2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE
TABLE OF CONTENTS LIST OF ACRONYMS 2 EXECUTIVE SUMMARY 4 GOVERNANCE STRUCTURE 5 OPERATING CONTEXT 6 KEY ACHIEVEMENTS 7 RISKS 9 HUMAN RESOURCES 10 STRATEGIC FOCUS 12 2023 CONTRIBUTIONS OF THE DTE 13 Institutional Audit 14 UJ 2023 teaching and learning 19 Vice Chancellor’s Distinguished Awards 21 SPECIAL PROJECTS 22 Future Professors Programme 22 New Generation Academic Programme (nGAP) 27 Nurturing Emerging Scholars Programme (NESP) 31 Accelerating transformation and the accelerated academic mentorship programme (AAMP) 33 Feedback from participants on attended sessions 39 Assistant lecturers’ development programme 40 Initiatives in Support of the Academic Journey 42 Teaching Innovation Fund (TIF) 46 CENTRE FOR ACADEMIC STAFF DEVELOPMENT (CASD) 55 Tutor Development 56 Feedback on Teaching and Learning 56 Induction New Academic Staff and HOD 56 Professionalising Academics as Teachers (PgDipHE and Portfolio Development) 56 Academic Preparation Programme (APP) and follow-up workshops 56 Head of Department (HoD) Induction Workshop and Follow-Up Workshops 58 Postgraduate Diploma in Higher Education 59 Teaching and Module Evaluations 60 Peer Evaluations 60 Teaching Portfolio Assessment Committee 61 Blended Tutoring Programme 62 Teaching Advancement at Universities (TAU) Fellowship Programme 65 CENTRE FOR ACADEMIC PLANNING AND QUALITY PROMOTION (CAPQP) 65 CAPQP at a glance 67 New programmes approved / accredited in 2023 69 UNIVERSITY EVENTS AND ACTIVITIES 77 OTHER EVENTS 78 STAKEHOLDER ENGAGEMENT 80 Leadership Footprint 81 CONCLUSION AND THE WAY FORWARD 82 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 1
LIST OF ACRONYMS 4IR Fourth Industrial Revolution AAMP Accelerated Academic Mentorship Programme ADS Academic Development and Support AI Artificial Intelligence ALs Assistant Lecturers APTS Academic Programme Tracking System CAA Central Academic Administration CAPQP Centre for Academic Planning and Quality Promotion CASD Centre for Academic Staff Development CAT Centre for Academic Technologies CBE College of Business and Economics CEP Continuing Education Programme CESM Classification of Educational Subject Matter CHE Council on Higher Education CRLA College Reading and Learning Association DTE Division for Teaching Excellence DHET Department of Higher Education and Training DIPEM Division for Institutional Planning, Evaluation and Monitoring DTE Division for Teaching Excellence DVC Deputy Vice-Chancellor ECSA Engineering Council of South Africa ELG Executive Leadership Group ERT Emergency Remote Teaching FADA Faculty of Art, Design and Architecture FOE Faculty of Education FEBE Faculty of Engineering and the Built Environment FHS Faculty of Health Science FOH Faculty of Humanities FoL Foundations of Leadership 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 2
FPP Future Professors Programme GBV Gender Based Violence HEIs Higher Education Institutions HELM Higher Education Leadership Management HOD Head of Department HPCSA Health Professions Council of South Africa ICS Information and Communication Systems ICT Information and Communication Technology JBS Johannesburg Business School LAW Faculty of Law MEC Management Executive Committee NESP Nurturing Emerging Scholars Programme nGAP New Generation Academic Programme PGDIP HE Postgraduate Diploma in Higher Education PhD Doctor of Philosophy PQM Programme and Qualifications Mix PWG Programme Working Group SACPCMP South African Council for the Project and Construction Management Professions SACPLAN South African Council for Planners SACQSP The South African Council for the Quantity Surveying Profession SANC South African Nursing Council SAQA South African Qualifications Authority SAULT Southern African Learning and Teaching SCI Faculty of Science SDGs Sustainable Development Goals SENEX Senate Executive Committee SER Self-Evaluation Report SLP Short Learning Programme STEM Science, Technology, Engineering and Mathematics STLC Senate Teaching and Learning Committee TAU Teaching Advancement at Universities TIF Teaching Innovation Fund UCDP University Capacity Development Programme UJ University of Johannesburg URC University Research Committee USAf Universities South Africa WIL Work Integrated Learning 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 3
EXECUTIVE SUMMARY In keeping with University of Johannesburg’s pledge to provide quality higher education learning and teaching, the Division for Teaching Excellence (DTE) supports the development and enhancement of teaching excellence through its activities and projects. The work of the Division spans both national and university projects, directed at the holistic development of academic staff and programmes at all levels, rewarding teaching excellence, providing tutor training and support, programme development and improvement, and quality assurance. In addition to the special projects managed and administered by the DTE, the Centre for Academic Planning and Quality Promotion (CAPQP), and the Centre for Academic Staff Development (CASD) work in their areas of specialisation to build capacity and provide support for the academic project. The work of the Division and its Centres is strategically directed at meeting the University’s goals and objectives and as a result is responsive and reflexive in its undertakings. The DTE provides academics with the tools needed to develop responses to the rapidly changing higher education environment which, despite the peak around the COVID-19 pandemic, is a permanent feature of university life. Against this backdrop, the Division and its Centres support both curriculum and academic transformation in the University and engage in many collaborative activities across different domains within the scope of the Division’s activities. This Annual Report demonstrates the effectiveness of the wide-ranging interventions spearheaded by the Division in 2023, and of the integrated and coherent efforts made to enhance the quality of teaching in the continuous pursuit of excellence. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 4
GOVERNANCE STRUCTURE The Division for Teaching Excellence’s (DTE) new name, adopted in 2022 has, in 2023, accurately reflected its role in the achievement of its planned activities and projects. The DTE advances excellence in teaching and learning, through a variety of activities, including the facilitation of programme design and renewal, and the provision of collaborative and collegial platforms from which academics are encouraged to share their best practices and quality activities. In addition, the DTE leads, manages, and administers key university and national projects, a number of which are funded through the University Capacity Development Programme (UCDP). In sum, the DTE’s activities are integral to the enhancement of internal academic capacity and quality, providing a range of forums at which meaningful and rigorous engagement with internal and external stakeholders takes place. In 2023, the DTE’s Senior Director applied for and was awarded an Associate Professorship. This acknowledgement of the importance of the Division’s work, and of Professor Menon’s leadership of her team under the Deputy ViceChancellor: Academic, is testament to the UJ’s commitment to quality and excellence in teaching. This work is undertaken by the staff in Division itself, and in its two centres: the Centre for Academic Planning and Quality Promotion (CAPQP) and the Centre for Academic Staff Development (CASD) each of which is under the leadership of a dedicated Director. In 2023, the Director of CAPQP was awarded her doctorate which no doubt contributes to the gravitas of the position. With the Senior Director, the Directors focus on the integration and alignment of activities with the University’s strategy. Staff meetings of the Division are conducted quarterly, and frequent interaction between the Senior Director and the two Directors means that the work of the Division is coherent and consistently evident across the University. The Division’s overall focus on teaching and learning, academic programmes, staff development and capacity in a wide range of areas integrate synergistically with the work of the other two Divisions in the DVC: Academic’s mandate. These are the Division of Academic Development and Support (ADS) and the Division for Institutional Planning, Evaluation and Monitoring (DIPEM). Continued collaboration and coordination of activities between the three divisions ensures coverage of the full spectrum in the academic development portfolio. The feedback received from the CHE in respect of the Institutional Audit in 2023 is evidence of the success of the University’s continuous and frank self-evaluation, and its commitment to ongoing refinement of all academic and support activates. The Audit report confirms UJ’s evaluation of its strengths and affirms the University’s ongoing depth of engagement with the academic project across all domains. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 5
OPERATING CONTEXT The work of the Division is aligned with five of the University’s strategic objectives: FIGURE 1: STRATEGIC OBJECTIVES OF THE UNIVERSITY OF JOHANNESBURG The Annual Report presents a summative account of 2023, its activities, and successes, and reflects on enhancements which will continue to give effect to excellence. Excellence in research and innovation Excellence in research and innovation Excellence in research and innovation Excellence in research and innovation Excellence in research and innovation 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 6
KEY ACHIEVEMENTS The DTE is proud of its achievements and of the successes it has had over the preceding year. In continuing to provide essential support for excellence in teaching, the staff in the Division have worked well together across the varied projects and portfolios to continuously provide holistic, relevant, and sustainable development opportunities attuned to the contemporary and continuously evolving contexts of higher education. The University’s Quality Management System and its commitment to student and staff development and support was highlighted in the CHE Audit Draft Report, with the Panel remarking on the evident transformation of the institution. To enrich and expand its own staff, members of the Division are provided with ongoing opportunities from which to learn, to expand their knowledge and acquire new skills. The Division has a key role to play in advocating for quality and staff development nationally, based on its successes and on the good work it produces. One focus area going forward for the Division is increasing its researchfocus. For those less experienced in research and publishing, collaborative research projects present excellent opportunities for the development of skills in the spirit of enhanced collegiality. Several staff in the Division are actively involved in sector-level engagements at individual, institutional and national levels. Contributing to national projects such as the Future Professors Programme (FPP) Phase 2, Teaching Advancement at Universities Programme (TAU) the implementation of the new Quality Assurance Framework (QAF), and for the DHET’s National Framework for Enhancing Academics as Teachers, the Division enhances the stature and profile of the Division and the University. Enhancing this profile with the inclusion of additional staff members as role players in various other fora is an ongoing project. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 7
The 2023 achievements of the Division are highlighted below: commendations were received as part of the CHE Audit Report, notable among which was the evidence of the character and identity of UJ at all three campuses, a significant achievement for a newly merged institution staff members with doctorates, the most recent achieved in 2023 staff member achieved Associate Professor status staff members registered for higher degrees policy related to teaching and learning updated Short Learning Programmes (SLPs) reviewed new programmes accredited by the Council on Higher Education proposals for new programmes reviewed and evaluated new programmes submitted to the CHE for accreditation title changes of programmes submitted to the Department of Higher Education and Training and the Council of Higher Education (CHE) programmes submitted for clearance and addition to the UJ Programme and Qualification Mix (PQM) sessions attended by 3 staff members on operationalising the Quality Assurance Framework commentaries and analyses sent to DHET, CHE and USAf of all new national policies pertaining to academic matters AAMP participants were promoted to various senior positions (Senior Lecturer, Associate Professor & Professor) CESM addition submitted to DHET and CHE 1 700 teaching and 80 supervision evaluations conducted graduates from the Postgraduate Diploma in Higher Education 1 569 tutors trained nGAP scholars completed their PhDs in 2023 participants in AAMP podcasts / vlogs recorded 34 sessions attended by approximately 1 600 academics. These sessions addressed different topics and themes in teaching and learning. Teaching Innovation Projects supported in 2023 3rd edition of Teaching Innovation for the 21st Century, a publication which presents vignettes of innovative practices across various disciplines published. 21 6 1 18 601 5 59 3 5 4 2 2 3 3 11 3 1 4 64 1 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 8
RISKS The following risks were identified in 2023: The impact on the University of delays in the implementation of the Quality Assurance Framework and the lack of clarity on when and how the Higher Education Practice Standards (HEPS) will be finalised. 1 2 Continued capacity constraints at the DHET causes delays. Although greatly minimised in the period from 2021 to 2023, errors and omissions on the PQM (administered by the Department of Higher Education and Training) persist. Much of this risk relates to the DHET’s continued use of a manual system. 3 4 Department of Home Affairs processes which impact on appointments and continuing employment of academic and support staff. Continued rapid changes in higher education technologies and tools require equally swift capacitation of academic staff. 5 6 Interruptions to the workflow and disruptions to the work environment caused by power outages, loadshedding, and water cuts. The need for additional specialised capacity to manage DTE activities is ongoing. 7 8 Limited funds are available for the appointment of assistant lecturers (ALs) who are essential to increasing academic capacity and ensuring the sustainability of the academic project. Office space continues to separate Division staff from each other. 9 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 9
HUMAN RESOURCES The Division consisted of seventeen (17) permanent staff members and two staff members (2) on fixed term contracts. CAPQP Director Manager Coordinator Coordinator Facilitator Junior Facilitator Centre for Academic Planning, Quality Promotion Division for Teaching Excellence Senior Director Executive Secretary Coordinator Project Manager (4-year fixed term contract) Administrative Assistant (3-year fixed term contract) Coordinator Facilitator Coordinator Facilitator Administrative Assistant Facilitator Coordinator CASD Director Centre for Academic Staff Development FIGURE 2: ORGANOGRAM OF DTE 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 10
TABLE 1: DEMOGRAPHIC LIST OF DTE STAFF DTE Staff African Coloured Indian White Disabilities Female Male Peromnes DTE Senior Director 1 1 4 Coordinator 1 1 7 Project Manager (4-year fixedterm contract) 1* 1 7 Executive Secretary 1 1 10 Administrative Assistant (3-year fixed-term contract) 1 1 12 CENTRE FOR ACADEMIC PLANNING AND QUALITY PROMOTION Director 1 1 5 Manager 1** 1 6 Coordinator 1 1 7 Coordinator 1 1 7 Facilitator 1 1 8 Junior Facilitator 1 1 9 CENTRE FOR ACADEMIC STAFF DEVELOPMENT Director 1 1 5 Coordinator 1 1 7 Coordinator 1 1 7 Coordinator 1 1 8 Facilitator 1 1 8 Facilitator 1 1 8 Facilitator 1 1 8 Administrative Assistant 1 1 11 *Dr Angie Magabane resigned from this position effective 1 August 2023. ** Mr Odwa Mntonintshi resigned from this position effective 1 April 2023. Mr Mthuthuzeli (then Coordinator) acted in the Manager Position until his appointment to the position effective 1 September 2023. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 11
STRATEGIC FOCUS The Division’s pivotal support role in the University is effected in part through the core functions of the two centres and through the work of the Division itself. The Division continued to make significant contributions internally and externally to the University in various ways. The Division’s staff participates in national quality initiatives and publishes and presents at a variety of events: 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 12
2023 CONTRIBUTIONS OF THE DTE The Division and its staff play a key role in the national system, participating in national quality initiatives, commenting on policy, and undertaking relevant activities. During 2023, staff of the DTE: • Submitted the Report on Online and Blended Learning to the CHE for consideration February 2023 • Professor K Menon is a CHE Task Team member focusing on the “Development of a Framework for the Quality Assurance of National and Cross-Border Collaborative Qualifications”. • Professor K Menon served as the Chair of the Task Team for the CHE investigation into Online and Blended Learning • Dr G Castrillón is the Chair of the Quality Assurance Framework Working Group: QA Standards and Capacity Development • Dr Naidoo is the convenor of the Teaching Advancement at Universities (TAU) Project and the coordinator of the Southern African Learning and Teaching (SAULT) forum. She serves on the National Coordinating Committee of the National Framework for the Enhancement of Academics as Teachers and on the editorial board of the SOTL in the South Journal. • Staff in the Division continue to publish academic articles, and Dr Gloria Castrillón of the DTE received her doctorate. • Continued participation by Mr Mthuthuzeli Vongo in the TrainIQA 2023–2024 cohort. Funded by the German Academic Exchange Service (DAAD), the German Rectors’ Conference (HRK), and the University of Potsdam (UP), the programme capacitates quality managers in the SADCV region. • Staff in the Division act as reviewers for several journals, including Scholarship of Teaching and Learning in the South, Independent Journal of Teaching and Learning, Southern African Review of Education Special Issue: Techno-Rationalism and the De/Recomposition of the University • Ms Portia Mashinini completed the Emerging Leadership Development Programme. • Dr Kibbie Naidoo serves as a member of the National Coordinating Committee and as member of the Executive Management Committee responsible for implementing the DHET’s National Framework for Enhancing Academics as Teachers and is one of four members of the national project team researching the nature and scope of the field of Academic Development across the South African Higher Education Landscape • Dr Kibbie Naidoo serves on the editorial board for the SoTL in the South journal. • Dr Kibbie Naidoo was a participant in the Inception phase of the University Lecturer Development Programme offered by USaf. • Mr Ally Cassiem was appointed to the Quality Assurance Framework Community of Practice for the Development of a Higher Education Practice Standard: Experiential Learning • Dr Nelia Frade is a Project Lead of the HELTASA Student Learning Scholarly Project Team 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 13
• Dr Nelia Frade as part of the HELTASA Student Learning Scholarly Project Team hosted the following session: Understanding the notion of transitions and transitional spaces for students, 27 September 2023. • Dr Kibbie Naidoo was the Guest Speaker to the Early Career Academics Advancement Programme (ECAAP) In-House Virtual Symposium at Nelson Mandela University on 02 November 2023. • Dr Kibbie Naidoo convenes the Teaching Advancement at Universities (TAU) Fellowship Programme. • Dr Kibbie Naidoo serves as a member of the National Coordinating Committee and as member of the Executive Management Committee responsible for implementing the DHET’s National Framework for Enhancing Academics as Teachers. • Dr Kibbie Naidoo is one of four members of the national project team researching the nature and scope of the field of Academic Development across the South African Higher Education Landscape • Dr Kibbie Naidoo was appointed to the Quality Assurance Framework Community of Practice for the Development of a Higher Education Practice Standard: Staff Development Institutional Audit In 2023, the CHE concluded the institutional audit process in terms of the Framework for Institutional Audits (2021). The CHE institutional audit site visit took place from 16 to 20 May in 2022. The Draft Audit Report (15 February 2023) was received by the University for comment and the identification of errors. The University’s response was submitted on 16 March 2023. The final Institutional Audit Report was received on the 19 October 2023. The audit report assesses the University’s Quality Management System (QMS) across 16 standards, divided into four focus areas. A total of 11 commendations and 14 recommendations were received (see the table below for a summary of these). The CHE highlighted UJ’s achievement of a commendable level of functional maturity and the high efficiency of its QMS. The Audit Panel conveyed its appreciation and commended UJ for the exceptional quality of the Self-Evaluation Report (SER) and the meticulously structured Portfolio of Evidence (POE). The report acknowledges that the SER and PoE accurately mirrored the academic and administrative endeavours undertaken at UJ. In keeping with the CHE’s requirements, the Registrar distributed the report to the University community. The report was tabled at all Faculty Boards, and the College Board, Council, Senate, SRC, labour and other structures who participated in the audit process. The Executive Summary of the report is accessible on the CHE website. Consultations were held in November and December to develop the University Improvement Plan indicating for submission in 2024. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 14
The following commendations and recommendation were made: Focus Area 1: Governance, strategic planning, management, and leadership support the core academic functions Standard 1: The institution has a clearly stated vision and mission, and strategic goals which have been approved by appropriate governance structures, subject to comprehensive stakeholder engagement. COMMENDATIONS a) UJ seems to be a substantially transformed institution where the transformation agenda has been translated into many processes, such as the epistemology of disciplines and the development of elective courses such as African Insights. The leadership needs to be commended on the establishment of a shared vision within the University and throughout the different levels and structures. The uniformity in the shared understanding and embracing of the UJ business model for Pan-Africanism, international recognition, and technology innovation through the 4IR, is remarkable. b) With respect to the Scholarship of Teaching and Learning (SoTL), the inclusion of research conducted through the GES strategy in the teaching domain is seen as a differentiating attribute from other universities. Standard 2: The stated vision, mission and strategic goals align with national priorities and context (e.g. transformation, creating a skilled labour force, developing scarce skills areas and a critical citizenry, and contributing to the fulfilment of national goals as informed by the NDP and related national planning), as well as sectoral, regional, continental and global imperatives (e.g. Africa Vision 2063 or the Sustainable Development Goals). COMMENDATION c) UJ is commended for the efforts of the VC and the Chair of Council towards developing critical citizenry by way of the critical reading sessions. The efforts by the Institution to disseminate knowledge on 4IR to its students as well as to the general public were also noted with appreciation. RECOMMENDATION 1) It is recommended that the University’s consideration of the SDGs for Africa, and the inclusion of these into the strategic impetus for internationalisation be articulated more explicitly in order to maintain the momentum of UJ towards becoming a Pan-African university and contributing to Africa Vision 2063. Standard 3: There is demonstrable strategic alignment between the institution’s quality management system for core academic activities across all sites and modes of provision and its vision, mission, and strategic goals, as well as its governance and management processes. RECOMMENDATION 2) It has been noted that the translation of the strategic plan decentralised into faculty plans is not a process used by the institution, and that it relies on using the performance management system (PMS) for the monitoring of progress. It is recommended that consideration of faculty plans – either as a three-year rolling plan or as an Annual Performance Plan (APP) for year (n) should also be seen as an important instrument to align and integrate planning, ensure quality, and allocate resources. COMMENDATION d) UJ has a clear and strong institutional governance structure and is commended for the rigour of its adherence to principles of good governance. Standard 4: There is a clear understanding of and demonstrable adherence to the different roles and responsibilities of the governance structures, management, and academic leadership. RECOMMENDATION 3) It is an essential recommendation that the University establish processes where students are encouraged and empowered to participate as actively and meaningfully in the Senate as they do in other institutional structures. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 15
Focus Area 2: The design and implementation of the institutional quality management system supports the core academic functions Standard 5: A quality assurance system is in place, comprising at a minimum, of: i. governance arrangements ii. policies iii. processes, procedures & plans iv. instructional products v. measurement of impact vi. data management and utilisation as these give effect to the delivery of the HEI’s core functions. COMMENDATIONS e) UJ is commended for its proactive preparation of students, including comprehensive, holistic, and sustained academic and psychological support, and the provisioning of data and electronic devices, all of which enabled students to adapt to ERT. f) The effective utilisation of and the relationship between the various governance structures within the Teaching and Learning mandate, the use of data points that lead to the identification of student support interventions, and aligning staff development initiatives with these needs, are commendable and need to be shared with other HEIs. The institution also allows opportunities for staff to present best practices through a masterclass arrangement. RECOMMENDATIONS 4) UJ introduced an Invigilator App in order to assure the integrity of online assessments. Academics and students indicated that the App was not 100% accurate in detecting transgressions. It was also stated that, due to load shedding and poor internet connection, many students could not submit assignments or tests. It is recommended that the use of the Invigilator App be thoroughly assessed in terms of fitness for purpose. 5) It is recommended that UJ assess the feasibility of presenting some of the modules in an African language, perhaps at postgraduate level to contribute to the Pan-African agenda (module outlines and study guides). 6) It is recommended that increased access through RPL as an alternative route be considered. 7) It is recommended that training be provided to students who serve on different committees, and that the timing of the training initiatives be reconsidered to prepare students optimally for their commitments. 8) It is recommended that UJ engage with academic staff to ensure a balance between the drive towards the research output by the institution, and staff wellbeing. Standard 6: Human, infrastructural, knowledge management and financial resources support the delivery of the institution’s core academic functions across all sites of provision, in alignment with the concomitant quality management system, in accordance with the institution’s mission. COMMENDATION g) Innovation in practices and approaches, such as the provisioning of e-textbooks, keeping abreast of information trends, and providing all resources electronically through the library. Information management contributes to UJ as an internationally recognised institution. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 16
Standard 7: Credible and reliable data (for example on throughput and completion rates) are systematically captured, employed, and analysed as an integral part of the institutional quality management system so as to inform consistent and sustainable decision-making. COMMENDATION h) The UJ management is commended for driving digitalisation throughout the institution. This has led to a highly sophisticated and reliable data management system and process, which in turn enable consistent and sound decisionmaking. RECOMMENDATION 9) It is important that the institution balance its student-centred approach and the human touch within the drive towards digitalisation. Standard 8: Systems and processes monitor the institution’s capacity for quality management, based on the evidence gathered. COMMENDATION i) The institution is commended for venturing into the sphere of robotics and automation, with specific reference to the registration processes, having sophisticated and well-integrated information systems, and empowering role players at all levels of the institution to access and utilise data and information for sound decision-making. Focus Area 3: The coherence and integration of the institutional quality management system supports the core academic functions Standard 9: An evidence-based coherent, reasonable, functional, and meaningfully structured relationship exists between all components of the institutional quality management system. RECOMMENDATIONS 10) It is recommended that the institution review all policies and plans that support a coherent Quality Management Framework, as some seem to be outdated. 11) It is recommended that the University develop a schedule that will accommodate all programmes and academic support units and/or services to be reviewed within a review cycle to be determined by the University. This should be done considering the QAF that is envisaged to come into effect from 2024. Standard 12: The quality assurance system achieves its purpose efficiently and effectively. COMMENDATION j) UJ has exceptionally demonstrated that the QA processes were effectively and efficiently implemented, particularly through introducing the ERT processes in a seamless manner that was fit for purpose. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 17
Focus Area 4: Curriculum development, learning and teaching support the likelihood of student success Standard 13: An effective institutional system for programme design, approval, delivery, management, and review is in place. RECOMMENDATION 12) It is recommended that a dedicated five-year cycle for programme reviews should be implemented. Standard 14: There is evidence-based engagement at various institutional levels, among staff, and among staff and students, with: a) curriculum transformation, curriculum reform and renewal; b) learning and teaching innovation; and c) the role of technology (1) in the curriculum, (2) in the world of work, and (3) in society in general. RECOMMENDATION 13) It is recommended that processes be put in place to engage students on different fora in terms of issues related to their learning, innovation, curriculum, and WIL. Data from student surveys on various aspects of teaching and curricula should be considered as part of these engagements, and timeous feedback should be provided to participating students. Standard 16: Institutions engage with and reflect on the employability of their graduates in a changing world. COMMENDATION k) The University is commended on the initiatives taken to ensure that new alumni as well as those founding members of the University contribute to the transformation of the institution and that they are encouraged to participate in institutional innovations, such as the Artificial Intelligence and African Insights online modules. RECOMMENDATION 14) It seems that the graduate surveys have only been used for employability purposes. It is recommended that these are also used to determine the quality of teaching and learning during the student experience. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 18
UJ 2023 TEACHING AND LEARNING Several significant reviews were conducted in 2023 to ensure the quality of teaching and learning and assessment at UJ in specific area. First, at the request of the Senate Teaching and Learning Committee, a review of UJ Extended Curriculum Programmes (ECPs) was undertaken. The review evaluated the models applied across the University, the successes achieved in these programmes, and the developments needed. The review was to provide input at the first STLC of 2024 into a process through which the University will determine an optimal approach for the achievement of the goals of ECPs. A high-level interrogation of the models of delivery applied across the University was conducted across three faculties (CBE, Humanities and Science) and ADC (Engineering; diplomas from Humanities and CBE). A data set on student success and time to completion was analysed, and and an external expert with Division staff developed the report. Several recommendations arose from the review, for presentation to the STLC and to faculties in 2024. Faculties and the ADC made extensive contributions to and comments on the report as it was being developed. Second, arising from the QA Report on the Transition to Remote Teaching and Learning (August 2020) concerns about the integrity of assessment were raised. In October 2022, MECA approved a review of undergraduate assessment for 2023. The review, although a limited scope project, yielded significant findings and reflections on practices and provided insights into areas of success and development required. The Report on Assessment was submitted to STLC on 7 August 2023, and faculty improvement plans were developed and presented at the subsequent STLC meeting. Arising from the review faculties submitted their improvement plans, and a review on moderation practices was undertaken. The objective of the exercise was to ensure that the findings and recommendations from the review of undergraduate assessment were discussed extensively at faculty level with improvements reported on formally. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 19
Language Policy In March 2023, the University of Johannesburg underwent a Language Policy audit coordinated by the Division, in collaboration with Universities South Africa (USAf), the Community of Practice for the Teaching and Learning of African Languages (CoPAL), and the South African Centre for Digital Language Resources (SADiLaR). This audit was part of USAf’s initiative to support universities in implementing the Department of Higher Education and Training’s (DHET) New Language Policy Framework for Public Higher Education Institutions. SADiLaR, under the guidance of CoPAL, conducted audit engagements and site visits at various universities. A brief report was received with appreciation for UJ’s ongoing work in language development. Emanating from the Language audit, the DHET has embarked on funding universities to develop Language Development Implementation Plans to support universities in the implementation of their language policies that accord with provisions of the 2020 Language Policy Framework for Public Higher Education Institutions. The University of Johannesburg submitted its 2024-2026 Language Development Plan and has resulted in the awarding of funds. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 20
Vice Chancellor’s Distinguished Awards The Division managed the process of the 2023 Vice Chancellor’s (VC) Distinguished Awards, for which a ceremony was held on 22 November 2023. The VC’s awards recognise excellence in fields of teaching, research, and outstanding service to the University. The following were recipients of the awards: Table 2: 2023 VICE-CHANCELLOR’S DISTINGUISHED AWARD WINNERS AWARD CATEGORY WINNERS VC’S DISTINGUISHED AWARD FOR TEACHER EXCELLENCE Prof Thembisa Waetjen Faculty of Humanities Dr Philip Baron Faculty of Engineering and the Built Environment Prof Michele van Eck Faculty of Law PROMISING YOUNG TEACHER AWARD Dr Fatima Ismail Faculty of Health Sciences Dr Thulane Paepae Faculty of Science VC’S DISTINGUISHED AWARD FOR OUTSTANDING RESEARCHER OF THE YEAR Prof Samuel Oluwafemi Faculty of Science VC’S DISTINGUISHED AWARD FOR MOST PROMISING RESEARCHER Dr Nastassia Thandiwe Sithole Faculty of Engineering and the Built Environment VC’S DISTINGUISHED AWARD FOR GLOBAL EXCELLENCE AND STATURE 4.0 Prof Sabu Thomas Distinguished Visiting Professor in the Office of the Executive Dean, Faculty of Science VC’S DISTINGUISHED AWARD FOR HIGHEST CITED RESEARCHER Prof Arnold Bakker Distinguished Visiting Professor in the Department of Industrial Psychology & People Management, College of Business and Economics (CBE) VICE-CHANCELLOR’S DISTINGUISHED AWARD - BEYOND THE NORMAL CALL OF DUTY Ms Diana Faseka Faculty of Science Mr Mohau Ernest Kabi Protection Services 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 21
SPECIAL PROJECTS Future Professors Programme UJ is the lead implementer of the National Future Professors (FPP) Phase Two Programme, a DHET project that prepares promising academics to become a new cohort of South African professors. A total of R70 229 574, 26 has been allocated for the implementation of the FPP Phase Two over a five-year period. As we moved into the third year of the FPP Phase 2, remarkable strides were made by the Cohort 1. A significant number of participants have ascended from Senior Lecturer roles to Associate Professor, elevating the total number of Associate Professors within the programme to 19 out of the 28 participants. Additionally, two distinguished participants have achieved the esteemed rank of full professors, highlighting the substantial career advancements of 21 out of the 28 Cohort One members since their induction into the FPP. This is a testament to the effectiveness of the programme in supporting the development of high-calibre academics. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 22
FPP Phase 2 Cohort 1 Closing Dinner Another area of progress is in the attainment of NRF ratings. By 2023, 50% of participants had either achieved NRF rating or gone up in ranking since the inception of the programme. This is a significant achievement, as NRF ratings are a key indicator of research excellence and scholarly recognition in South Africa. The FPP offices provided individualized support by an expert for participants in preparing their NRF applications, contributing to their success. Year two continued to emphasise both academic and career advancement, enriching participants through a series of workshops and sessions. Building upon the foundational curriculum, the second year’s contact sessions seamlessly integrated academic and leadership development. These sessions spanned several days, offering rich opportunities for deep engagement, alongside informal occasions for socialising and networking with both peers and seasoned academics. The 2023 agenda featured seven brownbag discussions, three contact sessions, one LeaderLab, four writing retreats, and ongoing mentoring and coaching, all designed to support the participants’ journey. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 23
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Participants have made significant strides in their research and collaboration efforts, with the international mobility component of the programme playing a crucial role. Additionally, a significant highlight in the latter half of 2023 was the International Research Engagement initiative, which aimed to enable participants to forge and fortify international networks and partnerships, thereby enhancing global collaboration. The engagements were tailored to the unique profiles of the 28 academics, ranging from conducting seminars and workshops to teaching assignments at host institutions abroad, thereby enriching their academic and professional landscapes. The cohort engaged in research visits and collaborations with scholars and institutions in various countries, including the United States, United Kingdom, Turkey, Japan, Kenya, Thailand, and Greece. These engagements have led to the formation of new professional relationships, institutional partnerships, research grant applications, and plans for further writing, teaching, and development activities. The exposure to different academic contexts and the opportunity to showcase their work internationally has been affirming and inspiring for many participants. The progress of FPP Phase 2 Cohort 1 is not limited to individual achievements. The programme has fostered a sense of community and peer support among the participants. Through regular workshops, writing retreats, and leadership development sessions, participants have had the opportunity to engage with each other, share experiences, and develop collaborative relationships. This has created a network of emerging leaders in higher education who are committed to transforming the academic landscape in South Africa. The success of the programme can also be seen in the positive feedback provided by participants. They have consistently expressed appreciation for the support received from the project team, academic advisors, mentors, and coaches. The personalised guidance and attention provided by these support structures have been crucial in helping participants navigate the challenges of academia and achieve their goals. Participants have also praised the relevance and quality of the programme components, noting that they have gained valuable insights and skills that are directly applicable to their professional development. Overall, the progress of FPP Phase 2 Cohort 1 has been impressive and wide-ranging. The programme has demonstrated its effectiveness in nurturing a new generation of academic leaders who are equipped with the knowledge, skills, and networks necessary to drive positive change in South African higher education. As the cohort concluded their formal participation in the programme, they are well-positioned to continue their trajectory of success and make significant contributions to their institutions and the broader academic community. Overall, the progress of FPP Phase 2 Cohort 1 has been impressive and wide-ranging. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 26
Furthermore, in 2023, the call for the second cohort was sent out to universities. A total of 97 nominations were received from the 26 public universities. After a rigorous shortlisting process, a shortlist of 32 candidates was submitted to the Department of Higher Education and Training (DHET) for approval. The DHET approved the Cohort 2 candidates in October 2023, and they will commence their 24-month program of activities in February 2024. Finally, the third and final call for the Future Professors Program (FPP) Phase 2 Cohort 3 was sent to the 26 universities in November 2023. The closing date for this call is in February 2024. UJ’s dedication to transparency and accountability was evident through the unqualified audit opinion for the 2022/23 financial year. New Generation Academic Programme (nGAP) The new Generation Academic Programme (nGAP) is an initiative funded by the Department of Higher Education and Training (DHET) in partnership with universities. It provides universities with opportunities to grow a new cohort of academics, with particular attention paid to transformation in terms of race and gender. The funding provides for all candidates’ salary remuneration and development costs for the first three years, and partial funding for salary remuneration and development costs for a further three years, after which period, the position is fully funded by the University. Each nGAP scholar is allocated a mentor as well as a reduced teaching workload, to allow them to focus on their Doctor of Philosophy (PhD) research. In 2023, the New Generation of Academics Programme (nGAP) at the University of Johannesburg (UJ) reached new heights, showcasing a series of accomplishments that highlights its pivotal role in academic development. UJ was granted five additional nGAP positions for its Phase 8 expansion, all of which were officially sanctioned and advertised. By September 2023, these positions were filled, marking a swift and successful recruitment process. Since its launch, UJ has been home to 34 nGAP positions, with 10 scholars completing their rigorous six-year tenure in 2022 and 2023. Throughout the year, UJ supported 25 active nGAP scholars, displaying a diverse demographic with 64% female and 36% male scholars, and a racial composition of 72% black, 16% Coloured, 8% Indian, and 4% White scholars. This initiative continues to significantly contribute to the increase in PhD-holding faculty at UJ, with 17 scholars currently possessing PhDs, including 14 who achieved this milestone within the nGAP framework. Notably, five scholars completed their doctoral studies in 2023, setting the stage for their graduation in 2024. Additionally, 17 nGAP scholars are in the process of completing their PhDs, with three anticipated to finish in 2024 and the remainder making steady progress. In 2023, the New Generation of Academics Programme (nGAP) at the University of Johannesburg (UJ) reached new heights, showcasing a series of accomplishments that highlights its pivotal role in academic development. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 27
CHART 2. UJ nGAP SCHOLARS BY FACULTY CHART 3. UJ nGAP SCHOLARS BY RACE CHART 4. UJ nGAP SCHOLARS BY GENDER SCI SCI LAW HUM HUM FHS FEBE FADA EDU CBE 1 1 1 1 7 4 2 2 3 3 4 2 1 18 African Coloured Indian White 15 Female 10 Male 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 28
TABLE 3: NGAP POSTS ALLOCATED TO UJ NGAP FROM PHASE 3 – 81 Nr. Phase Faculty Department Equity Gender 1 1 FEBE Mining African Female 2 2 FADA Architecture African Male 3 2 FEBE Civil Engineering African Female 4 3 FHS Radiography Coloured Female 5 3 FEBE Town and regional Planning African Female 6 3 Law Mercantile Law Coloured Female 7 4 FEBE Engineering Metallurgy African Male 8 4 Science Zoology African Female 9 4 FEBE Chemical Engineering Technology Indian Female 10 4 FHS Environmental Health African Male 11 4 Science2 Botany vacant 12 5 FHS Biotechnology & Food Technology African Male 13 5 FEBE Chemical Engineering Technology Indian Male 14 5 Science Physiology African Female 15 5 Science Biochemistry African Male 16 5 Law Public Law White Female 17 6 FHS Medical Laboratory Science Coloured Female 18 6 Science Chemical Sciences African Male 19 6 Science Biochemistry African Male 20 6 Humanities Politics African Female 21 6 Humanities History African Male 22 8 Education Science and Technology African Female 23 8 Humanities Communication and Media Studies Coloured Female 24 8 CBE Accountancy African Male 25 8 Humanities Psychology African Female 26 8 FEBE Metallurgy African Female 1 Phase 1 and 2 have completed their 6-year nGAP programme. This table reflects active post at UJ. In total UJ has housed 34 nGAP postitions. 2 Botany canddate resigned, the interview process was concluded and candidate will assume duties in 2024 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 29
To support the nGAP scholars’ journey, the Division initiated bi-annual one-on-one check-in meetings, conducting a total of 49 sessions in 2023. These meetings offered tailored support and guidance, further bolstered by personalised coaching sessions that have been instrumental in promoting a healthy work-life balance and ensuring scholars remain focused on their objectives. In addition to one-on-one coaching, two group sessions were held in May and June, fostering a collaborative and supportive environment among the scholars. The first semester also featured a productive writing retreat led by Dr. Christel Troskie-de Bruin, aimed at enhancing the nGAP lecturers’ research and writing capabilities. The nGAP office also offered one-on-one sessions with a teaching and learning and NRF specialists to assist nGAP scholars. The 2022/23 nGAP financial audit and the narrative reports were submitted to the DHET at the end of May 2023. A total of 56 nGAP financial/ audit and narrative reports from UJ were reviewed by the DHET and were found to be satisfactory and meeting the reporting requirements. As a result, UJ received a clean audit. The DHET report also includes reports from the nGAP managers from each university. The UJ report highlighted some of the opportunities and challenges associated with the implementation of the programme. The nGAP initiative is a significant part of the University’s continued commitment to growing a new generation of academics. The office of the Senior Director in the Division facilitates engagements between the DHET and nGAP scholars. As the custodian, the Division ensures that the allocated funding is spent in accordance with the rules and regulations of the DHET. Ms Akhona Neka and the GAP scholars at the DHET Phase 8 induction. 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 30
Nurturing Emerging Scholars Programme (NESP) The Nurturing Emerging Scholars Programme (NESP) is an initiative funded by the DHET in partnership with universities. The NESP recruits Honours graduates who demonstrate academic ability, who express an early interest in the possibility of an academic career and who might be lost to the system if structured, attractive prospects and opportunities for recruitment into academic positions do not exist. Once they have completed their master’s degrees, the NESP scholars transition into a one-year internship programme. During the internship year, the NESP intern is provided a stipend in line with a budget model for the NESP developed by the DHET. In 2022, the Department of Higher Education and Training (DHET) allocated three additional scholarships for NESP Phase 2.1 in various disciplines, expanding the university’s scholarship opportunities to seven. The internal application process for these Phase 2 scholarships was successfully completed in 2022, resulting in the approval of one Phase 2 scholar by the DHET in 2023. All 3 NESP Phase 2.1’s are making good progress in the completion of their master’s programmes. In 2023, the implementation of the Nurturing Emerging scholars Programme (NESP) demonstrated significant progress. In 2023, UJ hosted six NESP scholars, of which 67% are female and 33% are male (Chart 4) and 100% black in terms of race. The three scholars from NESP Phase 1 successfully completed their master’s degrees and commenced their one-year internship programme, which ended at the end of 2023. Additionally, one of these NESP scholars secured a position as an Assistant Lecturer at UJ, highlighting the programme’s success in cultivating academic talent. CHART 4. UJ NESP SCHOLARS BY GENDER CHART 5. UJ NESP SCHOLARS BY FACULTY 2 4 Female Male 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 SCI FEBE 3 3 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 31
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