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18 January 2022 | Story Leonie Bolleurs | Photo Supplied
Prof Andries Stulting
Prof Andries Stulting, who obtained an MBA at the age of 73, believes it is a great privilege to be able to be useful in your home, community, and workplace and to add value to your own life and to the lives of other people around you in an effort to grow and to keep your mind active.

Prepare, act, adapt, and conquer. The MBA qualification that Prof Andries Stulting, former Head of the DDepartment of Ophthalmology at the University of the Free State (UFS), obtained from the university at the age of 73, taught him about the importance of these four aspects in the marketplace. 

Bridging the gap

Although an ophthalmologist of note who has changed the lives of hundreds of patients over the years, working as the Hospital Clinical Manager at a private healthcare facility in the Northern Cape reminded Prof Stulting that he had a gap in his knowledge of finance, economics, and budgets. He took this position as Hospital Clinical Manager after his retirement from a career of 31 years at the UFS. 

“I was capable of solving the clinical problems of the private practitioners working in the hospital. But when management had budget meetings or discussions on making the hospital more profitable, I was at a loss of words and completely out of my depth,” he explains. 

Prof Stulting says he enjoyed the MBA course. “I enjoyed being a student again and to work with a younger generation of people who accepted me as part of their group. Although it was a challenge for me to learn how to work online, how to submit assignments online, and how to listen to the endless Zoom conversations, I learned a lot about modern technology from my younger classmates.”  

He believes the MBA is a huge commitment, and his advice to prospective MBA candidates is to start within yourself. “Ask yourself if you are prepared to balance your current job and your part-time studies for the next two years of your life; to stretch your boundaries beyond what is known to you, and to leave your comfort zone; for your mind to be stretched; and do you have a supporting family or group of friends?” 

A defining moment

Besides the day-to-day classes, operations, and research, Prof Stulting trained 47 ophthalmologists during his career at the UFS, served in several management positions, including as member of the Executive Committee of Senate and acting head of the School of Medicine, was named Bloemfonteiner of the Year in 1996, and received an Honorary Degree from the Colleges of Medicine of South Africa. 


But where did it all start?

He recalls that while doing his two-year internship after qualifying as a medical doctor in 1973, he gave the anaesthesia for a corneal transplant operation at the Military Hospital in Pretoria. “For the first time in my life I was exposed to an eye operation! I was so intrigued by the micro-surgery being performed through an operating microscope that I almost forgot to wake the patient up after the operation! That was one of the defining moments in my life,” he says. 

Making a difference

Prof Stulting says he still takes pleasure in seeing people with eye problems. During the COVID-19 pandemic, it was strange for him at first to work with ‘masked people’. “However, one of the good things about the pandemic was that we, as eye-care practitioners, have learned to listen better to our patients and customers and to spend more time with the patient than before the outbreak.”

He strongly believes that it is a great privilege to be able to be useful in your home, community, and workplace and to add value to your own life and to the lives of other people around you in an effort to grow and to keep your mind active.

Reading and the near future

Acquiring an MBA is not the end of the story of his career in academia. Prof Stulting is already looking forward to doing a PhD degree on leadership in the health-care environment, while he still wants to continue practising in what he calls the queen of specialities, namely ophthalmology.  

And when he is not studying or enabling more people to experience the wonder of sight, he loves to read – both fiction and nonfiction. Some of the last books he has read include Thinking the Future by Clem Sunter and Mitch Ilbury (unfinished), Mercy (David Baldacci), Viral (Robin Cook), Over My Dead Body (Jeffrey Archer), and The Midnight Lock (Jeffery Deaver). “I also enjoy motivational books by Robin Sharma, John Maxwell, and Ken Blanchard,” he adds. 


News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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