Increased publication and professional development The Division’s continuous engagement with AAMP participants revealed that most participants appreciate the support provided to them by the programme. It was clear from these engagements that AAMP has provided academics with continuous professional development activities that empower them and enable them to adapt to changes, especially during this critical period as they are confronted with challenges relating to the COVID-19 pandemic. Participants have reported that funding for teaching relief, conference attendance, writing retreats, and other capacity development workshops have resulted in completing their PhDs and publishing articles in accredited journals from which the University received government subsidy. A total of 158 papers in the form of conference proceedings, book chapters, and journal articles were published by AAMP participants between 2017 and 2022. Promotion and career progression Promotion in AAMP is one of the important indicators of the programme’s success and impact at UJ. Since the inception of the AAMP, a significant number of participants has been promoted to various positions, from lecturers to full professors. Table 10 below presents the number of AAMP participants who were promoted between 2017 and 2022. The total number of AAMP participants promoted between 2017 and 2022 is 209. • 134 were Designate candidates, 46 were White (SA), and 29 were Foreign (African & White). A total of 50 AAMP participants were promoted in 2022, sixteen were promoted to Senior Lecturer, 22 to associate professor and 12 to full professor positions. • 116 were females and 93 were males. It is important to note that the support provided by the programme does, to a certain extent, contribute to the University’s efforts to increase the production of professors. A total of 158 papers in the form of conference proceedings, book chapters, and journal articles were published by AAMP participants between 2017 and 2022 A total of 209 AAMP participants promoted between 2017 and 2022 2022 ANNUAL REPORT: DIVISION FOR TEACHING EXCELLENCE 41
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