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13 March 2025 | Story Leonie Bolleurs | Photo Tanya Allen
Founders 2025
Celebrating the legacy and achievements of the UFS Business School were, from the left, front: Prof Liezel Massyn, Dr Cornelie Crous; second row: Prof Hendri Kroukamp, Prof Frederick Fourie, Prof Niel Viljoen; third row: Prof Ben Anderson, Prof Tienie Crouse; back: Prof Philippe Burger and Prof Nicolene Barkhuizen.

During a special event held at the Business School on the Bloemfontein Campus on 10 March 2025, the University of the Free State (UFS) paid tribute to the founders and those who helped build the UFS Business School to its current standing.

Those recognised include Prof Frederick Fourie, Prof Niel Viljoen, Prof Helena van Zyl, Prof Tienie Crous, Prof Hendri Kroukamp, and Prof Ben Anderson.

Prof Liezel Massyn, Associate Professor and Programme Director of the Bachelor of Management Leadership (BML) programme in the UFS Business School, welcomed the group of guests. "I remember, as a young academic growing within the faculty, seeing the five leadership principles come to life in practice. These practices demonstrate that a true leader challenges the status quo, inspires a shared vision, empowers others to take action, and leads by example. We have seen this throughout the development and growth of the Business School,” she said.

UFS Business School: a place with heart

According to Prof Philippe Burger, Dean of the Faculty of Economic and Management Sciences, it was more than a third of a century ago – with the establishment of the Centre for Management Development – that this dream of creating a business programme to support the business community through training and educating people started.

“The UFS Business School is the one business school where a whole career development opportunity is provided. One could come in with just a school qualification and do from a higher certificate to a bachelor's degree, a postgraduate diploma, an MBA, and ultimately even a PhD.”

He continued, “The BML degree offered is unique because it provides individuals in their thirties and forties – who may have missed out on higher education but are ready to step into middle management – the opportunity to get that educational background. It also provides a learning space for those pursuing a bachelor’s degree without having to sit among school leavers. It is something we treasure in the Business School,” he said.

Prof Burger believes the UFS Business School is a place with heart. “It's a place where we care about our students.”

Prof Nicolene Barkhuizen, Director of the UFS Business School, opened her speech with a quote from Theodore Roosevelt: “The more you know about the past, the better prepared you are for the future.” “The best lessons come from the past,” she said, stating that it was a great privilege to celebrate the exceptional leaders who helped build the UFS Business School.

“Your legacy lies not only in what you have achieved, but in the inspiration you're leaving behind. Your contributions have set new standards of excellence, and your legacies will continue to inspire future generations.”

Her call to action was clear, “Honour the past, not just with admiration, but with action. The true essence of leadership is not only in remembering history but also making it.

Impressive reach of the Bachelor in Managerial Leadership

For former UFS Rector and Senior Research Fellow in the Department of Economics and Finance, Prof Frederick Fourie, establishing the Business School was an incredible achievement, despite scepticism about whether the Free State needed it without a strong corporate presence. “But we persevered and created something special that primarily served the needs of businesses in the Free State,” he said.

A key milestone for him was the introduction of the Bachelor of Managerial Leadership (BML) – the vision of Prof Ben Anderson, co-founder and Executive Director of the DaVinci Institute.

Prof Fourie reminisced on the lives that have been transformed – individuals who previously did not have the opportunity to earn a degree but now do, and who go on to become managers, senior managers, directors, and even government leaders. “This makes our Business School unique,” he said, expressing his pride in the MBA and the BML.

The qualification was developed in collaboration with DePaul University in Chicago, known for its expertise in adult learning.

Prof Anderson reflected on the collaborative effort that shaped the programme and highlighted the contributions of 27 corporates and industry representatives in its design, with an emphasis on a transdisciplinary approach that integrates knowledge from various fields to provide a broad and holistic view of managerial leadership. He also acknowledged the programme’s impressive reach, extending beyond South Africa into the broader African continent. He expressed pride in the impact of its graduates in both the public and private sectors.

For Prof Niel Viljoen, the founding director of the Business School and later Vice-Rector: Operations, the greatest highlight was the opportunity to make a lasting difference in people's lives. “It is a wonderful privilege, and we were able to do it for many years and are still doing it now.” He also recalled the first course presentations – from the Management Development Programme to the first MBA class. “It was full of jokes from morning till evening. We once forgot a lecture for the MBA! Moments like those stay with you, because there’s only one first time for everything.”

He also cherished the support from the university leadership, colleagues, and the Free State business community, all of whom played an important role in the school’s success.

Prof Tienie Crous, who became Dean of the Faculty of Economic and Management Sciences in 1999, also recalled the agreement with DePaul University. As one of the first four participants in an MBA summer school there, he described how the experience broadened their perspectives and exposed them to a well-run business school. Inspired by this, they returned to teach classes themselves. The faculty also later sent senior colleagues to the United States for six weeks annually to gain industry insights.

Students making a difference

Prof Hendri Kroukamp, Dean of the Faculty of Economic and Management Sciences from 2012 to 2022, focused on defining the Business School’s niche alongside then-Director Prof Helena van Zyl. They positioned the school as a leading medium-sized institution, earning national recognition in 2016.

He said when he thinks of the Business School, the staff stand out – their professionalism and dedication to serving students. “These are not first-year students; they are adult learners. Adult learners require a completely different approach – you must, as a lecturer, ensure you are well-prepared and informed, because they will quickly pick up if you are not knowledgeable, and that can cost you credibility.”

He believes that the Business School does more than award qualifications. “We produce students who will make a difference in their communities and environments.”

Prof Helena van Zyl, the longest-serving director of the UFS Business School, was key in shaping it into a boutique business school with strong international ties. Under her leadership, the Business School achieved remarkable milestones, a testament to her impactful leadership. Beyond the UFS, she has also played an important role in the broader organisation of business schools in South Africa by leading in the promotion and advancement of the sector.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

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