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19 July 2021 | Story Lacea Loader | Photo Supplied
Dr Molapo Qhobela, newly appointed Vice-Rector: Institutional Change, Strategic Partnerships and Societal Impact.
The Council of the University of the Free State (UFS) approved the appointment of Dr Molapo Qhobela as Vice-Rector: Institutional Change, Strategic Partnerships and Societal Impact for a five-year term. Dr Qhobela will assume duty on 1 August 2021.

Extensive experience in the higher education sector

Dr Qhobela holds a PhD in Plant Pathology from the Kansas State University in the United States of America. His career started at Rhodes University in 1991, where he was a lecturer in microbiology and pharmacy, after which he joined the University of Cape Town before joining the public service sector. His leadership and strategic direction have been sought by several large and complex organisations in the course of his career. From 1998 to 2007, he was Chief Director: Higher Education Policy and Development Support in the Department of Education, from 2007 to 2009 he was Deputy Director General: Higher Education in the same department, and from 2010 to 2011 he was Deputy Director General: Human Capital and Knowledge Systems in the Department of Science and Technology. Dr Qhobela was appointed Vice-Principal: Institutional Development at the University of South Africa (UNISA) in 2011 and held the position until 2015. He was the Chief Executive Officer of the National Research Foundation (NRF) from 2016 to 2020. 

Strong governance credentials and a wealth of expertise

Dr Qhobela has strong governance credentials, having served and led governing boards, among others as the former chairperson of the boards of the Agricultural Research Council, the Global Research Council, and the Committee of Heads of Organisations of Research and Technology (COHORT). He is currently the chairperson of the Tertiary Education and Research Network of South Africa (TENET).

“Dr Qhobela brings a wealth of expertise, extensive networks, and partnerships – locally and internationally – to the UFS. His vast experience in previous roles places him in good standing to elevate institutional change, strategic partnerships, and societal impact at the university. His knowledge and understanding of the South African, African, and global higher education and research systems are extensive. I am confident that he will lead and manage the portfolio with clarity, dexterity, diplomacy, and integrity, and look forward to working with him to build and extend this important focus of the UFS,” says Prof Francis Petersen, UFS Rector and Vice-Chancellor. 

“I have devoted the majority of my professional career to the development of the country’s university and science system, during which time I have also worked with the previous and current leadership of the UFS. I can thus relate to the values and vision of the university as an engaged university that contributes to development and social justice through the production of globally competitive graduates and knowledge, and look forward to joining the institution,” says Dr Qhobela.  

News Archive

UFS sets trend for higher education institutions
2005-09-21

The University of the Free State (UFS) offers more service-learning courses than any other higher education institution in the country and has the highest number of students enrolled for these service-learning courses.

This was the research findings on higher education institutions conducted between 2001 and 2004 by the Joint Education Trust (JET) into service-learning courses. These are courses which seek to integrate service to the community into the academic core of higher education institutions.

The results of this research indicated that the UFS is one of the few higher education institutions in South Africa that have made progress in integrating community engagement into the mainstream academy.

According to the findings 2 233 students at the UFS participated in service-learning courses supported by JET, while 858 students at the University of Transkei (UNITRA), 636 students at the University of the Western Cape (UWC) and only 600 students at the University of the Witwatersrand (WITS) participated in service-learning courses.

In total there were 6 930 students participating in service learning courses supported by the JET at 10 institutions throughout the country.

The research also found that out of a total of 182 service-learning courses supported by JET countrywide, the UFS had the highest number of such courses at 42, followed by WITS with 28, the University of Kwazulu Natal with 26, UWC 24 and UNITRA with 22.

Nationally, most of the service-learning courses at higher education institutions are offered in the human sciences (62), followed by health sciences (37), education (26), agriculture (14), and economic sciences (11).

According to leading academics, service-learning is a credit-bearing, educational exercise in which students participate in an organised service activity that meets identified community needs and helps the student to gain a deeper understanding of course content and a sense of civic responsibility.

Reacting to the research findings, the Rector and Vice-chancellor of the UFS, Prof Frederick Fourie, said the university feels strongly that there should be integration of service-learning into the academic core of the institution.

“Through service-learning modules the UFS can give expression to its role of service to the community as an institution of higher learning, producing quality graduates who understand the communities in which they will have to function for the rest of their lives,” Prof Fourie said.

According to Mr Jo Lazarus, the project manager of the Community-Higher Education – Service Partnership (CHESP), which falls under the JET, a number of institutions have identified community engagement as a strategic priority and have allocated significant resources from their central budget towards its implementation.

Mr Lazarus said most students have an overwhelmingly positive attitude towards service learning.

“A large percentage of students surveyed indicated that their service-learning course helped to improve their relationship skills, leadership skills and project planning abilities. As significant is the fact that these courses also benefited them in terms of their awareness of cultural differences and opened their eyes about their own cultural stereotypes,” said Mr Lazarus.

“The key challenge still hampering the integration of service-learning as a core function of academic activity is that some institutions still see service-learning as an add-on, and nice-to-have activity,” he said.

According to Mr Lazarus higher education must demonstrate social responsibility and commitment to the common good by making available expertise and infrastructure for service-learning as a form of community engagement.

Media release
Issued by:  Lacea Loader
   Media Representative
   Tel:  (051) 401-2584
   Cell:  083 645 2454
   E-mail:  loaderl.stg@mail.uovs.ac.za
   20 September 2005

 

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