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20 January 2022 | Story Lunga Luthuli | Photo Supplied
Merceline Mercia Geises, Chief Executive: Standard Bank Namibia.

Her father belonged to a "book club, used to order books and encyclopaedias, and would at times order special gifts for her mother". The daughter of a school principal, Mercia Geises, developed a love for reading at a young age. A trip to the Post Office "provided a connection to the rest of the world".

Growing up in Kalkfeld, a small village in central Namibia, Mercia, her father’s “most trusted child”, saw herself fulfilling messenger duties, sending money to siblings at boarding schools. When the youngest of seven children herself enrolled at a boarding school, the love relationship with the world outside and what it offers continued; more so with "heart-warming letters and a R2 note" from her father every now and then.

Mercia, an alumnus of the University of the Free State and current Chief Executive Officer of Standard Bank Namibia, says her runs to the Post Office and bank made her believe there must be a big world out there; one where Post Office deliveries are made, and money is printed. With dreams to see life outside her village, opportunity beckoned with studies at the UFS.

Carving her destiny 

In matric, with all her peers destined for varsities in South Africa, an aspiration she too had, Mercia found a career guide in a Life Skills classroom. She "scanned through it, jotted down details", and made her way to the Post Office only this time to "carve her own path ignoring everyone’s limited view of the world".

She got accepted at the UFS, an institution which became a home away from home getting mentored by among others Professor Johan Henning, Professor Voet du Plessis, Professor Elizabeth Snyman-Van Deventer, Professor Johan van Schalkwyk, and Professor Gerhard Fjik to complete her LLB Degree (cum laude) and LLM in Mercantile Law.

Her biggest dream, Mercia says, “I always wanted to work for Cliffe Dekker Hofmeyr Attorneys in Cape Town, but because I was sponsored for my studies by the Namibia Power Corporation I had to go back and work in Namibia.”

“I got an opportunity to work for one of the biggest law firms, M. Slabbert Attorneys and completed my articles, an opportunity I am forever grateful for,” she says.

After completing her articles, Mercia fell pregnant and the biggest motivation for applying for a corporate job was driven by the "need to deliver her baby at a private hospital and having a medical aid".

Seeing a job advert at Old Mutual Namibia in a local newspaper and knowing that she did not meet the requirements, Mercia was called for a junior role, leading her to discover corporate finance and asset management.

Working for Old Mutual for 12 years and obtaining an MBA from Stellenbosch University, Mercia credits the leadership for investing significantly in her growth and development.

Whilst at Old Mutual Investment Group in Namibia as the Chief Executive, Mercia saw a growth opportunity at Standard Bank, Namibia’s leading retail banking franchise and she took a “leap of faith”.

Holding high positions in corporates during her tenure Mercia believes ‘Old Mutual Namibia was the best incubation centre for many young women and the organisational culture was conducive to thrive.’

She says, “We were exposed to leadership that believed in increasing women roles in leadership and business strategy which meant that we were entrusted with big and bold mandates and were provided with necessary mentorship.”

Mercia believes that “working in an environment like this is extremely beneficial, but like all things in life, the other side of it is that it comes with sacrifices, some of which can be costly if one does not have the right support”.

The role of tertiary institutions 

“Tertiary institutions also play the biggest role in upliftment and how we think about things. It has surely taken me from rural Namibia to the world stage, whereas a young executive I could engage in complex issues in boardrooms across the world. I still find my engagements in executive development programmes with institutions of higher learning to be ones that provide me with the edge to lead effectively,” she says.

On challenges facing the banking industry in the continent, Mercia says, “Traditional banks are finding it hard to penetrate the unbanked population who leapfrogs the banking step and participates in the mainstream economy through mobile operators. Accelerating digital capabilities has become a top strategic priority for the banking sector, more so during the pandemic.” She says, “Regulatory authorities have a critical role to play in making this happen, as they are needed to continue to promote innovation while keeping their checks and balances.” 

In her leisure time, Mercia puts her focus on her three children, the youngest of which is two months old. She has an interest in agricultural technology and has a small piece of land where she experiments with various intensive farming concepts.

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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