Embedded Files
Figure 34: TAU Academic Staff Development Enquiry Group (Own source)
4.1 Leadership context
4.1 Leadership context
My journey in leadership at CPUT began in 2016 when I started assisting A.Prof Daniela Gachago (see evidence here), (also view recording presented to institutional CO Forum in 2017) but it wasn't until I took on the role of L& Teaching Coordinator in FEBE in 2022 that the full scope of my leadership potential and responsibility came into focus. This transition marked a pivotal moment in recognizing my agency as a leader within the institution. Looking back, I realize that since my appointment, I've been steadily climbing a leadership ladder, each step bringing new responsibilities and challenges. Recently, my participation in TAU as a fellow, provided yet another pivotal moment in this journey. It was during our first session in July 2024 that a facilitator's words struck me: "You are sitting here because you are already a leader at your institution." This simple statement shifted my perspective, solidifying my sense of responsibility and purpose.
Through TAU, I've come to understand the complexities of leadership in South African HE. See Figure 34 the TAU Academic Staff Development Enquiry Group. I've become acutely aware of the ingrained social injustices within and between institutions, faculties, supporting units and departments. The program challenged me to question traditional hierarchical structures and to see my role as an agent of transformation. As a leader, I now recognize my responsibility to help my university grow by working towards dismantling systems that hinder social justice in HE. TAU has instilled in me the importance of introspection, listening, and being a channel for change. I am learning to model following, to serve, and to inspire - skills I'm constantly refining and applying in my role.
I find it interesting that, as I've grown into this leadership mindset, opportunities have organically presented themselves. In the span of just a year, I've become involved not only in TAU but also in the Integrated Engineering Curricula (IEC) initiative, which is reshaping Engineering Education across the country, and WIRE-SA, a research project with international impact. These engagements reflect a natural progression in my leadership journey - from departmental activities to faculty-wide responsibilities, and now to roles with institutional, national, and even international reach. What's particularly exciting is how these three initiatives collectively encompass the key aspects of academic life: Learning and Teaching (TAU), Research (WIRE-SA), and Community Engagement (IEC), all underpinned by leadership. As I continue on this path, I'm committed to using my influence to create a more socially just higher education environment. This portfolio will take you through the steps of my journey, illustrating how each experience has shaped my understanding of leadership and my capacity to effect change.
4.2 Departmental-level leadership
4.2 Departmental-level leadership
4.2.1 Teaching and learning coordination
4.2.1 Teaching and learning coordination
Reflecting on my almost decade-long journey as an academic, I've come to fully appreciate the importance of university administration to effective leadership. While administrative skills are widely recognized in academia, I believe their true value and impact on successful leadership are often underestimated. The intricacies of university administration—from managing departmental resources to navigating institutional policies—are far more than just necessary tasks. They are, in fact, powerful tools that enable leaders to effect change, support their colleagues, and drive institutional progress. My experience has shown me that excellence in these areas is not just supportive of academic leadership; it is fundamental to it. As I've grown into various leadership roles, I've witnessed firsthand how strong administrative competencies directly enhance a leader's ability to create an environment where scholarship, teaching, and innovation can thrive. These skills, I've found, are the often unsung heroes in the story of effective academic leadership, deserving far more credit than they typically receive.
The significance of strong administrative skills in academic leadership became abundantly clear to me as I stepped into the role of L&T representative (rep) for DISE in 2018. This position not only allowed me to apply and hone my administrative abilities but also opened up new avenues for leadership and personal growth. This appointment was a natural progression given my initial focus on L&T at CPUT. The experience I gained in this role was invaluable, - I believe, contributing to my winning the Institutional Teaching Excellence Award in 2019. As I reflect on this period, I realize how my developing administrative acumen directly supported my effectiveness in promoting L&T initiatives.
As L&T rep, I found myself immersed in pedagogical concepts, gaining insights from colleagues across departments. The administrative skills I had cultivated proved instrumental in organizing regular departmental L&T meetings and coordinating training sessions, such as this Blackboard workshop , which I recorded for future reference (see link to recording [https://www.youtube.com/watch?v=Pn7bHKhT1XQ]). To streamline our work, I utilized Google Drive as a repository for important documents, including the Departmental T&L Strategy I developed in 2020. It is worth noting that a key part of my role involved data analysis to identify at-risk subjects and students. In 2019, I wrote a report outlining planned interventions. This work continued into 2020, collaborating with the faculty student engagement coordinator, Mr. Luvuyo Kakaza to implement a departmental early warning system.
When the COVID-19 lockdown hit, I stepped up to guide my team through the transition to remote teaching, as seen in this email about creating screencasts .My involvement in staff development extended beyond my department. Since 2017, I've presented numerous workshops across CPUT, often collaborating with A.Prof Daniela Gachago, on topics ranging from blended learning to online assessment strategies.
Throughout this time, I maintained my membership with HELTASA and actively engaged in T&L research. In late 2019, I took on the additional role of postgraduate research coordinator. However, balancing these responsibilities with my teaching and supervision duties became increasingly challenging. Recognizing the need to focus my efforts, I made the difficult decision to resign from the departmental L&T rep position in early 2021, shifting my focus to research and postgraduate coordination. However, this experience as L&T rep was a crucial stepping stone in my leadership journey, providing me with invaluable insights into the intricacies of academic administration and the importance of fostering a culture of teaching excellence.
4.2.2 Postgraduate research coordination
4.2.2 Postgraduate research coordination
Departmental leadership took an exciting turn when I stepped into the role of postgraduate research coordinator at the end of 2019. This position, while different from my previous role as T&L Coordinator, equally demanded strong administrative skills and offered invaluable leadership experience. As postgraduate research coordinator, I represented our department at crucial faculty-level committees: the Faculty Higher Degrees Committee (FHDC), the Faculty Research Ethics Committee (FREC), and the Faculty Research and Innovation Committee (FRIC). This exposure to the broader academic landscape was both enlightening and enjoyable.
My involvement gave me a comprehensive understanding of the postgraduate research process at CPUT. I translated this knowledge into a user-friendly 'check sheet' tool for supervisors and students, which I regularly shared to keep the research process on track. This check sheet later evolved into the DISE postgraduate student guide that I discussed in Section 2 of this portfolio. To streamline communication and resource sharing, I leveraged Google Drive, creating a shared spreadsheet to track student progress. This tool enhanced transparency and accountability in the supervision process. In the time I was coordinator I also arranged a weekend writing retreat for PG students as discussed in Section 2 of this portfolio.
This role as postgraduate research coordinator not only improved my administrative and leadership skills but also deepened my understanding of the research process, ethical considerations, and the importance of clear communication in academic administration. It proved to be excellent preparation for my subsequent role as Faculty L&T Coordinator, reinforcing the value of diverse experiences in building effective academic leadership.
4.2.3 Quality assurance
4.2.3 Quality assurance
My experience in HE quality management, though rooted in departmental responsibilities, extends beyond departmental functions, reflecting engagement with quality practices on a faculty level as well as a national level. This narrative highlights how my departmental leadership roles contribute to broader educational standards.
In my department, I participated in preparations for audits by the institutional Quality Management Directorate (QMD)'s audits for the Quality program in 2021. This entailed the organisation of academic files and folders, ensuring that every piece of documentation adhered to the required standards of compliance and readiness. As a quality practitioner myself I know that this role was critical not just for compliance but for fostering a culture of continuous quality improvement within the department.
Simultaneously, as the postgraduate coordinator, I had to ensure the proper quality management of the the MTech/MEng Quality program, which included activities such as gathering and analysing postgraduate feedback for the program. I took responsibility for writing the Self Evaluation Report (SER) in 2021. This experience deepened my understanding of quality assurance in HE and reinforced the importance of continuous evaluation and improvement in maintaining academic excellence.
Beyond the department, my involvement in quality management extended to accompanying the Dean (Prof Suresh Ramsuroop), during mock audits in preparation for the real ECSA audits. Similar to writing the SER mentioned above, these preparatory audits were invaluable learning opportunities, allowing me to deepen my understanding of the audit process and anticipate potential challenges. Moreover, in 2022, I assisted Prof Ramsuroop with the development of a Faculty-wide Quality Management Framework (also see the document here). I believe this experience enabled me to contribute strategically to the faculty’s long-term quality objectives, ensuring that our educational standards are not only maintained but continuously enhanced.
My involvement in quality management has extended beyond my own institution, gaining recognition at a national level. In June 2024, I received an invitation from the Department of Quality and Operations Management at UJ to participate in their Advanced Diploma Programme Review, scheduled for 16 - 18 September 2024. This external review opportunity not only acknowledges my growing expertise in quality management but will also offer me a valuable chance to contribute to quality assurance processes in the broader South African higher education landscape. Participating in reviews at other institutions offers fresh perspectives and insights that I can bring back to enhance our own quality management practices at CPUT.
4.3 Faculty-level leadership
4.3 Faculty-level leadership
4.3.1 CHE doctoral audit and NQF8 ethics guide
4.3.1 CHE doctoral audit and NQF8 ethics guide
A significant milestone in my career came in 2019 when the Acting Dean of FEBE nominated me to lead the faculty's Council of Higher Education (CHE) Doctoral Self-Evaluation Report (FDSER). Despite my limited supervision experience at the time, this 'deep-end' opportunity provided an unparalleled learning curve. I'm particularly grateful to colleagues like Prof Veruscha Fester, who provided crucial guidance during this period. This involvement later led to my involvement in the 2020 preparation for institutional DSER, which I assisted the institutional team in an editing capacity. Later that year, I also provided support by gathering FEBE evidence and organising it on a Google Drive folder for the actual audit.
Moreover, my role on the FREC led to further leadership opportunities. In 2020, I was invited to join a task team developing FEBE Ethics Guidelines for HESQF levels 7 and 8. This project, confirmed by Prof Fester, allowed me to apply my curriculum development skills in a new context. The culmination of this work was a training session for HoDs, where I presented the new PG NQF level 8 guidelines (see MS Teams meeting request), alongside Prof Fester and Prof Atanda Raji.
4.3.2 PEESA III project
4.3.2 PEESA III project
In December 2019, as an 'intervention to overcome slow progress', I was originally asked to assist on the Personalised Engineering Education in South Africa (PEESA III) project by the then Acting Dean (Prof Mellet Moll). The project had been ongoing since 2016, and deliverables were due in 2020. The PEESA III project is funded by the European Commission and as a partner in the project, CPUT undertook to develop two professional Masters degrees in Engineering. When I was brought onboard, my brief was to develop an MEng degree in Engineering Management.
Prior to this, I had severely limited experience with curriculum development, however it was a new and interesting project and I was keen to get this kind of experience. Thus, I engaged with curriculum development expert Ms Barbara Jones who kindly set me on the right track. I was asked to develop this qualification from scratch, in ten months to meet the PEESA III deadline. Yet another steep learning curve for me and it was certainly not easy. Several sleepless nights later I had the HEQC, DHET and SAQA forms and supporting documents ready for internal Qualification Evaluation Committee (QEC) evaluation on the 16th April 2021. Ultimately, the MEng Engineering Management at CPUT received a SAQA ID as it was approved by the NQF Qualifications Committee on the 12 May 2021 (see https://drive.google.com/file/d/1-41aIOkojFY8OioY9cRFxtHAHEodukh0/view?usp=sharing ) had the first intake in started in semester 2 of 2021. Figure 35 shows a poster advertising the dissemination conference that took place from September 6-7, 2021, which showcased the culmination of this curriculum development project. For confirmation of this kindly refer to reference letter written by the coordinator of the PEESA III project, Prof Anthony Staak.
Figure 35: Dissemination conference
While on this project team, another indirectly related opportunity arose to assist the faculty in terms of university administration. A different department also developed a MEng degree for the PEESA III project and applied for accreditation through the German accreditation agency, ASIIAN. Due to the experience of writing and preparing self evaluation reports during the doctoral audit, I assisted with the final editing that SER. This may also be confirmed using the reference letter (see https://drive.google.com/file/d/15h5qnKzoeyhOHpdJ1Z3DZI-ZaT7wwbp2/view?usp=sharing )
Figure 36: Invitations for some FEBE workshops (Own source)
4.3.3 FEBE learning and teaching coordinator
4.3.3 FEBE learning and teaching coordinator
In July 2022, I was seconded to the role of FEBE L&T Coordinator, with a contract extension until July 2026. I believe that this position aligns perfectly with my passion and skills, bringing together various aspects of my professional experience and research interests. The position represents the culmination of my professional journey to date and the nexus where all the aspects of my career, as illustrated by the preceding sections of this portfolio, L&T, Research and Community converge synergistically. Notably, this role - the faculty L&T coordinator works closely with the Asst Dean L&T, and I believe it is my job (with the rest of the faculty management team) to ensure that the faculty's strategy is operationalized. In terms of my role in that specifically, it primarily focuses on three key areas. These are (1) Academic Staff Development (ASD), (2) Curriculum support and (3) Program Design and Faculty Administration and Committee work.
4.3.3.1 Academic Staff Development
Academic Staff Development (ASD) is the cornerstone of my work and my personal favourite aspect of being the FEBE L&T Coordinator. It encompasses overseeing standard annual activities like portfolio development, while also identifying emerging trends and responding to the evolving needs of our academic staff.
My approach to ASD is deeply informed by my ongoing experience as a lecturer and my research on student-centred pedagogies. This dual perspective allows me to bridge the gap between theory and practice, ensuring our ASD initiatives are both academically sound and practically relevant.
Some examples of workshops that I have organized (see Figure 36) include Managing Large Classes (8 September 2022), Using Blackboard Analytics (13 July 2023) Introduction to AI (7 September 2023), Introduction to COIL (22 November 2023) and Entrepreneuship and the Curriculum (23 Novermber 2023). See Figure 33 to view examples of invitations to workshops. To gauge the impact of these initiatives, I always collect feedback before and after each workshop. [Click to see example of feedback here of pre-feedback and post feedback]
An integral part of our ASD strategy is the inclusion of transformation activities. These initiatives are equally important as technical skills and L&T training, as they contribute to personal growth, resilience, and a more inclusive academic environment. A standout example was our 2023 Women's Day event featuring GBV survivor and motivational speaker, Alison Botha. The theme of 'resilience and choice' resonated deeply with our staff. [Click here to see FEBE Instagram post of event]. The impact of such events is profound and far-reaching. (Click here to see feedback on participant). These transformation activities complement our L&T development and technical training, fostering a holistic approach to staff development. They address crucial aspects of personal growth, emotional intelligence, and resilience - qualities that are essential for academics navigating the complex landscape of higher education.
Significantly, resource management is essential for these ASD activities to take place. While our primary funding source is UCDG, since my appointment, I have started realizing its limitations. This led me to leverage my professional and personal networks, both within CPUT and externally, to supplement our resources and bring in additional expertise. I have also submitted two external applications for funding (see NRF application 1 and NRF application 2) to supplement my work.
Recognizing that resources are limited, I've also taken a proactive approach to support ASD by drawing on my own skills as a teacher. Just as I create screencasts for my students, I have developed a series of explainer videos to support academic staff in their duties. These include tutorials on how to embed LinkedIn microcredential short courses in Blackboard, how to collect student feedback using Google Forms, and how to collect feedback using Microsoft Forms and a demonstration of the minimum presence on the LMS. This initiative has been well-received by staff, as evidenced by this appreciative email from an academic staff member. By creating these resources, I'm able to provide ongoing support to my colleagues in a cost-effective and accessible manner, maximizing the impact of our limited resources.
Two more significant realizations have shaped my approach this past year:
The need for data-driven decision making: I've recognized the importance of collecting comprehensive data from academic staff to truly understand their needs. Similarly, we need better data on our students' needs to inform our ASD strategies. This realization came into sharp focus when UCDG funding was unavailable in early 2024.
The importance of diversifying funding sources: To address the potential instability of UCDG funding, I've taken the proactive step of writing and submitting a proposal to NRF for a three-year ASD program called Integrated Education for Future Engineers: Developing Engineering Educators to Transform Curricula. This process highlighted some assumptions we were making about our academics, such as their intrinsic motivation for lecturing.
These realizations led to an 'aha' moment where my roles as a teaching researcher and L&T Coordinator converged. It became clear that we need to conduct research to ensure our ASD program is optimally designed for our faculty's unique needs.
To this end, I've drawn on my resources at the Integrated Engineering Curricula (IEC) initiative. During a training session at Aalborg University, I developed a rough project plan for this initiative in our faculty. Since returning from Aalborg, I have refined the plan and I've also submitted this as my TAU project, effectively leveraging all available external resources to enhance our ASD efforts. This multifaceted approach to ASD - combining standard practices, innovative workshops, data-driven decision making, diverse funding sources, and collaborative research - reflects my commitment to continual improvement and excellence in supporting our academic staff.
4.3.3.2 Curriculum and program development
Curriculum development in our faculty is intrinsically linked to academic staff development - discussed above in Section 4.3.2.1 - as academic staff need to be supported to develop the curriculum. To ensure our curriculum remains relevant and impactful, it must reflect the needs of the industry, the community, and meet the standards set by the ECSA. However, curriculum encompasses much more than just content. Shay, Wolff, and Clarence-Fincham, (2023) remind us that it purposefully integrates the methods of learning, teaching approaches, assessment strategies, the learning environment, and considers the diverse backgrounds and experiences that students bring into the classroom.
To effectively update our curriculum, we start by understanding these comprehensive requirements. This understanding then informs how we upskill our academic staff, ensuring they are equipped not only with knowledge but also with effective pedagogical skills tailored to these evolving educational needs. For me, a significant part of this process involves collaboration with the Integrated Engineering Curricula (IEC) lead, who provides researched insights into what should be included in the national engineering curriculum. My role as FEBE L&T Coordinator involves adapting and integrating these insights to fit the specific context of CPUT, ensuring that our curriculum is not only compliant with national standards but also uniquely addresses our local challenges and opportunities. An example of my activity with regard to this is my involvement in the training of the new ECSA GA implementation. In August 2023, ECSA revised the GAs, making them more detailed and specific, such as updated range statements. As part of the IEC (see more in Section 4.5 of this portfolio), I am on a sub-team responsible for GA training to introduce these new standards, which will ultimately lead to modifications in our current curriculum. Under the mentorship of experts such as Prof Teresa Hattingh and Prof Karin Wolff, I am co-leading a national workshop on the 7th August 2024 to introduce the new GAs (see IEC national invite here). Additionally, project leader Prof Lelanie Smith has asked me to be part of the team to present these new GAs to the management team of the University of Pretoria on the 26th-27th August 2024 (see screenshot of message here). My involvement in this benefits me in terms of personal growth, however it also benefits CPUT as it ensures that I am equipped with the latest training and knowledge, which I will then apply to our context to keep our curriculum current and relevant in line with ECSA requirements. A further example of how my role as FEBE L&T coordinator intersects with curriculum and program development is my collaboration with EWBSA, which is detailed in Section 3.2 of this portfolio.
Additionally, there are curriculum development initiatives unique to our institution. One notable example is our FEBE FYE project (also see Section 1.8 of this portfolio). Last year, we began formal research on implementing the subject "Engineering for Social Change," planned to launch in 2026. This subject aims to reshape how first-year students perceive and engage with engineering, focusing on social impact and community engagement. Click here to view the subject guide for Engineering for Social Change. The FYE project serves as an example of how my role as FEBE L&T coordinator contributes to curriculum innovation and student-centred learning in FEBE. My active engagement and contribution to this project demonstrates how I am reshaping our curriculum to integrate real-world issues and social responsibility. It reflects my commitment to enhancing educational practices to help prepare our students to meet contemporary challenges.
At an institutional level, as the FEBE L&T Coordinator, I am involved in the Unfurling Post Secondary Education and Training (UPSET) project. Here, together with representatives from Fundani (Dr Najwa Norodien-Fataar, Dr Frikkie Goerge and Ms Lauren Davids), as well as the FAS L&T coordinator Prof Muhummad Nakoohda, I am developing a Higher Certificate in STEM. See further details in Section 4.4 on institutional-level leadership. This initiative reflects our commitment to expanding educational opportunities and tailoring learning pathways that support a diverse student population.
Reference:
Shay, S., Wolff, K., & Clarence-Fincham, J. (2023). Curriculum reform in South Africa: more time for what?. Critical Studies in Teaching and Learning, 4(1). https://doi.org/10.14426/cristal.v4i1.1971
4.3.3.3 Faculty administration and committee work
In my capacity of FEBE L&T Coordinator, a significant portion of my responsibilities involves translating the Dean's strategic vision into actionable plans, for example, through facilitating a L&T strategic planning session. Sessions like these (for examples - see notes on GA session in November 2022 and the faculty L&T Strat Planning session November 2024), support broader faculty strategic planning, and are vital for aligning the L&T activities with the faculty’s overall goals. On occasions when the Dean and Assistant Dean are not available, I assume the role of chairing the sessions, ensuring continuity and leadership. Additionally, I sometimes assist in documenting these meetings by taking notes or assisting the Dean's secretary with finalizing the minutes, further supporting our strategic objectives (see evidence here).
Another important aspect of my duties is report writing. Effective reports serve as comprehensive records of discussions, decisions, and outcomes, ensuring transparency and clarity across all levels of the faculty. These documents are essential for reducing misunderstandings and aligning departmental goals with broader faculty and institutional strategies. An example of such a report can be viewed here. Furthermore, I emphasize clear and efficient communication, adopting practices like providing executive summaries in emails to allow colleagues to grasp the main points quickly, with an option to delve into details at their convenience. An example of this practice is available here.
In collaboration with the IT Coordinator, we are currently revising the faculty's assessment and moderation guidelines to ensure they align with institutional rules. This task is part of our ongoing effort to standardize practices across the faculty. Another pivotal initiative I led was the inaugural Mid-Subject Review process conducted in April 2024. Together with the faculty IT Coordinator (Mr Dave Evans), the Student Engagement Coordinator (Mr Luvuyo Kakaza), the Assistant Dean L&T (Prof Bingwen Yan), QMD rep (Ms Gugu Mhlauli) and CLOTEX L&T rep (Dr. Sweta Patnaik), we visited each department within the faculty. This review had multiple objectives (see the PowerPoint I used to facilitate the session and an example of an agenda document for one of the departments). There were:
To enhance staff engagement by establishing personal connections with staff to foster a supportive community.
Confirm that at-risk students and subjects were identified, ensuring that lecturers are proactive in identifying and supporting at-risk students before issues escalate.
Introduce the faculty to new tools like Blackboard Analytics and ensure compliance with the faculty's minimum online presence requirements.
Promote new L&T reporting template and discuss the implementation.
Start the discussion on the integration of CPUT's Graduate Attributes into our programs.
Noteably, ethical clearance has been obtained to perform a research study on one respective (that is, the use of Blackboard Analytics) and this yet another example of how all the aspects of my life as an academic is connected.
Additionally, my role as FEBE L&T coordinator also involves participating in emotionally challenging but crucial academic appeals meetings where excluded students have the opportunity to appeal their exclusion. This aspect of my job, while demanding, is integral to fair academic governance. Lastly, the task of marks sign-off, often during holidays, involves meticulous scrutiny of student performance across all departments and programs. This includes verifying grade calculations, identifying any anomalies, and ensuring fairness in the assessment processes. This rigorous approach helps us maintain high standards and integrity in our academic evaluations. Through these activities, I aim to foster a cohesive, transparent, and efficient administrative environment that supports our faculty's academic excellence and aligns closely with our strategic educational goals.
4.4 Institutional-level leadership
4.4 Institutional-level leadership
I represent FEBE on several key institutional committees, including the Senate Learning and Teaching Committee (SL&TC), the Institutional Quality Forum, and the Institutional Transformation Forum. I also actively participate in the Academic Planning Committee (APC) and the Qualifications Evaluations Committee (QEC) meetings. Beyond these responsibilities, I have engaged in institutional task teams and working groups focused on policy development. One notable contribution was my involvement in the pregnancy policy revision. Working alongside Ms. Leanie Brits (task team leader) and other task team members, we held three productive online meetings on 2nd August, 24th August, and 19th September 2023, to finalize the policy. I solicited faculty feedback on two drafts of this policy, and we have now submitted a final draft to the Student Representative Council (SRC) for comments.
While the progress on other policy working groups has been slower, I have also participated in the Institutional Human Ethics Research Committee (IHERC) and the Quality Management and Assurance Policy (QAP), with meetings held on 8th August 2024, and 22nd February 2024, respectively. Additionally, I served on an institutional AI task team appointed by the SL&TC on the 2nd February 2023 in response to the emergence of generative AI (specifically the large language model, ChatCPT). This task team was initially led by Prof. Eunice Ivala and later by Dr. Faiq Waghid. This team drafted the institution's AI Guide, and I am now part of the AI policy working group, with our first meeting scheduled for 1st August 2024.
I also participated in a coaching program which yielded successful results, as confirmed by this email. I am planning to leverage this in ASD work I have to do as part of my role as FEBE L&T Coordinator. Thus, I have initiated efforts to recruit more coaches for Engineering Educators for a three year ASD program https (called Integrated Education for Future Engineers: Developing Engineering Educators to Transform Curricula as mentioned in Section 4.3.3.1), that I am developing for 2025. This has led to the development of a plan by the CPUT Human Capital Department to support the 3-year ASD program with coaches. Fundani is also involved now. My proactive role in this area led to my participation in an institutional think-tank exercise aimed at developing a new Manager Development program, which included co-creating a program for new Heads of Departments (HoDs).
In addition, I contributed as a judge for the institutional Teaching Excellence Awards 2023 and NUTA2024, providing feedback to colleagues and enhancing the recognition of teaching excellence across the institution.
Finally, in a collaborative initiative between Fundani and the FAS, I am involved in the UPSET project, aimed at developing a Higher Certificate in STEM. This certificate, launched in October 2022 by Dr. Najwa Norodien-Fataar, is designed to be offered by TVET colleges but will sit on CPUT's Program Qualification Mix (PQM). The UPSET project, funded by the DHET and led by the Durban University of Technology (DUT), enhances the articulation between TVET colleges and universities of technology. It specifically aims to establish robust pathways that facilitate TVET students' transition to higher education, ensuring they gain the necessary skills demanded by the industry. I have presented at two Western Cape hub meetings, both hosted by CPUT (see article on the first one). In addition, as part of this core team developing the HC STEM, I have participated in two work sessions to complete the HEQC-online form (see partially completed form here). During our most recent hub meeting, questions were raised about the future prospects of students who choose not to pursue further studies. This has prompted further deliberation and conceptualization on our part to clearly define and communicate the immediate value and potential career paths available to these students. Despite these challenges, our commitment to refining and advancing this program continues unabated.
4.5 National-level leadership
4.5 National-level leadership
This year, I have realized that my influence extends to a national level, a realization that began last year when I joined the IEC team. As detailed in Section 2.8.2 of this portfolio, affiliated with SASEE, the IEC conducts pivotal national engineering education capacity-building research. Representing CPUT, I participate in the TSP Innovative Engineering Curriculum (IEC) Project led by Prof. Lelanie Smith (UP) and supported by Prof. John Mitchell (UCL). This role involves collaborative design and facilitation of holistic engineering staff development opportunities, as well as fostering a national and international community of practice. Our detailed working notes, including meeting dates, activities, and responsibilities, can be accessed here.
Since joining the IEC in August 2023, I have engaged in multiple national workshops, to achieve the project's aim to foster organic change from the ground up and garner support from management structures. IEC's investment in my development, which included training on Problem-Based Learning (PBL) at Aalborg and Train the Trainer programs at KTH, has been instrumental in enhancing my capacity to lead on a national scale. Evidence of this can be found here, here, and here. Figures 30 - 33 are picture collages of our recent IEC-funded trip to Aalborg University for PBL training.
My role also includes leading national workshops on new ECSA Graduate Attributes, under the mentorship of experts such as Prof. Teresa Hattingh and Prof. Karin Wolff. I am scheduled to co-lead a workshop on August 7, 2024, and present these new standards to the management team at the UP from the on 26 - 27th August 2024. This involvement not only contributes to my personal growth but also ensures that CPUT's curriculum remains current and relevant, aligning with ECSA requirements. My work intersects with curriculum and program development, notably through my collaboration with Engineers Without Borders SA. As a Western Cape hub coordinator within the IEC structure, my contributions were recently recognized by Prof. Lelanie Smith, who commended my valuable role in the national team with the words "We are really grateful for Bronwyn who supported the arrangement of the hub and in general she has also been a great asset on the national team where she represents CPUT!"
Additionally, I was selected as a TAU fellow, an opportunity that has significantly broadened my national influence. This fellowship is dedicated to fostering leadership and innovation in higher education through collaborative projects that address pressing challenges in academic staff development across South Africa. As part of this fellowship, I engage with a smaller enquiry group of TAU - consisting of five other TAU fellows (from UP, SU, UJ, UKZN and UCT) and our common interest is Academic Staff Development (ASD). Specifically, we are defining and refining our concept around "Un-workshopping Professional Enhancement." This project aims to transition from traditional to more dynamic and inclusive forms of professional development that resonate more effectively with the realities of South African higher education. Our group is tasked with developing strategies that not only enhance the professional capabilities of academic staff but also foster a holistic approach to career development in academia.
Since 2023, I have been involved in the Quality Forum, a national group that consults on the curriculum of Quality qualification. The forum brings together a community of academics dedicated to promoting quality education in discipline of quality management. This forum aims to ensure that nationally, the curriculum is as aligned as possible, not only to facilitate easier student articulation between programs but also to uphold and enhance the quality of qualifications offered across the country. These efforts are crucial for creating a standardized approach that maintains high educational standards while accommodating the diverse needs of students and the demands of the industry.
Figure 37: Quality Forum meeting in Cape Town December 2023 (Own source)
In July 2023, I participated in Tshwane University of Technology (TUT)'s recurriculation discussions, providing input from the forum on essential components for their updated curriculum. Following this, in September 2023, I engaged in two days of intensive discussions at UJ (see invitation). These meetings focused on comparing and aligning curricula across various institutions that offer Quality qualifications. My involvement in these discussions highlights my commitment to improving educational quality and consistency at a national level, ensuring that our qualifications remain competitive and relevant. In December 2023, (seen in Figure 37), I facilitated arrangements for the forum's meeting, hosted at CPUT. The invitation can be seen here.
Additionally, my influence extends to the Recognition of Prior Learning (RPL) Committee for UJ. As part of a panel of national experts in the fields of quality management and operations management field, we evaluated the applications, including CV and portfolios of four prospective students seeking to pursue a master's degreee in quality engineering. This role not only highlights my expertise but also my commitment to ensuring rigorousand fair academic standards are upheld in professional qualifications.
I also participated as an outside expert in UNISA's national and international benchmarking activity for their new Supply Chain Qualification
4.6 Reflection on leadership growth
4.6 Reflection on leadership growth
Reflecting on leadership, recent insights from the TAU contact session, feedback from national engagements, and feedback from some of my colleagues, has crystallized an understanding: effective leadership emanates from within, rather than being imposed from the outside. The TAU session emphasized the importance of understanding the 'why' before addressing the 'how' and 'what' of leadership. This approach has deepened my connection with my core values and the fundamental motivations behind my actions, fostering more authentic leadership.
To gain a clearer perspective on my leadership style, I initiated a structured feedback process. This effort has not only reinforced my understanding of my strengths but also illuminated areas for growth. The survey results provided quantifiable insights into my leadership capabilities and highlighted which aspects resonate most with my team. The data revealed that my leadership is particularly strong in three areas. These are (1) inclusion (servant leadership), (2) inquiry (appreciative leadership) and (3) integrity (affiliative/democratic Leadership). These strengths enable me to create an environment that values diverse contributions, utilizes effective questioning to enhance understanding, and consistently aligns actions with organizational values. These qualities are fundamental in fostering trust and respect within the team, crucial elements for a collaborative and productive work environment.
However, the survey also unveiled opportunities for growth, particularly in the area of transformational leadership. While I excel in servant, appreciative, and affiliative leadership practices, there's significant room to enhance my ability to inspire and motivate the team towards achieving collective goals. This aspect is critical for driving change and encouraging innovation, especially in environments resistant to new ideas. Recognizing the importance of continuous self-improvement, I am committed to further developing my transformational leadership skills. I plan to seek out additional training and mentorship opportunities to complement my existing strengths and better equip myself to lead through the complexities of our dynamic work environment.
Moving forward, my focus is on refining my leadership approach by enhancing motivational strategies to ensure that my practice not only meets but anticipates the needs of those I lead. By addressing these targeted areas for improvement while leveraging my established strengths, I aim to foster a culture of innovation and resilience that aligns with our strategic goals and enhances our collective success. This journey of self-reflection and targeted improvement underscores my commitment to evolving as a leader. It reinforces my belief that effective leadership is not static but a continuous process of growth, adaptation, and alignment with both personal values and organisational needs.
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