White Paper Institutional Operating Plan 2016 2020 - UWC
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Institutional Operating Plan 2016 - 2020 White Paper
Contents
Two Twenty-Nine
2030 Vision Enabling Goal Areas
Three Thirty
Preface Goal Area 4: People Framework
Eight Thirty-Six
Mission and Core Values Goal Area 5: Financial Viability
Eleven Forty-One
Core Goal Areas Goal Area 6: Enhancing UWC’s
Standing and Profile
Twelve
Goal Area 1: The Student Forty-Six
Experience Goal Area 7: Development of
the Campus and Surrounding
Areas
Eighteen
Goal Area 2: Learning and
Teaching Fifty-Three
Goal Area 8: Leadership,
Management and Governance
Twenty-Three
Goal Area 3: Research and
InnovationUWC 2030 VISION
In keeping with South Africa’s need to make the best use of its talent pool
and to be globally competitive, UWC will be (and will be widely recognised
as) a vibrant intellectual space where people engage with matters of
real significance at the highest levels of competence. As a research-led
university, UWC will have:
• a successful first degree programme attracting students from a range
of backgrounds and nationalities,
• respected postgraduate and research programmes in strategically
selected spheres,
• a substantial place in the knowledge economy in partnership with other
research institutions, industry and the state,
• a well-developed set of productive relationships with other academic
and research bodies, government at various levels and the professions,
and
• a mature and growing network of active partnerships with other
universities, globally and in Africa.
Through its activities and practices, UWC will strive to be an effective
partner in the larger national project of building a sustainable and
equitable non-racial, non-sexist, democratic, multilingual society where
people use their freedom to good effect and honour their responsibility
for hard work, social justice and nurturing the environment. Based on
this vision, UWC will also have a significant role in the new era of Africa’s
development.
2 University of the Western Cape White Paper 2016 - 2020PREFACE
This Institutional Operating Plan (IOP) articulates a broad, and intellectually anaemic.” The social engagement
integrated, operational framework for 2016-2020 envisaged here draws on the full range of intellectual
within a strategic interpretation of UWC’s role as a public resources in pursuing national and global transformative
South African university. It is marked by cross-cutting goals and balancing inherent tensions. Outcomes may
concerns with national transformation and social justice, range from interventions which advance development
inclusiveness and diversity, sustainability and innovation, in communities through to enabling students from
the need for local and global partnerships, and the educationally disadvantaged backgrounds to succeed;
underlying principle that resources follow strategies. from improving public health to creative enjoyment
The plan builds on excellent work which is being done, of diversity in culture and thought. The intellectual
but also reflects a concern with ongoing improvement foundation of all such engagement is understanding
and with responding creatively to the challenges of a our complex and fast-changing environment from
rapidly changing environment. Accordingly, most of the a range of perspectives so as to be able to respond
strategies and activities described in the IOP for 2010 innovatively and with integrity to its needs. This calls
to 2014/5 are maintained, with some being modified for excellence: excellence in critical engagement with
in the light of experience and a further group being national and global challenges, excellence in scholarship,
“game-changers” addressing newly defined needs. excellence in pursuing knowledge through the rigour
The strategies that are maintained are in most instances of disciplines, and excellence in critically and ethically
slightly refocused to deepen the approach and to deploying knowledge across disciplines. There can be
account for what has already been achieved in those no compromise on the aspiration to excellence, and all
areas. The “game-changers” are identified and outlined strategies are to be read as informed with this awareness.
here. They will necessarily be fully developed outside
Since the last IOP, UWC has been formally acknowledged
of the IOP process with identified champions, detailed
as a research-intensive institution, leading the nation in
implementation plans and timeframes.
research impact in several spheres, and having a large
Fundamental to the plan is the understanding of UWC and growing postgraduate community. Maintaining
as an institution driven by intellectual imperatives. In the and developing this position requires rigorous attention
words of Vice-Chancellor Tyrone Pretorius, “A university to staffing, facilities, and practices, as well as to
... has to be an unapologetically intellectual community national and international research partnerships and
with an ongoing interest in the significance of knowledge to competitiveness in funding applications. However,
for our country and world.” Or, in the words of a past UWC’s research-intensive standing is sustainable only if
Vice-Chancellor, the late Professor Jakes Gerwel: In the it is also a research-led university. This has implications
absence of “a perceived and experienced nexus with for the nature of its academic programmes, and for
a real and shared-in world, a university is emasculated the basis of its partnerships and wider engagements. A
2016 - 2020 White Paper University of the Western Cape 3research-led institution has to be developing research responsibility for progress. This focus has implications
capacity in all its students and academic staff, both for staffing and staff development, particularly in regard
through the demands which its curriculum makes and to appropriate use of digital media and for developing
through policies and practices which support such service-learning partnerships. It also has implications
development. And, in exploring partnerships outside for establishing an effective balance between guided
the academic sphere, research and a sense of the socialisation into a learning community and independent
relevance and possible applications of that research are learning, and for student access to appropriate media on
primarily what such a university has to offer. This applies an adequate scale. And it has implications for the ways
particularly to social and technological innovation, and in which the broadening, inclusive intellectual climate
so to the university’s ability to be a significant player in of the University is cultivated, e.g. through community
the global knowledge economy. engagement and work experience programmes, debates
and lectures, exhibitions, travel opportunities, sport, field
It is a distinctive feature of UWC that it is both research
trips, films, and music and drama performances.
intensive and one of South Africa’s most successful
institutions in providing meaningful access in terms In the last IOP, UWC defined itself as an engaged
of South Africa’s transformation imperatives. Since university, rather than as an HDI or a market-driven
the last IOP, its leading position in this field has been institution. In doing so, it rejected the binary opposition
acknowledged at a high level nationally. Effective inclusion of engaged and ivory tower as unhelpful. Rather, it saw
is probably the greatest challenge to South Africa’s Higher the excellence of intellectual work as promoted by the
Education system as it steadily expands. If access is not challenge of making sense of a complex and changing
followed by inclusion and success on a significant scale, world. UWC holds to that view. Connectedness and
the system will have failed, with dire consequences for engagement in various forms are critical for the 21st
South Africa’s future. UWC’s approach has a distinctive century university. They generate a number of tensions
nuance: in providing meaningful access, it has over which are particularly stimulating and important to the
many years focused on intellectual challenges rather intellectual project.
than on backlogs, with the understanding that students
Some complex connectedness and engagement is
are more receptive to forward-looking, problem-solving
institutional:
strategies than to notions of catching up. In addressing
these issues since the last IOP, a committed focus on • UWC is one of Cape Town’s anchor institutions:
improvement has been accompanied by disciplined a major and reliable player in the Western Cape
pursuit of the scholarship of teaching and learning. In region’s social and economic life. However, the
response to emerging 21st century requirements, this burden of an HDI history often obscures this fact
IOP has a particular focus on skilledness in learning as to the considerable disadvantage of the institution.
shaping the student’s academic profile and efficacy as a UWC needs increasingly to be seen as an anchor
researcher and scholar, but also as promoting skilfulness institution. A university’s recognised engagement
in engaging and adapting and innovating and taking with its local environment - with communities, with
4 University of the Western Cape White Paper 2016 - 2020the city and with industry - is a vital factor in enabling Digital connectedness across a range of media is
it to meet its mandate. It affects its ability to remain a characteristic of the 21st century university in
intellectually engaged, to attract and retain talent, a digital age. This connectedness facilitates rapid
to build partnerships, to secure adequate financial building of networks, efficient relationships with
and other support, and to sustain an intellectually academic, industrial and community partners, rich
challenging environment. Working towards being internationalisation, making wider knowledge
perceived more clearly as an anchor institution resources available, and providing for more frequent
in the city and advancing the ways in which the interaction between teachers and students. However,
University functions as an anchor institution, vital to the constant connectedness of the digital world
the region’s welfare, is a high priority for UWC. introduces significant skills challenges and requires new
• UWC is also a national university, an important part of forms of social engagement. Failure to attend to these
the national system of higher education as a research can readily result in digital exclusion and disaffection.
intensive university. It draws students from across Addressing these issues requires strategic attention to
the country and is a leading player in major national implementation goals and to the infrastructure and
projects and in a number of disciplines. Maintaining training on which attaining them depends.
and extending its national reciprocal network
Other forms of engagement and connectedness critical
with other universities, research partners, research
for the 21st century university relate to the ways in
councils, industries, donors and communities requires
which people interact in pursuit of common objectives.
concerted attention in the period covered by this IOP.
In a situation where alienation and disengagement
• International connectedness raises an institution’s
across the nation must be attended to, these forms
visibility and stature, improves the chances of
of connectedness can play a critical role in national
securing large-scale joint funding for research, and
transformation. While formal leadership has a key
broadens the experience of staff and students,
responsibility for fostering ethical community around the
equipping them better to participate in the global
intellectual project, the following forms of connectedness
knowledge economy. It also opens the way to
can be achieved at UWC only through a concerted effort
engagement as partners in addressing the global
from all formal structures of the university.
challenges of our time, like climate change,
• A university is a community which finds its
food security, and a sense of common humanity.
coherence around a dynamic intellectual project. It
This requires strategic development of UWC’s
is in joint, ongoing, critical engagement with this
approaches to internationalisation, strengthening
project, which has constantly to be foregrounded
existing major partnerships, building on functional
in various ways, that a university community is
links, and giving focused attention to expanding
established and its boundaries are extended. The
relationships with universities in the developing
seriousness of the intellectual enterprise generates
world, with a particular focus on Africa.
an ethical community.
2016 - 2020 White Paper University of the Western Cape 5• Education for a rapidly transforming society the discussions and draft documents from which the
necessarily involves building a culture of IOP has been distilled. The protest highlighted both the
inclusiveness that values diversity and connects urgency of transformation projects and the risks to and
people in new ways. This has large implications for vulnerability of institutions under pressure to accede to
holistic student development and for the manner short-term demands.
in which interactions are initiated and pursued in
Transformation is at the heart of UWC’s mission. It is
and from the campus.
strongly embedded in its history as a public institution
• Location in active professional or business networks
which has been actively working for the public good
is vital for young graduates and particularly for
through its commitment to the transformation of the
people from socially disadvantaged backgrounds
country, pre- and post-apartheid. Transformation is
who are otherwise often socially excluded in
woven into UWC’s intellectual project and is also evident
unremarked ways. Assisting students to become
in the rich diversity of its student and staff composition.
connected in relevant ways is an important
However, the ongoing transformation of higher education
responsibility for each academic programme.
in South Africa remains important, both as part of the
A university and its members need to be widely broader political, social and economic transformation
connected, but the notion of the University as a of our country, and as agents of that transformation.
connector is also important and a role that will be Higher education is not only being transformed: it has
further explored during this IOP period. UWC is well huge potential as a powerful agent of transformation.
located, physically, historically and in terms of its core Through our practices and the way we make sense of
intellectual focus, to play an important role in bringing our knowledge generation and learning promotion roles
people, communities, ideas and even ideologies we can either reproduce the patterns of inequality that
together around the search to build a better and more continue to shape our society, or make change evidently
inclusive society. sensible and productive.
At this point, it is important to note that the process of UWC’s historical position and its ongoing focus on
preparing this IOP coincided with the national student equitable and affordable access positions the university
protest action under the banner #feesmustfall. This well to take forward its focus on transformation in this
resulted in the IOP process being halted, to be completed IOP. Accordingly, transformation is a crosscutting theme
only in 2016. It also brought a number of important in this plan. UWC strives to be a significant agent of
societal concerns into sharp focus nationally, many of transformation by playing a distinctive intellectual and
them beyond the scope of the University to deal with. academic role in helping to build an equitable, just and
Much has been written and will continue to be written dynamic South Africa.
about the student protest action. The IOP is not the
A concern with sustainability is evidence of this
appropriate platform to explore this in any detail. Many
larger transformational concern. Sustainability is not
of the social concerns had already been anticipated in
6 University of the Western Cape White Paper 2016 - 2020primarily a technical or environmental matter. It is a staff members and three campus-wide IOP planning
social necessity that speaks to a vision of the future in workshops. Led by members of the University executive,
which elements critical to that future are balanced. It 12 Focus Groups were established, providing input on:
requires the University to engage critically with its own The Student experience; Enrolment; Teaching, Learning
institutional practices in securing the sustainability of and the 21st century graduate; Research; Innovation;
the institution in the long term. Lasting transformation Internationalisation; Human Capital; the Financial
requires rigorous attention to sustainability in the Framework; UWC’s public profile; UWC in the digital
following broad areas: age; Infrastructure Development; and Leadership. The
• Attracting and retaining staff and students outcomes of these processes are now captured in this
• The workplace IOP White Paper, informing the strategic objectives.
• Teaching, learning and research
Leadership at all levels, including Council and Senate,
• The natural environment is critical in carrying forward and continuing to give
• The cultural environment substance to a plan of this nature. Much of what is
• The built and ICT environment planned here will have a momentum of its own, which
• Financing and economic management will be monitored and steered in measurable ways.
• Governance and decision-making in the long-term That monitoring and steering is a collective leadership
public interest. responsibility, so a key priority is building a community
of leaders who respect one another and work jointly
This IOP is the product of substantial work. Universities to implement and adapt. The IOP has been prepared
achieve strategic coherence when their core purposes with integrity and will serve as a guiding framework
are agreed and when what is necessary to achieve throughout the period. However, the environment is
those purposes has been explored and planned. To changing so fast that ethical responsiveness will almost
this end, UWC’s leadership devoted sustained effort certainly lead to its being modified before the end of
to framing preliminary thinking on how to build on that time. The vision of dynamic engagement has to
its deep intellectual tradition and its strengths while be kept in focus as circumstances change, and it is a
it repositions itself boldly as a distinctive 21st century basic leadership role to monitor and analyse progress,
institution. Following the preparation of a number provoke new responses to changing circumstances, be
of number of position papers, a Green Paper was open to shifting boundaries and redefinition of goals,
developed to stimulate campus-wide discussion and make sure that new and emerging responses are
towards the preparation of a new IOP. Continuity was aligned to the larger vision.
signalled by working from the three core goals and
five enabling goals of previous plans to frame high-
level strategic priorities. The Green Paper process
included gathering responses from across the campus
community via an online portal, interviews with various
2016 - 2020 White Paper University of the Western Cape 7MISSION AND CORE VALUES
The University of the Western Cape is a national To this end, we interact and work with each
university, alert to its African and international other and with external players, building robust
context as it strives to be a place of quality, and partnerships within which we are able to address
a place to grow from hope to action through tough issues, speak directly about concerns,
knowledge. It is committed to excellence in and develop ideas and proposals in terms of a
teaching, learning and research, to nurturing the sophisticated sense of realities.
cultural diversity of South Africa, and to responding 4. We expect high standards of integrity, ethics
in critical and creative ways to the needs of a society and respect from one another across the
in transition. Drawing on its proud experience in institution. Accordingly, we are committed to
the liberation struggle, the University is aware of equity, diversity, inclusivity and fairness, and
having a distinctive academic role in helping build seek to nurture and build on our diverse cultural
an equitable and dynamic society. heritage. We honour collegiality and a climate
of critical professionalism among staff. We also
This broad statement of our mission is underpinned by
promote high standards of service provision that
the following values:
require continuous improvement.
1. We nurture democratic leadership and innovative
5. We place a high premium on collaboration, team
problem solving. This means that we honour and
work, accountability and shared responsibility.
promote conscious, values-based, integrative
Accordingly, we work with each other and with
leadership as a key means of aligning action
external groups in ways that are mutually beneficial,
with principled vision, and of creating a caring,
mutually empowering and mutually responsible,
productive and respectful culture.
and that speak of caring and connection.
2. We respect and strive for excellence in teaching and
6. We seek to communicate well within the
learning and in research. To this end we encourage
institution, informing one another of what we are
a reflective culture among all members of the
doing, giving due prominence to achievements,
University community, rooted in taking responsibility
drawing one another to significant intellectual,
for excellence. More formally, we critically review
cultural and sporting events on campus, and
what we have done and assess ourselves, applying
equipping one another to speak with confidence
our own and international benchmarks and using
about the University to external audiences.
the results to make us more efficient and effective.
7. We seek the perspective of others and value their
Finally, recognising that we need to differentiate in
good opinion. Accordingly, we acknowledge a
order to excel, we aim to be leaders in niche areas of
communal responsibility to promote an appropriate
excellence while maintaining good standards overall.
image of UWC through the reflective ways in which
3. We cultivate a socially responsive, people-
we respond to others and to the major challenges
centred approach to education that encourages
facing our society, through the confident and ethical
our graduates to engage with the challenges of
ways in which we conduct our relationships, and
the day and to make powerful contributions to
through the pride with which we speak about the
building an equitable and sustainable society.
University’s vision and its achievements.
8 University of the Western Cape White Paper 2016 - 2020CORE GOAL AREAS
2016 - 2020 White Paper University of the Western Cape 9GOAL AREA 1: THE STUDENT EXPERIENCE
To provide UWC students with a meaningful UWC is currently in the middle of a six-year enrolment
and stimulating university experience through cycle. It requires the University not only to grow its
a strategic approach to student enrolment student body, particularly at the postgraduate level, but
management and the provision of enabling and also consciously to change its distinctive profile in terms
relevant co-curriculum opportunities. of academic field, programme type and demography.
Important progress has been made, particularly towards
UWC has a long-standing commitment to providing
building a critical mass of postgraduate students in
epistemological access to higher education. Integral to
identified niche areas. The University has also been able to
this commitment is a concern that students should not
sustain a more strategic approach to enrolment planning
only be able to enter higher education but also have
at faculty level, and to increase capacity by strategic
every opportunity to excel in their studies. Successful
improvements in staffing and in the development of
students graduating from UWC need to be well-versed
infrastructure, areas directly affected by an increase in
in their disciplines, broadly educated, and skilful at
student numbers. UWC is set to continue on this positive
applying and extending knowledge. They also need
trajectory. However, it recognises significant contextual
significant social capital. Attaining these characteristics
factors that both affect the realisation of its goals and
has important practical implications. In this regard,
offer new opportunities. Some of these factors currently
well-planned management of student entrance into
impacting on higher education enrolment are:
the institution and of opportunities to engage in its
• national student protest about affordability;
academic and communal life are essential.
• the human resource demands of the National
The University’s enrolment mandate from the Development Plan;
Department of Higher Education and Training (DHET) • an underperforming schooling system;
(its Enrolment Plan), requires it to manage student • the shrinking pool of learners doing Science and
enrolment and throughput in line with nationally agreed Mathematics at school;
targets and system-wide planning. UWC’s response • growing youth unemployment;
goes beyond compliance. A strategic approach to
• limited financial support for qualifying students
managing student entrance and participation is an
who do not have the means to support themselves
important factor in enabling the University to meet its
in their studies;
obligations as a public higher education institution in
• pressure for mission clarity of post-school institutions;
South Africa and to do so with intellectual and social
• increased competition for qualifying students; a
integrity.
new funding framework supportive of institutional
differentiation; and
10 University of the Western Cape White Paper 2016 - 2020• new modes of delivery using information personal experiences, social interactions and academic
technology – blended learning and an expansion engagement, all of which are influenced by new ways of
of distance learning mandates. thinking and rapid change. Each of these areas needs to
be recognised and understood if students are to develop
A strategic approach to student enrolment
and grow holistically. Among other things, this implies
management and the student experience over the
that the classroom and the broader campus environment
next five years involves giving particular attention to
need to be developed as complementary learning spaces.
building capacity at all levels to mitigate the risks and
use the opportunities that emerge from this context. The co-curriculum is crucial this regard. It involves formal
Developing the University’s capacity to respond and informal practices and interventions to support and
in innovative ways to the opportunities that arise facilitate student learning and development outside
creates possibilities for enhancing its distinctiveness, the classroom. It has been argued above that the co-
especially through postgraduate growth in its niche curriculum is central to UWC students’ developing the
areas of excellence and through the alignment of its kinds of attributes that will enable them to pursue their
undergraduate programme planning with these areas. careers with confidence when they graduate and to play
a valuable role in society. Enhancing learning as a sense-
Meaningful access is a holistic matter integral to the
making experience through a co-curriculum which both
University’s intellectual project. Students need to be
draws on the diversity of student backgrounds and
supported to develop a new sense of agency as active
interests and exposes them to the intellectual demands
and responsible members of an intellectual community:
of a professional environment is an ongoing project
a community marked by rigorous engagement with
embedded in UWC’s strategic intentions.
academic knowledge and use of it to understand the
larger society and address its needs. There has to be The University has institutionalised structures to
dedicated, ongoing attention to building and sustaining implement and give effect to these intentions. Signifying
an enabling learning environment where: academic the new thrust was the establishment of a position of
and support staff are able to effectively engage with a Deputy-Vice Chancellor: Student Development and
new generation of students; and where all students Support. This went along with a reconfigured Centre for
are able to participate in their academic studies with a Student Support Services and an ongoing programme
growing sense of relevance and obtain the highest levels of realignment and strengthening of student support
of knowledge and skill that they can use as a basis for systems. This process of prioritisation and realignment
fulfilling their future roles in society and becoming has been gratifyingly fruitful. Important progress has
lifelong learners. Such an environment honours the been made towards: expanding the range of co-
fact that effective student learning happens through curricular offerings to reach a more diverse group of
both formal and informal learning experiences, on and students; establishing clearer conceptual alignment across
off campus. Effective learning, in other words, is multi- different initiatives and practices; building awareness of
dimensional in nature, actively drawing on students’ the importance of the co-curriculum in faculty planning;
2016 - 2020 White Paper University of the Western Cape 11integrating activities conducive to building UWC graduate work towards greater alignment between the
attributes; and giving increased attention to building a formal academic curriculum and the co-curriculum
physical environment conducive to learning, living and so that the graduate attributes UWC aims at
working well. Every advance has led to new recognition developing will systematically shape and serve as
of the complexity and continuing importance of the task. an important narrative of the student experience.
We will work towards preparing our graduates to
Supporting and informing these developments at UWC
enter the world of work as “T-shaped” individuals.
and strengthening its standing as a research-intensive
T-shaped people have both sufficient depth in their
university has been the progress towards developing
discipline and extensive breadth in deploying the
the area of student development and support as a
range of skills that 21st century society demands.
focus of scholarship. Key here has been UWC’s role
In effect this refers to skillfulness and not skills.
in launching and running the Journal for Student
Faculties, in particular, are increasingly contributing
Affairs in Africa, undertaking a number of research
to extending the learning experience of their
initiatives to build new knowledge and inform practice,
students through exciting and intellectually
and establishing significant national, regional and
challenging co-curricular opportunities.
international partnerships in the field. Its involvement
in these important networks has signalled UWC’s 2. Build and enhance a supportive, inclusive
growing standing in building new understandings and environment for all students that address
practices around student development and support. barriers to success, respects diversity and
This scholarly focus will be further strengthened. creates a sense of belonging.
An institution’s culture is reflected in the values it
UWC will:
seeks to uphold. Among the attributes which will
require particular attention because of problems in
1. Enhance learning opportunities and support
the national social climate are tolerance and creative,
an exceptional student experience through
respectful engagement based on a perception of
co-curricular provision where students can
diversity as an asset. Increased attention will be
develop their full potential to be excellent
given to encouraging interpersonal and intergroup
professionals and responsible citizens.
relationships that foster an inclusive, connected and
UWC will continue to develop classroom and campus
purposeful environment and strengthen a culture of
as complementary learning spaces, recognising
equity and diversity on campus, supported by rigorous
that a dynamic, responsive and supportive co-
interaction and debate within a framework of respect
curriculum substantially assists students to feel part
and tolerance. This will involve engagement with
of the university community and to thrive in it, so
students from all backgrounds, including vulnerable
that they can leave the university confident in their
groups and some who are often viewed hard to reach.
ability to engage with a fast-changing and complex
In addition, safety and students’ well-being on
world. With this in mind, UWC will continue to
and off university campuses have become issues
12 University of the Western Cape White Paper 2016 - 2020of widespread concern in recent years. Having an developing a lively understanding of the successful
exceptional student experience requires addressing functioning of a major institution and as preparing
these concerns in systematic and as well as personal future leaders. UWC will work in partnership
ways. The University will develop a range of means with faculties, peer programmes, key student
to engage students, gain a better understanding of groups and clubs and societies to provide multiple
students’ experiences, expectations and aspirations. leadership opportunities for individuals and provide
The University will actively promote collaboration and opportunities for appropriate representation. These
dialogue between students, support services and initiatives will be aimed at developing strong student
academic areas around key issues and build agency leadership at all levels of the institution’s functioning
to equip students to respond to these demands. and will seek to better align student leadership
In addition, the University will engage a number development intentions.
of role-players such as the City of Cape Town and
3. Provide students the opportunity for meaningful
local agencies to actively promote off-campus
engagement and connect with the campus
safety of students and staff in neighbourhoods and
community and its environments.
to improve safe public transport to the campus.
The University appreciates the value of residence
Student involvement in campus activities plays an
life in building a strong university community and
important role in building a dynamic campus life
in support of students’ academic success. Students
and a better student experience. The University will
live and learn in residences, so UWC will significantly
actively promote students’ active participation in
increase the number of affordable bed spaces and
sport, culture, volunteering and student societies
will continue to develop its residences and build a
as an important vehicle for student development. It
distinctive residential environment as important sites
will allow students to meet like-minded people and
of academic and intellectual engagement. Sustaining
build existing social skills, especially in facilitating
well-managed residences, which offer a nurturing
diverse student interaction and a sense of affinity to
environment that promotes academic excellence and
the institution. UWC advanced greatly in this regard
cultural and sporting participation will remain a priority
over the period of the last IOP. The establishment
in the IOP period. Formal induction programmes
of structures, clubs and societies to promote sport,
will continue to be offered to support first-years. At
cultural and other acitivities will continue to receive
another level, attention will be given to increasing
specialist attention. All the University’s sporting and
residence places during this period. In addition,
cultural codes will be strengthened as far as possible
UWC has begun a process of accrediting off-campus
and students’ achievements and experiences will
accommodation in terms of the standards promoted
be regularly celebrated through focused channels
by the Department of Higher Education and Training.
to instil a sense of personal accomplishment
In seeking to prepare graduates who are excellent
and pride in their association with the University.
professionals and citizens, the University will seek
Student leadership is valuable experience, both in
ways to increase opportunities for students to
2016 - 2020 White Paper University of the Western Cape 13experience the world of work and to participate in themselves more effectively in the campus community
practical community service. These two poles are and make the most of their time at University.
vital to the transformation project. We seek to have In the past UWC has participated in the national Student
our graduates enter the world of work imbued Engagement Survey. It will continue to develop and
with a culture of professionalism, critically familiar manage coordinated student surveys as a valuable
with the practices and codes of their chosen field. measure of students’ experience of the University and
As democratic citizens they have also to develop of other salient patterns, both inside and outside of
a sophisticated and sympathetic sense of the the classroom. The University will develop the student
issues facing communities and the ways in which experience and engagement as a strategic approach
meaningful transformation can be brought about. to sharpen students’ focus on issues of identity, their
The University will establish and diversify a diverse disposition and goals and develop action plans for
network of employers and alumni and enable students more meaningful implementation.
to develop their social and cultural capital from
4. Change the size, shape and mix of the student
such active networks and relationships with others,
population and academic programmes.
including international partners. The University will
UWC will continue to systematically influence the
expand negotiations for appropriate work placement,
shape, size and mix of the student body in ways that
and expand opportunities for entrepreneurship,
will distinctly characterise the University and accord
community engagement and seeking new scope
with national planning. At the time of preparing
for volunteerism and community partnerships.
the IOP the DHET, in consultation with universities,
The innovative and responsible use of ICTs is an
had embarked on a process to review projected
important enabling mechanism for enhancing the
enrolment in relation to shrinking resources, academic
student experience. Of particular concern is that
programme development and inadequate growth in
graduates should leave the university with the attributes
infrastructure capacity. In response the University will
they will require as 21st century citizens and so that co-
develop a comprehensive recruitment and retention
curricular offerings are responsive to the needs of its
strategy which, among others, help build greater
students. Over this IOP period, UWC will enhance the
institutional viability. UWC will consolidate the
experience of students through the innovative use of
projected number of first-time entering students,
digital platforms to focus communications wisely and
attract transfer students who have demonstrated
improve student engagement in targeted ways such
outstanding ability to succeed, arrest student attrition
as on-line communities and study groups to augment
and address the barriers to growth in postgraduate
the student experience and improve the efficiency and
and international students. Overall, the implication
effectiveness of its student development and support
is slower growth than originally projected in overall
systems. The University will also seek through the use
headcount enrolment in this period. This will impact
of digital technologies to deepen student engagement
on the projected undergraduate, postgraduate
with learning and enable students’ to connect
ratio. In terms of enrolment by major field of study
14 University of the Western Cape White Paper 2016 - 2020the proportional targets will remain unchanged. A intentions is strongly dependent on administrative
key strategic lever towards the achievement of its systems that function efficiently in support of its
enrolment mandate is the retention of graduating broad academic and support intentions. Particular
students for enrolment in postgraduate programmes attention will be paid over this IOP period to:
to create a critical mass in niches and areas of
• Strengthening the student enrolment
postgraduate priority. In view of UWC’s mandate
management system across the institution
in a differentiated post-school system, the University
so that all practices and processes that
will continue to emphasise postgraduate growth.
govern and affect the recruitment, selection,
The University will review its student recruitment
registration, throughput and graduation
promotional material, related web pages and embark
of its students, whether at institutional or
on innovative marketing strategies to coordinate its
faculty level, work in strong alignment and in
recruitment activities in order to attract undergraduate,
pursuit of common intentions and outputs.
postgraduate and international students to
In addition, attention will be given to the
strengthen the pool of qualifying applicants. The pool
continuous improvement and better alignment
of international applicants will be enhanced through
of all academic administrative processes and
collaborative relations with other African universities.
improved scholarship administration to achieve
Developing and tracking the effectiveness of UWC’s
a seamless service experience for students
marketing capacity is essential to leverage UWC’s
and to support optimal student lifecycle
points of distinction, niche areas, and cost advantages
communication and management. Such
and to highlight these to prospective students, their
aligned practice is important as enhancing the
parents, alumni, donors and partner institutions.
function of the University’s professional services
The University will also explore opportunities presented
and as significantly contributing to richer
by recent advances in information and communication
student experience and academic success.
technology to explore multiple modes of delivery ,
especially in selected programme at postgraduate level. • Enhancing the organisation and functioning
While the key initiatives of the University in this area will of the University’s administrative and business
seek to support its enrolment mandate, the University intelligence systems to illicit information that
will give special attention to continuing to attract and can be used to understand student participation
retain applicants from diverse backgrounds, and to so as to better support the academic project
recognising and supporting the diversity of its student and the strategic intentions underpinning it.
body as a valuable institutional asset. • Enhancing the professional capacity of
administrative staff so that they can work in
5. Provide optimal support services that enable skilled and efficient ways within an appropriate
excellence in the execution of all academic framework of accountability.
core functions.
UWC recognises that the success of its strategic
2016 - 2020 White Paper University of the Western Cape 15GOAL AREA 2: LEARNING AND TEACHING
To provide opportunities for an excellent learning Technologies [CIECT] and the Director: Community
and teaching experience that is contextually Engagement. This has embedded these priorities in the
responsive to the challenges of globalisation and planning, delivery and advancement of the teaching
of a society in transition, and which enhances the and learning function.
students’ capacities to be change agents in the
These structural changes have been mirrored by strategic
21st century.
changes in processes associated with professional
In the pursuit of its mission, UWC continues to place advancement and the recognition of excellence.
excellence in teaching, in support of effective learning, These now place excellence in teaching and learning
among the central concerns of its intellectual project alongside excellence in research as an institutional
and at the forefront of its commitment to its students. goal and a criterion for measuring achievement. For
Over the last IOP period the University made substantial example, appointment and promotions guidelines have
progress towards enhancing its capacity to deliver on been augmented to include teaching and learning as a
its teaching and learning mandate and improve on the key performance area. Equally important to progress
quality and relevance of its academic programmes. has been the focused attention given to enhancing the
Central to this was the strengthening of a range scholarship of teaching and learning, thus embedding
of structural and organisational changes initiated it more fully in the intellectual life of the institution
just before the last IOP was implemented. These and reasserting it as an area of institutional excellence.
changes included the establishment of a Directorate Dedicated research funding has been provided
for Teaching and Learning, the appointment of a and important national and international research
Director of Teaching and Learning and of Deputy partnerships have been developed in this area. These
Deans of Teaching and Learning, and the introduction developments are seen as especially important to
of teaching and learning specialists in most of the advancing UWC’s commitment to being a research-
faculties. They have been supported and guided in led university where what happens in the classroom
their work through Faculty Teaching and Learning is informed by the research interests and activities of
Committees and the Senate Teaching and Learning members of staff who draw on this knowledge in their
Committee, with the latter bringing faculty leadership teaching. UWC is committed to student learning as a
together with other key role players across the research-led process, so that research is increasingly
institution whose responsibilities are important to the prominent as a means of learning. The ideal is that
teaching and learning function. Especially important students are thoroughly inducted into research and
here has been the participation of the Director of the research principles at undergraduate level to support
Centre for Innovative Educational and Communication their ongoing formal and informal learning.
16 University of the Western Cape White Paper 2016 - 2020Improved access to higher education is meaningless in the local and global environments they will enter.
without improved opportunities for success. In addition Participating with confidence in those environments
to introducing a range of teaching and learning also signals the importance of a learning experience
support measures in support of this commitment and which is international in orientation. Working
strengthening extended curriculum provision across the towards the internationalisation of the curriculum and
institution, the last five years have also seen significant providing students with opportunities to engage in
strides being made towards improved teaching practice learning opportunities with students in other countries,
across the faculties. Building on the understanding that especially on the African continent, and to practice
learning takes place in a variety of ways and through a internationalisation at home will be important concerns
variety of modes both inside and outside the classroom, for the University in moving forward.
these efforts have continued to signal the value and
New skills and kinds of knowledge are also needed in
importance of pedagogical practice that acknowledges
the world of work and in preparing students to live
students’ real life experiences, the context that has
meaningful lives in a fast-changing local and global
shaped these experiences and the shifting expectations
context . Graduates are expected to possess a level
that each generation brings to the classroom. In
of skilfulness that equips them to adapt fast as the
our context there are particular challenges. These
environment changes. But that is not all that is required.
challenges, shaped by both historical and contemporary
The 2013 Cape Higher Education Consortium (CHEC)
forces, demand pedagogical practice informed with an
study of the employment pathways experienced by
understanding of the complexity of this context, alert
2010 graduates across the four universities, showed
to ways in which it may impede or profitably shape
clearly how important ‘social capital’ is to gaining
students’ learning, and seeking to nurture the values
employment and how disadvantaged the majority
that underpin a socially just society.
of UWC students (and of South African students
This context is also marked by the rapid changes from similar backgrounds) are in this regard1. In
of the digital era, particularly in and prompted by tackling South Africa’s challenges, the UWC academic
communication media. These changes require the experience must go beyond developing student
University to deepen its understanding of how they skilfulness in using knowledge related to their career
may impact on student learning and thus how lecturers paths. It must be an experience that builds social
can advance student learning through the creative use capital and facilitates student pathways into the world
of new kinds of knowledge and the new technologies. of work. These goals speak especially to the kind of
UWC therefore accepts the ongoing challenge to attributes our students have on leaving the university.
understand better the ways in which learning is enabled UWC’s Charter of Graduate Attributes, launched
in graduates in the 21st century and thus provide during the course of the previous IOP, provides a goals
its students with the kind of learning opportunities framework to guide the faculties, and will be regularly
that will equip them to participate with confidence reviewed. While much progress has been made, much
1 CHEC (2013). Pathways from University to Work. Cape Town: CHEC.
2016 - 2020 White Paper University of the Western Cape 17still needs to be done towards embedding these UWC will:
attributes in the curriculum and ensuring full alignment
1. Shape the academic curriculum to support
across academic programmes. This will receive priority
the development of 21st century graduate
over this IOP period.
attributes.
The progress that the University has made in pursuing UWC is committed to giving its students every
these goals was analysed in some depth in UWC’s opportunity to acquire the knowledge, skills and
Institutional Submission to the Higher Education social capital to be confident 21st century citizens
Quality Committee (HEQC) for its Quality Enhancement and professionals when they graduate. They will
Project (QEP), a national initiative that seeks to enhance be lifelong learners, displaying an entrepreneurial
the quality of teaching and learning across the system. and pioneering spirit and constantly gaining
Considering its feeder community, the University will and using new knowledge to adapt in times of
critically engage the Quality Enhancement Project rapid change, and alert to the challenges and
and use the priorities and challenges identified in the opportunities represented by digital technologies.
submission to guide the institution’s efforts over the The academic experience of our students has
next five years and integrate it into its planning. At the to enable them to develop the skills to thrive as
same time, the University will continue to participate locally and globally engaged citizens, able to make
actively in the various activities of the QEP, recognising sense of the changing environment, both in their
the value that this can add to the institution’s own immediate context and in the world at large. To this
efforts and the contribution that UWC is able to make end, the University is committed to ongoing review
to broader systemic change. of the UWC Charter of Graduate Attributes and
to attention to how they may best be promoted
Much of the work that needs to be done in moving
in the academic curriculum. Especially important
forward over the next five years and sustaining UWC’s
here is the creation of opportunities for authentic
trajectory of improvement and commitment involves
learning, where students are required to actively
the systematic institutionalisation of the changes that
apply their knowledge to real world issues, and
have been introduced. Central to this is continuing to
opportunities are created within their learning
strengthen the organisational structures and processes
experience for them to connect with a range of
set up to enhance UWC’s teaching and learning
professional, business and social communities
mandate and to embed improved practices into the
outside the institution.
University’s everyday functioning. This is an ongoing
process. Excellence in teaching and learning requires 2. Promote enhanced learning opportunities
alertness to new opportunities in a constantly changing through the innovative use of emerging
external environment and sustained creative rigour in technologies .
responding to them. The technological advances of the ‘digital age’ are
fundamentally changing both how students learn
18 University of the Western Cape White Paper 2016 - 2020and engage with information and what competences in teaching at UWC. Perhaps the most important
they will require in a world of work equally among them were measures aimed at increased
influenced by these advances. UWC is committed to professionalisation of learning and teaching across
enabling its academic staff to enhance the learning the institution and at building a more responsive
experience of students by developing the multiple learning and teaching environment to promote
academic and digital literacies that inform this flexible learning. The substantial progress made
context and are needed to engage effectively with it. towards these objectives provides a solid foundation
Strengthening the informed use of technologies for the ongoing pursuit of excellence in learning
in learning and teaching is a central feature of the and teaching at UWC as key components of student
plan. The use of technologies must be underpinned success and retention. Attention will also be given to
by pedagogical rationales which draw on their recognising and rewarding excellence in teaching.
potential to transform learning and teaching, Over the next five years there will be an increased
especially by facilitating the active participation of emphasis on learning. The significant gains in
students. In this regard, exploring less traditional improving pedagogical practice and the scholarship
digital media of learning and communication will be of teaching and learning will be a base for
particularly important. The University is building its developing flexible and carefully aligned processes
capacity to be a ‘connected’ campus which pursues to promote responsiveness and enable students
excellent learning opportunities, among other things to improve their learning ability and increase their
through facilitating the ‘internal’ and ‘external’ chances of excelling in their studies. This shift in
connectedness of its students. Digital technologies emphasis has large implications. It derives from a
are an important vehicle to support this intention. conviction that access is not to be confused with
In this IOP period the focus will be on: Instructional admission. Access involves both student attitudes
design; ongoing research into the field of innovative and the teaching and institutional provision which
education and communication technologies; taken together make for intellectual success.
software development and application; digital UWC will explore means of promoting intellectual
academic literacy programmes; ongoing ICT skills access for a diverse range of students through its
training; and the design and development of teaching practices and supportive facilities. Among
materials for multiple digital platforms; and creating other things, it will develop different kinds of
integrated, seamless and flexible processes and ‘learning spaces’ across the campus, providing for
infrastructure to support a well-connected campus. both formal and informal learning opportunities.
Rich and lively informal learning opportunities
3. Develop an environment conducive to
will be provided and supported alongside
excellence in learning and teaching in support
an excellent formal academic programme.
of student success and retention.
UWC is a research-led university. Accordingly,
Significant attention was given in the previous
excellence in learning and teaching is consciously
IOP to strategies aimed at promoting excellence
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