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01 March 2022 | Story Prof Francis Petersen | Photo Sonia Small (Kaleidoscope Studios)
Prof Petersen_web
Prof Francis Petersen, Rector and Vice-Chancellor of the University of the Free State.

Opinion article by Prof Francis Petersen, Rector and Vice-Chancellor of the University of the Free State.


For the past two years, students in tertiary institutions have had to negotiate the choppy waters of emergency online tuition. In February, thousands of students at universities across the country will be returning to the shores of face-to-face learning. But it will require a process of reconnection that may take time and will have to be guided sensitively, says Prof Francis Petersen.


It is a fact of life that, in so many spheres, one’s journey is often as memorable – sometimes even more so – than one’s experiences at a destination. The South African education context is no exception. Many of us grew up with stories of parents and grandparents expanding at length about their difficult journeys to school ‘back in the day’. Some of the details of what happened inside the classroom may have faded over time, but the journey often remains etched in memory. Journeys that tell of sacrifice, of braving harsh weather and long distances – often on foot. A great victory already lies, after all, in the mere process of getting somewhere. 

The Online Move

There is little doubt that online tuition was a vital lifebuoy for education during the pandemic and lockdown, and that it will form an increasingly important part of our future educational landscape. The huge digital divide that the move to online education has exposed, remains a most pressing concern that needs to be addressed urgently in order to ensure that students from all socio-economic sectors and both rural and urban environments can access online resources. 

One consequence of online learning that is maybe not deliberated as frequently, is that it has essentially eliminated the need for a journey – in this case, the physical journey to a tertiary education campus. Once again, this fact comes with many perceived advantages: no transport costs, no travelling time, no risk associated with moving out of one’s comfort zone. Provided you have access to sufficient resources and connectivity (a topic for another time!), and provided you have a safe home environment conducive to learning (which many of our students sadly lack), it has become incredibly easy and convenient to access education – anytime, anywhere, and at your own pace.

But there are some aspects that can become complicated in the absence of a physical journey. 

Because journeys imply a few things:

A Journey Requires a Deliberate Decision About a Destination

People go on journeys because they want to get somewhere. They decide where they want to end up and then take the steps necessary to get there. The physical journey to a place of learning, of course, also reflects a more figurative journey towards an envisaged career and a successful future.  

Over the past two years, students have often reported feeling as if they were ‘drifting’ in the online environment, not always sure where they were heading, feeling a bit lost and disconnected. Maybe part of the reason for this lies in the fact that they were not physically going anywhere.  Without this physical aspect of the journey, it can become difficult to plot yourself, and difficult to convince yourself that you are moving ahead and making progress.

A Journey Requires a Measure of Sacrifice

A journey also almost always implies sacrifice in some form. Whether it is getting up early to catch a train, a bus, or two taxis to university, incurring fuel costs or transport fees, or just strolling to class across campus from your residence – a successful journey requires discipline and planning. And it takes some form of sacrifice of time and resources. 

Which brings me to the next point: 
 
A Journey Requires Commitment 

It takes commitment to make those sacrifices needed to complete a journey. And in turn, sacrifice fuels commitment. As human beings, we tend to treasure those things that were hard to obtain, and we do our utmost to hold on to them. The opposite of ‘easy come, easy go’, is equally true. It is often just as easy for students to opt out of online learning sessions, as it is to access it. And this is where the problem sometimes lies: commitment is not really tested or strengthened. 

Gaining Courage from Fellow Travellers

Probably the most poignant aspect of the journey analogy, is the fact that it makes you aware of other travellers. The students treading the campus pavements with you, passing you in passages, walking with you into class, are a constant reminder that your journey is not a solitary one. Fellow travellers – and fellow students – reaching out to one another, sharing tips and experiences, make the journey easier for everyone. Interacting with others and knowing that we are not alone, is a vital part of what makes us human, what makes our journeys meaningful.

Dealing with Fear

Countless COVID-19 research projects from all over the world seem to point to one basic bottom line: the absence of physical interaction has taken a huge psychological toll on most of our students. However, psychologists working on our campuses report a significant increase in students seeking psychological help in the run-up to the restart of contact learning. They say some students find the prospect of returning to campus stressful and even terrifying. It is a move that will take them outside their new comfort zones. Many students relate how they have been living in an ‘artificial online world’ for the past two years – not only academically but socially too. Students who used to be very sociable have been spending their non-academic time behind screens too, engaged in gaming, streaming services, and social media. Two years was long enough to blur memories of what used to be normal. Long enough to entrench new habits – not all of them conducive to good mental health – which can take time to change. It was also long enough to desensitise students to what they really need and want.

Psychological Support for Students

The value of providing our students with different forms of psychological support during these unusual and uncertain times cannot be overemphasised. At the University of the Free State (UFS), the various support initiatives we have implemented and expanded over the past two years have undoubtedly contributed to the fact that we could complete the academic years of 2020 and 2021 successfully. Among these initiatives are a 24-hour toll-free mental-health careline as well as an e-mentoring programme that offers socio-emotional support to students. Data analytics revealed that more than a third of our students engaged in these support interventions, and we see it as a major reason that, despite all the obvious challenges, we still managed to improve our overall institutional success rate in 2020 and 2021.  

Social Interaction a Basic Need

As tertiary institutions, we need to not only focus on what is convenient for our students at this time, but on what they actually need. And as human beings, we need social interaction. We need to read social cues, expressions, and body language, hear voice intonation, and where possible and appropriate, touch and feel. University life is, after all, about so much more than just attending classes. It is about engaging in sporting and cultural activities, about honing your interests, and finding new ones. It is about learning to collaborate and building networks and support groups, about forming friendships, and entering relationships. And sometimes, it is about just having fun.

Returning to Campus

Most universities are currently introducing some form of blended learning programme, combining online and face-to-face tuition. At the UFS, 67% of our modules on offer will be in a face-to-face format (at least in the early part of 2022), with the necessary COVID-19 protocols in place to ensure a safe environment for staff and students. As we welcome our students back on campus, it is vital that we as university leadership carefully and effectively remind them that their study years should be a holistic experience, encompassing different aspects of their being. We should encourage them to make use of the precious reconnection opportunities with those around them. And be patient as they negotiate their way in an old-but-new environment.

Let the journey begin.

News Archive

Position statement: Recent reporting in newspapers
2014-10-03

 

You may have read reports in two Afrikaans newspapers, regarding recent events at the University of the Free State (UFS). Sadly, those reports are inaccurate, one-sided, exaggerated and based not on facts, but on rumour, gossip and unusually personal attacks on members of the university management.

Anyone who spends 10 minutes on our Bloemfontein Campus would wonder what the so-called ‘crisis’ is about.

We are left with no choice other than to consider legal action, as well as the intervention of the South African Press Ombudsman, among other steps, to protect the good name of the institution and the reputation of its staff. No journalist has the right to launch personal and damaging attacks on a university and its personnel, whatever his or her motives, without being fair and factual. In this respect, the newspapers have a case to answer.

But here are the facts in relation to the reports:

  1. No staff member, whether junior or senior, is ever suspended without hard evidence in hand. Such actions are rare, and when done, are preceded by careful reviews of our Human Resource Policies, labour legislation and both internal and external legal advice. Then, and only then, is a suspension affected. A suspension, moreover, does not mean you are guilty and is a precautionary action to allow for the disciplinary investigation and process to be conducted, especially where there is a serious case to answer.
  2. At no stage was the Registrar instructed to leave the university; this is patently false and yet reported as fact. We specifically responded to the media that the Registrar does outstanding work for the university and that it is our intention for him to remain as our Registrar through the end of his contract in 2016.
  3. The Rector does not make decisions by himself. Senior persons, from the position of Dean, upwards, are appointed by statutory and other senior committees of the university and finally approved by Council. No rector can override the decision of a senior committee, and this has not happened at the UFS even in cases where the Rector serves as Chair of that committee. The impression of heavy-handed management at the top insults all our committee structures, including the Institutional Forum – the widest and most inclusive of stakeholder bodies at a university – which reports directly to Council on fairness and compliance of selection processes.
  4. In the case of senior appointments, Council makes the final decision. Council fully supports the actions taken on senior appointments, including a recent senior suspension. The fact that one Council member resigns just before the end of his term, whatever the real reason for this action, does not deter from the fact that the full Council in its last sitting approved the major staffing decisions brought before it. The image therefore that the two newspapers try to create of great turmoil and distress at the university, is completely unfounded.

Even if we wanted to, the university obviously cannot provide details about staffing decisions, especially disciplinary actions in process, since the rights of individuals should be protected in terms of the Human Resource Policies and procedures of the UFS. But that does not give any newspaper the right to speculate or state as fact that which is based on rumour or gossip, or to slander senior personnel of the university. For these reasons, we have been forced to seek legal remedy and correction as a matter of urgency.

Make no mistake, underlying much of the criticism of the university has been a distress about transformation at the UFS; in particular, the perception is created that white colleagues are losing their jobs. The evidence points in the opposite direction. Our progress with equity has been slow and we lag far behind most of the former white universities; that is a fact. More than 90% of our professors are white; most of our senior appointments at professorial level and as heads of department are still overwhelmingly white. Reasonable South Africans would agree that our transformation still has a long way to go and only the mean-spirited would contend otherwise. But based on the two Afrikaans newspaper reports, an impression is left of the aggressive rooting out of white colleagues.

In the past few years the academic standard of the university has significantly improved. We now have the highest academic pass rates in years, in part because we raised the academic standards for admission four years ago. We now have the highest rate of research publications, and among the highest national publication rate of scholarly books, in the history of the UFS. We have one of the most stable financial situations of any university in South Africa, with a strong balance sheet and growing financial reserves way beyond what we had before. We now attract top professors from around the country and other parts of the world, and we have the highest number of rated researchers, through the National Research Foundation, than ever before. And after the constant turmoil of a number of years ago, we now have one of the most stable campuses in South Africa. Those are the facts.

The UFS is also regarded around the world as a university that has become a model of transformation and reconciliation in the student body. The elections of our Student Representative Council are only the most visible example of how far we have come in our leadership diversity. Not a week goes by in which other universities, nationally and abroad, do not come to Kovsies to consult with us on how they can learn from us and deepen their own transformations, especially among students.

Rather than focus on what more than one senior journalist, in reference to the article in Rapport of 21 September 2014, rightly called ‘a hatchet job’ on persons and the university, here are the objective findings of a recent survey of UFS stakeholders: 92% endorse our values; 77% agree with our transformation; 78% believe we are inclusive; and 78% applaud our overall reputation index.  Those are very different numbers from a few years ago when the institution was in crisis.

This is our commitment to all our stakeholders: we will continue our model of inclusive transformation which provides opportunities for study and for employment for all South Africans, including international students and colleagues. We remain committed to our parallel-medium instruction in which Afrikaans remains a language of instruction; we are in fact the only medical school in the country that offers dual education and training in both Afrikaans and English for our students - not only English. We provide bursaries and overseas study opportunities to all our students, irrespective of race. And our ‘future professors’ programme is richly diverse as we seek the academic stars of the future.

We are not perfect as a university management or community. Where we make mistakes, we acknowledge them and try to do better the next time round. But we remain steadfast in our goal of making the UFS a top world university in its academic ambitions and its human commitments.

END

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