAU's most immediate headaches. education sector is subject to strong tendencies in favour of From this perspective, it is clear that the policymakers of the change. Globalisation is the most important of these. In a higher education sector completely underestimated the comprehensive report of the World Bank in 2002, mention was complexities that are coupled with the envisaged merger. made of the fact that enormous changes in the global environment Confirmation of this underestimation is clear in the laborious have irrevocably altered the traditional concepts of time and road that must be travelled in the Vista incorporation - and in space, by which universities function. this instance, it involves the relatively easy merger of campuses.

It is clear from recent literature on higher education in a The reality of the blending of academic and vocational education global context that traditional universities will continue to play makes demands, such as reconcilability, articulation and mobility an important role in industrial as well as developing countries. between the teaching and research programmes of the respective The healthy progress of the economies of these countries is two types of higher education in the new configuration. As a definitely dependent on research and high-level training. It is, result of a variety of historical and technical reasons, these however, similarly clear that the contemporary universities challenges are problematic, but not insurmountable. The (including RAU) are, without doubt, engaged in transformation discussion over renewal is frequently paralysed by fear of the because of the pressure of market forces and as a result of the unknown, the acceptability of comfort zones and the persistent application of new technology in tuition strategies. submission to existing norms, as if these should have a timeless existence in spite of drastic contextual changes. Indeed, these transformation trends are - for the purposes of our own, local merger - rather neatly summarised in the report - Technological education as university education of the World Bank. In the Report, the time dimension within Over the centuries, the technical or technological university has which universities work and function is altered by the increasing been regarded as a necessity in the provision of manpower and importance of lifelong learning, while the spatial dimensions are apparatus for a well functioning society. The battle for recognition influenced by the digitalisation of learning content. These changes of the applied - principally technological - sciences is most evident 92 Roux Botha

in Germany. There are many reasons for this, of which the most that private higher education strongly increased, in a similar important is the fact that the idea of the Humboldt-university manner; that the system received strong financial investment, exercised great influence. The influence of prominent German and that technologically oriented education was linked to industry. universities such as the Friedrich-Wilhelm Universität (in the nineteenth century) and the University of Berlin (in the twentieth The Brazilian experience proves conclusively that century( is seen by various researchers as a fundamental factor technologically oriented higher education is in the best interests in the creation of the American Graduate School and the American of a country, and that it must be promoted in universities: research university 8. Today the university is undergoing a crisis that started in the The tardiness of the international idea of the university to beginning of the twentieth century, when the university refused grant scientific status to technology was, as mentioned, especially to understand that the situation demanded more graduates from prominent in Germany. Today, however, some of the best technological areas than from liberal arts areas 12 . universities are part of the original Technische Hochschule. The conflicts in the higher education sector are described as follows: This statement is obviously subject to intense debate and difference of opinion. The fact remains, however, that every when the famous and much envied German Technische Hochschule developing country and economy in the world has an obligation (technical universities) were given the right to grant doctorates, in towards technologically oriented higher education as well as to the second half of the 19th Century, they did so only on the condition that they established chairs in philosophy andlor history 'to secure high-level expertise and research in technological areas of their scientific quality'. These chairs are, by the way, still with us application. today"9 . The merger with TWR will, however, bring great change in It is interesting that the Humboldt-university idea is still with the sense that the SET environment in the new university, in us in the developing world. South Africa's higher education system terms of numbers, will be supplied with approximately four contains elements of science and scientific practice, which can thousand students. TWR trains technicians and technologists so be compared with the best in the world. There are, however, also that they may register with the relevant professional boards. clear differences that can be ascribed to inadequate financial and human resources in a developing economic milieu. It must be By means contact between students and lecturers in a new, taken into account that the essence of South African universities larger faculty structure, possibilities exist for the throughput of compares favourably with universities in most other developing students from lower levels to higher levels of training in the fields countries. This fact is reflected in several UNESCO reports on of technology and engineering. The students that, for example, higher education in the world. The universities in the developing are trained as technologists will unquestionably also profit from world are often either relatively young or undeveloped or suffer the research propensity of senior academics, with which they will from poverty. have direct or indirect contact.

There is a correlation between efficient higher education and Technologically oriented vocational training has become an the total prime productivity in a country. In an interesting inherent part of the present higher education system. Above all, comparative study of the economic evolution in Ghana and the developing countries require higher education and, more Republic of Korea between 1958 and 1990, it was clearly illustrated specifically, university education in order to contribute to job that significant differences exist between the economic growths creation and general economic viability. of these two countries, which differences were principally ascribed to knowledge-based productivity. The fact that Korea's performance - Functions of the university and growth were outstanding is connected to the fact that higher The essence of the university has changed a lot in the past decades, education grew from 5 to 80 per cent between 1960 and 2000; with respect to the commercialisation of research as intellectual A view of the future - the road ahead 93 property, the awareness of the necessity of lifelong learning, and at present, one can depend on the acquisition of a bachelor's the digitalisation of aspects of tuition and learning strategies. degree or a postgraduate qualification as the completion of study, it becomes increasingly clear that one cannot meaningfully The commercialisation of intellectual property is a recent progress without lifelong learning. Graduates will, as alumni in development in the realm of the university. Approximately two the future, have to have opportunities to supplement and refresh decades ago, there were still stigmas attached to the exploitation their knowledge and skills. The same applies to the lecturer. In of research - today, the commercialisation of research is regarded order to hold a teaching post, one will need to engage in sustained as essential for the financial survival of the university and for the study and research. It is possible to simplify this process of lifelong retention of gifted personnel. Smith (2002: 69) presents his own learning in a practical way by means of the use of digitalised experiences, in this regard in the following comment: learning methods.

It is interesting to note how the attitude of academic scientists RAU's advances in this regard, by means of multimodal tuition to the commercial exploitation of their research has changed and learning strategies, are outstanding. The most well-known over recent decades in the UK. When I was a professor at Oxford example of a RAU multimodal tuition and learning programme University in the early 1980s there was a widespread and latent is probably the BCom (Accounting) programme that is offered hostility towards the very few scientists who were commercially on the RAU campus, as well as being a multimodal tuition project exploiting their research, and the University itself was reluctant at the University of Fort Hare. The purpose of this project is, to accept all staff. Now, some 20 years later, the University has among others, to increase the number of black chartered established its own very successful private organization to accountants in South Africa to more acceptable levels. supervise and manage the exploitation of research, including

the finance for taking out patents 13 . The future of the essence of the university is directly related to, and dependent on, digitalisation. Computer-based education Although RAU, at present, cannot be regarded as one of the is busy reaching alarming proportions in tertiary education. More prime universities in South Africa with regard to the than 3 000 tertiary institutions in the USA are already thus commercialisation of research, good progress has been made with involved. Digital electronic tuition is offered countrywide. the establishment thereof. With the expansion of the technological research environment in the new university, it is likely that the Digitalisation of tuition obviously does not offer a final answer commercialisation of research will expand considerably. A further or a shortcut solution to tuition and learning at the tertiary level. commercialisation opportunity may exist in the field of tuition, The progress of the learner is dependent on the lecturer's ability principally on account of the needs of lifelong learning. - in a didactically responsible way - to develop the study material, to offer it multimodally and to discuss it in a penetrating manner The explosion of knowledge as a result of research and the in groups. In the contemporary Anglo-American literature, there electronic availability thereof, has brought about the situation is repeated mention of the pedagogical methods of higher whereby acquired knowledge symbolised by, for example, a degree education and the need to bring about effective learning certificate, becomes obsolete more quickly than in the past. In multimodally. South Africa and elsewhere, the realisation is dawning that university training is valid for a period only, after which it has The incorrect use or misapplication of computer-based served its purpose and becomes obsolete. Knowledge, skills, information frequently goes hand in hand with large numbers of competences and even occupations are increasingly characterised students. RAU's personnel is thoroughly aware of the potential by a limited shelf life. deleterious effects of handling large numbers of students without due attention to quality. In the new university, more attention Within the following decade, it will become necessary for will have to be given to the person-to-person dimension in the graduates to participate in lifelong tuition and learning. Where, development of multimodal tuition strategies. 94 Roux Botha

THE NEW UNWERSITY of the two campuses. The curricula of the degree programmes (for example, for the LLB degree) differ markedly from each other. The foundation of the new university - the University of Besides, at this stage there exist other differences between the Johannesburg - will operate in accordance with the regulations facilities on the various campuses. Computer equipment, software, and guidelines that appear in the Higher Education Act, the technology in laboratories and lecture venues differ significantly. official policy documents and in applicable Government Gazette In the context of the new university, these differences are publications. unacceptable and will be phased out over time.

From these, the formal phases that must be implemented can In this regard, it must be taken into account that the Soweto clearly be deduced. campus is very well equipped and compares well with generally accepted university standards (concerning facilities and The first phase includes the incorporation of the two Vista infrastructure) in South Africa. By contrast, the East Rand campus campuses into RAU. The second phase opens with the interim in Daveyton is inadequately equipped. Investment will have to be Council taking effect and initiating the merger with TWR, and made in this campus. will handle the appointment of a new Council and the Interim Management. In the third phase, a new Council will assume Naturally, the transformation that has already become visible corporate control of the newly constituted university. on the RAU campus, will also be operative on these satellite campuses. It has already been indicated that fundamental Concerning these formal prescribed phases, the following contextual changes have intervened, which have transformed commentary must be furnished. Phase 1 (the incorporation of traditional types of universities both structurally and in substance; the two Vista campuses) was scheduled for 1 January 2004. RAU's that technologically oriented education is necessarily intrinsic preparatory work in this regard was substantially complete. As a to present day universities, and provision will have to be made matter of fact, everything over which RAU had control, was for multimodal tuition and learning strategies, for lifelong learning prepared for the incorporation. It is, however, clear that on account and for the commercialisation of research. of factors outside the University's control, the process could either be delayed or even derailed. If the existing technical problems Against this background, it is clear that the Vista campuses can be resolved, both Vista campuses will, to a large extent, (and later, obviously, also TWR) are not merely loose appendages continue in 2004 with their activities of the previous year. This of less value in a new university dispensation. The IIAU, TWR and leaves EAU approximately six months time to work in collaboration Vista campuses must develop as an integrated and coherent with TWR on the planning of courses that will be offered on these system, that is, as a single university within which campuses campuses from 2005 and after. function in an integrated way as part of a total system. The efficient functioning of each campus will contribute to the quality of the The phasing out of existing courses currently offered by Vista tuition, research and community service offered by the new will probably only be completed by 2008. Unnecessary duplication university. of courses on the various campuses of the new university will have to be phased out. In cases where the demand totally exceeds The difference that will arise in the future utilisation of the the supply on a particular campus (for example, in the instance campuses will be in the comprehensiveness of the offerings and, of BCom Accounting), duplication will have to be considered. in the process of time, in the development of new curricula as well as the possible offering of suitable new qualifications. The At present, baccalaureus degrees are offered by IIAU and Vista, education requirements in the Greater Witwatersrand and which extend over a minimum of five faculties, namely Arts, specifically Johannesburg will give direction to this. The Economic and Management Sciences, Education and Nursing, development and refinement of the current National Qualifications Law and Science. With the increased communication between Framework (NQF) and the New Academic Policy (NAP) will also colleagues from RAU and Vista, it rapidly became evident that be put to good use in the consideration of new programmes for fundamental differences exist between the programme offerings the new university. It is at this stage not sensible to speculate on A rice' of/he future - the road ahead 95 precisely what will be offered on these two (previously) Vista It appears as if comprehensive universities worldwide strive campuses. Decisions in this regard will have to be taken in 2004. to promote mobility between different pathways of learner Although the Council and the Senate of RAU will take final progression in tertiary education. In the course of time, these decisions, it goes without saying that full prior consensus in this will probably also take root in the higher education sector in regard will have to be obtained from TWR. South Africa, by means of new developments.

The new university (of Johannesburg) will probably have to In the consideration of programmes and qualifications that have a greater number of faculties than at present. At present, will comprehensively be offered in the new university, it will be RAU is constituted by the Faculties of Arts, Economic and necessary to take into account the fact that a university cannot Management Sciences, Law, Education and Nursing, Science and be everything to everyone. Nevertheless, the new university will Engineering. The structure can accommodate Vista. However, if have a greater training range, because all the existing university there is a merger with TWR in January 2005, provision will have and technikon programmes will be offered. to be made for the current Faculties of Art, Design and Architecture as well as the Faculty of Health Sciences. When the merger is These developments will probably be the most important cast into a management model and an organisational structure, groundbreaking contributions of the new university. The interplay provision will have to be made for new thinking that could also between university and technikon education and research is include new structural approaches. The logical connection between achievable because epistemological tangential lines can develop. disciplines and the manageability of coherent pooled disciplines in, for example, faculties (and other management units) will partly Young15 of the University of London, in a recent work determine the management model. The most important Conceptual Critique of an Interdependent Qualification consideration remains, however, that an adequate academic model Framework System with the title Options for the NQF in South is developed. The academic model and strategy will determine Africa, takes the South African governmental view that the specified the management model and structure. pathways of learner progression are under the spotlight. He argues convincingly that the South African National Qualifications It is well known that the National Qualifications Framework Framework attempts, to no avail, to compare pathways of learner (NQF) makes provision for three differentiated pathways for tuition progression that inherently differ too much from each other. He and training: warns against this, stating that a single model for all forms of a general pathway, consisting of discipline-based qualifications; learning and qualifications would be invalid. His point is that general vocational or career-focused pathways, consisting of differences in the spectrum of tertiary education in South African career-focused qualifications; educational thinking are being ignored on account of political trade, occupational and professional (TOP) pathways, consisting prejudices.

of context-based qualifications unique to the workplace" 4 . The function and usefulness of a Qualifications Framework is It appears as if the future of South African higher education probably overrated in South Africa at present. The purpose of a will thereby be characterised such that each of these three pathways qualifications framework is to stimulate progress in learning and of learner progression: competency, and to eliminate unnecessary hindrances that exist - will be handled relatively separately from each other in the in rigid qualifications. However, there is a real danger in current sense that distinctive objectives (even in the form of distinctive thinking on South African education; political/ideologically-driven missions) for each pathway of learner progression will have thinking concerning the higher education sector can contaminate to be set; decision-making so that realities are ignored. - will offer the possibility of articulation within one university system, in spite of the fact that the outcomes and competencies With reference to the NQF, it must be understood that the differ for each of the three pathways of learner progression; principle of equivalence which for example, treats institutional - will create such articulation possibilities between pathways of or disciplinary learning as equivalent to learning that is unique learner progression to promote upward mobility. to the workplace is an assumption that needs to be questioned 96 Roux Botha and that it may be more about aspirations to equality than require consolidation. Cooperation between sections such as reality16 . finance, human resources, information technology, student affairs and public relations will need to develop towards merger. From my perspective, it will be precisely the fear of elitism that can lead to serious mistakes in the decision-making process In the second phase, one could begin with the relocation of concerning programmes and qualifications for the new university. faculties in order to bring about the greatest degree of synergy The core argument, that good research supports and carries good between academic and vocationally oriented courses. At present, tertiary education, must not be jeopardised by attempts to be too it is simply impossible for a technikon student in training, by way accommodating in education programmes. of articulation, to follow a pathway of learner progression that will lead to a qualification as a professional engineer. Similarly, Although access to the tertiary sector will be made more supple it is impossible for a technikon student in the field of economic by placing more emphasis on outcomes-based education, management to move to chartered accountancy training. The egalitarian considerations cannot be allowed unbridled challenge is thus to understand articulation, and to plan and interventions into, for example, comprehensive universities. The curriculate in accordance with service. current entrance indexes (such as M counts), in agreement with current thinking in the Department of Education, will Cooperation and organised contact (on the same campus) systematically be phased out. It will, however, still be necessary between lecturers that offer technikon and university training in to insist on entrance requirements such as grade 12 andlor the same faculties or schools (departments) is necessary to admission assessment with respect to tertiary programmes. investigate articulation. The availability of funds will also be crucial in the consideration of the education-related and Research, academic and vocationally oriented education will professional advantages of having training, in one professional form the core activities of the new university. A first challenge group (for example, technologist, and engineer) on one campus. will be to remain a leader in the area of research in the midst of the operation of the offering of the total spectrum of accredited While this second phase in the development of the new academic and vocationally oriented programmes. A second university runs its course, it will be necessary to consider if other challenge will be to be able to offer articulation possibilities that types of tertiary training should not be considered as part of the allow for internal throughput possibilities, that is, horizontal and third pathway of progress besides the already dual nature of vertical mobility in the spectrum of qualifications that will be training in the new university. It appears that various offered by the new universities. comprehensive institutions in the USA and Europe make provision for all three pathways of progress in their training programmes. A third challenge will be for the new university - which will Such options can be considered at a later stage, after the vocational necessarily function on various campuses (with a minimum of and academic training are fully established. five) 17 - to be able to develop, by means of precise planning and an orderly process of implementation, a higher education CONCLUSION subsystem that makes comprehensive provision for first-class tuition and learning. The design of an academic model will ultimately determine the form of the management model adopted by the new university. For the first year after incorporation (RAU and Vista) the Provisionally, it has been determined that the new university will academic programme will largely remain unaltered. Also, the first be corporately managed in an overarching manner by one Council three years (at least) after merging with TWR, will be characterised that will delegate powers to one central Management Committee. by minimal noticeable change in the research and tuition A new Statute will be drafted, which will include the details of programmes. the structural composition as well as the functioning thereof.

In my view, it will take at least three years of organised In conclusion, it may be noted that the incorporation and interaction and planning to plan imaginative new programme merger in which RAU is involved, is one of the most complex contents. During this period, central support systems will also items on the Government's restructuring agenda. Together with 4 view of the future - the road ahead 97 our new partners, RAU has the capacity to make a huge success diverse objectives. The basic conditions, however, remain sufficient of the venture. To succeed, realistic funding will be necessary. If financial support. Apart from this the successful merger and the the Government, which made the decision centrally, provides establishment of the University of Johannesburg is dependent on realistic financial support, the new university will in the first the research at the highest levels of national and international place be financially viable and sustained. If not, destabilisation is measurement, the promotion of academic work as well as the an inevitable consequence. development of career-oriented training.

Secondly, it is essential that RAU's Auckland Park campus gets The establishment of the University of Johannesburg centres the opportunity to establish a new organisational structure in on the motivation and ability of everybody involved to understand collaboration with the East Rand and Soweto campuses gradually. articulation and implement it where applicable. This includes the Within the next two to three years the future role and function recognition of modules across the current binary division between of the various campuses will have to be clarified. This incorporation career-oriented (technological universities) and academic has its risks but also creates extraordinary opportunities for (academic research-oriented universities) courses. Regarding the successful implementation. University of Johannesburg, the balance between a career-oriented and academic focus will be determined in the future by excellence The third and biggest challenge lies with the merger between in South Africa and Africa but also by comparability with excellent RAU and TWR. To succeed implies the achievement of apparent technical and research universities worldwide.

REFERENCES

Elliot T.S. 1944: Four Quartets London: Faber. Randse Afrikaanse Universiteit 1968: Gedenkalbum, Amptelike Opening van die Randse Afrikaanse Universiteit: 24 Februarie 1968. Johannesburg. Rand Afrikaans University 2002: Representations on the proposed Merger between RAU and TWR and the Incorporation of two Vista Campuses. Unpublished proposal to the Department of Education, October 2002, Johannesburg, RAU pp. 3-6. Report on the National Working Group to the Minister of Education. The Restructuring of the Higher Education System in South Africa, December 2001. Pretoria: Department of Education. Statement during a conversation held among repesentatives of the reference group for the Visat incorporation, the Department of Education and the absorbing universities. Vista Headoffice: Pretoria: 1 September 2003. The World Bank, 2003: Constructing Knowledge Societies: New Challenges for Tertiary Education, World Bank: Washington D.C. p. 4. UNESCO, 2003: Working together to transform Higher Education. Parys: http/www.unesco.orglcomnatlfrance/. Nybom, T. 2003: The Von Humboldt legacy and the contemporary European university. In: De Corte, E. (Red.): Excellence in Higher Education: Wenner Gren International Series. London: Portland Press. pp 17-27. Ibid. 2003: p. 22. UNESCO 1998: World Declaration on Higher Education for the Twenty First Century: Vision and Action World Conference on Higher Education. Paris: 9 October 1998. The World Bank, 2003 a.w. p. 10-12. Buarque, C. 2003: The University at a Crossroad. Paper delivered and published by UNESCO. Paris 23-25 June 2003, p. 11. Smith, D. 2003: Interactions of Research and Teaching in Concepts of Excellence in Higher Education. In: Dc Corte, E. (Red.) 2003: Excellence in Higher Education. Werner-Gren International Series, London: Portland Press, p. 69. Randse Afrikaanse Universiteit 2003: Ongepubliseerde interne manuskrip van die Herstruktureringskantoor. Oktober 2003. Johannesburg: RAU, p. 3. Young, M. 2003: Options for the NQF in South Africa. Unpublished document. University of London: Institute of Education, pp 3-12. Ibid. p. 11. Technikon Witwatersrand 2002: Submission to the Department of Education - Proposed Merger between Technikon Witwatersrand (TWR), Rand Afrikaans University (RAU) and the Vista East Rand and Soweto campuses. October 2002: pp. 21 and further.