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14 February 2025 | Story Charlene Stanley | Photo Kaleidoscope Studios
Prof Hester Klopper
Prof Hester Klopper, newly appointed Vice-Chancellor and Principal of the University of the Free State.

Re-discovering Our Institutional Heart was the theme of the official opening address of the University of the Free State (UFS) presented by newly appointed UFS Vice-Chancellor and Principal, Prof Hester Klopper, as she addressed UFS staff members in the Odeion Auditorium on the Bloemfontein Campus.

Prof Klopper sketched the current global, national, and local contexts that have affected higher education in general, and the UFS in particular, giving an overview of where the institution has come from, where it currently is, and where it is going. She emphasised the need to focus on the qualities and research areas for which the university has become well known, and to stay true to the values and principles set out in its Vision 130.

“Vision 130 illuminates our way into the future – expounding how we want to establish ourselves as a top-tier university that is continually extending its influence and impact locally, regionally, and globally,” she said.

 

The institutional heart

Prof Klopper referred to the image of a heart that is reflected in the UFS marketing logo, encouraging staff to rediscover what lies at the heart of the institution, and what sets it apart.

“A university such as ours inevitably forms and moulds the lives and characters of the people associated with it; and in turn, it too is shaped and transformed by those who have graced its campuses over the decades. It too has a character. And it certainly has a heart.”

She elaborated on the metaphorical meanings locked up within the concept of a heart, touching on how it symbolised vitality, flow, and energy, interconnectedness, and a sense of belonging. She also highlighted its significance as a beacon of resilience.

“It is associated with courage and steadfastness. Over the past 120 years, the University of the Free State has prevailed despite adversity and has managed to constantly reinvent itself in order to remain relevant, without losing sight of the values in which it is anchored,” she said.

 

Priorities for tenure

One of the broad focus areas that Prof Klopper identified as a priority during her term was establishing the UFS as an innovation and entrepreneurial ecosystem. “This includes advancing transdisciplinary research, moving towards identifying two to three core research themes that address local, regional, and global challenges, and strengthening our unique offering,” she said.

Another focus area will be working towards systemic sustainability, which will include a disciplined approach towards financial management, as well as revision and optimisation of the academic model. She also indicated that internationalisation will be a core theme during her tenure, as will the establishment of the UFS as a first-choice employer and a magnet for talent. To this end, she announced the establishment of a VC Strategic Personnel Fund to grow and attract the best academic talent.

 

Innovation through connection

Prof Klopper concluded that the heartbeat of the UFS lies in innovation through connection.

For her, innovation is expressed in the university’s cutting-edge programme content, its focus on creating a culture of entrepreneurship, optimisation of the academic model, and finding new ways to diversify income streams. On the other hand, connection is reflected in heightened internationalisation, expansive collaborative networks, and a renewed focus on transdisciplinary research and real societal impact through engaged scholarship.

“My sincere wish is that each one of you will rediscover this heartbeat and that it will inspire you this year to take our great institution to even greater heights,” she said.

 

Click to view document Click here for the official opening speech.

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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