College of Business and Economics Annual Report 2017 30 Improvements in programmes and their delivery All UG programmes have been reviewed over the last three years and improvement plans are being implemented to ensure that programmes are differentiated, employer-oriented, and curriculum coherent. Given the institutional drive toward decolonisation, the CBE is committed to deepening its understanding of “Africanisation” in applications of management science by tapping into the intellectual trusts found among the leaders of competitive industries, visiting scholars, students and research. It is clear that people who honour their indigenous ways of knowing can make original contributions to the body of knowledge. Global business respects and trusts those who are inspired, directed and energised by their cultural heritage. Culture is a determinant of mind-set and, therefore, determines the behaviour required to achieve success, peace, conceptualising futuristic innovations and a sound moral code. The CBE therefore needs to embrace a cultural revolution, championed by the people of Africa, aimed at upping its ability to generate new ideas and to combine these with technology. Programme improvement also centres on engaging the Fourth Industrial Revolution, and, more specifically, on the future of management education in an era of uncertainty. Online and blended learning have emerged fully as strategic drivers, evidenced by a number of universities ramping up online offerings. Ongoing staff development and growth A Talent Management Committee has been set up as a subcommittee of the College Board, under the leadership of the Executive Dean, with the aim of nurturing the development of staff members through investments in identified opportunities. It is of critical importance that staff members be continually enabled with appropriate skills in line with new methods in support of, particularly, online and blended teaching and learning practices. A vibrant teaching and learning environment for an enriching student experience The high module success rate coupled with an increasing number/percentage of first-year top achievers may be significantly attributed to the CBE’s firm commitment to, and active participation in the University’s First-Year and Senior-Year Experience Programmes. These programmes consist of various initiatives such as: • the First-Year Seminar, • peer mentoring, • a substantial tutoring programme, • academic development opportunities, • PsyCaD counselling services, • revision opportunities, • winter schools, • the provision of free e-textbooks and so on. Service learning and work-integrated learning remain important elements of the student learning experience. Students who leveraged the benefits of the flipped classroom approach to blended learning experienced collaborative service learning. Students worked in multicultural teams and shared their experiences to find solutions to the problems experienced by co-operatives. Work-integrated learning continued to be a strategic strength of diploma programmes, and included all undergraduates attending career preparedness workshops offered by the University counselling services (PsyCaD). Student volunteering in support of communities flourished with projects such as blanket knitting, the “Tops and Tags” initiative in collaboration with Interwaste Environmental Solutions, online marketing campaigns in collaboration with the Faculty of Engineering and the Built Environment and business plans for NGOs. Over 200 senior students volunteered and were trained to support first-year students. Active Learning
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