UFH Strategic Plan 2009 - 2016 Page 2
1 Contents
2 List of Figures ....................................................................................................................... 4
3 List of Tables ........................................................................................................................ 5
4 List of Acronyms .................................................................................................................. 6
5 Foreword from Chairperson of Council ............................................................................... 8
6 Message from Vice Chancellor ............................................................................................ 9
7 Executive Summary ........................................................................................................... 10
8 Introduction ....................................................................................................................... 15
9 History of the University .................................................................................................... 16
10 Conditions under which Higher Education operates ......................................................... 17
10.1 International Context ................................................................................................. 17
10.2 National Context ........................................................................................................ 18
10.3 Local Context.............................................................................................................. 20
10.4 Higher Education Policy Framework .......................................................................... 21
11 Recent Achievements ........................................................................................................ 23
12 The University’s Strategic Response .................................................................................. 29
12.1 Vision and Mission ..................................................................................................... 29
12.2 Strategic Objective and Enablers ............................................................................... 30
13 Overall Goal: Teaching and Learning, Research and Engagement Excellence .................. 31
13.1 An integrated approach: Towards Scholarly Excellence ............................................ 31
13.2 Teaching and Learning ............................................................................................... 32
13.3 Research ..................................................................................................................... 34
13.4 Community Engagement ........................................................................................... 35
13.5 Sub-Objectives for Teaching and Learning, Research and Community Engagement 36
14 Enabler 2: Improve the Student Experience ...................................................................... 39
14.1 Sub-objectives for Enabler 2 ...................................................................................... 40
15 Enabler 3: Develop a Service Culture ................................................................................ 41
15.1 Sub-objectives for Enabler 3: ..................................................................................... 42
16 Enabler 4: Optimise the Multi-Campus Model .................................................................. 44
16.1 A Model for Alignment .............................................................................................. 44
16.2 Strategic Opportunities Offered by Each Campus ..................................................... 45
16.3 Sub-objectives for Enabler 4 ...................................................................................... 48
17 Enabler 5: Harness Technology Effectively ........................................................................ 50
17.1 Recent Developments Affecting Application of Technology ..................................... 50
17.2 Transparent Technology ............................................................................................ 51
17.3 Sub-objectives for Enabler 5 ...................................................................................... 52
UFH Strategic Plan 2009 - 2016 Page 3
18 Enabler 6: Human Resource Development ....................................................................... 53
18.2 The Challenges ........................................................................................................... 54
18.3 UFH Human Resource Development Aspirations ...................................................... 54
18.4 Sub-objectives for Enabler 6 ...................................................................................... 56
19 Enabler 7: Financial Viability and Sustainability ................................................................ 57
19.1 Institutional Growth and the Enrolment Plan ........................................................... 57
19.2 The Current Financial Situation ................................................................................. 59
19.3 Ensuring Lasting Sustainability ................................................................................... 60
19.4 Infrastructure Recapitalisation .................................................................................. 60
19.5 Sub-objectives for Enabler 7 ...................................................................................... 63
20 Action Plan 2009-2012 ...................................................................................................... 65
21 Annexure 1: Risk Review Summary and Responsibility ..................................................... 72
22 Bibliography ....................................................................................................................... 74
23 Appendix 1: HEQC Audit Recommendations: Quality Improvement Plan ........................ 77
UFH Strategic Plan 2009 - 2016 Page 4
2 List of Figures
FIGURE 1: CONCEPTUAL FRAMEWORK ......................................................................................................... 11 FIGURE 2: STRATEGY MAP - SUMMARY ........................................................................................................ 12 FIGURE 3: STRATEGY MAP – DETAIL .............................................................................................................. 13 FIGURE 4: NO OF GRADUATES 2004 - 2007 ................................................................................................... 26 FIGURE 5: TOTAL HEADCOUNTS 2004 - 2008 ................................................................................................ 26 FIGURE 6: PUBLICATION OUTPUT 2004 - 2007 ............................................................................................. 27 FIGURE 7: STRATEGIC OBJECTIVE AND ENABLERS......................................................................................... 29 FIGURE 8: THE LINK BETWEEN PEOPLE AND THE UNIVERSITY’S STRATEGIC PLAN ....................................... 55 FIGURE 9: UFH TOTAL HEADCOUNTS 1991 - 2008 ........................................................................................ 57
UFH Strategic Plan 2009 - 2016 Page 5
3 List of Tables
TABLE 1: HEQC AUDIT COMMENDATIONS 23 TABLE 2: AVERAGE PASS RATES 2008 25 TABLE 3: SUMMARY OF STRATEGIC OBJECTIVE AND ENABLERS 30 TABLE 4: STRATEGIC GOAL 1 SUB-OBJECTIVES 37 TABLE 5: IMPROVING STUDENT EXPERIENCE SUB-OBJECTIVES 40 TABLE 6: PROMOTE SERVICE CULTURE SUB-OBJECTIVES 42 TABLE 7: ALICE CAMPUS PROPOSED PQM 46 TABLE 8: BHISHO CAMPUS PROPOSED PQM 46 TABLE 9: EAST LONDON CAMPUS PROPOSED PQM 47 TABLE 10: OPTIMISED MULTI-CAMPUS MODEL SUB-OBJECTIVES 49 TABLE 11: HARNESS TECHNOLOGY EFFECTIVELY SUB-OBJECTIVES 52 TABLE 12: STAFF CATEGORIES 53 TABLE 13: HRD SUB-OBJECTIVES 56 TABLE 14: GROWTH STRATEGIES 58 TABLE 15 INCOME AND EXPENDITURE 2009 - 2016 59 TABLE 16: INFRASTRUCTURE AND EFFICIENCY GRANT FUNDING 60 TABLE 17:RECAPITALISATION AND INFRA-STRUCTURAL SPEND 61 TABLE 18: MODERATE GROWTH INCOME AND EXPENDITURE BUDGET AFTER IMPLEMENTATION OF
STRATEGIES 62 TABLE 19: FINANCIAL SUSTAINABILITY SUB-OBJECTIVES 63
UFH Strategic Plan 2009 - 2016 Page 6
4 List of Acronyms
AIDS Acquired Immune Deficiency Syndrome
ASGISA Accelerated Shared Growth Initiative
BCM Buffalo City Municipality
CBO Community Based Organisation
CE Community Engagement
CEO Chief Executive Officer
CESM Classification of Educational Subject Material
CFO Chief Financial Officer
CHE Council for Higher Education
CIO Chief Information Officer
COBIT Control Objectives for Information and related Technology
DoHET Department of Higher Education and Training (formerly DoE)
DVC Deputy Vice Chancellor
EMT Executive Management Team
FHF Fort Hare Foundation
FT Full Time
FTE Full Time Equivalent
GIS Geographic Information Systems
HRD Human Resource Development
HE Higher Education
HEI Higher Education Institution
HEQC Higher Education Quality Committee
HIV Human Immunodeficiency Virus
HOD Head of Department
HR Human Resources
HRM Human Resource Management
HRMIS Human Resource Management Information System
ICT Information and Communication Technology
IDP Integrated Development Plan
IEASA International Education Association of South Africa
IOP Institutional Operating Plan (for the period 2004 – 2009)
ISO International Standards Organisation
ISP Internet Service Provider
IT Information Technology
ITIL Information Technology Infrastructure Library
ITS Integrated Tertiary Software
JIPSA Joint Initiative for Priority Skills Acquisition
LM Local Municipality
MoU Memorandum of Understanding
NGO Non Governmental Organisation
NRF National Research Foundation
NSFAS National Student Financial Aid Scheme
OD Organisational Development
PFSA Public Financial Services Agency
PG Postgraduate
PGDP Provincial Growth and Development Plan
PPP Public Private Partnership
PQM Programme and Qualification Mix
PT Part Time
PVC Pro Vice Chancellor
RIMS Research Management Information System
SA South Africa
SER Self Evaluation Report
SETA Sector Education Training Authority
UFH Strategic Plan 2009 - 2016 Page 7
SP2000 Strategic Plan 2000 (for the period 2000 – 2005)
SP2009 Strategic Plan 2008 (for the period 2009 – 2016)
TENET Tertiary Education Network
TTMA Transversal Training Management Agency
UFH University of Fort Hare
UG Undergraduate
UniSA University of South Australia
VC Vice Chancellor
WSU Walter Sisulu University
Y2K Year 2000
UFH Strategic Plan 2009 - 2016 Page 8
5 Foreword from Chairperson of Council
Having had the honour of serving the University of Fort Hare as Chairperson of Council since
2004, and overseeing the implementation of the current Institutional Operating Plan (IOP) which
provided the guiding framework for the UFH’s development from 2004 until 2009, it is my
pleasure to present the UFH Strategic Plan 2009.
This new Strategic Plan, for the period 2009 – 2016, is the third prepared by the University of
Fort Hare, following on SP2000 and the IOP 2004. The development of the goals for this plan
results directly from a review of its previous plans and a reflection on its operations and
stakeholder responses to its operations since the pre-1999 crisis period. The UFH’s Strategic
Plan 2000 – 2005 (SP2000) laid the foundation for the turnaround strategy that saw public
confidence in the University’s operations and its ability to offer quality education restored; the
Institutional Operating Plan (IOP) guided the further development and growth of the institution
post-incorporation for the period 2004 – 2009.
This Strategic Plan has been developed to serve as a tool that can help the university to gain
a comprehensive understanding of the opportunities available to it when carrying out the goal-
oriented, long-term efforts to further develop the UFH as a dynamic knowledge centre
contributing and advancing the development of the nation and the continent of Africa. The
goals identified for the plan are twofold. Firstly, they are linked directly to the democratic
government’s objectives of the role of higher education in being an active and critical partner in
addressing national transformation and development imperatives. Secondly, they address the
universality of knowledge both in its creation and application.
The Strategic Plan will further assist Council members in addressing their statutory
responsibilities in responding to the needs and expectations of the University’s stakeholders in
relation to the provision of quality higher education.
The Strategic Plan provides a clear direction and reporting framework for Council and
Executive Management over the next 8 years. The Plan will be monitored and evaluated
regularly and a report of the extent of its implementation given each year.
We look forward to meeting the challenges that lie ahead.
Mr P Silinga
Chairperson of Council
April 2009
UFH Strategic Plan 2009 - 2016 Page 9
6 Message from Vice Chancellor
From time to time we need to step back from the whirlwind of daily activity, reflect together
on the challenges facing us, and unite around a strategy for meeting these challenges. This
document is the outcome of such a process, in which many people have participated along the
way. The University Council unanimously approved this Strategic Plan on 3rd
April 2009.
The Strategic Plan 2009- 2016 has been written from a position of confidence as well as a
realistic appraisal of our current situation. At the UFH we are secure in our foundation that is
based on the fundamental values of freedom, democracy and the pursuit of knowledge. We are
proud of our over 90-year long history, and we believe in our own strengths. But we also
recognise that society is rightfully placing greater demands on us, and that the university can
fulfil its role only by being an open, learning-oriented organisation, actively involved in meeting
society’s challenges and needs.
The University continues to face a number of challenges including responding to national
goals and policies on education and development, and coping with complex economic, political
social and technological transformation imperatives. In addition to these largely external
factors, the University community identified critical strategic issues including a renewed focus on
relevance and quality of our academic, research and community engagement programmes and
the experiences of our students; improving service levels; successfully managing a multi-campus
institution; developing our human resources and attracting and retaining quality staff;
developing and modernising our ageing and inadequate infrastructure; and increasing options
for income generation.
This strategic plan represents our collective thinking about the most effective and creative
ways to respond to these challenges. Given our historic under-funding, coupled with the
increasing demands for the University to grow while simultaneously improving quality, the
strategic plan with its accompanying implementation plan demonstrates how much is required
to accomplish our goals over the next eight years. The strategic plan describes how we intend to
accomplish our overarching strategic goal of teaching and learning, research and community
engagement excellence, together with the enablers we envision as necessary for achieving this.
In the preparation of this Plan, the University consulted widely with stakeholders including
Council, Senate, Faculty/Schools/Institutes and Departments, staff, students and other key
stakeholders towards identifying, analysing, prioritising and proposing solutions to current
challenges. In view of this broad consultation and quality participation, it is expected that all
stakeholders will claim ownership of the plan and support the process of implementation.
I would like to thank all those who participated in preparing this Strategic Plan. This is the
start of another dynamic and exciting phase of our University. I look forward to charting, and
sharing with you our progress, towards the realisation of the Plan.
Dr Mvuyo Tom
Vice Chancellor
April 2009
UFH Strategic Plan 2009 - 2016 Page 10
7 Executive Summary
The University of Fort Hare (UFH) here presents its long range Strategic Plan for the period
2009 – 2016 (SP 2009 – 2016). The plan provides a situational analysis and strategic framework
for the continued growth and sustainable development of the University.
The long range strategic plan is premised on the notion that the University, in common with
other organisations, is an open system, influenced by and impacting on its environment. Thus
an analysis of the environment which informs the strategic response of the University is
considered necessary. After a brief history of the University, Section One locates the institution
in the current external operating environment, by providing an analysis of the international,
national and local context in which the higher education sector in general, and the University of
Fort Hare specifically, operates, with reference to globalisation and associated phenomena;
national development priorities; the policy framework for higher education; and the
development challenges of the immediate locales in which the three campuses of the University
are situated.
Section Two details the University’s strategic response. Overall, the strategy takes as a
metaphor a traditional African homestead (Figure 1). The Vision and Mission provide the
impetus for the overall strategic objective, Excellence in Teaching and Learning, Research and
Community Engagement – the integrated nature of these elements denoted by the three
connected sides of the triangle. The 5 ‘pillars’: Improve the Student Experience; Develop a
Service Culture; Harness Technology Effectively; Optimise the Multi-Campus Model; Develop
Human Resource Development support the achievement of the overall objective, while Financial
Viability and Sustainability is the ‘foundation’ upon which everything rests. The ‘access’ arrow
symbolises the unique role that the University of Fort Hare fulfils by providing opportunities for
higher education to students from disadvantaged backgrounds; while the ‘output’ arrows
represent our specific qualitative contributions to society – competent graduates, relevant
research and meaningful engagement.
The core mandate of teaching and learning, research and community engagement, and each
supporting pillar has a set of operational objectives. Each objective in turn has a detailed Action
Plan, detailed in Section Three, which establishes leadership responsibilities, actions, timeframes
and success indicators for each objective.
UFH Strategic Plan 2009 - 2016
Figure 2 below shows the summary strategy map for the plan, a visual representation of the
cause and effect relationships among the components of the strategy.
detail the strategic objective and enablers, with sub
indicators (or measures) that will be tracked to monitor progress towards achievement of the
strategic objective and enablers.
To provide high quality education
of knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
technological and socio
A vibrant, equitable and sustainable African university, committed to teaching and research
excellence at the service of its students, scholars and the wider community
Figure 1: Conceptual Framework
below shows the summary strategy map for the plan, a visual representation of the
cause and effect relationships among the components of the strategy. Figure 3 shows in more
detail the strategic objective and enablers, with sub-objectives; and the high level success
indicators (or measures) that will be tracked to monitor progress towards achievement of the
strategic objective and enablers.
Mission
To provide high quality education of international standards contributing to the advancement
of knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
technological and socio-economic development of our nation and the wider world
Vision
and sustainable African university, committed to teaching and research
excellence at the service of its students, scholars and the wider community
Page 11
below shows the summary strategy map for the plan, a visual representation of the
shows in more
evel success
indicators (or measures) that will be tracked to monitor progress towards achievement of the
of international standards contributing to the advancement
of knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
economic development of our nation and the wider world
and sustainable African university, committed to teaching and research
excellence at the service of its students, scholars and the wider community
UFH Strategic Plan 2009 - 2016 Page 13
2. IMPROVE STUDENT EXPERIENCE
2.1 Improve
services and
support
2.2 Improve
infrastructure and
recreational
facilities
2.3 Improve
governance and
leadership
STUDENT SATISFACTIONINVESTMENT IN
INFRASTRUCTURE
3. PROMOTE SERVICE CULTURE
3.1 Unified,
Integrated
Culture
3.2 Develop
Service Capacity
and Commitment
3.3 Improve
Communications
and Marketing
3.4 Modernize
key systems and
processes
STUDENT SATISFACTION STAFF SATISFACTIONACHIEVEMENT OF SERVICE
LEVELS
4. OPTIMIZE MULTI-CAMPUS MODEL
4.2 Ensure
academic
equivalence
4.1 Optimise
academic
offerings
BREAK EVEN PER
CAMPUS
S’HOLDER SATISFACTION
LEVEL PER CAMPUS
THROUGHPUT /
RESEARCH OUTPUT PER
CAMPUS
4.3 Optimize
cross-campus
management
5. HARNESS TECHNOLOGY EFFECTIVELY
5.3 Appropriate
Information
Management
5.2 Access on
Demand
5.1 Unified
Virtual Campus
USER SATISFACTIONINCREASE IN USE OF
ICTS / ITS
% FRAMEWORK
ALIGNMENT
6. DEVELOP HUMAN RESOURCES
6.1 Improve HR
Function and
Capability
6.5 Promote Staff
Well-Being6.3 Optimise Size
and Composition of
Workforce
6.2 Improve
Recruitment and
Retention Practices
6.4 Enhance Staff
Development and
Performance
REDUCED TURNOVERIMPROVED
QUALIFICATIONS
STAFF:STUDENT RATIOS
ACADEMIC:ADMIN RATIOS
IMPROVED
PERFORMANCE
1. EXCELLENCE IN TEACHING AND LEARNING, RESEARCH AND COMMUNITY ENGAGEMENT
1.1 Conceptual
devt and curricula
Renewal
1.3 Inter-
nationalisation
1.4 Stakeholder
Partnerships1.7 Academic
development
1.5 Technology-
Enhanced
Learning
1.6 Enabling
Environment
1.2 Culture of
scholarly
excellence
IMPROVED THROUGHPUTINCREASED RESEARCH
OUTPUTMORE RATED SCIENTISTS MORE NICHE RESEARCH INCREASED INNOVATION
EMPLOYABLE
GRADUATES
7. ACHIEVE FINANCIAL VIABILITY AND SUSTAINABILITY
7.5 Reduce Costs7.2 Increase Fee
Income
7.3 Diversify
Revenue Base
7.1 Increase
Subsidy Income
7.4 Improve
Financial Planning
and Management
BALANCED BUDGET BY
2011
INCREASE IN INCOME
(S, F, 3RD
ST)
BENCHMARKED COST
PER GRADUATEENROLMENT TARGETS
Figure 3: Strategy Map – Detail
UFH Strategic Plan 2009 - 2016 Page 15
8 Introduction
The University of Fort Hare here presents its Strategic Plan (SP2009) for the period 2009 – 2016
as the culmination of a broad consultative process designed to mobilize its constituents and partners
around a co-created vision for the future of this august institution. Building on the considerable and
highly successful work done over the past decade to revive the fortunes of the institution and
position it as a modern centre of intellectual life in the 21st Century, the University desires to
consolidate the gains made, refresh and revitalize stakeholder commitment, and build an objective
programme for its continued growth and sustainable development.
The University of Fort Hare is one of Africa and South Africa’s oldest universities, and the first
founded as an institution of higher learning for Africans (although it is also distinguished by its
original non-racial character). From humble beginnings in the early 20th
century, Fort Hare emerged
as one of Africa’s most distinguished and iconic Higher Education Institutions. Occupying a crucial
place in the emergence and preservation of the intellectual heritage of Africa, Fort Hare played an
important role in the post-war struggle for democracy in South Africa and the continent. Surviving
near closure in 1999, a situation rooted in the inequitable treatment the University was subjected to
during the apartheid era, and exacerbated by poor leadership and declining student numbers, Fort
Hare has “defied the odds of colonial and apartheid history to survive to this day” (Swartz, 2005, p.
1) and emerged in the 21st
Century as a vibrant intellectual centre, already a major contributor to
economic, political, social and civic development at local, provincial and national level.
The University aspires to continue to be a relevant skills and knowledge producer, as well as
thought leader for our broader society, as it ventures towards its centenary year, 2016. This
aspiration is influenced by and must take into account the rapidly changing and increasingly complex
post-colonial, post-apartheid and post-industrial society in which it operates. This requires that the
University continually builds its organizational capability to adapt to changing conditions in order to
remain responsive and relevant.
The plan builds on the strategic imperatives and goals of the institution as defined in the
Strategic Plan 2000 (SP 2000) (University of Fort Hare, 2000) and the Institutional Operating Plan
(IOP) (University of Fort Hare, 2004). It also takes into account the results of the critical self-
evaluation and subsequent recommendations emanating from the extensive HEQC quality audit
undertaken in May 2008 (see Appendix 1). Where it diverts from the aforementioned documents is
in the emphasis on achievement, through the development of carefully considered success
measures that will enable us to monitor progress towards our goals and take corrective action if, and
when, required.
Like any plan, the document articulates our aspirations and dreams (grounded in a realistic
appraisal of what is possible), and serves as a practical guide for action and decision making.
Providing a robust map that will guide us in the unsteady and uncharted currents of change, it
should nevertheless be seen as a living document that will evolve and modify over time as
circumstances require.
UFH Strategic Plan 2009 - 2016 Page 16
9 History of the University
One cannot possibly understand the history of South Africa
without understanding the history of Fort Hare.
Selby Baqwa 2001
The numerous luminary leaders and revolutionaries for which Fort Hare was an educational
home and formative experience are well documented. Among the most well-known are Govan
Mbeki, Nelson Mandela, Oliver Tambo and Chris Hani. Former Pan-Africanist Congress founder and
President Robert Sobukwe also studied at Fort Hare, yet, as Daniel Massey (Massey, 2001) points
out, the importance of Fort Hare goes beyond the development of political consciousness of
individual liberation heroes. The University has an intricate history that not only parallels, but also
reflects, the contradictions of the modern history of South Africa. The fact that Fort Hare is the third
smallest University in South Africa1, but also one of its oldest, testifies to the inequitable treatment
that the University has been subjected to over the years, enduring both racial and economic
marginalisation.
It was the apartheid government’s separate university legislation in particular, when in 1960 Fort
Hare was transferred to the Department of Bantu Education, that plunged the University into a
‘state of turmoil’ from which, in many senses, it has yet to emerge (Massey, 2001). Unlike the other
proposed Bantustan universities which were to be newly established to serve the ethnically based
‘homeland’ administrations, Fort Hare had been in existence since 1916 and was a thriving home for
black intellectual activity and the training of professionals.
The post-apartheid era was a difficult time for the University as it battled falling enrolments, and
when expectations of redress, in the form of additional government funding, did not materialise.
The parlous state of our finances and mediocre academic performance, combined with poor
leadership and mismanagement, in the late 1990s led to the near closure of the institution. A
turnaround strategy led by former Vice-Chancellor Professor Derrick Swartz, the acquisition of an
urban campus in East London, and some recapitalisation funding has seen a revival of the fortunes of
the University in recent years, but it is still some way from being the financially stable and
academically excellent institution its stakeholders envision. This is largely due to the need for major
recapitalisation of the University to bring it onto an equal footing with peer institutions, after
decades of severe underfunding and neglect of key infrastructure development needs.
The University of Fort Hare’s vision is to remain an equitable sustainable African university.
African is used here in the broad, post-colonial, continental sense (i.e. pan-African as opposed to
narrowly African, incorporating ideas of diversity, democracy and modernity). To be equitable
implies that it will serve the rural poor with all the concomitant financial limitations associated with
this sector of society. At the same time it is committed to teaching and learning and research
excellence and hence cannot entertain any compromise of standards in order to improve
throughput. This strategic plan is therefore intended to focus on key strategic objectives and
enablers that will move the University closer towards the achievement of its vision.
1 Should the UFH close, national enrolments would drop by only 1.2%
UFH Strategic Plan 2009 - 2016 Page 17
10 Conditions under which Higher Education operates
10.1 International Context
The University, in common with other Higher Education Institutions, operates in a rapidly and
continuously changing environment. This environment is characterised by explosions in the
generation, transmission and application of knowledge, revolutionary changes in processes of
production, distribution, and exchange, and the increasing interdependence and complexity of
economic and other social systems. All of the factors mentioned are both stimulated and sustained
by unprecedented developments in technology. In short, current global conditions impel Higher
Education Institutions (HEIs) worldwide to face up to the necessity for change and adaptation if they
are to survive and prosper.
The current global economic crisis that originates in the United States of America but has
affected economies all over the world illustrates how globalisation is re-shaping economic, political
and social relations and interactions. The environment for HEIs is changing in accordance with the
rise of a world economic and political order that is redefining what are deemed appropriate
organisational ends and means for operating in the global environment (Vaira, 2004) (Vaira, 2004).
In sum, higher education is involved in a process of deep institutional change, which is challenging
and recreating its established values and policy frameworks (Vaira, 2004).
The resultant increasingly important role of HEIs for socio-economic mobility and global
competitiveness has thrust them into the spotlight (King & Douglass, 2007). Universities must
attend to and balance the often competing and contradictory pressures from a growing range of
constituencies: labour market demands for qualifications and skills that will equip the ‘knowledge
worker’ to successfully navigate this complex and ever changing terrain; governments as they pursue
national economic development and competitiveness, or demand increased accountability for
quality and outcomes; corporations wanting to exploit intellectual capital of universities for
innovation and the application of knowledge; more and different types of students seeking ‘lifelong
learning’ to continuously update their skills and knowledge; and social movements or interest groups
representing minorities or causes.
In a developing country context, HEIs are contending with these pressures in addition to the
heightened expectations of governments and citizens who see universities as central to the
economic and social advancement necessary to lift developing nations out of poverty. The
development initiatives of these countries require an expanding and highly skilled workforce. HEIs
are expanding as a result, but are faced with the challenges of limited funding, resources,
equipment, skilled and experienced academics etc. The increasing dependence on sophisticated
technologies and connection to information networks serves to further exacerbate the ‘digital
divide’ between those who have access, and those who do not (King & Douglass, 2007).
African academics face the challenge of pursuing research that is relevant to the African context,
while at the same time conforming to the norms of world Science. There is an enormous need for
Africa-based research, to understand and identify Africa’s needs, to gain insights into the social
economic, political and cultural challenges faced by the African nations, and to build a knowledge-
base about all aspects of African societies.
UFH Strategic Plan 2009 - 2016 Page 18
10.2 National Context
High quality higher education is crucial for social equity,
economic and social development and a vibrant democracy and
civil society. If higher education does not produce knowledgeable,
competent and skilled graduates, generating research and
knowledge, and undertaking responsive community service, then
equity, development and democracy will all be constrained. The
challenges of reconstruction, social transformation and
development are tremendous. Higher education must not fail to
establish the new priorities and satisfy the new needs of a
democratic South Africa.
(Council on Higher Education, 2004)
The attainment of democracy in 1994 brought with it the possibility for South Africa to restore
the dignity of its citizens, and to address poverty and inequality. Government embarked on an
ambitious and systematic effort to dismantle racially-based patterns of social and economic relations
and build a prosperous, inclusive and democratic society. This effort included a strong focus on
stimulating economic growth and job creation, expanding and improving key public services such as
education, health and welfare services, and increased ‘social cohesion2’.
The challenge of dealing with the legacy of apartheid was complicated by the additional need to
integrate the hitherto isolated country into the global community and the international political and
economic system which was itself undergoing rapid changes as outlined above. The South African
government was therefore embarking on this transformation and reconstruction effort in a context
where, at an international level, the nation-state was retreating. This, for a number of reasons,
made a direct interventionist approach unfeasible. The government also had to act to head off a
debt crisis inherited from the apartheid regime.
The Presidency’s Fifteen Year Review (The Presidency, Republic of South Africa, 2008) concludes
that although government has made significant progress towards meeting both long term
transformation objectives as well as the more specific 10-year objectives, they have not been
achieved in full, and new challenges have arisen.
Moving forward from this broad assessment, the key elements of government strategy have
been identified as:
• speeding up growth and transforming the economy;
• fighting poverty;
• building social cohesion and state legitimacy;
• pursuing the values of international cooperation; and
• building a developmental state
2 Social cohesion is the capacity of different groups in society to cooperate in ways that enable positive change
UFH Strategic Plan 2009 - 2016 Page 19
The key strategic thrusts of the Government since 2004 can be summarised as follows:
• growing the economy; and
• promoting social and economic inclusion.
All other social and economic programmes are positioned within the ambit of this broad
framework.
At a provincial level, the Eastern Cape Provincial Growth and Development Plan (PGDP) has the
following key strategic objectives:
• systematic poverty eradication through a holistic, integrated and multi-dimensional
approach to pro-poor programming;
• transformation of agrarian economy and strengthening of household food security; and
• consolidation, development and diversification of manufacturing base and tourism
potential.
As well as three foundation objectives, namely:
• infrastructure development;
• human resource development; and
• public sector and institutional transformation.
Government also intends to focus on a few ‘catalytic initiatives’ in tackling the challenges listed,
drawing from the lessons of other developing countries in similar circumstances. These include
better macroeconomic management, coherent and integrated industrial and trade and competitions
policies, human resource and skills development (this includes expanding further and higher
education to address existing and future skills shortages), improving access to social services, social
security, education and healthcare for the poor; expanding agricultural production; strengthening
state legitimacy and improving state efficiency and performance and the coordination, monitoring
and oversight capacity of the state. The Accelerated Shared Growth Initiative (ASGISA) and the Joint
Initiative for Priority Skills Acquisition (JIPSA) are key government initiatives that relate to these
strategic thrusts.
In 2007 government launched a Ten Year Innovation Plan to help drive South Africa’s
transformation towards a knowledge-based economy, and to highlight the role of science and
technology in driving growth and development. The Innovation Plan envisions the production and
dissemination of knowledge leading to economic benefits and enriches all fields of human
endeavour. Sectors intended to benefit are biotechnology and pharmaceuticals, space science and
technology, energy security and climate change. Higher education is seen as a key strategic partner
in achieving these policy objectives. President Motlanthe, in a speech given at the University in
November 2008, had this to say about the relationship between the higher education sector and the
state:
The globalised world is a very unforgiving arena. States that do not possess
the material wherewithal, requisite technological, vocational, and educational
competencies, political stability and social cohesion – find themselves on a
trajectory to the margins – as a less than desirable destination for investment and
business...To ensure that South Africa does not go that way, to ensure that we
have a political and economic framework that could realize the vast potential of
this great democratic and non-racial republic – we need a robust and dynamic
partnership between Higher Education and the State, that will speak to the
mutually-negotiated parameters of autonomy and accountability.
This relationship is steered by the national framework for higher education briefly outlined in
Section 10.4 below.
UFH Strategic Plan 2009 - 2016 Page 20
10.3 Local Context
The University of Fort Hare is located in the Eastern Cape Province, one of the poorest and most
under-developed provinces in South Africa. Its biggest campus, based in Alice, in the Nkonkobe
Local Municipality (LM), is one of the most underdeveloped in the province. Many of the students
attending UFH come from poor socio-economic backgrounds; the payment of fees has always been a
struggle for many families.
The Nkonkobe Local Municipality Integrated Development Plan (IDP) states that the municipality
is “faced with massive problem of underdevelopment, which has resulted from historic
consequences of the country’s politics” (Nkonkobe Local Municipality, 2007, p. 6). Unemployment
and poverty levels within Nkonkobe LM are high – out of an estimated population of 133,434
(source: Census 2001) approximately 74% of people living within the municipal area are classed as
indigent (i.e. they have no income at all). 93% of the people of Nkonkobe LM earn less than R800
per month. Many households are sustained by remittances, income from a single wage earner and
various small-scale activities. The majority of those employed are in public service. Most of the
population resides in villages, farms and scattered settlements, with the rural: urban ratio standing
at approximately 4:1.
Unfortunately this severe under development is accompanied by low capacity of the local
authority to act as a catalyst for development in the area and address service and infrastructure
backlogs. Although there is potential in the agriculture and tourism sectors, efforts at economic
development in these sectors have been haphazard and have had little impact. Initiatives by the
University to engage the municipality in development partnerships have not taken off, due in part to
political infighting and resultant inconsistent leadership of the municipality.
Concerning local relationships, Memoranda of Understanding (MoUs) have now been signed
between UFH and both Walter Sisulu University (WSU) and the Buffalo City Municipality (BCM). UFH
and WSU have pledged to work cooperatively and not competitively in terms of courses offered and
student markets targeted, for the greater good of the city and region; and to work in partnership on
key projects, such as the proposed Techno-Park in East London. The BCM is committed to the
success and growth of the two universities as part of its City Development Strategy, recognising that
this growth will have a concomitant beneficial impact on the City.
Besides these, there are a number of ongoing and developing strategic partnerships with the
Eastern Cape Provincial Government (ECPG) as well as with local private enterprises.
With over 5500 students now registered to the Alice campus, and many of these living in the
town, the University is beginning to have a positive impact on the economy of the town. There is an
opportunity to harness this so that the town begins to support the University as well. Of serious
concern, however, is the ongoing inability to form a partnership with Nkonkobe Local Municipality
(LM), despite the fact that the University is one of the town’s biggest employers and industries.
UFH Strategic Plan 2009 - 2016 Page 21
10.4 Higher Education Policy Framework
The higher education system must be transformed to redress
past inequalities, to serve a new social order, to meet pressing
national needs and to respond to new realities and opportunities
(Ministry of Education, 1997)
The South African government’s policy framework for Higher Education was, “a product of both
the struggle to transform higher education, ridding it of the legacies of apartheid, and an effort to
prepare South Africa to compete effectively in a highly competitive globalised economic and political
environment” (Hayward, Ncayiyana, & Johnson, 2003, p. 22)
The White Paper on Higher Education (Ministry of Education, 1997) defines the role of higher
education as meeting the learning needs and aspirations of individuals; addressing the development
needs of society; contributing to the creation, sharing and evaluation of knowledge; and contributing
towards the development of enlightened, responsible and constructively critical citizens.
Government policy, therefore, explicitly acknowledges the role of higher education in development,
through human resource development (the training and development of skilled ‘knowledge workers’
who are also critical and responsible citizens) and knowledge creation (through research) while
simultaneously underlining the obligation of publicly supported institutions to be accountable.
The White Paper also described a comprehensive and ambitious transformation agenda for the
sector, focusing on the creation of a number of integrated steering mechanisms in an integrated,
coordinated national system; these steering mechanisms included planning (e.g. enrolment
planning, programme and qualification mix planning) financial incentives (a funding formula
designed to reward institutional alignment with national policy goals) and reporting requirements
that would measure the extent of achievement of the policy goals.
Enrolments in higher education grew rapidly from 300,000 in 1986 to 750,000 in 2005. The
proportion of African students in HE has substantially increased, but Africans remain under-
represented, with a participation rate of 13% of the 20-24 year-old age cohort in 2005. Real
expenditure on higher education increased from R6,055 billion in 1998/9 to R7,448 billion in 2007/8.
However, when compared against the growth in enrolments this represents a decline in subsidy
allocation per student.
The White Paper on Science and Technology (Ministry of Arts, Culture, Science and Technology
1996) spells out the vision and goals for research and innovation in the South African context,
proceeding from the premise that the continuous production of new knowledge, both applied and
basic research, in the natural sciences and the social sciences, is crucial to innovation and hence to
both social and economic development. Applied research, particularly in the natural sciences, adds
value in the production and delivery of goods and services that enhance the quality of life and
livelihoods of individuals and societies.
In order to provide for the promotion of research, both basic and applied, and the extension and
transfer of knowledge in the various fields of science and technology and indigenous knowledge
systems, the National Research Foundation (NRF) was established. The objective of the NRF is to
UFH Strategic Plan 2009 - 2016 Page 22
support and promote research through funding, human resource development and the provision of
the necessary research facilities in order to facilitate the creation of knowledge, innovation and
development in all fields of science and technology, including indigenous knowledge, and thereby to
contribute to the improvement of the quality of life of all the people of the Republic.
UFH Strategic Plan 2009 - 2016 Page 23
11 Recent Achievements
Despite the conditions that have had both positive and negative consequences for the institution
outlined above, the University has demonstrated its responsiveness, commitment to excellence and
ongoing quality improvement in a number of areas in recent years, as the commendations in the
HEQC Quality Audit confirm (see Table 1 below). As we prepared for the HEQC audit and reflected,
we looked back with pride and confidence at what has been achieved.
The 'turnaround period' (1998 - 2003) culminated in a new vision and strategy for the Institution.
That five-year blueprint, called Strategic Plan 2000 (SP2000), was developed for the period ending
2005. SP2000 was finalized before the restructuring of higher education, and in the case of UFH
before the incorporation of the Rhodes University East London Campus. The Institutional Operating
Plan (IOP) 2004 - 2009 incorporated these new developments into the future projections.
Table 1: HEQC Audit Commendations
Commendations
1. For progress made since the crisis of the late 1990s
2. For initiatives and success in providing higher education access to socio-economically deprived sectors of
society
3. For the Thuthuka accounting programme and the way it addresses a national skills shortage
4. For the effective use of Library services in promoting quality of teaching and learning, and research
5. For the initiatives aimed at developing a research culture
6. To the Faculty of Science and Agriculture for the integration of teaching and learning, research and
community engagement
In preparation for the HEQC audit, the performance of the University since 2004 was assessed
against the objectives of the Strategic Plan (SP2000) and can be found in the Self-Assessment report
(University of Fort Hare, 2007). The achievements against plans for the Institutional Operating Plan
(IOP) were reviewed in September 2008 (see Appendix 2). Both of these internal reviews concluded
that although much had been achieved, “insufficiently robust planning and review mechanisms, the
rapidly changing national context which drew scarce resources away from the task at hand, and
continually changing time frames, flawed the process.” (University of Fort Hare, 2007, p. 33)
In addition, the Higher Education Merger Study Group (HEMSG) tracked the incorporation process at
the UFH and produced several reports. The final report of the HEMSG states:
On most fronts the incorporation has been completed and is a success: systems
have been merged, salaries and benefits equalised, faculties have been revitalised,
enrolments and research have increased. Although there are still concerns about
the quality of support services in particular, the HEQC audit is likely to have
helped UFH to identify further ways to improve. (Higher Education Merger Study
Group , 2008, p. 10)
More specifically, the UFH can celebrate the following key achievements over the past several
years:
• The University has responded to the need for the training of skilled professionals and for
research in the fields of agriculture and agri-business, rural development, teacher training,
public sector transformation, business science and commerce including accounting
• There has been a steady increase in post-graduate throughput (Honours, Master’s and
PhD’s) since 2004 (see Fig 4 below)
UFH Strategic Plan 2009 - 2016 Page 24
• The University has been generating cutting-edge curriculum innovation and knowledge
production in a number of faculties. Examples of such exemplary work include, amongst
others:
o The Faculty of Science and Agriculture in such projects as the Nguni cattle R&D project,
its Agri-Park and, more recently and significantly, the Fort Hare Dairy Farm;
o The Faculty of Education in digital education and new book publications;
o The Faculty of Management and Commerce in public sector skills development and
education.
o The Fort Hare Institute of Technology (FHIT) in renewable energy, low-cost housing and
bio-fuels; and
o The Nelson Mandela Institute of Education and Rural Development (NMIERD) in
research and innovative development programmes addressing issues of education and
rural development;
• The Faculty of Education achieved full accreditation of its MEd and ACE programmes by the
HEQC Quality Review
• There is a significant and steady growth in research output since 2004, with the research
budget having increased eleven-fold between 2006 and 2007 (see Fig 6 for publication
output since 2004)
• The average pass rate for 2008 is 78% (see Table 2 below for details)
• The Life, Knowledge and Action (Grounding)3 programme (LKA/GP) will be piloted in 2009,
and represents an innovative approach to cultivating responsible citizenship, leadership and
critical thinking among undergraduates at Fort Hare
• Our enrolment planning capability has significantly improved in recent years – with strategic
enrolment strategies carefully and scientifically developed in consultation with faculties, and
with a targeted and carefully managed enrolment plan. The plan forms the basis for all
academic and administrative planning, and has steered our marketing strategies, and
selection and registration processes, moving the size and shape of the institution to a more
optimal configuration.
• The UFH has enjoyed phenomenal growth after the threat of closure when the first 'size and
shape' report was prepared. Enrolment targets have been met and revised upwards from
the IOP target of 9,500 in 2010 (See Fig 5 below for total headcount enrolments since 2004)
• The University has enjoyed stability in governance during its transformation. The University
Council has had continuity and has worked very well with the institution's management.
They have steered the UFH along an unprecedented growth path after the turbulence of the
turnaround period.
• The University Executive also successfully directed the institution during these years, utilising
efficient and effective management practices despite the meagre resources at its disposal.
The Executive Management Team (EMT) has been considerably strengthened recently, with
the appointment of an Executive Dean of Research, a Deputy Vice-Chancellor (DVC) for
Academic Affairs, Research and Engagement and a Chief Information Officer (CIO) appointed
in 2008. A second DVC for Management and Administration is still to be appointed, finances
allowing.
• The ratio of 1.78 permanent academic staff to administrative staff compared well to the
2006 national average of 1.80
• Since the beginning of 2006, a total of R142m has been invested in infrastructure (R57m on
the Alice campus and R85m on the East London campus) including, in Alice, the main
3 The LKA/GP is a trans-disciplinary teaching and learning experience, and will be a compulsory, 13-week credit bearing course for all
undergraduate students entering the university. The LKA/GP has its genesis in the 2006 where, as part of the 90th Anniversary of the
University, the momentum for a broader curricular renewal project was born. There are four key “themes” in the programme: Collected
Futures, Shared Responsibilities; Democracy, Diversity and Identity; Science, Technology, Environment and Society; and Poverty and
Development.
UFH Strategic Plan 2009 - 2016 Page 25
entrance and perimeter wall and restoration of the Wesley Building; conversion of the Great
Hall into a 400-workstation computer lab; restoration of the Iona 1 residence and adjacent
rondawels; development of the East Campus roads network; upgrading of the Sports Centre;
extension to and upgrading of the Agriculture Building; in East London the purchase and
upgrading of the Gasson Centre and the Nkuhlu Building.
• Projects worth R12,3m, R2,8m and R60m are being undertaken at present in Alice, Bhisho
and East London respectively.
• The Fort Hare Foundation (FHF) under the direction of the new Chief Executive Officer (CEO)
is being reconfigured and strategically positioned to cultivate new and harness existing
sponsors and partners for the continuing advancement of the institution. This gives real
hope for a significant boost to our third-stream income.
• In 2005, the Supreme Order of Baobab (Gold Class) was conferred upon the University by the
then State President, Thabo Mbeki, in recognition of its role in academic training of legions
of men and women in South Africa and Southern Africa, as well as its leadership
development contribution.
Table 2: Average pass rates 2008
EDU LAW M&C S&A SSH TOTAL
African
registered 6342 7671 19350 16881 24228 74472
African passed 5366 5470 14720 12503 19937 57996
African pass rate 84.6% 71.3% 76.1% 74.1% 82.3% 77.9%
Coloured
registered 239 315 317 79 435 1385
Coloured passed 197 207 205 75 333 1017
Coloured pass
rate 82.4% 65.7% 64.7% 94.9% 76.6% 73.4%
Indian registered 23 91 187 7 60 368
Indian passed 7 55 123 5 46 236
Indian pass rate 30.4% 60.4% 65.8% 71.4% 76.7% 64.1%
White registered 677 406 1030 59 782 2954
White passed 647 333 838 35 628 2481
White pass rate 95.6% 82.0% 81.4% 59.3% 80.3% 84.0%
Total registered 7281 8483 20884 17026 25505 79179
Total passed 6217 6065 15886 12618 20944 61730
Total pass rate 85.4% 71.5% 76.1% 74.1% 82.1% 78.0%
UFH Strategic Plan 2009 - 2016
Figure 4: No of graduates 2004 - 2007
Figure 5: Total headcounts 2004 - 2008
Page 26
UFH Strategic Plan 2009 - 2016 Page 27
Figure 6: Publication output 2004 - 2007
2004 2005 2006 2007
OUTPUT 44.6 55.2 64.3 88.2
0
10
20
30
40
50
60
70
80
90
100
Un
its
Publication output units: 2004 - 2007
UFH Strategic Plan 2009 - 2016
12 The University’s Strategic Response
In response to the environmental operating conditions and the challenging context outlined
above, the University has defined the following vision and mission as well as an overarching strategic
objective and six enablers for its long
12.1 Vision and Mission
Vision
A vibrant, equitable and sustainable African university, committed to teaching and learning and
research excellence, at the service of its students, scholars and the wider community
Mission
To provide high quality education of international standards, contributing to the advancement of
knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
technological and socio-economic development of our na
Strategic Response
In response to the environmental operating conditions and the challenging context outlined
above, the University has defined the following vision and mission as well as an overarching strategic
for its long-range strategy (2009 – 2016):
A vibrant, equitable and sustainable African university, committed to teaching and learning and
research excellence, at the service of its students, scholars and the wider community
To provide high quality education of international standards, contributing to the advancement of
knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
economic development of our nation and the wider world
Figure 7: Strategic Objective and Enablers
Page 29
In response to the environmental operating conditions and the challenging context outlined
above, the University has defined the following vision and mission as well as an overarching strategic
A vibrant, equitable and sustainable African university, committed to teaching and learning and
To provide high quality education of international standards, contributing to the advancement of
knowledge that is socially and ethically relevant and applying that knowledge to the scientific,
UFH Strategic Plan 2009 - 2016 Page 30
12.2 Strategic Objective and Enablers
Table 3: Summary of Strategic Objective and Enablers
Overall
Objective 1
Excellence in teaching
and learning, research
and community
engagement
This strategic objective focuses on the broad social vision which is
required to sustain the University as an international centre for
excellence that is both rooted in its environment and sensitive to
the challenges of human progress; the imperative to revive a
culture of teaching and learning and research excellence in the
University as a basic minimum requirement for living up to the
claim of being a site of knowledge generation and in order to be
able to compare with similar institutions elsewhere in the world;
and the fundamental mission of the contemporary African
university and the inter-connection between that mission and
broad-ranging expectations of the social responsibilities of the
University to the communities it serves. It also focuses on
accessing of new technologies that could facilitate teaching and
learning, and research.
Enabler 2 Improve the Student
Experience
This enabler has to do with managing the experience of student life
at the University, so that critical, engaged citizens and
appropriately skilled graduates leave Fort Hare. It focuses on the
administrative, residential, sporting, cultural and social support
systems for students.
Enabler 3 Build a Service Culture This enabler is designed to ensure that the ethical principles of
service and ethos of service excellence permeate the University
culture, for students, staff and stakeholders; as well as improved
efficiencies in administrative and management systems that
support the primary processes.
Enabler 4 Optimise the Multi-
Campus model
This enabler introduces the ‘planets in alignment’ model as the
optimal model for our multi-campus university; and describes how
we intend to leverage the relative strengths and strategic niches of
each of our three campuses, while ensuring equivalence of status
and coordination across the geographic space.
Enabler 5 Harness Technology
Effectively
This enabler focuses on the challenges presented by new
information technologies in terms of the investments that need to
be made, information management systems and processes, and
opportunities for innovation.
Enabler 6 Develop Human
Resources
This enabler is about refreshing – or possibly re-negotiating – the
psychological and developmental contract with our staff. We will
also have to revisit our models of management and leadership, and
significantly improve our management capacity and capability.
Managers will need to take responsibility for managing and
supporting staff to make the transition to a new balance of
activities, considering new models of teaching and learning, and
planning staffing needs to deliver that model. We also need to
inculcate a firm, but compassionate culture of individual and
collective accountability; and reinforce staff expectations about
being managed in line with this agenda.
Enabler 7 Achieve financial
viability and
sustainability
This enabler is concerned with the development of a sustainable
funding base for the University; and with ensuring that the size and
shape of the University is both viable and supports its strategic
goals.
In summary, the University will focus on transformation in higher education, good governance
and accountability, and its social responsibility function in the coming period. It will also emphasise
technological development and the establishment of a sustainable funding base.
UFH Strategic Plan 2009 - 2016 Page 31
13 Overall Goal: Teaching and Learning, Research and Engagement Excellence
13.1 An integrated approach: Towards Scholarly Excellence
There is, in the new UFH, no choice to be made between setting
the highest of standards and pursuing a progressive intellectual
agenda.
(Swartz, 2005, p. 1)
The UFH’s Vision states that it aspires to become a vibrant equitable and sustainable African
University committed to excellence in teaching and learning, research and community engagement.
This Vision is underpinned by a Mission that promotes:
• meaningful and critical participation in the social, economic and political development of
society;
• high quality education of international standards;
• enhancement of knowledge that is socially and ethically relevant; and
• application of knowledge that contributes to the scientific technological and socio-economic
development of the nation and the wider world
The University is committed to positioning Fort Hare as a first choice university and as a learning
community for staff and students, through the development of a culture of scholarly excellence that
integrates teaching and learning, research and community engagement. Such integration will
provide the basis for critical reflection on the social, political and technological realities of our time,
and the capacity to develop action strategies that would be instrumental in shifting the boundaries
of knowledge. Furthermore, the University is endeavouring to make its tripartite core mandates
more relevant to the broader community – in other words, to make the full breadth of the
University’s expertise available and accessible to external communities. Through actively recognising
the unique contributions and value to be gained through community engagement as an integral part
of an engaged curricula, the aim is to facilitate scholarly outcomes that will bring forth a new
generation of academic staff and students who add value to society.
A culture of scholarly excellence may be described as one that:
• fosters critical engagement in teaching and learning, research and community engagement
through the production of knowledge;
• demonstrates scholarly and conceptual depth through rigorous inquiry;
• is relevant, responsible and provides leadership to society;
• is innovative and solution oriented by providing insights into the best paths of development;
and
• is inspiring and enriching, informative and transformative
Such scholarly excellence should be measurable in terms of national and international practices,
benchmarks and quality assurance procedures. This requires:
• collaboration and engagement that produce mutual benefits for all parties;
UFH Strategic Plan 2009 - 2016 Page 32
• an enabling scholarly environment including a supportive infrastructure and scholarly
leadership guidance;
• sustainability through administrative, financial and capacity development support and
facilitation;
• the rewarding of excellence;
• academic freedom; and
• critical scholarly development as a priority human resource development need in South
Africa and Africa.
The University is committed therefore to an integrated approach towards teaching and learning,
research and community engagement underpinned by a humanising pedagogy. Humanising
pedagogy allows for the engaging of critical dialogue with students and other partners as equals;
recognizing and respecting the values, ideas, needs and histories of our diverse communities; the co-
evolution of teaching and learning, research and community engagement in areas which
complement our identity as an African university; while at the same time ensuring an internationally
recognized culture of scholarly excellence.
The University’s strategic objectives for teaching and learning, research and community
engagement will interlink at a number of levels, focusing on the fundamental aspects of scholarly
practice to develop a culture of scholarly excellence.
An integrated strategy is in the first instance underpinned by the creation, fostering and growth
of a scholarly culture that promotes rigorous inquiry through research. This is supported by curricula
that are innovative, responsive, formative and transformative, anchored in an African context. In
the second instance, an integrated strategy requires teaching and learning to be effective so that the
relationship between knowledge and how students learn is understood and integrated into course
and programme design and delivery. Furthermore, effective teaching and learning needs to be
supported by research methodologies and by theoretical, conceptual and practical qualities
benchmarked against best practices, nationally and internationally, that manifest in the facilitation
of the learning, research and community engagement space. In this context, given the historical and
contemporary position of the University, active community engagement plays an important role in
the scholarly endeavour.
13.2 Teaching and Learning
Teaching and learning excellence is fundamental to the vision and mission of the University. As
an African university we are committed to excellence in teaching and learning through providing
high quality education that strives towards the achievement of international standards in
programmes that have a strong social and ethical relevance. The University’s commitment to
teaching and learning excellence requires effective teaching to be student-centred, research-led and
community focused, whilst underpinned by sound disciplinary and humanizing pedagogical
principles in line with the UFH Charter of Ethical Principles. In essence the principles commit us to
quality higher education that:
• values and facilitates learning in a wide range of disciplines at all levels;
• provides a wide range of programmes that both enhance career opportunities and provide
learning pathways to other programmes;
• provides quality programmes for students from diverse social and cultural backgrounds;
• supports continuous improvement of its programmes and services in order to serve its
students and its communities more effectively;
UFH Strategic Plan 2009 - 2016 Page 33
• provides a learning environment that promotes high quality teaching and learning with
active participation by both students and academic staff in the learning process, and in
which the students are placed at the centre;
• promotes the commitment of staff and students to their own learning and to that of others;
• provides courses that are designed to encourage students to be self-motivated and
independent learners, who are self-aware, able to reflect on their learning, and to manage
their personal development and career planning;
• develops essential qualities so that students can benefit fully from their studies;
• supports groups of students who may face barriers to their learning;
• promotes teaching and learning strategies that are responsive to local and wider contexts;
• provides flexibility of delivery to include technology-enabled learning where appropriate and
feasible;
• promotes teaching and learning approaches that encourage intellectual freedom, as one of
the underlying ethical tenets of the University;
• supports strategic collaborative partnerships for the delivery of courses, to reach a wider
group of students, provided that the University’s requirements for the quality of the courses
are maintained;
• expands the role of its libraries and of its technological provision to engage with the changes
in accessibility of information affecting teaching and learning;
• supports students’ learning through the activities of the units / centres that directly
interact with students or indirectly provide the context within which the delivery of a high
quality student experience is seen as a primary responsibility;
• supports the professional development of academic staff as an integral part of improving the
quality of teaching and learning;
• supports academic enquiry into teaching and learning and the sharing of results of this
enquiry with others in their communities of practice
Teaching and learning excellence should be pursued deliberately by all academic staff who, as
professional educators, take control of their teaching practice whilst considering the distinctiveness,
diversity and fluidity of academic learning, and seek to reflect on, research, and improve it. In this
pursuit of excellence, technology should be used, where appropriate, to further the goals of
education (rather than have technology dictate the goals) and to provide opportunities for
transformation and innovation in teaching and learning.
The University is committed to developing a culture of scholarly excellence that stimulates and
supports academic staff and students to further improve all aspects of teaching and learning through
setting out strategic goals and activities that contribute towards the University’s aspirations for
quality and excellence in teaching and learning. Through strategic alignment of planning, faculties
will be able to monitor, evaluate and report on the quality and excellence of teaching and learning in
their respective programmes.
The University is also committed to achieving a vibrant and well-resourced learning environment
that is innovative, challenging and responsive to the diverse needs of learners and where
appropriate physical infrastructure, technology, information resources, and administrative and
technical support promote a high quality, flexible and inclusive student learning experience.
UFH Strategic Plan 2009 - 2016 Page 34
13.3 Research
The Research mission of the University is to facilitate and develop a research culture of
excellence in the African context at individual, group, faculty and research centre / institute levels
defined and enhanced by:
• Conceptual and operational support that ensures the integration of teaching, learning and
community engagement, in order to deliver on research that facilitates the development of
a new generation of researchers, educators and innovators
• The rewarding of excellence and,
• Research practices that are nationally and internationally benchmarked for quality assurance
in order to promote:
o critical engagement in the production of knowledge
o research that is relevant and responsive and that provides leadership to society
o research that is innovative and problem solving by providing insights into the best paths
for development
o research that is inspiring and enriching through role-modelling
o research that is formative
o research that is transformative
The following provides an interpretive context:
Promote critical engagement in the production of knowledge
Scholarly depth, context and breadth are enhanced through rigorous dialogue and engagement.
This cuts across knowledge fields and underscores the point that the University should be
experienced as a learning community.
Research that is relevant and responsive and that provides leadership to society
The developmental context of the University dictates the need to prioritize research foci. The
need for solutions to address the challenges of poverty, unemployment, food security, water,
energy, gender matters, ethics, diversity and cultural complexities, to mention a few, must be
prioritized. Leadership in these matters would be essential in the partnering with stakeholders.
Research that is innovative and problem solving by providing insights into the best paths for
development
Not only should research be responsive to developmental and other matters, but it should also
address the urgent needs for problem solving. Solutions to problems should be sustainable and
interventions should lead to best practices.
Research that is inspiring and enriching through role-modelling
Research as a process does not simply produce in a mechanical way answers to research
problems. The process is a journey where mentoring, role-modelling and community engagement
act as an inspiring foundation for growth, development and sustainability.
Research that is formative
Knowledge production is, inter alia, the end result of conceptual and applied output which is
formative in nature. At the core of these processes is a deep understanding of and an engagement
with the subject matter. This is enhanced through grounding in research methodologies and an
ability to analyse and to construct a synthesis or a profile of syntheses.
UFH Strategic Plan 2009 - 2016 Page 35
Research that is transformative
The complexities of transformation at the local, regional, national, international and African
levels place an enormous responsibility on the quality of the research endeavour. It requires
research to contribute towards the development of human resource development in a
transformative manner. This requires addressing in unique ways the challenges of a post-colonial,
post-apartheid South Africa.
Having stated the above, the following Values underpin the research mission:
• Ethically conducted research
• Transparency in what we are doing
• Fairness to all involved in the research process
• Equity in line with national human resource development priorities
• Facilitation of quality
• Academic freedom
• Commitment to facilitating research
• Accountability for our work
The University’s research strategy operates at a number of interlinking levels and promotes in
an integrated way the development of a culture of scholarly excellence through research processes
and activities that focus on the fundamental aspects of scholarly practices.
The research strategy embeds itself at the ’bottom end’ of the scholarly process. It is achieved
through processes that facilitate research methodology curricula renewal, applied research practices
and through integrated community engagement initiatives as basic and advanced teaching, learning,
research and community engagement experiences. It continues to support the well-established
areas of excellence and to facilitate the growth of these research nodes as areas of inter- and trans-
disciplinary opportunities. It aims to identify new research foci of excellence and facilitate the
development and support of those areas in alignment with the University’s strategic research
objectives.
The research strategy is facilitated by an enabling and rewarding research context supported by
human capacity development, internationally benchmarked quality assurance practices and
networks as well as by professionally formulated and executed administrative support systems,
processes and policies.
13.4 Community Engagement
Throughout the globe institutions of higher learning are challenged by the relationship between
teaching and learning and research, and the requirements of the societies in which they serve. The
University of Fort Hare regards the community engagement relationship as a two-way relationship
to the benefit and acknowledgement of all involved. It goes beyond the geographical concept and is
inclusive of a community of practice bringing together people who share an interest, expertise and
pool of wisdom.
It is important to note that community engagement is not exclusively a rural issue, but the Fort
Hare context compels it to take special interest in its immediate and historic surrounds.
The word ‘engagement’ is defined and understood in a variety of ways – from ‘responsiveness’
to society’s needs, to ‘confrontation’ with social injustices. In an unequal society, those with more
socio-economic power have a stronger societal voice. When universities focus on social
‘responsiveness’ uncritically, they implicitly respond to voices that are most organised and most
UFH Strategic Plan 2009 - 2016 Page 36
amplified in society. Over the past several decades, for example, universities have become
increasingly effective at ‘responding’ to formal private sector requirements. They have been far less
successful at explicitly serving the agenda of the rural poor.
South Africa is a highly fragmented and unequal society. The gap between the wealthy and the
poor is one of the most pronounced in the world. Beyond material poverty, the great majority of
South Africans have traditionally had little access to, or influence over, university life, nor have
universities been fundamentally oriented towards their requirements.
By way of addressing these challenges, the University strives to achieve the following aims in
order to strengthen its Community Engagement initiatives:
• Establish the University as an engaged university, deepening and promoting the scholarship
of engagement
• Ensure that ‘Community Engagement’ at the University of Fort Hare will move beyond
‘service projects’ toward a more encompassing scholarship endeavour and vision for the
University
• Establish the University as a recognized cornerstone of the community, and also as a
community of practice striving for sustainable social, cultural and economic development of
our community, province and nation
• Make the University’s core activities more relevant, responsive and accessible to the public
and private sector, as well as the broader community we seek to serve. This includes the
study of the pedagogy of engagement through finding open and balanced engagements
where people can mutually grow and learn.
• Engage internally, and with national partners, to better establish the systems to guide and
support the growth of this scholarly emphasis
13.5 Sub-Objectives for Teaching and Learning, Research and Community Engagement
The above discussion provides a framework of integrated strategic objectives for teaching and
learning, research and community engagement and should be applied across campuses according to
the relevant strategic position and context of that campus. Seven sub-objectives have been
identified, namely:
1. Conceptual development and curricula renewal
2. Develop a culture of scholarly excellence in teaching and learning, research and
community engagement
3. Internationalisation
4. Stakeholder partnerships
5. Promote technology-enhanced learning
6. Enabling environment
7. Academic development
UFH Strategic Plan 2009 - 2016 Page 37
Table 4: Strategic Goal 1 Sub-Objectives
No Objective Description Sub-objectives
1. Conceptual
development and
curricula renewal
To ensure the design and
development of new and existing
programmes that are responsive,
conceptually rigorous, mission-
driven, research-led and
contextualized; that promote
academic freedom and scholarly
enquiry; that enhance the
relevance and effectiveness of our
primary processes by ensuring
rigorous intellectual standards and
better integration between
teaching and learning, research and
community engagement to the
mutual benefit and enhancement
of each
Processes that ensure internationally
benchmarked quality assurance
practices and facilitate applied
practices that integrate teaching and
learning, research and community
engagement experiences; and promote
academic freedom through public
dialogues and the active and public
engagement of scholars with their
subjective matter
2. Develop a culture
of scholarly
excellence in
teaching and
learning, research
and community
engagement
To enhance the relevance and
effectiveness of our core mandate
by ensuring integration between
teaching and learning, research and
community engagement to the
mutual benefit and enhancement
of all. To develop an institutional
culture of scholarship of teaching
and learning, research and
community engagement among
academic staff.
To ensure that the design and
development of new curricula and
review of programmes that are
responsive, mission-driven, research-
led and contextualized; and to ensure
student satisfaction surveys inform
quality assurance continuously.
This is complemented by the Life,
Knowledge and Action Course
(Grounding Programme), foundational
provision, review of existing curricula
across the institution and the
development of niche and innovative
programmes.
3. Internationalisation
To position the UFH to engage in an
increasingly globalised and
interconnected world by focusing
on strategically and intensively
integrating international and
intercultural dimensions into the
teaching and learning, research and
community engagement functions
of the University.
Strengthening of the international
function and raising of our international
profile through publications and
conferences. Attracting more
international scholars and students to
the UFH; promoting
internationalisation in the UFH and
benchmarking scholarly activities
through international assessors of
programmes, dissertations and theses.
4. Stakeholder
Partnerships
To develop and maintaining strong
stakeholder partnerships locally,
nationally and internationally, to
strengthen teaching and learning,
research and community
engagement and to ensure that the
University is fully engaged in the
broader community and the new
knowledge economy
Maintain, enhance and develop
mutually beneficial partnerships
(MOUs) with our key stakeholders e.g.
government at all levels, business,
other institutions, NGOs and CBOs;
facilitate applied research for problem
solving; engage in community Indabas
(e.g. Tyume Valley) to promote critical
partnership dialogues and mutually
beneficial development opportunities.
UFH Strategic Plan 2009 - 2016 Page 38
No Objective Description Sub-objectives
5. Promote
technology-
enhanced learning
To develop a critical scholarly
culture encouraging research-based
and context-driven transformative
and innovative teaching and
learning practices that involve the
integration of technology.
Amend relevant UFH policies and
promote and provide development for
academic staff in transformative and
innovative teaching and learning and
research practices; and provide
computer and information literacy
training for 1st
year students.
6. Enabling
Environment
To provide a challenging and
stimulating enabling learning
environment that fosters teaching
and learning, research, community
and academic achievement for
undergraduate and postgraduate
students in order to improve
retention and throughput rates
Human capacity and leadership
development programmes, as well as
professionally facilitated and
administered support infrastructure
such as dedicated teaching and learning
and research resource centres,
systems, processes and policies; build
on excellence in the system such as
Niche Areas.
7. Academic
Development
To develop competencies,
capacities and attitudes of students
and academic staff to achieve the
objectives of the teaching and
learning, research and community
engagement strategies.
Identify critical human resource
development areas specifically, but not
exclusively, in the Sciences; make
effective use of available academic
development initiatives; promote
academic development and support
services within faculties; train peer
facilitators / tutors; engage with
communities to assess human resource
development needs; provide training
for research proposal development and
writing, supervision training and the
development of academic outputs; set
targets for NRF rated researchers.
UFH Strategic Plan 2009 - 2016 Page 39
14 Enabler 2: Improve the Student Experience
Students are key stakeholders in the University. There is a global trend towards viewing the
student as a “customer”. Although the University views its exchange relationship with students as
more complex than merely transactional, a central principle is that all the elements of the
relationship between staff and students must be governed by the principles of equity, dignity and
professionalism. The security, health, recreational and comfort needs of our students are of
paramount importance, not only because they contribute to individual and academic development,
but also because they are important factors in students’ experience of university life beyond the
lecture hall.
We seek to produce a student who is an empowered, informed and responsible learner.
By empowered, we mean the student:
• demonstrates intellectual agility and the ability to manage change;
• transforms information into knowledge and knowledge into judgment and action for the
good of humanity;
• understands and works within complex systems and with diverse groups;
• interprets and evaluates information from a variety of sources;
• understands and can employ qualitative and quantitative analysis to solve problems; and
• communicates well orally and in writing.
By informed, we mean the students
• have a deep understanding of the world they will inherit as human beings and
contributing citizens.
• have a keen understanding of the inter relations within, and among, global and cross-
cultural communities and the values that underlie democracy.
Our students as responsible learners will
• understand that the integrity of a democratic society depends on citizens’ sense of social
and ethical judgment.
• recognise and develop an understanding of the self and respect for the complex identities
of others and their cultures.
To develop these qualities, education at the University of Fort Hare must foster intellectual
honesty, responsibility for moral health and social justice, and the discernment of the ethical
consequences of decision and actions.
For many students, bursary support, academic counselling and career advice add considerably to
their chances of academic success. The University must ensure that these processes are in place and
are operational to ensure the best possible support to students. Essentially, all student affairs
should be regulated by clear policies and procedures that must be rigorously and routinely enforced.
Another factor governing the staff-student relationship is that the University must bear in mind
that students have a choice. They have, in fact, chosen to come to Fort Hare, and the University
must ensure that they are happy with their choice. In the long term, student satisfaction with the
University may well be the factor to ensure our survival. For this reason, service excellence (along
the lines of the Batho Pele principles in the Public Service) is of over-riding importance to any
processes for re-imaging student life at Fort Hare.
UFH Strategic Plan 2009 - 2016 Page 40
Many of the sub-objectives under the main Strategic Objective relate to improving the academic
experiences of students at the University. The objectives under this enabler therefore focus on non-
academic and support services to students; however improving the experience of our students
requires paying attention to high quality delivery in both the academic and the social /cultural
arenas.
14.1 Sub-objectives for Enabler 2
The following are the objectives for the Enabler “Improve the Student Experience” at the
University of Fort Hare:
Table 5: Improving Student Experience: Sub-objectives
No Objective Description Implementable actions
1. Improve student
services and support
Staff and students are informed about the
student support services that are available at
UFH and make use of such services to
improve their well being.
Improve health care, security
(esp. the safety of women
students), wellness and
orientation services across
all campuses and integrate
health care needs and
provision for staff
2. Improve student
accommodation and
housing, sport,
recreation and cultural
facilities and activities
across campuses
To enhance the physical campus
environment, particularly in relation to
provision of high quality infrastructure for
flexible learning
Modernise and improve
access to residences; student
union and recreational space
and facilities
3. Improve student
governance and
leadership development
To cultivate leadership skills, student
efficacy, personal responsibility and
commitment of students; and to develop the
civic or political (in the broadest sense)
awareness of students and student leaders,
including an emphasis on democracy and
citizenship, and on racism, xenophobia and
prejudice (values, beliefs and cultures) that
exist around them in and out of the
University.
Grounding programme,
leadership development
programmes, community
engagement programmes
UFH Strategic Plan 2009 - 2016 Page 41
15 Enabler 3: Develop a Service Culture
The institution’s sustained growth over the last decade, boosted in 2004 with the incorporation
of the former Rhodes University East London campus, had led to a strong diversification of its
community. The resulting need to develop and strengthen the institution’s brand promise means
reorienting the organisational culture to become more service and customer-oriented. Consultative
engagement with the University’s key stakeholders has revealed that if the institution is to achieve
its objective of being a preferred institution, it needs to upgrade its service standards.
Cultivating a service culture within Fort Hare has also taken centre stage because of the new
market conditions that higher education institutions (HEIs) find themselves in. These include the
need to diversify revenue streams in order to remain financially viable; increased competition
among public sector HEIs for students; the emergence of a dynamic private higher education sector;
and higher levels of income in our traditional target market, allowing greater choice for students in
selecting an institution.
The attraction of academically performing and financially secure students in part depends on the
University of Fort Hare being well positioned and well marketed. However, continued attraction to
the Fort Hare brand and further engagement (through e.g. student retention, further studies within
the institution, giving to the institution and recommending the institution to prospective students) is
contingent upon the experiences of customers when interacting with the brand.
Although the institution is spread across three geographic sites (Alice, Bhisho and East London),
the University’s overall academic operation and the support services which underpin it cut across
campus boundaries. However, for historical reasons, different cultures and systems exist on each
campus. The non-aligned nature of these cultures and systems can impact on the service offered to
both internal customers (students, council, management, academics and general staff) and external
stakeholders (employers, families, alumni, community).
The five faculties are represented to various degrees on the different campuses. Executive Deans
are responsible for leading and managing the affairs of their faculties across the three campuses.
Likewise, executive managers of support units, such as the Registrar, the Director of Human
Resources (HR), the Chief Financial Officer (CFO), the CIO, and the Dean of Students, are responsible
for leading and managing the affairs of their units across the University. There is, however, a need
for coordination of the support services they offer on each of the campuses.
Simply put, the purpose of this enabler is to cultivate a culture within the University of Fort Hare
that would restore, optimise and promote service excellence. This means strengthening ongoing
efforts to improve academic integration, alignment of systems and policies across the institution,
and encouraging a unified, coherent institutional identity across geographic divides, a culture that
both instils a sense of belonging and purpose for individuals and supports the attainment of
organisational strategic objectives. Thus, the overall goal of the Service Culture enabler is to align
the organisational culture with institutional goals and individual aspirations.
The point of departure for a unifying institutional culture is our ‘reason for being’, clarity of
purpose and shared assumptions related to our vision and mission. In building a strong unified
university culture, staff and students need to be able to exhibit and articulate a strong sense of
identification with the UFH vision and mission, the brand name, and the practices and behaviours
that support this. Towards this end, the vision and mission, as well as the University’s Charter of
Ethical Principles and Values should be popularised. These values need to be demonstrated and
enacted in the daily working lives of staff and students.
UFH Strategic Plan 2009 - 2016 Page 42
A healthy organisational culture thus needs to move beyond superficial notions of service
excellence. The University needs to set in motion a process for radically transforming the
institutional culture in a number of ways. Such a process would have to face some of the current
realities which have caused concern in the university community and work on eradicating behaviour
that runs counter to the principles of the national constitution and the ethical code of the University.
The process needs to relate to:
• Improving human relationships between management, academic and administrative staff
and the unions
• Facing the extent of paranoia, mistrust and sometimes hostility among some members of
the community
• Making decisions as to what are appropriate actions to take in protests against management
and what are not, e.g. laying boundaries that prevent racism and xenophobia, and protect
students and staff from damage and abuse
• Improving the safety and security of female students and encouraging gender equity on the
campus
• Increasing the voice of academics on campus so that they play a much more active role in
union activities and university debates, and feel encouraged to do so
A failure to confront these difficult issues will be detrimental to the harmonious future of the
University.
15.1 Sub-objectives for Enabler 3:
To realise this, the following objectives have been indentified under the Enabler “Develop a
Service Culture”.
Table 6: Promote Service Culture: Sub-Objectives
No Objective Description Implementable actions
1. Foster a unified,
integrated
institutional culture
Outcomes for individuals in a healthy
organisational culture include role
clarity, motivation, satisfaction and
intention to stay; outcomes for groups
include the extent to which integration
and coordination is effectively achieved
and the functionality of relationships in
management, leadership, administration
and teaching and learning, both within
and between institutional units. The
institutional outcomes are service
quality and ability to adapt to a changing
environment.
Assessment of the diversity, climate
and culture that exists in the
institution and its various campuses,
and use of this data to utilize the
various strengths of units, campuses,
and people to build the profile and
image of the institution; focus on a
‘humanising pedagogy’ as the key
principle underlying institutional
interactions.
UFH Strategic Plan 2009 - 2016 Page 43
No Objective Description Implementable actions
2. Develop staff and
student capacity
and encourage
commitment to
service
A culture of customer orientation
including excellent frontline service,
following up for purposes of
accountability, continuous
improvement, reporting, information
systems, and communication
Develop and implement a policy
framework that ensures quality of
service and value to customers, sets
specific service standards, and
protects customer rights.
Ongoing education, training and
development of staff, especially with
respect to managing change, and
developing in-house expertise in key
performance areas
Monitoring performance, providing
the necessary training and
development, and putting in place
appropriate rewards and
acknowledgement of improvements
and work well done
3. Improve
institutional
communications
and marketing
Communication is a key element in
achieving a unifying institutional culture.
It should be noted that everything the
University and its staff do can be seen as
a form of communication. A motto that
could guide communication awareness
is to constantly focus on the question:
‘Who else needs to know?’ and to
practise notifying all the appropriate
people as developments take place.
Ensuring there is awareness about
what good communication is, what
purpose it serves and why it is
important, and the existence and use
of diverse appropriate mechanisms for
effective communication.
Leadership that has a clear
management philosophy, that is
involved and able to demonstrate
leading from the front, and that has
paid attention to communication
strategies that can assist in the
strategic integration of the
University’s various support systems.
Appropriate platforms and
communication channels must be
developed (and where they exist be
strengthened) to ensure participatory
interaction and customer feedback,
thus ensuring awareness of and
commitment to customer needs and
wants.
Explore how to make media work for
us, and engage in regular assessment
of how we are ‘known’ by both
internal and external stakeholders.
4. Improve and
modernise core
systems and
processes
Being prepared to modify ways of doing
things to develop efficiencies and skills
in areas such as teaching and learning,
people management, finance, and
strategic thinking.
Aligning and ‘getting right’ systems
that are key to management across
multiple campuses, for example, HR
issues and activities, work ethics and
work schedules, management of the
physical environment.
Modernise and improve
administrative processes and systems
throughout the institution.
UFH Strategic Plan 2009 - 2016 Page 44
16 Enabler 4: Optimise the Multi-Campus Model
The University was commended in the 2008 HEQC audit for its initiatives in providing access to
higher education for socially and economically deprived students. Its geographic location in the
Eastern Cape Province is a contributing factor to the accessibility of the institution to less privileged
students. The IOP states that: “The University of Fort Hare is well placed to respond to the
development challenges of the Province as an integrated rural and urban university linked to the
regional, national and African society and economy.” The continuation of this statement is that:
“Each campus has core areas of strength and advantage that can form the base for future growth of
the university as a whole.” (University of Fort Hare, 2004)
In addition, the 2008 institutional quality audit urged the University to “revisit the future roles
and strategic developments of the campuses … to ensure that educational quality is nowhere
compromised”; and that the University should “find ways in which it can conceptually and
operationally reconcile its rural and urban orientations without undermining the sustainability and
development of the Alice campus”. This recommendation acknowledges the “many new
administrative, logistical and, most importantly, financial pressures and demands” that the
incorporation of the East London campus brought to bear on the University (HEQC, 2008). However,
it should be read in the light of the opportunity for sustainability which is offered through
development of a strong city presence (see comments by the Higher Education Merger Study Group
below).
16.1 A Model for Alignment
Sterk and Winchester (2006) identify four models of multi-campus management which are
evident in the Australian higher education system: the ‘Lost in space’ model, the ‘Planets in
alignment’ model, the ‘Satellite’ model and the ‘Birth of a new star’ model.
The ‘Lost in space’ model characterizes multi-campus systems in which there is a lack of
coordination and collaboration between the campuses. Each is managed separately and they are
held together loosely under the umbrella of a common name. In the ‘Satellite’ model there is one
strong, main campus and one or more smaller campuses attached to it, in such a way that these
smaller campuses are exploited by the main campus and do not enjoy the same benefits,
proportionately, as does the main campus.
The ‘Planets in alignment’ model epitomizes international best-practice as is evident in the
writings of Sterk and Winchester commenting on Australian universities and giving several examples
of highly successful multi-campus management systems.
The University of South Australia (UniSA) evinces an outstanding exemplar of the ‘Planets in
alignment’ model:
Being aware of the context in which the multi-campus university operates, the
University has developed systems that drive central processes in a consistent way
across the whole … At UniSA campuses are largely faculty/division specific, each
with a Pro Vice Chancellor (PVC) who … has nominated responsibility for the
campus. All are members of the Senior Management Group which meets weekly.
Central administrative support services … have a local presence on all campuses.
(Sterk & Winchester, 2006, p. 4)
UFH Strategic Plan 2009 - 2016 Page 45
Of the four models outlined above, clearly the ‘Lost in space’ and ‘Satellite’ models are
undesirable. The one which the University of Fort Hare should be striving to realize is that of ‘Planets
in alignment’ and within this framework, provision should also be made for the ‘Birth of a new star’
as regards the plans for developing the East London campus into a fully-fledged city campus,
complementary to and not in competition with, the Alice and Bhisho campuses. As cautioned in the
HEQC audit report, however, such development should not take place in a manner which
compromises the quality of provision in Alice. Furthermore, the pace of this development and the
growth of the East London campus must be subject to the financial constraints with which the
University is faced.
It is acknowledged that “there may be one main (often the original) campus”, but it is essential
that “all campuses work well together with appropriate structures that allow for local variation or
flexibility” (Sterk & Winchester, 2006, p. 3)and this is the approach our university should apply, being
mindful at all times of the paramount need for financial stringency and efficient utilisation of human
and other resources.
In this context it should be noted that the Higher Education Merger Study Group led by Emeritus
Professor Stuart Saunders, having conducted a thorough study of the incorporation of the East
London campus from Rhodes University into the University of Fort Hare, had this to say in its report
submitted to the Minister in October 2008:
The intention behind the incorporation of the East London campus was based
on the fact that, as an exclusively rural campus, the University of Fort Hare was at
serious risk and the opportunity to develop an urban campus in East London was
seen as a mechanism which would secure the university’s future. This was because
(amongst other factors) it would be easier to attract both staff and students who
would not favour a rural environment and because professional programmes like
law, nursing, education and commerce were more likely to flourish in East London
because of the opportunities derived from an urban environment and proximity to
professional practitioners. This was the basis of the cabinet decision to
incorporate the East London campus…
The concept of a revitalized East London campus has been welcomed by city,
local and provincial governments and by business and commerce. It is important
for increasing access to higher education as well as for facilitating the economic
development of this area… (author’s emphasis)
(Higher Education Merger Study Group , 2008, pp. 10-11)
16.2 Strategic Opportunities Offered by Each Campus
If we look at the characteristics and strategic advantages outlined in the IOP in 2004, and which
are equally valid today, we can conclude:
1. The Alice campus has strategic advantages in agriculture and related sciences, and in rural
development and heritage studies. The opportunity to build postgraduate programmes and
research specialisms in these and related areas should be exploited. In addition there should be
a focus on improving undergraduate teaching and learning. The Alice campus also provides
access to higher education in a safe environment for students from rural and under-served
communities, offering programmes in the fields of science and agriculture, social sciences and
humanities, management and commerce, and education. In addition, the campus is well
positioned for cooperation with FET colleges and wider communities.
UFH Strategic Plan 2009 - 2016 Page 46
2. The Bhisho campus is strategically located close to the seat of provincial government. It has
established a clear niche for itself in public management teaching and learning, training and
research. It caters for people in full-time employment in the provincial government and general
management sectors who attend lectures in the evenings. It is also ideally positioned at the
midpoint between the Alice and East London campuses and thereby offers a convenient location
for university meetings, special events and inter-campus teaching and learning activities.
3. The East London campus gives the University a foothold in a vibrant and growing urban
environment, offering new student streams. The market for career-enhancing postgraduate
courses in a wide range of fields is significant. Programmes leading to professional qualifications
in, for example, law, the health sciences, education, accounting, social development and
psychology form a substantial part of the niche of the East London campus. This campus also
provides access to higher education to students from the surrounding peri-urban, under-served
communities. In addition it continues to cater for students who are in employment and wish to
further their education on a part-time basis.
Against the above background an appropriate academic distribution across campuses is
proposed below. Infrastructure, institutional culture and other issues requiring attention are also
recorded.
Table 7: Alice Campus proposed PQM
Period Academic Focus Infrastructure, Institutional Culture and other Issues
Short
Term
(2008-
2009)
Full range of offerings
• Science & Agriculture
• Social Sciences & Humanities
Limited/Partial range of offerings
• Management & Commerce (esp.
Accounting)
• Education (Initial Teacher
Education and Postgraduate)
• Law (only certain departments)
Remain as residential campus (with about 2/3
enrolment in residence)
Overall size to remain approx 6 000 students in the
medium term
Improve quality of existing residence infrastructure and
build new residences to achieve 2/3 target
Recapitalisation to improve quality of Alice
infrastructure (including bulk services)
Need for productive partnership with Nkonkobe
authorities to bring about upgrading of the town of
Alice
The majority of academics and support staff working at
the Alice campus should be resident in Alice
Should offer courses predominantly on a F/T basis
Place renewed emphasis on community services
Medium
Term
(2012)
As above with stronger growth in
Science & Agriculture and
slower/controlled growth in the other
faculties, and limited growth in Law
(service courses)
Long
Term
(2016-
2020)
As for Medium Term but with possible
additional growth in Education (new
programmes for the FET sector, and
possibly also in-service training)
Table 8: Bhisho campus proposed PQM
Period Academic Focus Infrastructure, Institutional Culture and other Issues
Short
Term
(2008-
2009)
PFSA
TTMA
Public Management
Remain small, up to maximum of 500 to 600
Optimize space utilization – present space is grossly
under-utilized
UFH Strategic Plan 2009 - 2016 Page 47
Period Academic Focus Infrastructure, Institutional Culture and other Issues
Medium
Term
(2012)
As above with other faculties also
offering strategic academic courses or
consultancies, e.g.:
Education – in-service short courses
Social Sciences & Humanities – courses
in Ethics, Commercial English, etc.
Law – service courses
Strengthen position as ‘Consultancy Centre’
Optimise income generation
Complementary to, not competing with, the other
campuses
Cater for life-long learners seeking post-initial
degrees/diplomas in fields aligned with academic focus
of campus
Need for equal services viz-à-viz the other campuses,
e.g., library, computer access, academic and technical
support
Put in place QM systems in all aspects of delivery and
administration
Courses offered on predominantly PT basis with some
FT activity, including utilization of e-learning
technologies
Build ‘parity of esteem’
Long
Term
(2016-
2020)
As for Medium Term with possible
additional growth in similar directions
Table 9: East London campus proposed PQM
Period Academic Focus Infrastructure, Institutional Culture and other Issues
Short
Term
(2008-
2009)
Full range of offerings
• Law
• Education
• Social Sciences & Humanities
Limited/Partial range of offerings
• Management & Commerce (focusing
on Business Enterprise and
Entrepreneurship)
• Science & Agriculture (Nursing
Science)
Present development to continue in order to meet
DoHET space norms and achieve parity with other
campuses
Residences required to accommodate international
and local/peri-urban constituencies, (target 1/3
enrolment in residence with preference given to
students on full bursaries)
In short term preferred model for residence provision
is PPP with co-responsibility for rental collection
Medium to longer term ownership of a limited number
of residences
Strategic growth in East London will be carefully
managed for optimisation over the longer term,
without compromising quality, access and
sustainability of the Institution
Need for parity of provision enabling a culture that can
produce students who have the requisite technological
and life skills, are critical thinkers, socially conscious,
service oriented, responsible, etc.
Courses offered on both FT and PT basis depending on
viability and/or strategic relevance
Medium
Term
(2012)
As above but growing slowly
• Science & Agriculture:
o School of Health Sciences
o Computer Science
o Geography (PG Studies)
• Social Sciences & Humanities:
o Music
o Drama, etc.
• Education:
o Increase numbers in
undergraduate
programmes
o Increase postgraduates
Also:
Trans-disciplinary postgraduate
programmes in high subsidy areas
Long
Term
(2016-
2020)
As for Medium Term with developing
involvement in Science & Technology –
possible collaboration with other
institutions, e.g. WSU
UFH Strategic Plan 2009 - 2016 Page 48
16.3 Sub-objectives for Enabler 4
The following are the sub-objectives for developing an optimized multi-campus model under the
Enabler “Optimise the Multi-Campus Model”:
1. Optimise the academic offerings per campus
2. Ensure equivalence of academic standards across and between campuses
3. Optimise management of the academic and support services on each campus and cross-
campus relationships
4. Ensure equivalence of access to support services and achievement and maintenance of high
service quality for all campuses
As concerns the first sub-objective, it is critical for the sustainability of the University, and of
course for the degree of its strength as a higher education provider, that the full collection of
programmes it offers is optimal in terms of its mission (i.e. efficient without compromising quality
and relevance).
With respect to the second sub-objective, as a multi-campus higher education provider, the
University is tasked to ensure that standards and outcomes of academic courses offered at different
locations and in different modes are equivalent. Through offering academic programmes on multiple
campuses, the University should be able to:
• Optimise academic expertise
• Enhance and widen access to academic offerings
• Develop best practice in teaching and learning through collaboration
• Expand the student experience and
• Promote more efficient use of resources
In attaining the above, the following should be considered:
• Geographical and organizational arrangement of campuses
• Distribution academic services, resources and support facilities
• Specialisation of course offerings per campus
• Cost benefits of teaching and administrative support
• Revenue per student FTE
• Maintenance of equivalent quality standards taking into account financial implications
• Institutional history, culture and transformation challenges
Strategies:
• Flexible and equitable funding policy framework with individual campuses as cost and
revenue centres
• Varied delivery modes to optimise efficiencies on all campuses
• Effective leadership of academics and support services esp. at middle management level
• Restructuring of academic organization to streamline decision-making processes and for
maximum cost efficiency
Through successfully achieving equivalence of academic standards, the University will benefit
from increased throughput and graduation rates which will inevitably impact positively on its
financially sustainable future.
UFH Strategic Plan 2009 - 2016 Page 49
Regarding the third objective, the University’s overall academic operation and the support
services which underpin it cut across campus boundaries. As previously stated (in section 15), the
five faculties are represented to various degrees on the different campuses. Executive Deans are
responsible for leading and managing the affairs of their faculties across the three campuses.
Likewise, Executive Managers of support units, such as the Registrar, the Director of HR, the CFO, the
CIO, and the Dean of Students, are responsible for leading and managing the affairs of their units
across the University. There is, however, a need for coordination of the support services they offer
on each of the campuses.
The fourth objective caters for another essential ingredient of the ‘Planets in alignment’ model,
that is, equity in terms of support service provision. The ease of availability of such service, its form,
its quantity and its quality should not differ from one campus to the next.
The table below summarises the four objectives for the “Optimised Multi-Campus Model”
enabler.
Table 10: Optimised multi-campus model sub-objectives
No Objective Description Implementable Actions
1. Optimise the
academic offerings
per campus
Suites of academic offerings per
campus which exploit the
opportunities offered by each
campus and in totality optimise
the academic range and depth
of the University as a whole
Review IOP and PQM for each campus (see 16.2
above)
Restructure academic organization and build HOD
capacity
2. Ensure equivalence
of academic
standards across
and between
campuses
To ensure that standards and
outcomes of academic courses
offered at different locations
and in different modes are
equivalent in terms of
outcomes and quality
Standardise quality assurance and requirements
across campuses to ensure equivalence
3. Optimise
management of
the academic and
support services on
each campus and
cross-campus
relationships
An optimised multi-campus
model that harnesses the
‘together in excellence’ slogan,
and is better managed and
coordinated
See above; also
Review organisational structure and ensure quality
and presence of management on each campus
Improve inter-campus communication
Create virtual spaces and use virtual resources that
are (relatively) easier and less expensive to acquire,
adapt, maintain and expand, e.g. video-
conferencing facilities, the desktop Microsoft Office
Communicator for connectivity with small groups,
and Adobe Connect which can provide chat rooms
and interactive group sites
4. Ensure equivalence
of access to
support services
and achievement
and maintenance
of high service
quality for all
campuses
To ensure that there is
equivalent access on all
campuses to staff and students
for the support services
rendered by, inter alia, the
Registrar’s Division, the Finance
Division, the Human Resources
Division and the CIO’s Division
Where possible, distribute support staff amongst
campuses in such a way that the desired
equivalence of service can be realised. Where it is
necessary for all staff in a particular unit to be
based on one campus, make arrangements for
individuals to spend time on other campuses on a
pro rata basis according to size of campus, offering
the same services as those offered on the campus
where the unit is based.
UFH Strategic Plan 2009 - 2016 Page 50
17 Enabler 5: Harness Technology Effectively
The most profound technologies are those that disappear. They
weave themselves into the fabric of everyday life until they are
indistinguishable from it.
(Weiser, 1991, p. 94)
17.1 Recent Developments Affecting Application of Technology
The mergers of tertiary institutions that have characterized the tertiary sector since the turn of
the century have created the platform for a revolution in the development and application of
information and communication technologies. Technology is changing everything, from the nature of
society to social practices, identities, lifestyles, interactions and leisure, to the ways that people
learn and teach. Technology is undoubtedly shaping society.
Since the Y2K (Year 2000) issue took the world by storm there has been increased interest in the
use of information and communication technologies (ICTs) both in business and the tertiary sector.
One of the reasons for the increased interest is the perception that ICTs can contribute significantly
to the relevance of universities in the knowledge society. The advent of mobile computing and the
unprecedented advancement in manufacturing technologies have resulted in mobile microelectronic
devices being able to deliver more than physically larger systems were able to less than two decades
ago. Connectivity using cellular technology systems has provided new means for the delivery of
teaching and learning.
The ICT function at the University of Fort Hare is being redesigned to operate in international
benchmark frameworks such as ITIL (http://www.itil.org) (ISO 20000 is the standard for IT
Management Practices), CoBiT (http://www.isaca.org/cobit/) (IT Governance Framework) and ISO
17799 (http://www.iso.org) (security standard). These standards have many certified practitioners
and the first steps have already been taken to certify ICT staff members in these frameworks. This
will provide the University with an ICT division that is managed to international standards, and
governed appropriately within a secured information environment. This does however come at a
cost as these frameworks are commercially operated. TENET (Tertiary Education Network, the
Internet Service Provider (ISP) operating as a section 21 company on behalf of tertiary education and
research institutions in South Africa) has a funded program which aims to certify ICT practitioners in
the above frameworks. The first five staff members are ITIL foundation certified.
The incorporation of the former Rhodes East London campus into the University of Fort Hare
created a triangle of technological challenges for the institution. As a result of financial constraints,
intercampus connectivity between the three campuses is not yet at the required levels, in terms of
both quantity and of quality. Bandwidth between campuses is only one of the requirements. Other
requirements include computing capacity, which will support the primary processes of teaching and
learning and research. Research will also require high capacity connectivity to international research
databases and journals.
The South African Government’s decision to liberalize the telecommunications industry has
brought welcome relief, not only to the telecommunications sector but also to the tertiary sector
UFH Strategic Plan 2009 - 2016 Page 51
and has provided opportunity to exploit the capacity of the new undersea cables that connect Africa
to the rest of the world. The international bandwidth currently available to the University is set to
increase from around 7MB/s to 250MB/s as a result of the efforts that TENET has put into securing
international broadband services on behalf of tertiary education. This will provide significant
bandwidth for research at no additional cost and will also provide the level of connectivity that is
required between campuses. Intercampus connection speed is currently 10 Megabits per second;
once the new fibre connection is installed this will increase 1000 fold to 10 Gigabits per second (this
is a higher speed than is currently available on the local area network which currently operates at 1
Gigabit per second). This will provide a network across the University that will appear to be a single
local network.
Other worldwide ICT issues are set to affect the University into the next decade. The top ten
issues affecting CIOs in research published by groups such as Gartner, Forrester Research and others
include the following (not listed in priority sequence):
• business continuity planning;
• virtual desktops and mobile device computing;
• budget;
• network and system optimization;
• cloud computing;
• compliance;
• data management;
• skills and resource management; and
• rate of new technology implementation.
All the above issues are set to affect the University in the next decade and strategies have been
devised to ensure that appropriate interventions are planned and implemented.
17.2 Transparent Technology
The over-arching vision for the UFH as a technology-enabled institution is based on the idea of
“transparent technology”. This would see the creation of seamlessly integrated systems that allow
users to move from one context to another without having to exit and enter: from teaching and
learning, to support, to administration.
This vision is informed by a variety of factors including international and local trends, as well as
the results of the HEQC Institutional Audit. The emphasis on technology usage has moved to
interoperability, allowing integration of previously isolated systems. In higher education the use of
ICTs has expanded from administration to the support and facilitation of learning with the
development and implementation of e-learning technologies and methodologies.
The vision for a technology-enabled institution has a host of implications for all the other
strategic thrusts. The challenges in achieving the changes envisioned are significant, not so much
because of the technology itself, but rather because they require people to change the way they
operate.
These cross cutting issues have been incorporated into the main strategic objective and relevant
enablers, with the emphasis on using technology to achieve the objectives of the particular objective
or enabler, e.g. improving effectiveness of teaching and learning, reducing costs, etc.
UFH Strategic Plan 2009 - 2016 Page 52
17.3 Sub-objectives for Enabler 5
Table 11: Harness Technology Effectively sub-objectives
No Objective Description Implementable actions
1. Unified virtual
campus
To achieve seamless integration
between systems (administrative,
academic, support) and ensure a similar
user experience across all campuses by
2016.
To overcome the distance separating
the campuses everyone should have a
similar virtual experience of UFH,
eliminating some of the discrepancies
between the rural and urban campuses.
Maximise use of existing ICTs
Equitable standards and access to IT
facilities for all students and staff across
campuses
Wireless access to be available from a
variety of settings, including cafeterias,
libraries and residences
“One student, one laptop” to eliminate
problems of access in computer labs,
where queues are not uncommon4
Develop and maintain ICT infrastructure
and facilities – new funding sources e.g.
SETA
2. Access on demand
To facilitate anytime, anywhere access
to necessary resources and services for
all staff and students
Portal access; mobile access.
Information management strategy
Improve the overall quality of the
support provided to students
Monitoring and evaluation of usage
Reduce downtime in computer
laboratories through use of lab
management software allowing
technicians to devote their time to
individual customer requests
3. Appropriate
information
management
To attain fully automated information
management and develop an
information culture
Development of an ICT policy addressing
use of IT facilities and disaster recovery
Use of ITS as a management information
system
An electronic document management
system would facilitate the flow of
accurate information to appropriate
recipients and eliminate versioning
issues
4 The introduction of one (mini-) laptop per student has multiple benefits. Firstly, it eliminates the need for more computer labs,
which require a vast capital outlay for space and equipment, as well as significant running costs especially in terms of maintenance.
Secondly, as owner the student becomes responsible for the technology and has a vested interest in maintaining it and keeping it secure
(unlike in computer labs). The cost of the laptop could be worked into the student’s fees over a period of three years, so that they can
take ownership.
UFH Strategic Plan 2009 - 2016 Page 53
18 Enabler 6: Human Resource Development
The University of Fort Hare spends just over R200m per annum on its workforce and recognises
that its success depends on harnessing the potential and talent of all staff to optimise the benefits
from this significant investment. Our reputation, growth and success rely on our ability to initiate,
implement and sustain effective people management strategies across all areas, and at all levels of
the institution. The development of an excellent reputation for teaching and learning, research and
community engagement and the success of the institution depend on the contribution of its entire
staff.
UFH employs 823 staff (2008) in 5 major functional groups as follows:
Table 12: Staff categories
Category Description
1. Academic Academic staff are those who spend more than 50% of their time on
academic activities, e.g. teaching or research
2. Professional Non-academic staff spending less than 50% of their time on academic
work, but providing professional or strategic support to primary
processes, e.g. finances, human resources, quality management,
academic support, counselling, etc.
3. Administration Non-academic staff providing administrative support to academic and
professional staff
4. Technical Non-academic staff providing technical support to primary processes,
e.g. laboratory technicians, plumbers, etc.
5. Labourer Semi or unskilled staff providing operational services, e.g. farm
labourers, gardeners, etc.
This strategy is intended to address the needs and conditions of all staff, across all functional
groups and locations.
Implementing SP2008-16 will require a robust and critical assessment of the alignment between
the strategic objectives of the institution and its Human Resource Development strategy. The
envisioned organisational design of the institution will be based on this assessment with clear links
and synergies between design, strategic objectives and the Human Resource Development strategy.
We will be required to strategically consider and plan the structure of the institution and the size
and shape of the workforce, now and in the future; developing or acquiring the skills needed to
respond appropriately to the needs of our students, employers and other stakeholders, particularly
at the management level; growing and managing the talent we have more effectively through career
management and succession planning; considering new roles, new ways of working and flexible
contractual arrangements in addition to embedding sound, efficient and effective people
management practices at all levels. It will also involve ensuring that our approach to
internationalisation is embedded across all of our people management polices and practice.
The staffing complement under each manager of a function provides the means by which s/he
can deliver the challenging objectives ahead for UFH, as contained in this Strategic Plan. How
managers manage, design, utilise and structure their workforce and plan for the future is
foundational to the attainment of the organisational strategy.
UFH Strategic Plan 2009 - 2016 Page 54
18.2 The Challenges
The Higher Education job market is changing. The market for academic talent is increasingly
competitive and global, as high quality individuals continue to switch universities and, where
necessary countries, to further their careers. The social contract between the society and
universities is also changing with higher levels of accountability being implemented in the quest for
socially relevant research and knowledge generation. Society’s expectations of universities have
also changed with a strong emphasis on contribution to a knowledge-based society. These factors
make the challenges of managing, developing, recruiting, engaging and retaining the highest quality
professionals even more difficult. To be successful the strategies that are developed to address
these issues must be both proactive and creative. Furthermore, the socio-economic context of the
Eastern Cape Province, staff housing shortages in Alice, as well its lack of schools, retail outlets and
social entertainment establishments, further compound the challenge of recruiting and retaining
talent, in particular, for the Alice campus.
The operating environment is also changing. More demands are placed on universities, without
a concomitant increase in financial resources. Universities are also subject to increasingly
sophisticated labour legislation requirements, including skills development, equity and labour
relations legislation. This requires universities to become more professional and efficient in
managing their human resources if they are to remain viable and competitive. The ‘amateur’
management style that was adequate in the past is no longer so – university administrators and
managers need to develop more rational and progressive people management and change
management skills and capabilities, without losing sight of their core values. HR must become a
‘strategic partner’ to the institution, facilitating staff aspirations and performance expectations.
18.3 UFH Human Resource Development Aspirations
The UFH aims to achieve a fundamental transformation of our people management
infrastructure including the review of all Human Resource Development policies, improved
performance management, reviewing pay and reward, and robust planning that effectively supports
the attraction, engagement, and retention of staff, and that enables success to be acknowledged
and cultivated.
Attempts have been made to run staff satisfaction surveys, however, the response has been
poor and the outcomes not deemed significant. In preparation for this strategic plan, staff and
student inputs made at the institution-wide Indabas raised the following expectations:
1. a more effective and efficient Human Resource division;
2. improved conditions of service including the working environment and recreational facilities
for staff;
3. improved attraction and retention practices;
4. coordinated training and development that is linked to the job, and to a career path;
5. an institutional culture that promotes regular communication and feedback, addresses issues
of sexism, racism and xenophobia, is forward looking, builds on social capital and lends itself
to service and productivity; and
6. better focus on employee wellness.
UFH has a significant change management journey ahead, in addition to addressing a historical
‘backlog’ of people management issues. Over the next 2-3 years, there is a need for extensive
organisational development and organisational structural change.
UFH Strategic Plan 2009 - 2016
Figure 8: The link between people and the University’s strategic plan
This Human Resource Development strategy is a major challenge for us. It is not simply a
matter of rewarding desired activities; it is about refreshing
psychological and developmental contract with our staff. We will a
management and leadership, and significantly improve our management capacity and capability.
Managers will need to take responsibility for managing the agenda, supporting staff to make the
transition to a new balance of activities, considering new models of teaching and learning, and
planning the staffing needed to deliver that model. A comprehensive consultative process will be
required to develop a broad sense of ownership of the Human Resource Development strategy. Th
consultative process will strike a balance between the developmental and compliance aspects of our
Human Resource Development strategy and ensure a firm, but compassionate culture of individual
and collective accountability. We also need to reinforce s
line with this agenda, and make sure our management structures are workable.
In addition, a succession plan for executive and senior management is urgently required, with
the majority of senior executives’ contract
three in 2012).
Finally, we need to articulate all of these aspects together to form an integrated approach to
people management. To do this, we need to rally staff around a single, clear stra
create the appropriate structures, systems and processes; and build and sustain strong leadership
with highly effective middle and senior management levels.
The timeframe for the implementation of the Human Resource Development Strategy is
2012, as its success has significant implications for the successful implementation of the overall UFH
2008-16 Strategic Plan.
: The link between people and the University’s strategic plan
This Human Resource Development strategy is a major challenge for us. It is not simply a
matter of rewarding desired activities; it is about refreshing – or possibly re-negotiating
psychological and developmental contract with our staff. We will also have to revisit our models of
management and leadership, and significantly improve our management capacity and capability.
Managers will need to take responsibility for managing the agenda, supporting staff to make the
ctivities, considering new models of teaching and learning, and
planning the staffing needed to deliver that model. A comprehensive consultative process will be
required to develop a broad sense of ownership of the Human Resource Development strategy. Th
consultative process will strike a balance between the developmental and compliance aspects of our
Human Resource Development strategy and ensure a firm, but compassionate culture of individual
and collective accountability. We also need to reinforce staff expectations about being managed in
line with this agenda, and make sure our management structures are workable.
In addition, a succession plan for executive and senior management is urgently required, with
the majority of senior executives’ contracts expiring by 2012 (one in 2009, five in 2010, and a further
Finally, we need to articulate all of these aspects together to form an integrated approach to
people management. To do this, we need to rally staff around a single, clear strategic roadmap;
create the appropriate structures, systems and processes; and build and sustain strong leadership
with highly effective middle and senior management levels.
The timeframe for the implementation of the Human Resource Development Strategy is
2012, as its success has significant implications for the successful implementation of the overall UFH
Page 55
This Human Resource Development strategy is a major challenge for us. It is not simply a
negotiating – the
lso have to revisit our models of
management and leadership, and significantly improve our management capacity and capability.
Managers will need to take responsibility for managing the agenda, supporting staff to make the
ctivities, considering new models of teaching and learning, and
planning the staffing needed to deliver that model. A comprehensive consultative process will be
required to develop a broad sense of ownership of the Human Resource Development strategy. This
consultative process will strike a balance between the developmental and compliance aspects of our
Human Resource Development strategy and ensure a firm, but compassionate culture of individual
taff expectations about being managed in
In addition, a succession plan for executive and senior management is urgently required, with
s expiring by 2012 (one in 2009, five in 2010, and a further
Finally, we need to articulate all of these aspects together to form an integrated approach to
tegic roadmap;
create the appropriate structures, systems and processes; and build and sustain strong leadership
The timeframe for the implementation of the Human Resource Development Strategy is 2009 –
2012, as its success has significant implications for the successful implementation of the overall UFH
UFH Strategic Plan 2009 - 2016 Page 56
18.4 Sub-objectives for Enabler 6
The sub-objectives to implement the Human Resource Development enabler are:
Table 13: HRD sub-objectives
No Objective Description Implementable Actions
1. Improve Human
Resources function
and capability
The implementation of the Human
Resource strategy will be dependent on
improving the current HR division
structure, capabilities, skills and
resources. A significant improvement in
Human Resource Division capacity and
capability is required (see Appendix 3)
Organisational Development and
business process improvement to
enable UFH to become more fit for
purpose and for our interventions to
be evidence-based against their
impact on organisational performance
2. Improve recruitment
and retention
practices
Ensure the recruitment and
appointment of suitably skilled and
qualified staff with aligned values;
retain good performers and facilitate
career management for staff
Review and improve recruitment,
selection, orientation, probation,
assessment, succession and reward
strategies.
3. Optimize size and
composition of
workforce
Improve Human Resource Planning
capability across the University to
facilitate innovation in the development
of new roles and new ways of working
HR Management Information for
improved decision making and
workforce planning
4. Enhance
development and
performance of staff
Develop a culture of high performance
and continuous self-improvement
Promote a culture amongst staff of
continuing professional development,
including a commitment to scholarly
values; leadership; lifelong learning;
professional growth through reflection
and self-evaluation; and accountability
for their own professional
development.
Significant improvement in leadership
and management capability generally,
including people management skills
Develop performance management
and staff development practices that
contribute to staff effectiveness
through integrated and coordinated
processes that link organisational
strategy to staff performance
Ongoing professional development at
all levels including management and
leadership development
Training in use of ICTs to derive
optimum benefit from systems and
resources. This is a shift in emphasis
from computer literacy (how to use
software) to digital literacy (how to
use technology to make a difference
in one’s life).
5. Promote staff well-
being
To develop and promote health, safety
and wellness programmes throughout
the institution; support staff groups
with specific needs
HIV/Aids, employee assistance, stress
management, counselling, wellness
etc.
Build social capital through networks
and creation of appropriate social
space
UFH Strategic Plan 2009 - 2016 Page 57
19 Enabler 7: Financial Viability and Sustainability
Whilst a remarkable turnaround in fortunes was engineered in the beginning of the decade
through inspired leadership and a commitment by all to a new Strategic Plan (SP 2000), one
fundamental challenge to ensure long term financial sustainability was not addressed. This
challenge was the need for significant recapitalization funding on the Alice campus. In addition,
2004 saw the advent of a re-engineered landscape in higher education, which, whilst establishing an
urban presence for the University, failed to sufficiently address infrastructural requirements
necessary to support rapidly growing student numbers on the East London campus.
It is unfortunately acknowledged that recapitalization needs are not the only financial challenge
faced by the institution. Recent years have seen a rapid growth in operating expenditure, not fully
justified by student numbers and research output. In particular compensation spend has escalated
to unsustainable levels. The institution needs to urgently implement a turnaround strategy to ensure
its financial sustainability.
19.1 Institutional Growth and the Enrolment Plan
Following the slump in numbers which bottomed out in 2000 the University recovered its
numbers and then grew rapidly, peaking in 2004 with the incorporation of the East London campus.
Since then numbers have remained fairly static, except for some growth in 2008. Management of
planned enrolments has been improving, with 2008 targets being largely met for the first time.
Figure 9: UFH total headcounts 1991 - 2008
In recent years subsidies have declined from some 60% of operating costs to around 40%, driving
institutions towards growth. The headcount target for the UFH agreed with the DoHET for 2010 was
9,500. Assuming an FTE to headcount ratio of 0.84:1, currently the FTE ratio is below this but the
headcount total is above the target.
In order to assist in enrolment and financial planning, a long-range planning tool that takes into
account subsidies generated by individual units was developed. The tool enables us to model
various scenarios and their impact (see Appendix 4). Three scenarios were modelled: those being no
growth (9,600 students), moderate growth (11,500 students) and accelerated growth (12,500
students) by 2016. An inflationary variable of 5% was assumed. Table 14 below sets out the results
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
10000
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
UFH total headcounts: 1991-2008
UFH Strategic Plan 2009 - 2016 Page 58
obtained. As can be seen, Scenarios 1 and 3 yield a positive financial outcome only by 2016, whilst
Scenario 2 demonstrates a positive balance only by 2015.
Table 14: Growth Strategies
Although these modelling results are of limited use in terms of projecting a positive balance by
2011, they do show that overly rapid growth will mean that the University’s student mix will contain
too large a proportion of students in their first two years of study; whilst zero growth will mean that
the benefits of growth and shifting the student mix are not optimally realized. The very limited
range between the three scenarios further suggests that the 11,500 target is the one to aim for as
seen from current perspectives and as per the proposed mix of study areas and qualification levels.
However, the model also contains in-built assumptions, certain of which still need interrogation (see
Annex for more detail on the assumptions).
The driving mechanism of the funding formula operates mostly through the Teaching Input
grant, and it is this that also drives enrolment plans (the other aspects of the funding formula are
independent of the CESM mix). The principle followed has been one of growth in all faculties,
although in some this has been accelerated and in others near stasis; this in order to achieve stability
of units on the one hand yet growth in the most favourably subsidized areas.
As this subsidy is based on student numbers two years in arrears, the effect of any changes to
enrolment strategies will only materialize in 2011. The DOHET requires that greater emphasis be
placed on SET and Commerce. These CESM categories are generally more efficient from a cost
revenue perspective as can be seen from varying contributions made across faculties. In addition
the enrolment plan includes:
• increasing the number of students in higher degrees relative to the total number of
students; and
• increasing the number of students in SET and Commerce CESM categories.
The moderate growth target scenario (approved 2009 enrolment projections are given in
brackets) includes a virtual freeze on further headcount growth in Alice to around 5,700 students
(5,600), and growth of the Bhisho and East London campuses to 600 (300) and 5,200 (3,200)
students respectively. Of the total 11,500 students, 24% (20%) would be in SET, 28% (28%) in BEM,
Growth strategies
Year No growth Moderate growth Accelerated growth
R' 000 R' 000 R' 000
2009 -97 414 -97 414 -100 240
2010 -82 333 -84 033 -94 480
2011 -70 438 -75 213 -91 620
2012 -64 282 -63 902 -87 590
2013 -50 232 -46 552 -77 170
2014 -23 947 -19 467 -54 530
2015 5 955 17 965 -22 050
2016 38 135 62 015 15 350
Deficit end 2014 -388 646 -386 581 -527 680
Number of students 9 000 11 350 12 000
UFH Strategic Plan 2009 - 2016 Page 59
34% (38%) in Humanities and 14% (14%) in Education5. In terms of levels of study, 72% (77%) would
be undergraduate, 7% (6%) in postgraduate diploma or advanced certificate programmes, 8% (6%) in
Honours, 9% (8%) in Master’s programmes and 4% (3%) at Doctoral level.
Annual reviews of these goals will need to be undertaken in order to take into account progress
towards targets and changing circumstances, notably those that affect the in-built assumptions.
19.2 The Current Financial Situation
The University has budgeted for a cash deficit of R16m by December 2008. This deficit is
expected to increase to R56.8m by the end of March 2009. The outlook for the 2009 financial year is
no better. Current expectations are that by December 2009, the University will have a cash deficit of
R77.7m. (NB these estimates do not include the effects of non-cash items such as depreciation and
leave provision, amongst others).
Table 15 below summarises the existing budget for 2009 (highlighted in green) and the projected
numbers based on the moderate growth strategy. As can be seen, based on conservative projected
increases in income and expenditure, the University will not break even until 2015. Clearly the
situation cannot remain unchecked and meaningful measures will have to be put in place to reverse
the state of affairs.
Table 15 Income and Expenditure 2009 - 2016
SUMMARY INCOME STATEMENT
2009 2010 2011 2012 2013 2014 2015 2016
SUBSIDY 165,008,680 188,072,801 202,340,962 214,702,642 228,243,724 245,358,507 263,789,987 285,913,780
Teaching Input Subsidy 116,448,821 123,164,426 130,118,442 137,169,723 145,859,164 154,035,567 162,933,679
Teaching Output Subsidy 30,935,149 34,016,753 37,363,965 40,952,109 45,275,245 49,714,556 54,678,509
Research Output Subsidy 12,688,831 14,159,783 16,220,235 19,121,892 23,224,098 29,039,864 37,301,592
Institutional Factor Grant 28,000,000 31,000,000 31,000,000 31,000,000 31,000,000 31,000,000 31,000,000
19.3
19.4 19.5
OTHER INCOME 128,567,523 117,776,153 137,327,149 161,663,653 190,315,238 226,500,842 272,160,983 323,238,049
Tuition fees less rebates, bad debt 85,689,510 85,743,815 104,640,706 128,299,095 156,262,097 191,672,572 236,511,991 286,457,548
Residence Fees 29,210,523 21,738,638 21,813,271 21,887,665 21,964,089 22,051,138 22,140,414 22,275,521
Other income 13,667,490 10,293,700 10,873,172 11,476,893 12,089,052 12,777,132 13,508,578 14,504,980
19.6
19.7 19.8 19.9 19.10 19.11 19.12 19.13
EXPENSES 399,079,574 389,882,856 414,881,424 440,269,082 465,111,622 491,326,826 517,985,898 547,136,466
Net Contribution (Shortfall) 105,503,371 -84,033,902 -75,213,313 -63,902,787 -46,552,660 -19,467,477 17,965,072 62,015,363
19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21 19.22
Revenue Growth
Tuition 22% 23% 22% 23% 23% 21%
Residence Fees 0% 0% 0% 0% 0% 1%
Other Income 9% 8% 8% 8% 8% 10%
Total Subsidy 23% 14% 13% 14% 16% 17%
Research Subsidy 12% 15% 18% 21% 25% 28%
Teaching Input Subsidy 6% 6% 5% 6% 6% 6%
Teaching Output Subsidy 10% 10% 10% 11% 10% 10%
19.23 19.24 19.25 19.26 19.27 19.28 19.29 19.30 19.31
Expenditure Growth
Compensation 7% 7% 6% 6% 6% 6%
Running Costs 6% 6% 6% 6% 6% 6%
Maintenance and Fixed Costs 5% 5% 5% 5% 5% 5%
Capital Expenditure 4% 5% 5% 7% 5% 7%
19.32 19.33 19.34 19.35 19.36 19.37 19.38 19.39 19.40
Compensation as % of total subsidy income 151% 122% 121% 122% 122% 120% 118% 115%
Compensation as % of total income 85% 75% 72% 70% 66% 62% 58% 54%
5 Education faculties are now being asked to expand in response to the shortage of teachers in the country. This may require some
flexibility with respect to these targets for the Faculty of Education
UFH Strategic Plan 2009 - 2016 Page 60
The comparison to subsidy income is particularly relevant as the same subsidy rules apply to all
universities and is based on enrolment practices. It follows therefore that compensation spend
should be linked to this number.
19.3 Ensuring Lasting Sustainability
The overall objective is to achieve long-term financial sustainability. This implies that sufficient
cash will be generated to meet the day to day operating costs, as well as infrastructural acquisition
and maintenance requirements. More specifically, the following two goals are set:
• achieve break-even income and expenditure by 2011; and
• obtain additional recapitalization funding that will ensure that existing infrastructure is
reinstated to its original state of repair, and additional infra-structure necessary to
support a moderate growth strategy is acquired.
The key strategies to achieve a balanced budget by 2011 are to increase income6, and improve
efficiencies. Given the current financial position of the University, it is accepted that a period of at
least three years will be required to achieve the first objective. Both strategies require significantly
improved efficiencies in the system, for example only students who pass attract output subsidy. The
longer students remain in a programme, the less space there is for new, potentially successful
enrolments. Students who exceed the minimum time to acquire a degree generally register for
fewer credits thus reducing all levels of related income. Improving throughput rates is therefore a
crucial component of the efficiency strategy.
19.4 Infrastructure Recapitalisation
During August 2008, the Minister of Education advised the University that infrastructure and
efficiency funding will be made available to institutions in the 2010/11 and 2011/12 financial years.
The total amount of funding available to the sector will be R3.162bn and will be used to fund
projects in the following areas:
Table 16: Infrastructure and Efficiency Grant Funding
Funding Category Amount Available (Rm)
Architecture and Built environment 95
Engineering in Universities 316
Engineering in Universities of Technology and comprehensives 538
Health Sciences 474
Life and Physical Sciences 632
Student Housing 632
Teacher Training 474
Total 3 162
At least 35% of the overall contribution of R3.162bn will be allocated to historically
disadvantaged universities, including new institutions formed through the merger of disadvantaged
institutions with historically advantaged institutions.
Given this, the University has submitted a proposal totalling R409.8m to the Department of
Education for funding in November 2008 (see Table 17a below). During 2009 a process of
6 There are three sources of income, from ministerial allocations (first stream); student fees (second stream) and other sources (third
stream).
UFH Strategic Plan 2009 - 2016 Page 61
engagement with the University will determine and align university priorities with national priorities
and establish the capacity of the University to contribute to the cost (In terms of the notice,
institutions are expected to contribute at least 10% towards the cost of the project and it is expected
that the sector as a whole should contribute at least R1.138bn towards the grant bringing the total
investment over the two years to R4.300bn). The issue of the UFH’s contribution towards the cost
however remains a challenge and it is hoped that through ongoing discussions with the Department
a solution will be found.
Table 17a: Recapitalisation and Infra-structural Funding Application
Funding category Intended Purpose Request from
Department
‘Own’
Contribution
Offered
Undergraduate Programmes in
Life and Physical Sciences
New buildings, upgrading of
existing buildings, maintenance of
these buildings, equipment
111,449,061 35,276,559
Master’s, Doctoral and Research
Programmes in Life and Physical
Sciences
Equipment 14,500,000 -
Student Housing New buildings, upgrading of
existing buildings, maintenance of
these buildings
270,924,282 19,259,432
Teacher Training Upgrading of existing buildings,
equipment, furnishings
12,993,766 964,009
Total 409,867,110 55,000,000
The response received from the Minister recently indicates that the following funding has been
allocated:
Table 17b: Funding Allocated by DoHET
Funding category Intended Purpose Granted by
Department
Required ‘Own’
Contribution
Undergraduate Programmes in
Life and Physical Sciences
New buildings, upgrading of
existing buildings, maintenance of
these buildings, equipment
50,000,000 5,000,000
Master’s, Doctoral and Research
Programmes in Life and Physical
Sciences
Equipment 8,200,000 800,000
Student Housing New buildings, upgrading of
existing buildings, maintenance of
these buildings
73,000,000 8,000,000
Teacher Training Upgrading of existing buildings,
equipment, furnishings
12,300,000 1,300,000
Total 143,500,000 15,600,000
This will be received in tranches as follows: R15m immediately to begin addressing the need for
major upgrading of the residence buildings on the Alice campus; R63.6m at the beginning of the
period 2010/11; and the remaining R64.9m at the beginning of the period 2011/12.
More than 90% of this funding will be spent on Alice campus upgrading projects.
UFH Strategic Plan 2009 - 2016 Page 62
Table 18 below indicates the financial scenario that will move us towards a balanced budget – it
assumes increased income from fees, increased research output and recapitalisation grant of R 35m
per year until 2011.
Table 18: Moderate Growth Income and Expenditure Budget after implementation of strategies
19.4.1.1.1
19.4.1.1.10 2009 2010 2011 2012 2013 2014 2015 2016
SUBSIDY 165,008,600 181,793,799 187,323,994 189,786,607 192,032,294 195,644,656 198,360,984 201,431,923
Teaching Input Subsidy 110,626,379 111,155,895 111,560,299 111,725,597 112,863,040 113,230,297 113,782,665
Teaching Output Subsidy 29,388,392 30,700,119 32,034,929 33,355,749 35,033,121 36,544,767 38,184,042
Research Output Subsidy 13,779,028 14,467,980 15,191,379 15,950,948 16,748,495 17,585,920 18,465,216
Institutional Factor Grant 28,000,000 31,000,000 31,000,000 31,000,000 31,000,000 31,000,000 31,000,000
19.5 19.6 19.7 19.8 19.9 19.10 19.11 19.12
OTHER INCOME 99,357,000 130,442,352 155,978,134 162,292,771 168,999,502 176,146,265 183,789,520 191,995,917
Tuition fees less rebates, bad debt 85,689,510 114,048,977 136,064,869 140,827,139 145,756,089 150,857,552 156,137,566 161,602,381
Other fee income 11,363,374 12,937,201 14,729,004 15,244,519 15,778,077 16,330,310 16,901,870 17,493,436
Other income 2,304,116 3,456,174 5,184,261 6,221,113 7,465,336 8,958,403 10,750,084 12,900,100
19.13
Total Income 264,365,600 312,236,151 343,302,128 352,079,378 361,031,796 371,790,921 382,150,504 393,427,840
19.14 19.15 19.16 19.17 19.18 19.19 19.20 19.21
EXPENSES 348,559,540 336,286,801 343,676,514 349,291,713 354,891,399 363,084,363 371,401,157 380,171,953
Net Contribution (Shortfall) -84,193,940 24,050,650 -374,386 2,787,665 6,140,397 8,706,558 10,749,347 13,255,887
Recapitalisation Grant 35,000,000 35,000,000 35,000,000 19.22 19.23 19.24 19.25 19.26
Surplus (deficit) previous year -49,193,940 -38,244,590 -3,618,976 -831,311 5,309,086 14,015,644 24,764,991
19.27 -49,193,940 -38,244,590 -3,618,976 -831,311 5,309,086 14,015,644 24,764,991 38,020,878
Compensation as % of total subsidy income 128% 109% 110% 111% 113% 115% 118% 120%
Compensation as % of total income 80% 64% 60% 60% 60% 61% 61% 62%
In Table 18 the assumption has been made that the normal depreciation charge to the Income
Statement (on average R 35m) will be set-off against any recapitalization funds received. Generally
accepted accounting practice allows for such funds received to be treated as deferred income
(balance sheet entry) and transferred to the income statement as income, once utilised. Whilst this
grant is expected to be considerably higher, the annual amount has been limited to the depreciation
charge for budgetary purposes in order to illustrate the effects of the strategies on normal income
and expenditure.
In determining the revised model as reflected in Table 18, every attempt has been made to
suggest changes that are attainable and reasonable. It is believed that with the commitment of all
involved the objectives as outlined in this section can be achieved.
UFH Strategic Plan 2009 - 2016 Page 63
19.5 Sub-objectives for Enabler 7
Table 19: Financial sustainability sub-objectives
No Objective Description Implementable Actions
1. Increase income
from subsidy
To maximise all potential subsidy incomes
(input, output, research) through targeted
enrolments and improved efficiency
Implement enrolment planning,
improve throughput, and increase
research output.
19.5.1
2. Increase net
student fee
income
Fees at UFH, on average lower than other
universities in SA, will be gradually increased.
In doing this cognizance will be taken of the
financial status of the rural poor whom the
University largely serves
Increase fees, reduce rebates,
reduce bad debt (e.g. pay your fees
campaign), increase foreign
enrolments
Ensure equitable access for
students with financial constraints
through e.g. student funds, NSFAS
campaign, economic empowerment
deals
3. Diversify revenue
base
Establish alternative flow of income to the
University that does not detract attention
from the core business
Research chairs, endowment funds,
centres of excellence, audit of all
projects to ensure viability
4. Improve financial
planning and
management
To ensure projected income subsidy is
achieved through alignment of actual with
target enrolments in each category (UG, PG,
field of study) and improved throughput
Enrolment planning, rationalise
courses, monitor throughput
5. Reduce costs To reduce operating costs by reducing
proportion of compensation expenditure as
a portion of the overall budget, ensuring
strict monitoring and control of expenditure,
and innovative use of ICTs
Reduce compensation budget, leave
provision, fee rebates
Workforce planning and efficient
financial monitoring and reporting
systems
Use ICTs, e.g. video-conferencing,
online discussions and other forms
of online knowledge-sharing
UFH Strategic Plan 2009 - 2016 Page 65
20 Action Plan 2009-2012
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
GOAL 1: TEACHING AND LEARNING, RESEARCH AND COMMUNITY ENGAGEMENT EXCELLENCE
1 % THROUGHPUT (TARGET IN 2010 - 3N:32%, 3N+2:47%, 4N:45%, 4N+2:67%)
Link improvements in throughput to financial model to understand impact of
changes in throughput rates
CFO Planner
Review / amend exclusion / re-registration policy / process and communicate
(both UG and PG)
DVC-AR EDs
Review and amend rules that hinder graduation (e.g. 400 students 49%) DVC-AR REG
Complete all Academic Departmental Reviews DVC-AR Director: QMA
Review viability / relevance of all modules (core and elective) EDs Planner
Develop PG throughput targets Planner EDR / EDs
Provide details of throughput per Faculty / Programme Planner
Align credits allocated per programme DVC-AR EDs
Identify high performance Honours students for progression to M and D EDs
Link postgraduate fee waiver to performance EDR
Implement postgraduate mentorship programme EDR EDHR
2 % RETENTION (TARGET IN 2010 - 3 YR Q 85% 4 YR Q 95% (YR1-YR2)
Link retention data to MIS / Student tracking system Planner CIO
Improve support for international students DVC-AR
Review application and registration processes re ‘right student in right course’ EDs
Improve career counselling and academic advice EDs EDSA
3 % PASS RATES (TARGET 79% AVERAGE)
Provide detailed breakdown of pass rates per Faculty Planner
UFH Strategic Plan 2009 - 2016 Page 66
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
Identify high risk modules (taken in Yr 3/4) EDs Planner
Implement academic staff performance management system DVC-AR EDHR
Review tutoring / TLC services effectiveness DVC-AR TLC
Review moderation process across campuses DVC-AR QMA
4 NO OF RESEARCH OUTPUTS (TARGET 1.06 PER FTE ACADEMIC by 2012)
Complete Faculty Research Plans Deans EDR
Explore linking research output to promotion criteria DVC-AR EDR
M&E of impact of GMRDC workshops EDR EDs
Link to academic staff performance management system7 DVC-AR EDHR
4 % INTERNATIONAL STUDENTS (TARGET 20% in 2010)
Implement international student levy DVC-AR CFO
Develop marketing and communication strategy to attract students from all
African countries (and beyond)
DMC
Improve registration / re-registration processes REG
5 % COMMUNITY ENGAGEMENT INFRASTRUCTURE
Establish CE office DVC-AR EDCE
Implement CE Policy DVC-AR EDCE
Devise CE database DVC-AR EDCE
Support NRF income mgt link to research output / postgraduate throughput DVC-AR EDCE
Marketing and communication of CE at UFH DVC-AR DMC
Review process to integrate CE, teaching and research DVC-AR EDs
Review LKA model and link to fundraising strategy (incl. Link to existing
tutoring system)
DVC-AR Director: LKA, TLC
Review role of all Institutes, Centres within the University (cost/benefit) DVC-AR EDs and Directors
7 Clarity required on location of training and staff development budget (i.e. – line (Faculties, Divisions) or staff (HR)) and skills levy criteria
UFH Strategic Plan 2009 - 2016 Page 67
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
7 % ENROLMENT BY FIELD OF STUDY
Review marketing and communication methods to increase applications (link
to international students above)
DMC
Communicate financial implications (understanding of subsidy process) to
support application approval process
Planner EDs
Target Honours students (UFH and beyond) to improve SA% in postgraduate
enrolments
EDs
GOAL 2: IMPROVE STUDENT EXPERIENCE
8 % STUDENT SATISFACTION (ACADEMICS) TARGET 75%
Conduct annual satisfaction survey (also for measure 9) Planning EDSA
GOAL 3: FOSTER A SERVICE CULTURE
9 % STUDENT SATISFACTION (TARGET 65% in 2010)
Improve efficiency of student registration / orientation REG EDs
Improve Residence Registration EDSA
Provide training and leadership development to student leadership EDSA
Develop comprehensive Institutional Communication and Marketing Plan Director DMC
EMT communiqué (after each EMT meeting) Director DMC
Develop annual “Communications Calendar” Director DMC
VC Open sessions /briefing s – calendar dates to be assigned Director DMC
Revive e-Newsletter and Fort Hare Today Director DMC
Signs and posters Director DMC
Written report / presentation to Senate on financial situation VC
Institutional Forum – repositioning and strengthening IF Chair
Institutional Process Maps – reactivate Director
QMA
Dean’s Reports to Faculty Board DEANS
UFH Strategic Plan 2009 - 2016 Page 68
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
Communication and capacity building for the use of available technology e.g.
teleconferencing, Share Point platform, SMS
CIO
Host HR information days (employee benefits etc.) EDHR
Conduct annual satisfaction survey (also for measure 8) Planning
Spatial development plan8 (clarify roles and responsibilities) EDSD EDSA, GMO
Environmental sustainability strategy EDSD
Feasibility study for libraries in Alice and EL EDSD
10 % SLAs DEVELOPED
Negotiate and develop service level agreements with Faculties All SS Heads EDs
Bi-annual review of service levels All SS Heads EDs
GOAL 4: OPTIMISE MULTI CAMPUS MODEL
12 MEASURES PER CAMPUS
Establish measures per campus Planner
QMA on all campuses DVC-AR Director QMA
GOAL 5: HARNESS TECHNOLOGY EFFECTIVELY
13 % USER SATISFACTION LEVELS WITH ITS SERVICES
Establish cross-functional Information Unit to ensure data cleansing /
integrity
CIO HEMIS, ITS, HR,
Finance
Develop and monitor ICT SLA (including response times) CIO
Pay for Oracle licence CIO CFO
Establish ICT Governance structure (ICT strategy and policies) CIO
14 STAFF/STUDENT : COMPUTER RATIOS (TARGETS)
Fundraise to install computers in Gasson Centre CIO FHF
8 The Spatial Development Plan should include inter alia student accommodation and sports and recreational facilities, staff housing, disability access and PPP funding strategies
UFH Strategic Plan 2009 - 2016 Page 69
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
Explore different structural models to fund ICTs (e.g. fee levy, bandwidth
levy)
CIO
Conduct computer use / distribution equity analysis CIO
15 EXAMPLES OF ICT INNOVATION
Management information dashboard CIO
ICT governance dashboard CIO
Online exam results CIO REG
Online registration CIO REG
Online leave CIO EDHR
E-payslips CIO EDHR
E-procurement CIO GMO/CFO
Wireless residences
Investigate ‘freeware’ options
GOAL 6: DEVELOP HUMAN RESOURCES
16 STAFF SATISFACTION (TARGET 65% in 2010)
Develop appropriate organisational structure EDHR
Develop workforce plan (link to PSP-ICON process) EDHR CFO
Rationalise staff complement EDHR CFO
Develop Competency Framework for the University EDHR
Improve staff orientation EDHR Director TLC
Develop / review UFH Workplace Skills Plan (WSP) EDHR
Implement PM system EDHR
Develop and implement HR communications strategy EDHR
17 QUALIFICATIONS OF ACADEMIC STAFF (M, D, PGTD, ASSESSORS)
Develop equity and succession plan with targets EDHR DVC-AR
UFH Strategic Plan 2009 - 2016 Page 70
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
Implement a performance management system for all academic staff EDHR DVC-AR
Link qualifications attainment to PDPs DVC-AR EDR, Deans
18 NO OF RATED RESEARCHERS (TARGET 24 BY 2012)
Link rating to PM System EDHR
Review the current research incentive policy EDR EDs
GOAL 7: FINANCIAL SUSTAINABILITY AND VIABILITY
19 BREAK EVEN BUDGET (TARGET 100% BY 2011)
Lobby Department of Higher Education and Training re. recapitalisation VC
“Sell” student debt VC CFO
Review outsourced contracts GMO
Develop monitoring framework for projects (including assets) CFO
Review Fort Hare Foundation strategy VC
Implement ‘pay your fees’ campaign CFO EDSA
Perform cost benefit analysis of all current offerings, especially those
currently duplicated across campuses (PSP-ICON process)
CFO
Rationalize elective offerings across all three campuses DVC-AR EDs
Explore consolidation of common courses in certain faculties/programmes DVC-AR EDs
Produce financial MIS to monitor expenditure patterns CFO
20 % COMPENSATION OVER RECURRING INCOME (TARGET 60% BY 2011)
Review departmental / school / faculty staff complements and re-structure
(link to PSP-ICON process)
DVC-AR EDs
Develop compensation budget projections (scenarios) CFO
21 % FEE INCREASE (TARGET 8 - 10%)
Prioritise NSFAS review process CFO
Review fees / bursaries per CESM category CFO Planner
UFH Strategic Plan 2009 - 2016 Page 71
No. ACTION RESPONSIBLE WITH 2009 2010 2011 2012
Q3 Q4 Q1 Q2 Q3 Q4
Enforce exclusion strategies CFO EDs
Equalise fee structure (Alice-East London) CFO EDs
22 % REDUCTION IN NON-CASH PROVISIONS
Leave (Target 80% by 2012) EDHR CFO
Post-retirement benefits (capped by 2010) EDHR CFO
23 % ENROLMENT TARGETS MET (BY 2012 - SET 21%, HUM 35,5%, BEM 28,5%, EDU 14,% PG:UG 76:24)
Review enrolment targets for 2010 against current capacity Planner EDs
Review and align (to plan) marketing and communication of student
recruitment initiatives (incl. international students)
DMC EDs
Align targets to CESM categories Planner EDs
Communicate financial implications (understanding of subsidy process) to
support application approval process (Faculty planning and enrolment
committees)
Planner
Target Honours students (UFH and beyond) to improve SA% on postgraduate
studies
EDs
Development of a long range Academic Plan DVC-AR EDs
KEY VC Vice-Chancellor QMA Quality Management & Assurance Unit
DVC-AR Deputy Vice-Chancellor Academic and Research TLC Teaching and Learning Centre
CFO Chief Financial Officer EDCE Executive Director Community Engagement
EDs Executive Deans of Faculty DMC Department of Marketing and Communication
REG Registrar LKA Life Knowledge Action Programme
EDR Executive Dean Research SS Support Services
EDSA Executive Dean Student Affairs GMO General Manager Operations
Planner University Planner CIO Chief Information Officer
EDHR Executive Director Human Resources IF Institutional Forum
UFH Strategic Plan 2009 - 2016 Page 72
21 Annexure 1: Risk Review Summary and Responsibility
No Risk Category Risk Name
Link to strategic
objectives Impact Likelihood
Inherent
Risk
Exposure
Perceived
Control
Effectiveness
Residual
Risk
Exposure
Responsible
Executive
1
Financial
stability Inadequate revenue base 1, 2, 6, 7 Catastrophic
Almost
certain Extreme Weak Priority 1 CFO
2
Human
resources Poor quality staff 2, 3, 4, 5, 6 Catastrophic
Almost
certain Extreme Weak Priority 1 ED: HR
3 Operational Inadequate support processes 1, 5, 6, 7 Critical
Almost
certain Extreme Weak Priority 1 GM: OPS
4
Financial
stability Inadequate capital funding 1, 6 Critical
Almost
certain Extreme Weak Priority 1 CFO
5 Organisational
Dysfunctional institutional
culture 2, 3, 4, 5, 6 Critical Likely High Weak Priority 1 Planner
6 Organisational
Inadequate information
management 1, 2, 3, 4, 5, 6, 7 Critical Likely High Weak Priority 1 CIO
7 Services
Inadequate quality of student
experience 6 Serious
Almost
certain High Weak Priority 1
ED: Student
Affairs
8 Organisational Inadequate communication 4, 5, 6, 7 Serious
Almost
certain High Weak Priority 1 Director: DMC
9 Services
Poor quality of teaching
practice 2, 3, 4, 5, 6 Catastrophic Likely Extreme Satisfactory Priority 2 ED
10 Fraud and theft
Fraud, corruption and
collusion 2, 3, 4, 5, 6, 7 Critical
Almost
certain Extreme Satisfactory Priority 2 VC
11 Services
Inadequate research output
and quality 3 Critical
Almost
certain Extreme Satisfactory Priority 2 ED: Research
12
Technical and
technological
Inadequate information,
communication and
technology systems 7 Critical
Almost
certain Extreme Satisfactory Priority 2 CIO
13 Services Low throughput 1, 2, 3, 4, 6 Critical
Almost
certain Extreme Satisfactory Priority 2 DVC
UFH Strategic Plan 2009 - 2016 Page 73
No Risk Category Risk Name
Link to strategic
objectives Impact Likelihood
Inherent
Risk
Exposure
Perceived
Control
Effectiveness
Residual
Risk
Exposure
Responsible
Executive
14 Organisational
Ineffective management of
multi campus model 1, 2, 3, 4, 5, 6, 7 Serious Likely Moderate Weak Priority 2 Planner
15 Marketing
Inadequate marketing of the
institution 1 Serious Likely Moderate Weak Priority 2 Director: DMC
16 Organisational Poor corporate governance 2, 5, 6, 7 Critical Likely High Satisfactory Priority 3 Registrar
17
Business
continuity
planning Business interruption 1, 2, 3, 4, 5, 6, 7 Critical Possible Moderate Weak Priority 3 CIO
18 Operational
Inadequate management of
Alumni constituency 1 Significant
Almost
certain Moderate Weak Priority 3
CEO:
Foundation
19
External
environment
Macro and micro
environment impact on the
university 1, 6 Serious Likely Moderate Satisfactory Priority 4 VC
20 Operational
Inadequate community
engagement 1 Serious Likely Moderate Satisfactory Priority 4 DVC
UFH Strategic Plan 2009 - 2016 Page 74
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23 Appendix 1: HEQC Audit Recommendations: Quality Improvement Plan
The University successfully underwent a HEQC Institutional Quality Audit in May 2008. Under
the theme ‘Living Our Mission’, the audit comprised a thorough self-assessment, as well as, an
external evaluation of the University by a team of independent assessors. The audit focussed
primarily on institutional fitness of, and for, purpose, and the institutional quality assurance systems
and practices in place to enable the above. The audit recommendations have been incorporated
into the Strategic Plan 2009 - 2016.
As a result of the university-wide participatory process for preparing for the audit, and a
mercilessly candid Self Evaluation Report, the verbal feedback, and subsequent draft audit report,
largely confirmed our own understanding of the strengths and weaknesses of the institution, all of
which either could, or do, affect our effectiveness in terms of operational efficiency and generating
improved throughputs. Aside from the six commendations already mentioned, the University
received twenty-two recommendations in the draft report received in November 2008. Although
these may yet change in the final report, they are tabulated below in abbreviated form. The table
also shows where these have been incorporated into the new strategic plan as indicated:
Recommendations
UFH Strategic
Response
1. That the future roles and strategic developments of the campuses are revisited to
ensure that educational quality is nowhere compromised Enabler 4
2. That communication is improved, notably to ensure buy-in to strategic plans Sub-Objective 3.3
3. That the Grounding Programme proposal is revisited to ensure its aims are
effected Sub Objective 1.1
4. That a comprehensive HR strategy is developed, also covering equity and
succession Enabler 6
5. That the International Office is strengthened Sub-objective 1.3
6. That xenophobia is investigated and addressed effectively throughout the
institution Sub-objective 3.1
7. That the Institutional Forum is strengthened and made more effective Sub-objective 3.1
8. That the ITS system is used more effectively so that it can be used as a
management tool Sub-objective 5.3
9. That policies and procedures affecting teaching and learning are developed,
implemented and monitored Sub-objective 1.6
10. That mechanisms are created to give effect to teaching and learning goals Sub-objective 1.2
11. That mechanisms are developed for effective placement and monitoring of
students in programmes with an experiential learning component Sub-objective 1.6
12. That a full review of the committee structure and system is undertaken to
improve effectiveness and reduce duplication Sub-objective 3.2
13. That residences be rendered safe and secure Sub-objectives
2.1 and 2.2
14. That a comprehensive ICT policy be developed and implemented, notably also
covering disaster recovery Sub-objective 5.3
15. That the provision of e-learning for additional teaching and learning support be
investigated Sub-objective 1.5
16. That procedures to minimize errors and inaccuracies be initiated for all phases of
the examination process Sub-objective 3.4
17. That the policies and procedures for curriculum development and review be
finalized and implemented Sub-objective 1.1
18. That appropriate and relevant external stakeholders be involved in curriculum Sub-objective 1.1
UFH Strategic Plan 2009 - 2016 Page 78
development and review
19. That the Human Resources function is strengthened and made effective Sub-objective 6.1
20. That policies and procedures for assessment be reviewed, implemented and
monitored Sub-objective 1.6
21. That a research culture is embedded in the institution through policies,
procedures and other mechanisms Sub-objective 1.2
22. That a framework and mechanism to develop, implement, incorporate into
curricula, monitor and evaluate be developed for community engagement Sub-objective 1.1
While there is some overlap between certain recommendations, this does not diminish their
individual intent and importance. In addition, certain recommendations will be straight forward to
action, whereas others will require long term investment of time and money, as well as, modification
of behaviours. Once the final report is made available, the University will provide the HEQC with a
self-improvement plan that outlines how and when it will address the recommendations; the HEQC
will also expect regular reports on progress with the implementation of the self-improvement plan.
The HEQC Institutional Quality Audit is cyclical in nature, and the University expects its next audit to
take place in 2014.