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19 September 2019 | Story Amanda Thongha | Photo Charl Devenish
Dr Gwande
Dr Victor Gwande

Attaining his master’s degree cum laude, completing a PhD degree, and publishing in top academic journals, University of the Free State (UFS) academic, Dr Victor Gwande, has been an outstanding researcher throughout his career.

Adding to his list of notable achievements, the postdoctoral research fellow in the International Studies Group has just been awarded a fellowship at Princeton University, one of the top universities in the world. The US institution was recently ranked sixth in the Times Higher Education World University Rankings 2020.

As a fellow of the Institute for Advanced Study at Princeton, Dr Gwande will spend two weeks on the Ivy League university’s New Jersey campus in 2020. This will be followed by a weeklong session at one of two collaborating institutions in South Africa and the US, with continuous communication facilitated among selected scholars throughout a two-year period. 

Flying high the flag of the African academy
Dr Gwande believes the fellowship will expose him to new intellectual traditions and perspectives. “It will help me create international academic networks across continents, as I seek to put my name out there as an internationally recognised scholar.”

With his research interests in economic and business history of Southern Africa, Dr Gwande says he wishes to become “a great scholar of African economic history, flying high the flag of the African academy, as well as training and producing young scholars for the academy”.

Working with some of the world’s top minds at Princeton University, there will be much to focus on.

“I will be researching, writing, and presenting my research project in which I use the case study of the Anglo American Corporation to look at the histories of capitalism and to understand how monopoly capitalism shaped economic trajectories of Zimbabwe and the broader Southern African region.”

Longer-term plans include completing his monograph stemming from his PhD thesis.

There are many people to thank for his journey from the UFS to Princeton, and the scholar draws attention to some of those who have influenced him. 

“God and my family. But in my career, quite a number of people and institutions have really moulded me; the International Studies Group under Prof Ian Phimister has given me an environment to flourish in my young career.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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