1 UNIVERSITY OF FORT HARE Institutional Audit May 2008 Institutional Improvement Plan Progress Report Submitted to the Higher Education Quality Committee (HEQC), July 2011 Progress Report on the Institutional Improvement Plan of the University of Fort Hare Institutional Audit by the Higher Education Quality Committee (HEQC). This report details the actions taken in response to the recommendations of the Audit Panel, highlighting what has been achieved and what is still outstanding.
Transcript
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UNIVERSITY OF FORT HARE
Institutional Audit May 2008
Institutional Improvement
Plan Progress Report
Submitted to the Higher Education Quality Committee (HEQC), July
2011
Progress Report on the Institutional Improvement Plan of the University of Fort Hare Institutional Audit
by the Higher Education Quality Committee (HEQC). This report details the actions taken in response to
the recommendations of the Audit Panel, highlighting what has been achieved and what is still
• Enhance UFH research profile nationally and internationally.
• Development of policies relating to ethics and
• Establishment of a school of postgraduate studies
A number of the above outlined elements have been fully implemented. Some examples to illustrate
this assertion are the Senate approved policies on ethics and the setting up of a functional Ethics
Committee; seminar series continue and on an average of two seminarsbeing coordinated per
academic month; academic writing workshops are conducted and already a sizeable number of
publications are tangible outcomes of these.Other goals are partially achieved and are an ongoing
activity. To cite a few, the appointment of post-doctoral fellows where four have been appointed;
exchange agreements between UFH and the University of Utrecht which is in place and one
exchange student is on campus. Further details are outlined in Appendix 3.
Furthermore, the institution is undertaking the HEQF alignment exercise. This is on track with the
given HEQC time-lines. This is ongoing and will result in complete alignment of qualification
structures.
3. Transformation and Institutional Culture (Category Two)
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3.1 Recommendations and Improvement Actions
3.1.1 Recommendation 4: The HEQC recommends that the University of Fort Hare develop a
comprehensive human resources strategy which takes into account its equity targets as well as the
urgent need to develop an appropriate succession plan for an ageing cohort of academics,
particularly at both senior and middle level.
Improvement Actions:
Subsequent to implementation of the Performance Management System (PMS), succession
planning will be implemented. The University has also been engaged in a restructuring process
which necessitated creation of new posts and the abolition of some old ones. Currently the
University is matching and placing personnel and the succession planning can only be dealt with
once the placement is finalized. Furthermore, relating to succession planning, the implementation of
PMS will provide and encourage line managers and staff to engage in discussions for Career
Aspirations. This will ensure reduction of staff turnover due to dissatisfaction with careers followed.
As is, the absence of a PMS results in delays in any career pathing or succession planning as skills
and competencies must first be established for succession planning to take place.
Regarding the recruitment, retention, promotion and succession planning aligned to equity targets,
the University Competency Project will be launched as soon as the Match and Place is complete.
This exercise will determine the critical competencies for each role which will inform the attraction
as well as ensure that we recruit right individuals to right roles. This will be the initial step towards
the development of a competency management framework
The institutional Employment Equity Plan has been submitted to the Department of Labour and
subsequent to Restructuring; this plan will be revised and be submitted afresh.Each Line Manager
will be measured on Employment Equity targets.
Pertainingto retention and talent management strategy, the Human Resource Division is to work
with Faculties in the identification and recruitment of students as tutors.
Furthermore, HR is in discussions with ITS Holdings regarding the configuration of the ITS system
in preparation for the HR Management Information System (MIS) /Dashboard.
Faculties, on the other hand, have taken various positions relating to how they handle to issue of
succession planning. As a whole, the notion of succession planning is viewed positively by leaders
of faculties. All embrace the notion of providing a nurturing environment for young academics to
grow and prepare them for taking up leadership positions. This is achieved by, for example,
appointing junior academics to serve in Faculty committees so that they can learn from senior
academics; pairing them with other colleagues so that they can understudy these senior colleagues.
Other Faculty leaders use the equity targets in making new appointments and bear in mind issues
of race and gender. There is an effort to change the demographics and have a mix of colleagues
from different cultures. This must reflect across campuses.These collective efforts are designed to
develop a new generation of young academics. The challenge is for the University to take actions to
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prepare for South Africans to move into senior positions. Some Deans are dealing with this issue
through targeted marketing.
The University has been undergoing some restructuring, resulting in a new organogram that has
already been referred to. In this organogram a number of senior academic positions have been
created. Much as this creates space for new academics to come into these spaces, a critique is that
because these are placed at the senior level, this in itself becomes a challenge in retaining young
academics who cannot be appointed and grow and develop within the academia. The unintended
outcome could be the defeating of succession planning within the institution. This is probably an
area that must be re-visited by the institution.
Further, four post-doctoral fellows have been appointed in strategic areas so as to mentor emerging
researchers. Furthermore, the Vice-Chancellor awards excellence in Teaching and in Research for
experienced and developing teachers and researchers respectively.
A related environmental factor for the University is its rural location of the Alice campus with limited
accommodation and other amenities to attract young academics.
Regarding management and leadership development, an Institutional Summit is being organised
and is scheduled to take place in July 2011.
3.1.2 Recommendation 6: The HEQC recommends that the University of Fort Hare investigate
the extent of xenophobia among and between staff and students across the institution, and, in the
light of its findings put in place (i) interventions to prevent the occurrence of xenophobic activities,
and (ii) mechanisms that increase tolerance and respect for persons whatever their nationality;
Improvement Actions
An Integrated Transformation Plan (ITP) was developed and all stakeholders were represented in
this intervention. The ITP deals with the issues of discrimination in general and also includes
xenophobic tendencies. For more details please refer to Appendix 4. The ITP has already been
submitted to both the UFH Council as well as the DoHET, and Ministerial comment on the plan is
expected.The ITP proposes a number of interventions around the issue of xenophobia and also
elaborate on interventions that could be undertaken by the institution towards increased tolerance
and respect for persons of all origins forming part of the University community. The following are
some of interventions alluded to in the plan:
i) Host Indaba on racism and xenophobia: This all-encompassing initiative is aimed at building
a sense of conscience throughout the University community about racism and xenophobia.
Most importantly the outcomes that emanate from this Indaba would help craft a response
towards complete eradication of xenophobia and racism within our institutions.
ii) We will also engage with the Human Rights Commission, in particular, to work on proven
programmes that will assist us deal with xenophobic and racist tendencies within the
institution.
iii) The institution will also initiate cultural events that will educate and popularize different
cultures, customs and beliefs. We believe this will go a long way in creating a sense of
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awareness and tolerance amongst different cultural groups including international persons
working and studying at the University of Fort Hare.
In addition, the University had also proactively developed a Charter of Ethical Principles and Values
which covers similar issues, amongst others.
3.1.3 Recommendation 6 (continued): The HEQC recommends that the University of Fort Hare
(iii) resources the Internationalization Office in such a manner that it can provide better service to
international students and play a meaningful role in helping to manage xenophobic behavior in
campus.
Improvement Actions
Progress has been slow in resourcing the Internationalisation Office. This is work in progress.
Currently, all foreign students except for those coming from the SADC region are charged a
foreign levy.
Another reason for the slow progress can be attributed to the institutional re-structuring process.
In the new organogram this Office has been given a more prominent profile. However, proper
structures have still to be put in place. These have been categorized to be set in the short term
and others in the medium to long term.
On the other hand, the UFH has taken cognizance of the need to manage xenophobic behavior
by developing strategies as detailed in the ITP, referred to previously, which is attached as
Appendix 4.
3.1.4 Recommendation 7: The HEQC recommends that the University of Fort Hare clarify
and strengthen the role of the Institutional Forum so that it functions effectively in accordance
with the University of Fort Hare Statute
Improvement Actions
The University statute was revised and has already been gazetted. It is attached as Appendix 5.
The first step is to re-constitute the Institutional Forum in line with the new Statute. Once it is re-
constituted there will be an induction process to ensure all members understand their roles and
functions in such a forum. This will avoid the Forum being used for sectoral interests but for the
good of the University as a whole.
The University in partnership with the institutional forum (IF) will work towards achieving these key
strategic objectives:
i) Assist the University achieve its objectives as envisioned within the University’s mission
statement
ii) The IF will promote and advance programmes that will assist the University to enhance its
financial sustainability
iii) The IF and the University will coordinate programmers that will advance the interest of the
institution with the wider stakeholders including the alumni; business, government; non-
governmental organizations and civil society including Unions and political parties.
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iv) The IF and the University will encourage ongoing review of programmes and curricula to
specifically address the ongoing demand of a democratic state.
v) The IF and the University will work on programmes and plans to expand access and make
the University more equitable in all its facets and most importantly develop a new breed of
graduates that have a high sense of patriotism engendered on principles of honesty and
integrity.
vi) The IF and the University will advance all the programmes and activities articulated in the
Integrated Transformation Plan of the institution.
Pertaining to the appointment of a change management officer, the University has adopted a
strategic position that this post will be within the transformation Unit in the office of the Deputy Vice-
Chancellor for Institutional Support. The latter is a new appointment and is charged with driving,
amongst others, the issues raised in this recommendation. The change management officer will be
responsible for managing change. A transformation workshop has already taken place.
Furthermore, a student governance workshop is already scheduled with the purpose of
strengthening governance of student leadership.
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4. Teaching, Learning and assessment (Category Three)
4.1 Recommendations and Improvement Actions
4.1.1 Recommendation 3: The HEQC recommends that the University of Fort Hare ensure that
the pedagogic purpose and the curriculum design of the Grounding Programme help in improving
the success rate of students and the quality of graduates produced by the University, and that the
required range of resources (financial, human as well as operating systems) needed for its
successful implementation be made available.
Improvement Actions
In response to this recommendation the UFH embarked on the development of a macro strategic
plan and this has been completed. The new organogram has a new centre of Trans-disciplinary
Studies and the Grounding Programme will be hosted therein. The funding implementation plan has
been adopted and actioned.
Relating to Curriculum development and design, the 1st and 2nd cycles have been completed. The
3rd cycle and continuous review are ongoing.
The Workbooks/ Readers/ Materials have been developed, printed and are in use.
The quality management and assurance processes of the programme have been developed and
are implemented. Student facilitators are selected and appointed on an annual basis.A Pilot report
for the GP (now called the Life, Knowledge, Action – or LKA – programme) has been
completed(Appendix 6). Course evaluations are also done annually. In these, that is the report and
course evaluations, student indicates satisfaction and further say that the GP has contributed to
their academic development and the GP is of value to them.In particular they highlight the
development of their self-confidence, world view, engagement with issues and a keen sense of
responsibility towards self and others. In the 2010 course evaluation questionnaire, 92% of students
assert that the GP contributes to their academic development. The facilitator reports also confirm
the cited trends.
Further, there is 1 PhDdedicated studying the GP/ LKA. It is through this doctoral study, the pilot
report and course evaluations that the GP was researched, monitored and evaluated.
Regarding resource allocation, the context of expenditure in the University in the last two years
has been that of cutting costs and having minimalistic allocation. The GP /LKA operated within
this context. There are no dedicated offices for the GP / LKA in Alice. However, in the new
organogram there are budgetary resources allocated. From this one can deduce that the
importance of the GP/ LKA is acknowledged. The GP / LKA will be hosted by a new Centre of
Trans-disciplinary Studies.
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4.1.2 Recommendation 10: The HEQC recommends that the University of Fort Hare develop,
finalise and consolidate the policies and procedures that affect the quality of teaching and learning
at the university, and set up structured mechanisms for their implementation and monitoring.
Improvement Actions
This recommendation is in line with the University strategic plan of excellence in teaching and
learning, research as well as community engagement. The Curriculum Development and Review
Policy was developed and adopted by Senate as per the outlined recommendation (See Appendix
7).
Systems are in place as governed by the Faculty Standing Orders, with the various committees
monitoring and reporting to Faculty Board and finally to Senate.
Bi-annually, faculties report the pass rates of different courses to the Senate Teaching and Learning
Committee. Deans of Faculties do develop strategies of how to support those courses where the
pass rates are below accepted levels. Some of the intervention strategies are supplemental
instruction or having academic staff work with the TLC on pedagogical strategies, when requested.
4.1.3 Recommendation 11: The HEQC recommends that the University of Fort Hare creates
the appropriate mechanisms for academics to give effect to the goals of teaching and learning in
the development of curriculum and in all activities pertaining to teaching and learning, as a way
of improving the quality of student experience at the institution. This should include the
improvement of the experiential learning component in those programmes which require such a
learning component, particularly attention should be given to ensure that there is a functioning
system to record, monitor and assess the content and progress of the student’s learning
experience in the workplace.
Improvement Actions
In response to this recommendation, the University developed a Curriculum Development and
Review Policy as alluded to under the improvement actions in Recommendation 10. There are
mechanisms in place to monitor implementation. The institution undertook an academic review
during 2010. This is going to give more effect to the re-designing of the curriculum.
Relating to programme alignment to the HEQC, programmes accredited as of 2009 are aligned to
the HEQF. Other institutional programmes are being scrutinized and aligned as per the HEQF
Implementation Plan.
There is discussion on the proposed level descriptors by SAQA. When nationally adopted, these will
be used in curriculum development, teaching and assessment.
Pertaining to the development of a system to record, monitor and assess content, progress of
student learning in the workplace, there are systems in place and are implemented by the
concerned academics. However, there is need to get this into the ITS database. This is work in
progress.
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4.1.4 Recommendation 12: The HEQC recommends that the University of Fort Hare
undertake a review of its committees dealing with teaching and learning and develop an
effective and efficient committee structure that avoids dual processes and overlaps and focus
clearly and decidedly on the improvement of the quality of teaching and learning core function at
the institution.
Improvement Actions
The University embarked on revising terms of reference of committees dealing with teaching and
learning. The revised terms were then approved by Senate. Committees are now viewed as being
streamlined to Senate and Council. They are structured and operationally snychronised and the
dates are reflected in the University General Prospectus. Challenges occur when these dates are
changed by colleagues.
4.1.5 Recommendation 16: The HEQC recommends that the University of Fort Hare finalise
its Guidelines and Framework for Programme Design and the accompanying Curriculum
Development together with Review Policy, and ensure that the programme development
resulting from this review process is implemented consistently across the institution with
appropriate monitoring mechanisms in place.
Improvement Actions
The Guidelines and Framework for Programme Design have been finalised and are incorporated in
the Curriculum Development and Review Policy which is attached as Appendix 7. Further, the
programme development process is consistently applied for all our formal qualifications for both
accreditation purposes of new programmes as well as reviewing of amendments to programmes.
As indicated previously in this report, the University took a decision to conduct an institutional
academic review focusing on teaching and learning, research as well as community engagement.
From the data collected, which constitute the baseline study, the University will develop criteria for
identifying programmes for review.
4.1.6 Recommendation 17: The HEQC recommends that the University of Fort Hare ensures
that there is participation by external stakeholders, such as industry experts, professional bodies
and academic peers from other universities in the development and review process of its
programmes where appropriate.
Improvement Actions
This recommendation has been met by amending the New Programme Accreditation template to
cater for input from the different stakeholders. The template is attached as Appendix 8.
Further probing into practice confirms that this is being adhered to. The following are some of the
examples from the different faculties:
• All the faculties work with their academic peers and participate in both regional and national
Deans Fora and deliberate on issues of programme equivalence and views and needs of
professional bodies and other stakeholders. Each institution learns from the other. For example,
the University of Fort Hare Law Faculty and that of the Western Cape University on an exchange
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externally funded basis 2 to 4 lecturers to visit each other’s faculty. These exchanges have gone
beyond teaching, into research and other peer related activities. It has proven a very enriching
experience.
• Some external peers serve as members of the various Advisory Boards for some programmes,
for example the Faculty of Science and Agriculture for Biochemistry. The same applies for the
Faculty of Management and Commerce, Business Management, Accounting; Information
Systems departments have Advisory Boards. Other departments are following. Advisory Boards
are consulted on all academic issues including new programmes.
• Meetings are held with some stakeholders with the view of scrutinizing the relevance, currency
and overall adequacy of the syllabi of some programmes. For example, for the past three years
the Director of Legal Education of the Law Society to attend Faculty Board meeting and has
been very pleased with his attendance; the Faculty of Education is in constant communication
with the DHET, SACE, SADTU; the Faculty of Management and Commerce liaise constantly with
SAICA on curriculum related matters.
• Some departments have memoranda of understanding with some of the local Further Education
and Training (FET) Colleges, for example, the Faculty of Social Science and Humanities Music
Department and the Lovedale FET Collage agreement.
• Some faculties have formed strategic partnerships with local authorities and regional government
departments. For example, the Law Faculty has forged relationships with SALGA. From this
relationship, a new programme has been developed and submitted for consideration for
accreditation by the HEQC. This could be a flagship programme for the Faculty. Already there
are enquiries on the programme from the Northern Cape.
4.1.7 Recommendation 19: The HEQC recommends that the University of Fort Hare review
its various policies and procedures for assessment to ensure that the principles of assessment
are observed and that all aspects of assessment are covered. The institution would then need to
put in place adequate mechanisms to ensure consistent implementation and monitoring of
assessment policies and procedures.
Improvement Actions
The University policies and processes on assessment are in place and are detailed in the
University and individual faculty prospectuses. Every Module Learning Guide contains details of
assessment for the said module and every student receives this at the beginning of each
semester.
Staffmembers areencouraged toimprove their assessment competencies by registering for an
Assessor training course offered by the TLC. At policy level, it is a promotion requirement that
one must have completed the assessor training course to be considered.
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Cross-campus assessment equivalence is partially achieved with most departments offering
courses on more than one campus sharing the same test and examination papers. Where this is
not the norm, the Deans are working hard to have this goal achieved.
Regarding the monitoring of implementation of assessment policies, Senate is charged with
oversight responsibilities. Further, the institutional Internal Audit Committee reviews audit
reports conducted by the internal auditor. The QMA Unit with the internal auditor is charged with
following up on recommendations made.
All faculties receive examination reports from external examiners and moderators. These are
shared and deliberated on by staff. The external moderator’s reports are used to improve or affirm
current practice. For example, in the Faculty of Education the reports for Masters and Doctoral
candidates are collated and used as part of the future agenda to improve supervision. In the Law
Faculty there is an academic charged with focusing on academic programmes. One of the
responsibilities of this person is to retrieve the external examiners’ report at the end of each
examination, scrutinise them for suggested improvements by the moderators and bring these to the
fore and reflection at the Faculty Board. Moderators do get an opportunity of commenting on the
courses at different stages of their execution of their role. For instance, when appointed they are
given the question papers as well as the learning guides and memorandum of marking, thus in the
end they get an opportunity to examine the course. These are the different opportunities for giving
feedback. Although lack of feedback can be viewed negatively, it can also be interpreted as
meaning that the moderator is satisfied with what goes and thus lack of comments is not
necessarily a negative stance. Another safety valve is that policy provides for the changing of
external moderators.
Although only illustrations from these two faculties have been cited, overall, all faculties report that
they use moderation and examination feedback for the betterment of the examination processes. It
becomes apparent that the institution has an opportunity of learning amongst different faculty
practices and standard these, if deemed necessary.
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5.Community Engagement (Category Four)
5.1 Key Findings and Recommendations
5.1.1 Recommendation 22: The HEQC recommends that the University of Fort Hare should
develop a conceptual framework to guide the implementation of a vast array of community
engagement activities in order to facilitate both the quality assurance of these activities and the
appropriate integration of community engagement into the curriculum.
Improvement Actions
The initial steps taken by the University in response to this recommendation was to commence,
at the end of 2009, an institutionalization and formalization process of community engagement
(CE). This involved the appointment, of an Acting Director of CE, and, subsequently in 2011, a
Senior Administrator1. A new organogram for CE was approved in 2011, which would provide
CE presence in both Alice and EL campuses2. Appropriate office space was provided in Alice,
and next month the CE Unit will be relocated into new offices in EL.
Granted the CE Unit receives minimal funding for running costs from UFH, but fortunately it
received substantial external funding from the NRF for CE-related research in the UFH
context3.Another source of funding has been the teaching and learning grant, which has been
used to engage faculty and student bodies in debates and discussions around CE, its purpose,
meanings, and integration into teaching and learning (curriculum). The funds have also
assisted with the purchase of CE resources (books and videos); a CE resource centre will be
located on Alice and EL campuses for academic and student access.
A Senate Community on CE was established with membership going beyond academic staff
and students to include community stakeholders. The committee has already instigated a
review of the CE policy; development of a policy around a VC’s award for CE; development of a
CE-related ethical review process; provided a platform for sharing CE experiences, and devising
CE strategic thinking and planning. The Director: CE is also a member of all key committees,
including the extended management team.
With the NRF grant, 5 colloquia have been hosted to date, resulting in a growing discourse
around CE; a website has been established; CE newsletters published; two community open
days hosted on Alice and EL campuses (some 30 academic departments displayed their CE
activities and programmes); postgraduate bursaries allocated to students undertaking CE-
related research at UFH; a Postdoctoral Fellow appointed; and an international CE link made
with Syracuse University, USA. Later this year, UFH will be hosting4 a CE conference. The
NRF grant also enabled the design and development of an on-line database of CE projects and
programmes; this is currently being populated.
1These appointments being temporary until the conclusion of the UFH restructuring process
2The appointments can only be made after the completion of the restructuring process - the aim is to complete the
recruitment process by the end of 2011 3The NRF research team is headed by the SARCHI Chair: Social Change and includes the HOD Sociology, Director: CE and the Postdoctoral Fellow in CE. 4The CE Conference is co-hosted with Rhodes University, NRF, HSRC and SAHECEF.
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Some faculties assert that the conceptualisation of community engagement is a topical matter
and an area of concern. Indeed, it can be ascertained that there are tensions and contestations
as to what CE is, and/or should be about, and how individuals and/or faculties define CE.
Though the database is already revealing that all Faculties are involved in CE activities, in one
form or another, there are also a number of individual students and student societies involved in
CE; an issue that had not featured until now. The data also indicates that there is no dominant
form of CE at UFH, rather a combination of service learning, community outreach, and
volunteerism.
Through the CE Unit, UFH took part in the HSRC study that sought to map university interaction
with external social partners. The preliminary findings were presented in the colloquium at the
beginning of 2011, and the dataset recently provided to the CE Unit, which will enable further
analysis and reporting.
As stated above, the CE Unit held conversations with faculties and students on the
conceptualization of CE in the UFH context, as well as various other platforms for dialogue.
Drawing from this data and from all the other CE-related research that has been undertaken to
date, a new conceptual framework and revised policy will be completed this year.
The university will need to make strategic decisions around resources (human and financial) for
the CE office for 2012 and beyond, and faculty related CE activities, whilst taking into
consideration the rural-urban dynamics, for example, Alice where the lack of a developed public
transport system and agencies for student placement (for service learning programmes)
compound CE quality issues. It should be iterated here that this is further exasperated by the
fact that the national level funding formula is general and does not address situatedness issues.
Also, deeper discussions need to take place with faculties around curriculum review; it is
anticipated that the revised policy will assist in triggering this process. Finally, a process to
focus on university-community partnerships needs to be undertaken; for example, some
academic departments have advisory bodies comprising of industry specialists, but their voices
are on the whole confined within the particular department they serve, and primarily focused on
curriculum related issues. How can these relationships be expanded to incorporate CE-related
issues? How can the university benefit from these voices? Similarly, how can community
groups (private, public, not-for-profit and civic) better access UFH? What role could they play in
the achievement of UFH’s vision and mission? In turn, how can UFH better serve these
communities?
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6. Research (Category Five)
6.1Recommendations and Improvement Actions
6.1.1 Recommendation 5: The HEQC recommends that the University of Fort Hare explore ways
to recruit and retain South African students at the postgraduate level
All faculties report giving this recommendation their special attention and have adopted a
number of strategies to address this concern. Amongst others the following have been used:
• Identification of students for Masters and PhDs at honours and masters’ level respectively.
• A conscious effort to improve the South African intake of postgraduate students. This has
resulted in the presence of South African graduates at Masters and Doctoral degrees in
some faculties where previously at these levels graduates were in the mainforeign students.
• Targeted funding has been allocated for Student bursaries through the Research budget.
• Special meetings of the South African students are called to have discussions on prospects of
funding at postgraduate level and other opportunities like being tutors, all an attempt at retaining
the students for post graduate studies.
• Final year undergraduate students are invited to seminars and conferences in which
postgraduate students participate.
6.1.2 Recommendation 20: The HEQC recommends that the University of Fort Hare develop an
institutional strategy to embed a research culture and which includes clear criteria for the
identification and development of niche areas, and that the necessary resources to support these
niches are made available.
Improvement Actions
In dealing with this recommendation, different faculties have made resolutions on how to deal with
this matter. For example, the Faculty of Law has Research integrated into undergraduate studies. In
2009 it was resolved that one assignment task is research based at 3rd and 4th year level. In
addition to this, at 4th year level there is a Legal Research Methodology course offered which
grounds students on legal writing. Other faculties report that through projects students get
opportunities of learning how to do research. Some faculties, like the Social Sciences and
Humanities report that their students are exposed to an undergraduate module on research.
All faculties have identified their research niche areas and students get opportunities to work with
academics on these as a means of embedding a research culture. These are duly funded through
both internal and external funding. Extreme diligence is applied in selecting appropriate supervisors
for research topics and students.
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The Govan Mbeki Research Development Centre has begun a process of holding research
seminars and workshops where academics and students are engaged in the conversion of
dissertations and theses into publications. Incentives have been improved for research output and
targets have been set on the number of units to be achieved as research output. As a result of this
the UFH research trajectory has shown a steep upward slope in the last two years.
6.1.3 Recommendation 21: The HEQC recommends that the University of Fort Hare as a matter of
urgency develop a comprehensive policy on research ethics in order to protect the reputation of
institution in this area
Improvement Actions
A Research Ethics Policy was developed and adopted by Senate. The institutional ethics
committee is functional. See Appendix 9. The Research Ethics Committee has begun to sit.
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7.Non-Academic Operational and Corporate Support Services (Category Six)
7.1 Key Findings and Recommendations
Communication and Marketing
7.1.1 Recommendation 2: The HEQC recommends that the University of Fort Hare give attention
to the area of communication at all levels of the institution in order to galvanise staff, students and
other stakeholders into action around the institution’s strategic plan.
Improvement Actions
Initiatives have been undertaken to address this recommendation. However, it is still work in
progress that is being addressed at both internal and external level. There is proactive
communication in the institutional website and the media.
Progress has been slow in this area. At the time of the institutional audit the University did not have
a Director for Communication. This position was subsequently relocated in the Directorate for
Institutional Advancement during the restructuring process. The Acting Director currently fulfills the
communication function. The Institutional Advancement Directorate also incorporates the functions
of marketing and advancement. Applications have been received for the Director’s post and
shortlisting will be done this month (June 2011) with the intention to fill the post by July/August
2011.The rest of the posts are to be filled through the matching and placing but if there are no
suitable candidates the positions will be advertised externally.
Student Affairs
7.1.2 Recommendation 13: The HEQC recommends that the University of Fort Hare take urgent
steps to ensure a safe and secure residence environment that is supportive of a quality learning
experience at its campuses.
Improvement Actions
Phase 1 of the maintenance and renovation of residences has been completed. Details of this are
available in Appendix 1 of the report.Maintenance is a challenge as there is no comprehensive
maintenance plan. Maintenance is planned on a year to year basis. There is an urgent need to re-
think this strategy. One of the steps that have been taken to deal with this is to get a private-public
partnership. A feasibility study was conducted for this option and was positive. This is still being
consulted through with relevant stakeholders including the labour union and students. The Council
of the University has approved the approach in principle but has allowed for consultations to be
held.
The University has ensured that students with disabilities have been catered for in accessing
facilities by building ramps, wherever possible, refurbished buildings are modified to provide
access to the physically disabled. This is work in progress.
Provision of adequate security measures is still an issue although we have a service provider
appointed. A pilot is underway on access control in the residences, and lessons will be used for a
roll-out of the system. R5m has been budgeted for fencing in of the Alice campus.
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An inclusion policy has been developed which sets out the criteria for admissions to residences.
This serves as an attempt to make residence space available to new students and students with a
profile of succeeding in their studies.
Information Technology
7.1.3 Recommendation 8: The HEQC recommends that the University of Fort Hare ensure that the
relevant staff be properly trained on Integrated Tertiary System (ITS) so that the system can be
used to generate management reports and other institutional data that would enhance planning and
facilitate decision making at all levels
Improvement Actions
The UFH has taken a position that staff be released to attend ITS modules that are relevant for their
work. This will increase the utilization of the system and afford the institution data that will enhance
planning and facilitate decision making at all levels.
7.1.4 Recommendation 14: The HEQC recommends that the University of Fort Hare develop
an Information and Communication Technology policy that addresses the use of Information
Technology facilities that includes disaster recovery, adequate internet access in the
residences, effective use of the Integrated Tertiary System as a management information
system, and equitable access to Information Technology facilities for all students across
campuses, and ensure that such provision is systematically monitored and evaluated. This
process could involve an investigation on the viability of integrating appropriate technologies
into the teaching and learning strategy to improve overall quality of the support provided to
students
Improvement Actions
The ICT services Human Resource requirements are severely hampered by low levels of skill and
experience within an organizational structure that is only two thirds occupied. Capacity to perform
the required functions acceptably is estimated at around 30 – 40 percent overall. The ICT
equipment has evolved over the past few years to become extremely complicated and requires high
skill levels to manage and maintain.
• Disaster recovery planning
A disaster recovery plan is in the approval process. It needs only to be approved by Council. Many
other actions to improve the success of disaster recovery have been implemented. This is directed
at improving the business continuity of the institution. The primary Enterprise Resource Planning
(ERP) system used to function on a single server platform. Server failure resulted in ERP system
failure.
The ERP system has now been installed into a virtualized environment where there is immediate
business continuity support in the event of server failure. The Storage Area Network or disk failure
is being addressed but requires considerable funding to achieve the type of business continuity that
is required. A second set of DRP servers has been installed and runs 30 behind the production
servers. The other essential servers cannot be replicated until hardware resources are made
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available. A request has been submitted to the Department of Higher Education and Training
through the CFO requesting this funding. It is to be noted that this is both financially and human
resource dependent.
• Manage bandwidth
The bandwidth issue depends primarily on the provisioning of the DST’s SANReN connectivity to
Alice and Bhisho. The upgrading of the intercampus bandwidth from 5 Megabytes per second to
155 Megabytes per second has lessened the need to manage the bandwidth as this would have
required additional hardware, software and human resources.
• Increased access to electronic resources
The University of Fort Hare has embarked on a student laptop initiative that requires students to
have a “netbook” by the end of 2013. The network is being upgraded to introduce wireless
technology to support this requirement and to provide for the required network speeds.
• ICT Training.
[Human resources confirm thatICT Training is now being included in the Annual Training Report to
DoL to necessitate the attraction of the specialised grant funding.
• Establishment of the ICT Governance Committee of Council
The ICT governance committee of council has been functional for the past year and has provided
the required governance. The ICT governance maturity level is still low and plans are being
formulated to address the matters.
• Full utilization of purchased ITS modules
A plan is in place that is currently rolling out to ensure that all ITS modules deliver on their intended
capacity and contribute to the better, more efficient and effective running of the institution. The
leave system is now on-line and functioning for the past 6 months. The Finance on-lone module is
to be implemented before the end of 2011. Other modules such as the lecturing time- table module
require significant resources to redesign the academic structure to be able to make use of an on-
line system.
• Standardisation of ICT at all campuses according to ICT Strategic Plan
The overall funding requirement of R 20 million per year for the next two years includes the cost of
providing similar resources across the campuses. The move from providing computer labs with
machines in them for students to the provision of a powered and wireless venue for students to
connect their netbooks, will assist in resolving the technology issue for students.
• Online registration and results for students
The pilot on-line registration for students was successfully run at the beginning of 2011. There is
however a substantial investment in terms of time and money required redesigning the academic
structure. Student results are available on-line and by SMS
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Academic Administration
7.1.5 Recommendation 15: The HEQC recommends that the University of Fort Hare institute
procedures at all phases of the examination, certification and related processes to minimise errors
and inaccuracies in published examination results
Improvement Actions
This is ongoing and is done annually. Staff in the academic administration division is aware of
the related policies and processes.
All faculties have service level agreements with the academic administration departments.
Degree certificates are now produced from on-line data thus minimizing the possibility of error
and improving the accuracy and existence of data in the ITS system.
Human Resource Management
7.1.6 Recommendation 18: The HEQC recommends that the University of Fort Hare strengthen
the Human Resource function in the institution and develop and implement mechanisms to measure
its effectiveness.
Improvement Actions
In response to this recommendation the University conducted a comprehensive review of policies,
with the aim of improving processes so that they are aligned to best practice, legislation, and culture
and UFH strategy. The policies are under review and as soon as the process is finalised, the Staff
Handbook will be developed. All HR Processes have been reviewed accordingly and the new HR
structure is aligned to the New Processes.
The recruitment process and turnaround between advertisement of vacancy and appointment will
be corrected through implementation of the new Organisational structure as approved by Council.
The implementation of the Competency Framework will also improve the recruitment process.
The Management Information function is planned into the organizational structure for ICT services
as it does not currently exist. Management Information requirements are dealt with in an ad-hoc
manner until the positions planned for on the organizational chart are filled. This is planned to
commence in 2012 and be completed by 2014.
All staff were trained in 2010 on the crafting of Key Performance Indicators including Personal
Development Plans. The Performance Management System (PMS) for all staff will be rolled out.
Advice is offered to all Faculties and Deans within the scope of PMS.
Regarding Improvement of recruitment process and turn-around between advertisement of vacancy
and appointment, this will be corrected through implementation of the new Organisational structure
as approved by Council. The implementation of the Competency Framework will also improve the
recruitment process.
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8. Conclusion
This report has given details of actions undertaken in addressing and resolving the issues
contained in the Institutional Audit Report recommendations. There has been uneven progress
in resolving these matters and the University is continuously working on all the areas to ensure
full resolution of outstanding matters as per our project plan.
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Appendices
Appendix 1: Report to the Minister of Higher Education on the Infrastructure Funding
Appendix 2: Library Report
Appendix 3: Strategic Research Plan
Appendix 4: Integrated Transformation Plan
Appendix 5: University of Fort Hare Statute
Appendix 6: The Grounding Programme / LKA Pilot Report
Appendix 7: The Curriculum Development and Review Policy
Appendix 8: New Programme Accreditation Application Form
