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12 November 2020 | Story Prof Francois Strydom | Photo Anja Aucamp
Prof J Francois Strydom is the Senior Director: Centre for Teaching and Learning at the University of the Free State.

A university qualification is still viewed as one of the most powerful tools to change the economic prospects of students, their families and communities. In this sense universities can be generators of greater equality, social justice as well as economic prosperity. Improving all students’ chances of success is a notoriously difficult goal especially in one of the most unequal countries in the world.

Commitment to more equitable outcomes in student success is one of the less well-known achievements of the University of the Free State (UFS). Equitable outcomes refer to a university’s ability to offer students a chance to achieve success regardless of their background.

Change in student profile

The university’s commitment to success was started more than a decade ago but received significant strategic impetus in the UFS Strategic Plan: 2018-2022 in which improving students’ success and well-being is identified as the number one strategic priority. During the decade 2009-2019 the UFS has gone through a significant change in its student profile. The student profile has changed in different ways of which two are illustrated in Figure 1.


Figure 1: Increase in diversity

Figure 1 illustrates how the student body has diversified, in line with national and international trends, which has resulted in a richer learning environment and greater diversity in educational background and opportunities. An additional change over the past decade is the overall increase in first-generation students across racial groups. Seventy-five percent of first-year students are the first in their family to attend university. Although these students come with inspiring motivation to succeed, higher-education research shows that these students are at risk due to a lack of a role model in their immediate family. Other changes in the students’ profile have been increase reliance on NSFAS funding with 55% of UFS students making use of this funding for their studies.

In light of the financial background of our students the university has kept its degree costs as affordable as possible. A DHET comparison shows that the UFS has one of the lowest tuition fees in the sector.

Despite these challenges the UFS has stayed committed to the goal of creating more equitable outcomes for all students regardless of their educational and economic backgrounds.

 

Figure 2: Achievement gap according to success rates 2009-2019

Figure 2 shows that in the past 10 years the achievement gap between African and white students has narrowed by 5% (15% in 2009 vs. 10% in 2019). The figure also indicates that the UFS success rate has increased steadily by 9% between 2009 and 2019.

To achieve these gains three intentional approaches have been utilised:

  1. Re-designing the learning environment based on globally benchmarked research and practice

    The UFS success story regarding the improvements of students academic performance started with the South African Surveys of Student Engagement (SASSE), a national research project led by the Centre for Teaching and Learning (CTL). The survey is part of a global community of researchers who work on developing universities where students understand what they need to do to succeed and the institution knows which programmes or interventions need to be in place to provide all students with a chance to succeed. SASSE puts a data-driven student voice, based on strong empirical and theoretical foundations at the centre of institutional redesign. In addition to a strong research base, the UFS had the opportunity to learn from world leading institutions such as Georgia State University (GSU) through the Siyaphumelela Network which is focused on improving student success though data analytics and is funded by the Kresge Foundation.  

  2. Scaling high impact practices using data analytics

    Student engagement research identifies certain high-impact practices (HIPs). These are practices that enable students, especially those from disadvantaged backgrounds, to succeed and develop graduate attributes that make them more employable. In the past these high-impact practices were reserved for a small group of students in specific programmes. In line with international best practice and to enable greater success for more students, these practices have been scaled and linked to rigorous monitoring and evaluation using data analytics. Scaling of these HIPs has only been possible due to close collaboration between faculties and CTL. The four HIPs that have been scaled at the UFS are:

    • First-year transition support which employs 60 senior students to support first years to learn success skills in the compulsory UFS module for which 7888 students were enrolled in 2019.
    • Tutorials which employ 350 senior students as tutors and reached 18 300 students in 2019.
    • Academic advising which helps students hone success skills and to align their educational and career goals. Some 17 455 students participated in academic advising initiatives in 2019.
    • Academic Language and Literacy Development which helps students to develop the language skills they need to thrive through enrolment in literacy modules (10 500 in 2019) and/or make use of the writing centre (15 568 students in 2019) to support them with assignments.

       

  3. Leadership focused on evidence-based decision-making and innovation

The leadership of the UFS has actively emphasised greater evidence-based decision-making. An evidence-based focus has been enhanced by the UFS strategic plan 2018-2022 and the Integrated Transformation Plan (ITP). These plans have created an atmosphere which intentionally facilitates change and innovation based on the use of evidence to inform planning, monitoring and decision-making.

Using a crisis to imagine a different future

More than a decade’s worth of commitment to implement the above-mentioned approaches enabled the UFS to take an evidence-based approach to managing the impact on the pandemic. Within the first week of lockdown the Rector and Vice-Chancellor put appropriate governance structures in place. A survey of 13 505 UFS students assessed access to devices and data and informed the development of 16 nuanced strategies to support vulnerable students. The Academic Advising team created #UFSLearnOn campaign materials that have been viewed 77 000 times by students and shared with 177 000 people via Facebook. The #UFSTechOn campaign provided support for staff in adapting their learning and teaching has been attended by 3800 academics to date.

The CTL created a monitoring system using data analytics through weekly reports. These analytic reports have monitored the number of staff and students on the Learning Management System; how much time they are spending learning; and whether they are completing assessments. These efforts have resulted in 99.95% of students learning through the electronic Learning and Management System (Blackboard) in the first semester. For the 0.05% of students who were not able to participate in learning the UFS has developed plans to support their learning journey at the institution.

The UFS response to the COVID crisis has created opportunities to accelerate the development of e-tutorials, e-advising and innovative blended learning design for future teaching and learning and the scaling of new high-impact practices. 

As the last decade has shown, the UFS is committed to creating equitable outcomes through intentional student-centered design of interventions and the measurement of their impact using data analytics.

This means that a student’s destiny (or success) is less dependent on their demographics (race, generation status, disadvantage, etc.) and more on how they choose to behave and make use of success support at the UFS.

Opinion article by Prof Francois Strydom, Senior Director: Centre for Teaching and Learning, University of the Free State


News Archive

During 2011: Appointments
2011-12-01

Dr Lis Lange: Senior Director: DIRAP

Description: 2011 Appointments_Lis Lange Tags: 2011 Appointments_Lis Lange

Dr Lis Lange, an Argentinean by birth, immigrated to South Africa twenty years ago – a few weeks after Nelson Mandela had walked through the gates of Victor Verster. For the past ten years, she has been involved in quality assurance for higher education institutions at the Council on Higher Education at national level.

She is assisting our university in the areas of quality assurance and academic planning, contributing to the development of deep intellectual debate and multi-disciplinary research.


Prof. Charles Dumas, Department of Drama and Theatre Arts

Description: 2011 Appointments_Charles Dumas Tags: 2011 Appointments_Charles Dumas

Prof. Charles Dumas, Extraordinary Professor in our Department of Drama and Theatre Arts, will be spending three months per year for the next three years at our university to help develop filmmaking, specifically focusing on the development of the Video Unit Planned for the Department.

Prof. Dumas started the year off with the production, Our Father’s Daughters, which was produced during the Mini-festival as well as at the Reitz Four reconciliation meeting. The production was also turned into a short film. Prof. Dumas gave film-acting classes to the third-year drama students. He directed multiple productions, such as the third-year module production Ipi Zombi, the Grahamstown Festival production, Seven Guitars and the Dance/drama production, Race, Reconciliation and the Reitz Four.


Prof. Daniel Plaatjies, UFS Business School

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Prof. Daniel Plaatjies is the former Director and Head of the Graduate School of Public and Development Management at the University of the Witwatersrand. He was mainly responsible for the leading, directing and managing of strategic academic programmes, teaching, research, governance, service management and monitoring. Prof. Plaatjies, who was appointed as Visiting Professor at our Business School this year, will as part of his new duties at our Faculty of Economic and Management Sciences, be lecturing part-time and supervise our PhD students.


Prof. Johann Neethling, Department of Private Law

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Prof. Johann Neethling’s career is now completing its full circle with his appointment as Senior Professor in our Department of Private Law. In 1965 he was a first-year at this university. With his nine law text books and nearly 200 articles, together with 40 years’ experience in academic training he is of inestimable value to this Department. His publications contribute to the establishment of our university as a research institute.


Prof. Hussein Solomon, Department of Political Science

 Description: 2011 Appointments_Hussein Solomon Tags: 2011 Appointments_Hussein Solomon

Prof. Hussein Solomon joined our university this year as Senior Professor in the Department of Political Science. Formerly he worked in peace NGOs, advised diplomats and acts as a serving officer in the South African Air Force.

His area of research expertise includes conflict and conflict resolution in Africa; South African Foreign Policy; international relations theory; religious fundamentalism and population movements within the developing world. He is also the author of a number of books, including one on global jihad and one on India's secret relationship with apartheid South Africa.

He is also member of the internationally renowned Our Humanity in the Balance (OHIB) organisation, where his role is to bring these disparate communities together and to focus energies on a common project.


Prof. André Keet, International Institute for Studies in Race, Reconciliation and Social Justice

Description: 2011 Appointments_Andre Keet Tags: 2011 Appointments_Andre Keet

Prof. André Keet, our Director of the International Institute for Studies in Race, Reconciliation and Social Justice, joined the University of Pretoria on a part-time basis in 2008, whilst being a Commissioner on the Commission for Gender Equality. Later he left the Commission and joined the University of Fort Hare. “I was happy to join academia and now also serve on the Stellenbosch University Council; therefore I am very aware of the challenges facing higher education,” he said.

His vision for the Institute is to support higher-education transformation, promote non-discrimination, reconciliation and human rights, build national, regional and international networks, and developing ‘new’ languages, knowledge and discourses for reconciliation and social justice, all to the benefit of our university and South Africa.”


Prof. Helene Strauss, Department of English

Description: 2011 Appointments_Helena Strauss Tags: 2011 Appointments_Helena Strauss

Prof. Helene Strauss completed her PhD at the University of Western Ontario, London, Canada, where she taught courses on Film Studies, Children’s Literature and South African Literature and Culture. “I was subsequently appointed as an Assistant Professor in the Department of English and Cultural Studies at McMaster University, Hamilton, Canada.” She joined our Department of English this year.

Prof. Strauss has an on-going preoccupation with questions concerning social justice, race, gender and ethical interpersonal interaction in South Africa and beyond.


Prof. EC Ejiogu, Centre for Africa Studies

Description: 2011 Appointments_EC Ejiogu Tags: 2011 Appointments_EC Ejiogu

After 22 years in the United States of America, Prof. EC Ejiogu decided to return to Africa – to his roots – to join our university’s Centre for Africa Studies at the beginning of 2011.

Before joining the Centre, he was Assistant Research Professor in the Centre for Innovation at the University of Maryland, College Park. As Senior Researcher at the Centre, he has already helped with the streamlining of the academic programme, restructuring it to enable students to gain skills necessary to deliver a research proposal towards a dissertation after their three years of study. He has also taken up PhD and Master’s supervision.

His latest publications include a book published in March 2011 with the title, Roots of Political Instability in Nigeria, and a book co-edited with Prof. Kwandiwe Kondlo, Director of the Centre for Africa Studies, Africa in focus: Governance in the 21st century, published in April 2011.


Pura Mgolombane, Vice-Dean: Student Affairs

Description: 2011 Appointments_Pura Tags: 2011 Appointments_Pura

Bringing with him a decade of experience in Student Affairs our new Assistant-Dean for Student Life and Leadership, Pura Mgolombane, has big plans for student development. He says his office wants to help Kovsies increase its throughput rate and produce socially well-adjusted and employable graduates in South Africa, the continent and anywhere in the world.

Before joining Kovsies, he was employed as Director: Student Life, Governance and Culture at Walter Sisulu University. Pura, who has a background in Human Resources, Business Management and Corporate Law, says his academic training has empowered him with skills to ensure that the Student Life and Leadership is properly led, governed and managed.


Prof. Hasina Ebrahim, School for Social Sciences and Language Education

Description: 2011 Appointments_Hasina Ebrahim Tags: 2011 Appointments_Hasina Ebrahim

This former academic from the University of Kwa-Zulu Natal was appointed as Associate Professor at our School for Social Sciences and Language Education in the Faculty of Education. Amongst others, she is the project coordinator for the Faculty’s Early Childhood and Foundation Phase Teacher Education Programme and the MEd and PhD supervisor in the programme.

Prof. Ebrahim is also the Deputy-President of the first South African Research Association for Early Childhood Education (birth to nine). “This is certainly a milestone to profile the university in terms of its thrust towards excellence in research,” she says. One of the main aims of the association is to shape the research agenda for a marginalised field in South Africa. 


Prof. Corli Witthuhn, Faculty of Natural and Agricultural Sciences

 Description: 2011 Appointments_Corli Witthuhn Tags: 2011 Appointments_Corli Witthuhn

Prof. Corli Witthuhn, a former Bloemfonteiner, attained her PhD in Microbiology at our university. Therafter, in 1999, she was appointed as a lecturer at Stellenbosch University and later as Vice-Dean.

Currently she is our Vice-Dean in the Faculty of Natural and Agricultural Sciences. She hopes to sustain her research here at our University.

Her life motto? “Opportunities are presented in the form of obstacles,” she says.
 


Prof. Melanie Walker

Description: 2011 Appointments_Melanie Walker Tags: 2011 Appointments_Melanie Walker

Prof. Melanie Walker is a prominent South African scholar who has been working as Professor of Higher Education Studies at the world-leading University of Nottingham in the UK, where she been Director of Postgraduate Students and a Director of Research in the Faculty of Social Sciences. She will join the University of the Free State in February 2012 as Senior University Professor in the Postgraduate School.

She is a graduate of the University of KwaZulu-Natal and the University of Cape Town, where she completed her PhD, after teaching in disadvantaged secondary schools for a number of years. Prior to working at Nottingham she worked at the Universities of Sheffield, West of England and Glasgow, as well as the Universities of Cape Town and the Western Cape. She is also a Fellow of the Human Development and Capability Association. She is currently Director of Research Training and a senior researcher in the EU-funded Marie Curie EDUWEL project, which includes senior researchers from eight European countries and 15 early-stage researchers.

With a long-standing commitment to social-justice research and equality practices, she is currently widely recognised internationally as leading in the application of the capability approach and human development to higher education policy and practice. Among others, she has led or participated in research projects funded by the NRF (South Africa), the Higher Education Academy (UK), HEFCE (UK), EU, and ESRC/DfID, which funded the Public-Good Professionals’ Capability Index research project. 
 

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