2022 Annual Transformation Report

FOREWORD

The White Paper 3 indicates that the higher education system must be transformed to redress past inequalities, to serve a new social order, to meet pressing national needs, and to respond to realities and opportunities (White Paper 1997: 3-4). Furthermore, the Ministerial Transformation Oversight Committee (TOC) describes transformation as:

“… the improvement of the quality of teaching and learning; the elimination of weak administrative systems, especially at historically disadvantaged universities; the elimination of discriminatory practices based on gender, race, class and historical imbalances; the provision of adequate infrastructure so that all universities can adequately meet their fundamental mandates of teaching, learning, research, innovations and community engagement in the context of social cohesion; the expansion and improvement of research throughout the system; the expansion of access to university education to many more students…” (TOC Terms of Reference: 2015).

The Vision 2030 Strategic Plan of the Cape Peninsula University of Technology (CPUT) identifies transformation as one of the cross-cutting pillars of the strategy. It is ‘everybody’s

1

The Vision 2030 Institutional Transformation Framework addresses gaps and areas for improvement in a harmonised approach. It also provides a mechanism for a coordinated, integrated, and holistic approach for institutional transformation to enhance effective collaboration and partnerships.

Prof Chris Nhlapo

business’ and is integrated into the business of the university, affecting staff and students in administration, governance, policies, procedures, curriculum, teaching, learning, research, innovation and community engagement. It also includes digital transformation as a vehicle for mainstreaming a transformed environment within a human rights and social justice perspective.

Transformation at CPUT is institutionalised and owned by everybody. This is evidenced by having this as one of the pillars in the Vice-Chancellor’s score card, and in the Deans’ key performance deliverables.

As an institution, we developed the Vision 2030 Institutional Transformation Framework whose main purpose is to outline the guiding principles and key strategic drivers for implementing institutional transformation. The framework addresses gaps and areas for improvement in a harmonised approach. It also provides a mechanism for a coordinated, integrated, and holistic approach for institutional transformation to enhance effective collaboration and partnerships. This ensures that no one is left behind and embraces the transformation lens of oneness and smartness.

I am proud to present this 2022 Transformation Report which details endeavours at transforming our institution so that it is a transformed, socially cohesive entity embracing our diversity. CPUT

FOREWORD

I have no doubt that the transformation journey is not likely to be easy. However, I am confident that if we collectively commit ourselves to completing it in the spirit of consensus that has already been achieved, we will reach our destination, that is, a higher education system that contributes to the building of a better life for all.

Prof Paul Green

Chairperson: Institutional Transformation Forum (ITF)

It is with great pleasure that I present this Annual Transformation Report after the implementation of CPUT’s One Smart Vision 2030 Strategy. The vision of transformation, as the cross-cutting pillar, is also beginning to take shape in very real and concrete ways as the transformation reports cut across the Seven Focus Areas of our Vision 2030 Strategy. This Annual Transformation report covers transformation activities, progress and achievements across faculties, departments, units, division, and centres for the period 1 January 2022 to 31 December 2022.

We approach the 2023 academic year even more determined in the delivery of our transformation mandate in a way that enhances ‘oneness’ and ‘smartness’ through interfaculty and interdepartmental collaborations, sharing of lessons, best practices, and research agendas. We must all keep working so that our people can begin to feel the real benefits of high-quality lifelong learning, so that they too can contribute to the reconstruction and development of our country in meaningful ways.

Let me also take this opportunity to express my gratitude to the Deans of Faculties, Executives and Directors who continue to provide their transformation reports and for ensuring that transformation is a standing agenda item in their Faculty meetings.

Gratitude also goes to the Central and Local SRCs for their comprehensive participation in the Institutional Transformation Forum (ITF) and for ensuring that the voices of students form part of our transformation agenda. I also express my thanks to the members of the ITF for representing their constituencies well and for robust engagement on transformation matters.

I have no doubt that the transformation journey is not likely to be easy. However, I am confident that if we collectively commit ourselves to completing it in the spirit of consensus that has already been achieved, we will reach our destination, that is, a higher education system that contributes to the building of a better life for all.

2.2.

3:

3.1. Institutional Gender-Based Violence Committee: 03 March 2022

3.2. Think-Tank on Gender Equality and Women Empowerment: 08 March 2022

3.3. Decolonisation as a transformation tool: 19 April 2022

3.4. GBV Crucial Conversation on masculinity and manhood in eradicating GBV: 5 May 2022

3.5. HeForShe Ambassadors Programme 2022: 14 May 2022

3.6. Africa Day public lecture: 26 May 2022

3.7. Engagement with young women students on Youth Day: 16 June 2022

3.8. International Mandela Day: 18 July 2022

3.9. GBV and Masculinity webinar: 01 August 2022

3.10. GBV and safe and inclusive language spaces: 05 August 2022

3.11. Gender mainstreaming in the workplace: 26 August 2022

3.12. Diversity and Inclusivity Survey Rollout Plan

3.13. EmpowHerSA CPUT: 31 August 2022

3.14. Embracing the ‘Oneness’ dimension of Vision 2030 and values of ubunye, ubuntu and ukungafani through Diversity, Inclusivity and Belonging: 27 September 2022

3.15. Partnership on the annual conference of Isisele Senyathi Hub for African Women’s History

3.16. UCDG diversity and inclusivity transformative leadership training for Mentors and retention officers

3.17. Association of International Students Cape Peninsula Tour: 22 October 2022

3.18. International Men’s Day

3.19. 16 Days of Activism on GBV 4:

1.8. Fundani

1.8.1.

1.9.

1.10. Marketing and Communications Department (MCD)

1.10.1. Digital transformation through CPUT Smart Graduation

1.10.2. Smart Graduation social media statistics and YouTube statistics: 1.10.3. Digital transformation and implications for students and staff

1.11. Library Services

1.11.1. Digital transformation and implications for students and staff

FOCUS AREA 2: SMART TEACHING AND LEARNING ENVIRONMENT

2.1. Faculty of Business and Management Sciences (FBMS)

2.1.1. Introduction

2.1.2. Curriculum renewal, 21st century skills and graduate attributes

2.1.3. Curriculum transformation/renewal

2.1.4. Orientation and student support

2.2. Faculty of Informatics and Design (FID)

2.2.1. Integration of multilingualism in teaching and learning

2.3. Faculty of Engineering and The Built Environment (FEBE)

2.3.1 Transformative pedagogies and contextualising the teaching environment

2.3.2. Curriculum transformation

2.3.3. Multimodal learning advocated and encouraged

2.4. Faculty of Applied Sciences

2.4.1. Integration of social justice across teaching and learning

2.4.2. Digital transformation in the scholarship of teaching

2.4.3. Integration of multilingualism in teaching and learning

2.5. Faculty of Education

2.5.1. Transformative pedagogies

2.6. Faculty of Health and Wellness

2.6.1. Multilingualism in teaching and learning

2.6.2. Integration of GBV, diversity and inclusivity in teaching, learning and curriculum

2.7. Division of Student Affairs (DSA)

2.7.1. Integration of student counselling, HIV/AIDS, disability, and leadership in the scholarship of teaching and learning

2.8. Fundani Centre for Higher Education

2.8.1. Initiatives to support student learning

2.8.2. Critical academic interventions and initiatives

2.9. Library Services

2.9.1. Multilingualism in teaching and learning and Information literacy

2.10. Advancement Department

2.10.1. Financial inclusion to support learning

2.11. Community Engagement and Work Integrated Learning (CE and WIL)

2.11.1. Work readiness programme

2.12. Centre for Diversity, Inclusivity and Social Change (CDISC)

2.12.1. Initiatives to support student learning

3.1.1. Research on local economic development and digital transformation (SDG 1, 2, 10 and 17)

3.1.2. Research on the impact of Covid -19 on the hospitality sector (SDG 3)

3.1.3. Disability inclusivity research (SDG4)

3.1.4. Graduate employment and success (SDG8)

3.1.5. Agenda 2063 or Africa-focused research

3.1.6. Research on young women in entrepreneurship (SDG 5 and 8)

3.2. Faculty of Applied Sciences

3.2.1. Research on food security and CPUT food security (SDG 1, 2, and 5)

3.2.2. Research initiatives on multilingual teaching practises and decolonisation (SDG 4)

3.3.

3.4.

3.5.

3.6.

3.3.1.

3.4.1.

3.4.2.

3.4.3.

3.5.1.

3.6.1.

3.11.

3.10.1.

4.1.1.

4.1.2.

4.1.3.

4.2. Faculty of Informatics and Design (FID)

4.2.1.

4.2.2.

4.2.3.

4.3.2.

4.3.3.

4.4.

4.5.

4.4.1.

4.4.2.

4.4.3.

4.5.1.

4.5.2.

4.8.

4.7.2.

4.8.1.

4.9. Division

4.9.1.

4.9.1.

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Marketing and Communication Department (MCD)

4.12.1.

4.13. Centre for Diversity, Inclusivity, and Social Change (CDISC)

4.13.1. Awareness and capacity building on GBV

4.13.2.

5.1.1. Internationalisation of student’s initiatives

5.1.2. Internationalisation of staff initiatives

5.2.

5.3.

5.2.1. Faculty resource mobilisation

5.3.1.

5.3.2.

5.3.3.

5.4.1. International relationships and engagements

5.4.2.

5.5.

5.7.

5.7.1.

5.10.1.

6.1.2.

6.2.1.

6.2.2.

6.3.

6.6.

6.5.1.

6.6.1.

6.7. Division of Student Affairs (DSA)

6.7.1. Partnership initiatives to enhance referrals, sharing of knowledge and awareness raising

6.8. Fundani Centre for Higher Education

6.8.1. Partnership initiatives

6.9. Community Engagement and Work Integrated Learning (CE and WIL)

6.10.

6.9.1. Partnership initiatives

6.10.1.

6.11. Marketing and Communication Department (MCD)

6.13.1. Partnership initiatives

7.1.1. Student engagement to enhance participation, inclusivity and employability

7.1.2. Orientation programme to enhance social life, diversity and inclusivity

7.1.3. Engagement to address food insecurity, inclusivity, diversity

7.2. Faculty of Informatics and Design (FID)

7.2.1.

7.3.

7.5. Faculty of Education

7.5.1. Initiatives to enhance student engagement

7.5.2. Empowerment of the first year students

7.6. Faculty of Health and Wellness Sciences

7.6.1 Orientation initiative to enhance student engagement

7.6.2. Multilingualism to enhance diversity and inclusivity

7.7. Division of Student Affairs (DSA)

7.7.1. Student engagement initiatives

7.7.2. Other student engagements initiatives to enhance participation

7.8. Fundani Centre for Higher Education

7.8.1. Student engagement initiatives

7.9. Community Engagement and Work Integrated Learning (CE and WIL)

7.9.1. Student engagement initiatives

7.10. Advancement Department

7.10.1. Financial inclusion to enhance student engagement

7.11. Marketing and Communication Department (MCD)

7.11.1. Call centre to enhance student engagement and support

7.11.2. Digital Graduation to enhance student participation

7.12. Library Services

7.12.1. Student engagement initiatives

7.13. Centre for Diversity, Inclusivity, and Social Change (CDISC)

7.13.1. Student engagement initiatives

INTRODUCTION

Transformation is one of the cross-cutting pillars of CPUT’s One Smart Vision 2030 Strategy. It is also anchored in the two strategic dimensions of:

‘Oneness’ that focuses on CPUT’s human-centredness through its smart people and the entire smart CPUT community that values and embrace unity, diversity, inclusivity, and social change. This helps CPUT to value co-thinking, co-learning, co-creating and design, and healthy and open dialogues in a unified and cohesive manner; and

‘Smartness’ that focuses on technological developments and innovations as considered by the current and future industrial revolutions. This supports the notion that CPUT, as a University of Technology, embraces technology in the broadest and most positive sense to advance a better humanity, better socioeconomic circumstances, better health conditions, education, safety, food security and general living conditions in CPUT’s region, South Africa, Africa, and globally (CPUT’s One Smart Vision 2030 Strategy)

The Institutional Transformation Forum (ITF) is aimed at building a more transformed, inclusive, and diverse university in order to institutionalise the Oneness and Smartness dimensions of CPUT’s Vision 2030. It also embraces the Vision 2030 values of Ubuntu (human-centredness), ubunye (unity) and ukungafani (diversity). Further, it is anchored in staff administration, student life and experiences, teaching and learning, curriculum, research and innovation, and community engagement. The Diversity, Inclusivity and Social Change is mainstreamed across the seven focus areas of One Smart Vision 2030.

This report is a consolidation of quarterly reports from faculties, units, departments, divisions, centres, and institutional structures. Transformation reporting is integrated into the Seven Focus Areas of One Smart CPUT Vision 2030 Strategy, namely:

Focus Area 1: Smart ITC environment and ITC workforce;

Focus Area 2: Smart teaching and learning and learning environments;

Focus Area 3: Smart RTIP that is relevant and excellent in its knowledge production;

Focus Area 4: Smart human capital and talent;

Focus Area 5: Smart internationalisation;

Focus Area 6: Smart engagement and strong links with quintuple helix partners; and

Focus Area 7: Smart student engagement and learning experiences.

Key pillars of transformation

The key pillars of transformation include the following:

• Students and staff access, support and success that embraces diversity, equity, inclusivity and belonging;

• Institutional responses to all forms of discrimination, abuse, harassment, and gender-based violence;

• Diverse and inclusive places and spaces that enhance belonging (visual redress or inclusive learning spaces);

• Transformation or renewal of the scholarship of teaching, curriculum, research, innovation and community engagement (inclusive of the learning and teaching environment);

• Africanisation, or owning our African identity; decolonisation agenda; and

• Responsiveness to the societal needs at local, regional, national and global level (Cape Vision 2040, NDP, Africa Agenda 2063 and Agenda 2030).

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ACCOUNTABILITY AND

COORDINATION MECHANISM FOR THE INSTITUTIONAL TRANSFORMATION

2.1. Overall transformation accountability and coordination

The ITF is a Management Committee chaired by Prof. Paul Green (ITF Chairperson), a ManCom member. The ITF Chairperson is supported by Ms Nonkosi Tyolwana (Director: Centre for Inclusivity, Diversity and Social Change (CDISC)) and Ms Valmarie Cornelius (Secretariat and coordination).

2.2. Coordination in faculties, departments, divisions, units, and structures

Below is the representation at ITF level:

KEY HIGHLIGHTS ON INSTITUTIONAL TRANSFORMATION REPORTS

Key transformation achievements in 2022 can be summarised as follows:

3.1. Institutional Gender-Based Violence Committee: 03 March 2022

In responding to the Policy Framework on Addressing GBV in Higher Education (2020), and achievement of SDG 5 on Gender Equality and Women Empowerment, the Vice Chancellor (VC) localised the GBV National Strategic Plan on GBV to respond to the Vision 2030 Strategy by establishing the Institutional GBV Committee (IGBVC) in response to Pillar on Accountability, Coordination and Leadership, the pillar that sets out to ensure accountability at the highest level of organisations.

This includes Executive Management (EM), Management Committee (ManCom) and Student Representative Councils (SRCs) to enhance leadership commitment, coordination, and management of GBV at CPUT.

The IGBVC is chaired by the Vice Chancellor, and the strategic GBV pillars are led by EM, ManCom and SRCs. It meets quarterly, and reports to the University Council on progress in eradicating GBV on campus.

3.2. Think-Tank on Gender Equality and Women Empowerment: 08 March 2022

In responding to the gender transformation in higher education and the achievement of SDG 5 on Gender Equality and Women Empowerment, the Vice Chancellor celebrated the International Women’s Day (IWD) under the theme #BreaktheBias! The celebration called on the CPUT community to imagine a ‘genderequal campus, free of bias, stereotypes and discrimination, as well as a campus that is diverse, equitable, and inclusive’. The IWD celebration also marked the inauguration of the ThinkTank on Gender Equality and Women Empowerment (GEWE) to enhance gender transformation at CPUT in collaboration with UN Women. Other key partners included Snake Nation and Ilitha Labantu.

This saw CPUT being the first university in South Africa to pilot a Think-Tank on GEWE as a tool for accelerating the achievement of gender transformation and SDG5 (Agenda 2030) in the higher education landscape.

3.3

Decolonisation

as a transformation tool: 19 April 2022

At the Cape Higher Education Consortium (CHEC) Decoloniality Seminar, the Director for the Centre for Diversity, Inclusivity and Social Change, Ms Nonkosi Tyolwana, presented a paper on ‘Demasculinizing and degendering our inherited intellectual spaces through African feminism pedagogy’. The Decoloniality Seminar was organised by CHEC and attended by the four universities in the Western Cape.

3.4 GBV Crucial Conversation on masculinity and manhood in eradicating GBV: 5 May 2022

The Conversation was aimed at involving and engaging CPUT men as partners in the university’s efforts to ensure zero tolerance of GBV, a pandemic that knows no boundaries and requires every member of the CPUT community to play a positive role in combating this scourge. CPUT will roll out a series of conversations targeting different role players such as women, men and LGBTQIA+ communities to discuss, learn, share lessons, practices, and research agendas on GBV. The programme is ongoing and has attracted a lot of interest.

Key partners included Research, Technology, Innovation and Partnership (RITP), Centre for Higher Education and Development (Fundani), Takuwani Rime and Student Affairs.

3.5 HeForShe Ambassadors Programme 2022: 14 May 2022

In responding to the Policy Framework on the Realisation of Social Inclusion in Higher Education (2016/17) and the achievement of

SDG 5 on Gender Equality and Women Empowerment, CPUT, under the leadership of the Vice-Chancellor, responded to the national call for the involvement of men and boys in the fight against gender inequality and GBV. This call was also within the context that gender equality and women empowerment is ‘Not a women’s issue, it is everybody’s issue and a human rights issue’ (Gillard 2016).

The HeForShe program targets men i.e., male students and male staff members. The Vice-Chancellor recognized the need for ambassadors who will be directly involved in GBV campaigns and interventions across all CPUT campuses in the quest to eradicate GBV and begin the conversations in educating CPUT men to be able to have a gender-equal university free of bias, stereotypes, and discrimination.

1.6 Africa Day public lecture: 26 May 2022

CPUT is an African university with a vision to be Africa’s leading University of Technology in line with Vision 2063. The Africa Day lecture was delivered by Professor Simphiwe Sesanti of the Faculty of Education at the University of the Western Cape (UWC) and the main purpose of the lecture was:

• To raise the significance of Africanising our universities within Vision 2030 Agenda;

• To institutionalise Agenda 2063 (Africa Agenda) in institutional culture, staff, and students, teaching and learning, curriculum, research and innovations, and community engagement; and

• To re-Africanise our universities to be globally renowned for cutting edge innovation with graduates who shape a better world for humanity.

1.7 Engagement with young women students on Youth Day: 16 June 2022

In responding to the Focus Area 7 on Student Engagement and achievement of SDG 5 on Gender Equality and Women Empowerment, the Vice Chancellor held a conversation with young women at Hanover Residences to:

• Educate them about June 16 and the significance thereof; and

• Encourage and empower them to be resilient and get involved in empowerment programmes; and

• Encourage mentoring and coaching of young women.

1.8 International Mandela Day: 18 July 2022

In collaboration with EM members, all directorates under Executive Management (EM), the Division of Student Affairs (DSA) and Green Campus Initiative (GCI) team visited Ilitha Labantu to spend 67 minutes with the elderly which also saw the VC handing over a cheque towards the projects Ilitha Labantu runs within the province. This was part of community engagement with communities surrounding CPUT. The GCI team planted their plants at one of the properties of Ilitha Labantu as part of their 67 minutes.

1.9

GBV and Masculinity webinar: 01 August 2022

In responding to the Policy Framework on addressing GBV in Higher Education (2020), and SDG 5 on Gender Equality and Women Empowerment, the Vice Chancellor hosted a GBV webinar titled ‘‘Rooting out toxic masculinities and genderbased violence on and off campus’’. The overall aims included the following:

• Ensuring a campus free of all forms of abuse, discrimination, and gender-based violence; and

• Seeking to sustain a gender-sensitive, student-centered environment where the human rights of women, men, and gender diverse persons are treated with dignity so that they can realise their potential contribution in a community of scholars, characterised by a culture of respect and Ubuntu.

Key partners included RTIP, Fundani, Takuwani Rime and Student Affairs.

1.10 GBV and safe and inclusive language spaces: 05 August 2022

In responding to mainstreaming of GBV in safe and inclusive spaces, the Faculty of Education held a Women’s Day symposium. The theme was ‘‘Creating safe spaces: Gender identity and sensitivity in language use’’. The Director for the CDISC presented a paper entitled, ‘Tackling GBV through mainstreaming safe and inclusive language spaces’.

1.11 Gender mainstreaming in the workplace: 26 August 2022

In responding to gender transformation in higher education, this gender mainstreaming webinar demonstrated how gendered perspectives, diversity, and inclusivity are central to all activities, staff, students, teaching and learning, curricula, research, and community engagement. It covered issues such as the identification of gaps in gender equality using gender analysis and sex-disaggregated data, as well as putting adequate resources and the necessary expertise into place, amongst others. The need for developing strategies and programmes to close the existing gap, and accountability for results was highlighted.

Further the following key priorities should be taken note of:

• Extensive consultations with students, academics, and administrators; and opening of a broader, free and frank dialogue on gender in higher education;

• Ensuring that there is a continuum between evidence gathering and planning of specific interventions and programmes;

• Ensuring equal access and opportunities for all genders and creating a level playing field involves engaging with the system and enabling the decision-makers to work towards greater gender equality.

1.12 Diversity and Inclusivity Survey Rollout Plan

Following the Diversity and Inclusivity Survey done in 2021, the Diversity and Inclusivity Survey Rollout Plan was developed to ensure that we do not merely do surveys, but that our commitment to diversity and inclusivity is being understood and implemented in all corners of CPUT. The Rollout Plan started in August and is continuing across the university.

1.13 EmpowHerSA CPUT: 31 August 2022

EmpowHerSA CPUT was launched in partnership with the Division of Student Affairs. The EmpowHerSA CPUT cohort is a collaboration between the CPUT VC’s Office, CPUT SRC, The Environment, Climate Change and Sustainability Research Focus Area, Faculty of Applied Sciences and the EmpowHer NGO co-conveners. CPUT is the first university in South Africa to sign an agreement with EmpowHer International, a mentoring programme that is aimed at empowering undergraduate young women until they graduate.

This initiative is designed to fill the identified professional mentoring gap in the support of female undergraduate students across the African continent. The conveners hope to empower participants with hard and soft skills needed for career development and success. Globally, most opportunities are targeted toward postgraduate students and early career women. More than 200 across campuses have joined and negotiations are underway to join the first CPUT chapter of the Student Women Economic Empowerment Programme (SWEEP) to ensure that these young women are technopreneurs. Many of the participants now have a curriculum vitae, that are active and visible on LinkedIn, engaging with other professionals, and striving to acquire more skills to reach their full potential.

1.14 Embracing the ‘Oneness’ dimension of Vision 2030 and values of ubunye, ubuntu and ukungafani through Diversity, Inclusivity and Belonging: 27 September 2022

The Office of the Vice Chancellor in partnership with the Division of Student Affairs celebrated the Heritage Day event held at the Bellville Campus Pool House on 24 September 2022. Students from different cultures, countries and religions gathered in diversity of unity and ubuntu. A number of activities were showcased which included the following:

• Traditional attire; dancing; African cuisine; language; indigenous games and music.

• This programme promoted social cohesion and contributed tremendously to the CPUT value of ubuntu, ubunye nokungafani and created a dimension of ‘Oneness’.

1.15 Partnership on the annual conference of Isisele Senyathi Hub for African Women’s History

The conference was aimed at restoring women’s memories and discovering the hidden histories and untold stories of African women – from politics, domestic workers, factory workers, educators, union members to the earliest women graduates – and sharing this information with a wider audience and our unsung heroines by profiling lifelong learning, intergenerational dialogue, recognizing the voices of indigenous women and present significant limitations.

KEY HIGHLIGHTS ON INSTITUTIONAL TRANSFORMATION REPORTS

This national conference brought together civil society organizations, veterans, women activist scholars, researchers, experts, and designers to reflect on women, heritage and historiography, and the future steps needed to advance research on women, and design, and to make a concerted effort to bridge the gender gap in the heritage and indigenous knowledge system field. It also provided a forum for open discussion through a mix of multimedia, pre-recorded and live conversations to feature keynotes, panel discussions, breakout sessions, storytelling, workshops, networking, and many exciting experiences including storytelling, poem readings and music, to jointly explore current and future directions.

1.16 UCDG diversity and inclusivity transformative leadership training for mentors and retention officers

The Centre for Diversity, Inclusivity and Social Change conducted monthly trainings in collaboration with Fundani for mentors and retention officers where we trained the group on diversity and inclusivity, cultivating them to be agents of change. We also educated them about GBV and how to detect and report GBV matters, highlighting the institution’s position on GBV and what we are doing to eradicate it. Various faculties also benefited as the Centre extended these trainings, and shared similar points with them, mostly highlighting what we are currently doing at the institution. We also encourage students to contribute to bringing about transformation at CPUT through the programmes we run within the office and what they cater for, especially how participants can become transformation champions.

1.17 Association of International Students Cape Peninsula Tour: 22 October 2022

The Association of International Students (AIS) in partnership with Student Affairs, the Centre for Diversity, Inclusivity and Social Change as well as the DVC: Research, Technology, Innovation and Partnerships hosted a Cape Peninsula bus tour for CPUT students targeting international students and local students with a focus on mental health awareness. A total of 65 students participated. The purpose of the tour was to foster social cohesion and a sense of belonging and oneness.

The students were informed about the available support to them, focusing on mental health awareness. This aimed to provide the needed support international students have requested. We would like students to feel at home in Cape Town and CPUT,

thus showing them some of the beautiful sights Cape Town has to offer. Another aim of this tour was to promote the Association for International Students (AIS) structure, so that students could find a student community, friends, and safe space within CPUT.

Key partners included the Office of the Vice Chancellor, RTIP and the Division of Student Affairs.

1.18 International Men’s Day

International Men’s Day is observed worldwide and celebrates the positive value men bring to the world, their families, education centers and communities. It highlights positive role models and raises awareness of men’s well-being. One of the six pillars of International Men’s Day is to improve gender relations and promote gender equality, not only for men but for women too. It is also an opportunity to recognize men who do not fall into traditional manifestations of masculinity, such as gay and bisexual men, transgender, or masculine non-binary people. This day will be observed annually to create a platform for men to engage and formulate strategies to use for the development of a CPUT Men’s Charter.

1.19 16 Days of Activism on GBV

The 16 Days of Activism for No Violence against Women and Children Campaign (16 Days Campaign) is a global campaign which takes place annually from 25 November (International Day of No Violence against Women) to 10 December (International Human Rights Day). It is used as an organizing strategy by individuals and organizations around the world to call for the prevention and elimination of violence against women and girls. We integrate this with other departments in ensuring this campaign is taken as a day-to-day campaign so staff and students can be active ambassadors in the quest to end violence against women and children.

3

4

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART CTS ENVIRONMENT AND CTS WORKFORCE

Digital transformation initiatives that enhance access, success diversity and inclusivity for students and staff.

1.1. Faculty of Business and Management Sciences (FBMS)

1.1.1. Introduction and implications for digital transformation

The Faculty continues to provide an inclusive environment for staff and students which allows for engagement with various stakeholders. Staff and students continue in an online environment and are supported by the Centre for Innovative Educational Technology (CIET) with training on the Learner Management System. Students are continuously supported with workshops and videos on how to navigate Blackboard Collaborate, and Respondus Lockdown Browser for remote online tests/assessments and assignments. Students were also taught to navigate SafeAssign. The rollout of laptops, routers and data continues for staff to ensure that they are able to engage successfully online with students. Assessments were conducted for certain groups face to face on campus, and all Covid-19 protocols were in place. Online assessments were also conducted, and various systems were integrated to ensure the integrity of the assessment.

The Dean, Professor Paul Green, together with the Assistant Dean for Teaching and Learning, Prof Desireé Scholtz, and the Assistant Dean for Research and Innovation, Professor Renitha Rampersad, continue to encourage staff in the Faculty to engage in various innovations as they pertain to learning, teaching,

assessment and research, by affording staff opportunities to enhance knowledge and skills.

The academic year 2021 was successfully completed.

The Faculty had 177 students graduate, 113 female students and 64 male students. To note, the masters’ degree was conferred on 14 female students and 16 male students whilst the doctoral degree was conferred on 1 male student. In the Accounting Department, an International collaboration with an organisation in India provided further opportunities for collaboration. A guest speaker did a presentation on the path to becoming a certified chartered accountant.

The Faculty hosted the Annual FBMS Best Practice Seminar via a webinar on the Blackboard platform. The theme was ‘Extraordinary times in Higher Education: Challenge or Opportunity?’ The keynote speaker was the Director of Fundani, Dr Xena Cupido, who presented on ‘ReTurning to a Pedagogy of Love in a State of Flux: Disruptive Times Disruptive Measures.’ Ms de Klerk of the Human Resources Management (HRM) Department presented on ‘Giving a voice to the voiceless Avatars on my screen: Using Mentimeter as an interactive tool during online classes’.

The webinar included lecturers from the various departments who shared their practices pertaining to learning, teaching and assessment and reflections as to teaching in an online environment. The presentation resonated with staff as it focused on the fundamentals which go beyond the walls of academia so

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

that the ripple effect is felt in communities. The presentation was well received and created animated conversation online.

A Faculty Orientation and First Year Experience (FYE) meeting was conducted via MS Teams online with departmental coordinators and chaired by Prof Scholtz, to prepare for face to face and online orientation for the 2022 cohort of first year students. Various resources and internal and external service providers’ contact details were shared with departments to include in Orientation 2022.

1.1.2. Digital transformation and implications for students

Term 1 2022 started with much excitement as academics and students returned to campus and staff engaged with planning for the Academic Year 2022 (AY2022) which included various online webinars. Lectures resumed for returning students on 31 January 2021, and saw departments engage in face to face sessions and aligned with the Covid-19 protocols, as well as online sessions. The Dean, Professor Paul Green, welcomed all students via a letter shared in departments, which can be found at the link https://www.cput.ac.za/academic/faculties/business.

The Assistant Dean: Teaching and Learning, Prof Desireé Scholtz engaged with academics and shared the Academic Year 2022 plan and engaged staff online in various webinars to provide opportunities for learning and teaching, and sharing of practices.

The Assistant Dean: Research and Innovation, Professor Renitha Rampersad, drives research in the Faculty, and various research workshops were arranged for staff and students to enhance scholarship and capacitate staff in terms of professional development and research writing. The academic year started on 21 February for first year students and an organised orientation schedule on both platforms, being face to face and online. Lectures commenced on 24 February for first year students, mainly online. The replacement of desktop computers for laptops for staff continues, so as to ensure that operations continue academically and administratively.

• The appointment of student tutors, teaching assistants, retention officers and mentors has been facilitated by the First Year Experience coordinators in the respective departments. The students in the various roles attended online training sessions facilitated by Fundani.

• In the Business and Information Administration (BIA) Department, third year and Advanced Diploma students have engaged in face to face sessions on the District Six Campus, as well as in online sessions.

• The BIA Advanced Diploma students attended online sessions on database searching facilitated by the Faculty

Librarian, Ms Zulaiga Davids and attended a reference writing webinar facilitated by Dr Lynn Kleinveldt.

• The HR Department received the SABPP Re-accreditation / endorsement. The HRM Department assessments for the FISA question papers were reviewed.

In the Public Administration and Governance Department, second year students engaged in online presentations through moderation and session control, whilst third year and Advanced Diploma students continue to present online. Student skills were developed in this area of technology application, as it builds confidence and adds value for third year students who are embarking on WIL placements, as they may be arranging meetings and provide support on digital platforms.

• Management and Project Management have engaged ECP students in face to face sessions. ECP students have received USBs and distribution is still going on for full time students.

• In the Sport Management Department, third and 4th year students were provided with research skills on accessing Library databases.

The online platform continued for learning and teaching, and staff continued to enhance their skills and the learning experience for students by attending various workshops by internal and external partners. Laptops were provided for academic staff who still required them.

THE 2022 INSTITUTIONAL VIRTUAL OPEN DAY

Open Day is the biggest marketing event of the institution and, for the first time this year, CPUT opted for a Virtual Open Day which prospective students could experience from anywhere in the world and at any time. All departments engaged by having staff available online to answer questions in real time for prospective students. The Open Day site is still available for access by prospective students and parents.

• The BIA Department had a total of 630 booth visits and 158 documents viewed during the day. The Open Day coordinator was Mr Douglas Dyers.

• At the Cape Town Hotel School, the open day was coordinated by Ms Kate Lategan. Booth chat representatives were third year Food and Beverage Management students, lecturers, TAs, and restaurant staff. Food and Beverage Management 3 students completed an event assignment for their Food and Beverage Operations subject; a part of their project was to manage the open day booths and answer questions from the public.

• A Smart Internationalisation Board Room (C.4.4) that can accommodate 10 people, with a smart TV screen and

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

360-degree camera, with a microphone and speaker for collaborative hybrid team engagement has been completed (Kandao system https://www.kandaovr.com/ kandao-meetingpro/).

Two videos have been developed to market the faculty to prospective partners and students: a video for prospective students and a video for prospective partners. One version of each video also includes captions. The Faculty Office Manager, Mr Gift Nyirenda, and administrators in the Faculty Office worked online and face to face to assist students, who registered late.

1.1.3. Digital transformation and implications for staff

FBMS saw an increase of students in various departments returning to face to face lectures on the various campuses, although departments also continued with a blended learning approach. Students living off campus were provided with data to ensure that they were able to access online classes and resources, which would enhance their learning experience and contribute to students successfully interacting with the academic content. Staff have been provided with various devices to facilitate the learning and teaching processes.

• Tutors, mentors and retention officers received training from Fundani and provided support online for students, whilst teacher assistants were available to assist lecturers and students where required.

• In the Business and Information Administration (BIA) Department, mentors, tutors, and class representatives were actively engaged in assisting students who required assistance with academic challenges, and also referred students to student counselling should it be required. The retention officer identified students who were at risk and personally communicated with students to establish the underlying reasons and to offer further support or guidance.

• In the Entrepreneurship & Business Management Department, integration of TACITT (an app) as a tool for ECP tutorials in Communication 1 was coordinated by Communication subject lecturer, Emmanuel Esambe.

HUMAN RESOURCES MANAGEMENT (HRM)

DEPARTMENT

CTS replacement of all desktop computers with laptops was completed. Student tutors, teaching assistants, retention officer and mentor activities were put in place. Tutorial programmes for the third term focused on at-risk interventions; teaching assistants continued to perform duties; the retention officer actioned at-risk intervention queries with students, in process of giving feedback to lecturers and followed up on non-responsive

students; mentors were busy with third year interaction to resolve bullying activities on WhatsApp.

In Public Administration and Governance (PAG) the subject lecturer, Robert Schultz, for various subjects ensured that recordings of all online sessions on Blackboard were made available for students after each session. All assessments submitted by students were acknowledged. Co-ordinated via the Strategic Initiatives Projects (SIP) Unit, development of the HOD capacitation project continued. This online course is aimed at equipping new HODs with the skills required to succeed in the role. The project has progressed since commencement and is now approximately 70% close to completion.

1.2. Faculty of Informatics and Design (FID)

1.2.1. Digital transformation and implications for students

Multilingual glossaries exist for two out of five departments, but they need to be developed for all departments. Exploration of multilingual captioning for online video content was proposed by language teaching staff.

DESIGN

• All lecture/academic resources were available on Blackboard under adjusted Level 4 and 3.

• Special focus on support/supplementary access was provided through WhatsApp, as this was the most accessible for all students.

ARCHITECTURE AND INTERIOR DESIGN

While first year students have access to face to face learning under Lockdown Level 3, all lecturers and crit sessions were recorded and uploaded onto Blackboard. There was limited access to campus laboratory facilities due to lockdown and associated levels and regulations. For years that are fully online, staff have been doing their utmost to deliver a sound curriculum.

As a staffing body we do not have control of students’ home/ work environment which has an impact on their learning ability. Furthermore, with limited access to computer laboratories (due to the number of students allowed on campus in view of lockdown levels), this further impacts student engagement. The University needs to look into providing devices to all students who do not have access to appropriate technology in order to create an equitable learning environment.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Architectural Technology & Interior Design Glossary update: Abstract by Dr Rudolf Perold for study in progress Architecture is taught to BTech students through the medium of English at the Cape Peninsula University of Technology, and the majority of these students are Second Language (L2) speakers of English, thus have limited English proficiency (ELP). ‘These students struggle to understand [concepts] owing to, amongst other factors, poor everyday English vocabulary and a poor understanding of [architectural] discourse’ (Siyepu and Ralarala, 2014:334). If architectural concepts are perceived as complex and not easy to comprehend as a result of students’ experiences – a situation claimed to be exacerbated by the medium of instruction (English) – it goes without saying that their ability to rationalise and unlock the discipline is partly depended on the language that they are comfortable with, that is, their first language (L1).

Apart from justifying the use of integrating isiXhosa and Afrikaans in pedagogical practices for scientific development, the purpose of this study is specifically to explore BTech students’ understanding of (i) descriptions, (ii) ‘architectural visual language’ (iii) coined and translated architectural terminology in order to develop better understanding and comprehension of the discipline, and thus access and success insofar as teaching and learning is concerned.

Data for this study was collected through extracting complex terminology from prescribed textbooks. A cohort of 25–30 students was subjected to the developed multilingual materials in terms of their learning over a specific period of time (a semester). Subsequently, assessment and task-based interviews were used to establish students’ understanding of the subject – based on the interventions that were used. From a theoretical perspective, this study is rooted in Cummins’ (1991) conceptual framework. The application of such a framework has proven its relevance and its usefulness in fleshing out issues related to language and content, and thus the unlocking of academic discourse.

1.2.2. Digital transformation and implications for staff

ECP ADIT (ARCHITECTURE AND INTERIOR DESIGN)

More online crit sessions with students were provided, as were more online videos, with lecturers and tutorials also being available online to better guide students achievements:

• Better equipment was provided for staff to redline drawings online. Students were provided with stationary packs for specific assignments, such as model building.

• Highlights: Questionnaires were sent out to students in order for staff to monitor progress in the blended learning experience.

TOWN AND REGIONAL PLANNING

Students have access to a computer laboratory which is always open. They use multimodal learning from first year level. Students from second year level have access to devices.

MEDIA

• We are achieving an average of 90% student participation in our blended learning programmes. First year orientation was comprehensive and well attended. It included online pack and introductory videos prepared by staff.

• The Public Relations Department tries to follow through with the Institutional recommendations of using the three official languages in the Western Cape Province, i.e., Xhosa, English and Afrikaans. Students are encouraged to utilised the glossary of Communication / PR terms that are available on Blackboard. These were extensively compiled by language experts, students and lecturers through a collaborative effort that was initiated by Fundani.

IT DEPARTMENT

The FID Learning and Teaching Committee resolved to broaden the exposure of younger staff to issues of curriculum renewal and development, in the light of Vision 2030, as a project beginning in 2022. Sisanda Nkoala from the Media Department was awarded the Faculty Teaching Excellence award based on a portfolio of evidence submitted highlighting, among others, the innovative use of technology in learning and teaching and her employment of multilingual pedagogies.

• IT are using multimodality in relation to online activities and are engaged in online material development.

1.3. Faculty of Education

1.3.1. Digital transformation and implications for students and staff

• New staff members and students were trained to operate computer programmes.

• Online teaching and learning modes were used effectively.

• Senior students mastered online teaching and learning platforms.

• Students could access material from Blackboard and to attend classes on Microsoft Teams and Blackboard Collaborate.

The Faculty of Education adheres to three modes of curriculum delivery and learning:

• Hybridization of teaching and learning was employed.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• First year students receive their tuition through face to face contact with lecturers.

• Assessments are conducted both online and on campus. Platforms used are Blackboard and emails.

Online classes were conducted through MS Teams. Second to fourth year classes were conducted online via MS Teams. Attendance of classes on Teams by second, third- and fourthyear students did take place, although power cuts were a challenge. Recordings of lectures were made available to students in consideration of electricity and internet connectivity challenges experienced by learners. Formative and summative assessments for year levels 2,3, and 4 were conducted online via Blackboard. Assessments conducted on Blackboard were not without problems, however. For example, the quality and reliability of results were a concern for lecturers.

Student teachers in the Foundation and Intermediate Phases on both Wellington and Mowbray campuses underwent teaching practicum placements from 18 July 2022 to 12 August 2022. All students returned to their hybrid form of blended learning approach on 15 August 2022, and a request was made to allow them to focus on and complete outstanding tasks that had not been completed during the second term.

Staff were provided with various devices to facilitate learning and teaching. Staff were also asked to ensure that their CPUT dongles were sufficiently charged alongside their work laptops and that online meeting attendance was met.

Teaching assistants and retention officers received training from Fundani and offered support online for students, whilst teacher assistants were available to aid in the massive number of assessments which required grading.

The Faculty of Education held a most successful online symposium on Saturday, 20 August 2022, which brought together numerous stakeholders within the field of education. The event united approximately 300 online delegates who dedicated time over a weekend to discuss matters enabling and constraining their professional growth towards becoming teachers. The focus of this online symposium was to engage in last-minute professional development discussions with all Foundation Phase and Intermediate Phase student teachers from the Mowbray and Wellington campuses on the current Reflective Practice Model utilised within the initial teacher education programmes. The Reflective Practice Model is implemented for ‘learning through and from experience towards gaining new insights of self and practice’. The link to the relevant CPUT article can be found at: https://www.cput.ac.za/newsroom/news/article/4543/ enabling-professional-growth-of-future-teachers

• Student teachers at Mountain House Residence required assistance: The Faculty assisted students from the Mountain Residence who may have had issues regarding the academic programme. All HODs and staff were informed.

• Dr Scholtz and the Assistant Dean Dr Thornhill met with representatives from the South African Council for Educators (SACE) on matters pertaining to SACE registration of our students and workshops to be offered to our 4th year students.

• Computer equipment: The new computers were not compatible with the data projectors. Mr Oosthuizen explored and tested all the new laptops. Professor Dippenaar was tasked to submit a report to the Faculty Executive Committee from Mr Oosthuizen at the next meeting. The information was to be forwarded to Mr J Corns or Mr C Dumas for assistance.

Students and staff: a return to normal attendance was planned for 2023, unless there is another emergency/pandemic. Assistant Dean Prof Dippenaar requested that formal communication should be sent to all students regarding the 100% return to campus in 2023. Fourth-year students: In a departmental meeting, lecturers were informed that face to face classes would start from 19 September to 28 October. No early stopping of classes would be allowed. Professor Dippenaar indicated that she did foresee that some students would not attend class. The fourth-year students would return 100% from 19 September. If students missed tests, they would need to provide a medical certificate. Student teachers should be regularly reminded that the degree programme is a full time qualification and the academic initial teacher education programme was adapted and reconceptualised to abide by governmental and university frameworks to safeguard anyone from contracting Covid-19.

1.4. Faculty of Engineering & the Built Environment (FEBE)

1.4.1. Digital transformation and implications for students and staff

An online database called Access Engineering is currently being evaluated as an online resource as part of the multimodal delivery resources. Due to the lack of feedback from staff in 2021, FEBE requested an extended access to complete the evaluation: Any prescribed or recommended books on the database can be integrated into the Blackboard classroom and serve as additional teaching and learning resources. It can also serve as valuable additional supplementary material for students and staff, and ensure that the latest textbooks are available for access.

4

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

INTEGRATION OF AUTOSCHOLAR IN FEBE OPERATIONS

The faculty is in the process of rolling out the AutoScholar programme in the faculty. This will enhance the use of data analytics in our programme design and delivery. In addition, the software will be used for the Early Warning System (EWS) as it will generate lists of students at risk as well as automating advice to students. It will also allow us to identify subjects that lead to extended learning programmes, i.e., identify subjects that impact on student progression.

It was reported that the Construction Management and Quantity Surveying operated multimodal online teaching. The department has however started with face to face classes with their first and final year students but when they tried to teach online it was a bit challenging because the technology that is required especially to record their lectures was not available in the department. The non-availability of digital whiteboards was crucial for subjects which involve a lot of calculations; lecturing staff needed to use their own electronic devices to somehow produce electronic content and make it available to the students, which was an additional constraint faced by the department.

Dr Pourbehi reported that the 3D experience platform was gaining a lot of attraction, including participants from other engineering departments as well. It was reported that 20 high performance laptops were issued to the staff who are involved in the project. Seven student representatives were identified to work in the Civil Engineering & Geomatics working group. The Product Lifecycle Management Competency Center (PLMCC) project was rolled out across the faculty as part of integration of 4IR into its curriculum. It was observed that procurement process for ordering equipment takes too long. This hinders some of the activities that take place in the laboratory. First year students were trained especially at the beginning of the year during orientation which took place online. Students were also trained on Blackboard. This included the new staff members who recently joined the department.

The discipline-specific staff members have received a 3-day training on the new learning systems known as Adobe Illustrator to move away from the programme that they used previously for technical drawings because it was realised that there is a need be on par with what the industry is doing, and Illustrator is quite popular in the industry. The department further plans to train students and the programme has already started with the first years. Furthermore, the department is also having the ECP students and the second years trained, but they have not really moved to this programme with the third years because they have completed the practical sessions. The department instituted student representation at departmental meetings to have their input and participation on governance matters.

• Classes were delivered online using the Blackboard system.

• Additional access to lecturers was provided by using subject WhatsApp groups.

• A blended approach was used for content delivery which made use of recorded lectures and delivery of notes to students.

• Most lectures allowed WhatsApp access at all hours of the day and late at night.

• Whiteboard tablets were used for writing when conducting lectures.

• Some of the lecturers were using Bluetooth headset devices.

• WebAssign software was also used.

The department has been having hybrid classes online and face to face where possible with face to face classes for practical subjects under the Covid-19 protocols. There were problems with staff not having laptops, but these were subsequently provided. The Dean has given quite a few high-end laptops to key staff throughout the faculty – not only to DISE but to the PLMCC that resides within DISE.

At the start of the year, the department received smart screens in all their venues. There was an issue with technology in the classrooms with the SAH projectors. It was highlighted that these devices helped a lot with their students and connectivity for lecturers to teach as well. The ECP and mainstream first year students benefitted specifically following the use of online platforms, and with the help of tutors, students could really engage and also go the extra mile in learning themselves.

1.5. Faculty of Applied Sciences

1.5.1. Digital transformation and implications for students and staff

BIOTECHNOLOGY AND CONSUMER SCIENCE, AGRICULTURE, AND CHEMISTRY

Digital activity continued with groups of students accessing classes via Microsoft Teams or Collaborate, where necessary. Online theory and practical work continued using software programmes such as Pearson and Virtual Lab information. As more classes were run face to face, access to these programmes became more of a training and self-study or blended learning process for the students. This year WIL students received training on the ChemSketch programme for the drawing of molecules. After a trial month for JoVE videos, the programme of videos has resulted in availability for this programme for 2022. Tutors and TAs used digital technology for supporting students (especially first years).

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

New staff (contract and permanent) completed basic Blackboard training through CIET; all staff used Blackboard Collaborate and Teams to enhance group interaction. WhatsApp groups were active and administered by class representatives as a means of effective communication (between lecturer and students and for peer discussion). Continued use was made of practical video clips, and skill-based and theoretical discussion, with WhatsApp video clips. This library was being expanded for current and future use.

FOOD SCIENCE AND TECHNOLOGY

This department is investigating the merits and the cost of Grammarly Advanced in order to make it available to PG students to use before they submit their work to their supervisor.

CONSERVATION AND MARINE SCIENCES

2020 saw a much greater movement onto the Learning Management System, Blackboard, due to the Covid-19 pandemic. Staff implemented all training received in 2020 in their teaching. All staff were provided with CPUT laptops and Wi-Fi dongles. Lecturers and students were assisted by tutors and TAs, which assisted in student success. Students were provided with data by the university upon request. On Blackboard, all subjects included recorded lectures (either pre-recorded or from live lectures, tutorials, assignments, projects and core notes and readings). Subject guides provided also aided students through the subject content. The department implemented blended learning as a result of lessons learnt in 2020: the first semester 2022 was timetabled for blended learning, using Microsoft Teams and recordings of classes for students to work online, while some attended face to face lectures. All practicals were face to face. Blackboard Analytics workshops were attended by all staff to keep track of student activities and progress in each subject. WhatsApp groups between staff, students and tutors were particularly useful for communication and student assistance.

MATHEMATICS AND PHYSICS

The Master Framework Agreement Amendment 2 was signed with the SAS Institute that provided the full suite of SAS statistical software free of charge to all CPUT staff and students for a period of 5 years. The CTS paid for a three-year campus-wide MATLAB license for all staff and students. Previously this was paid for from contributions by the Faculty of Applied Sciences and the Faculty of Engineering and the Built Environment

ACADEMIC AND CURRICULUM DEVELOPMENT

A workshop on building capacity took place within the faculty to

engage with learning analytics from Blackboard. The intention was to apply smart principles of deep engagement to transform teaching and learning by adapting practice, and to also support the most vulnerable students in a timely manner. Orientation was blended, using digital means and face to face strategies. This was so that all students, regardless of when or from where they registered, would have access to all the orientation resources to help onboard them in the most efficient manner. A central repository meant students could engage with all material in one place. All members of the faculty were involved.

WIL and SL

Online teaching and learning materials were provided for WIL subjects, although it was also done in face to face sessions in some cases. Student documents are now digitally signed and processed without the need for face to face interaction.

Tuition is evenly split between face to face and online, with first year activities being mostly face to face. Most tests and practical activities are face to face and the block practical system is not in use anymore. Students attend practicals on a weekly basis for all subjects. For CS, most tests and all practical activities are face to face. Students and staff were active on Blackboard, using Collaborate and Microsoft Teams to enhance group interaction. Submissions are primarily on Blackboard, where the bulk of marking is done. For CS, most assignments are now handed in in printed format.

• Digital activity continued with groups of students accessing classes via Microsoft Teams or Collaborate, as well as face to face for most of the classes, all of the practicals and a combination for tutorials.

• Online theory and practical work continued using software programmes such as Pearson and Virtual Lab information. TV screens in the new laboratories were used to demonstrate to the students.

• WIL students received training on ChemSketch programme for the drawing of molecules.

• After the use of JoVE videos during this year, the availability has been requested for 2023 with a bigger following of topics and subjects; technicians have received training for their use in the practical classes.

Staff have implemented all Blackboard training received in 2020 in their teaching. On Blackboard, all subjects consist of recorded lectures (either pre-recorded or from live lectures, tutorials, assignments, projects and core notes and readings). Subject guides provided also guide students through the subject content. The department has implemented blended learning as a result of lessons learnt in 2020, the second semester 2022 has been timetabled as for blended learning - MS teams and recordings of classes for students to work online and some face to face lectures. All practicals are face to face. Some assessments are

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

done online e.g., quizzes and assignments but major tests and FSAs are sit-down. Online lectures are also conducted – the department is following a hybrid model of learning and teaching. On Blackboard, all subjects consist of recorded lectures (either pre-recorded or from live lectures, tutorials, assignments, projects and core notes and readings).

Subject guides provided also guided students through the subject content. WhatsApp groups between staff, students and tutors have been particularly useful for communication and student assistance. Communication with students takes place through official means as well via Blackboard announcements and student emails. Blackboard Analytics workshops were attended by all staff to keep track of student activities and progress in each subject.

All staff were provided with CPUT laptops and Wi-Fi dongles, as noted above, and therefore, staff were able to function effectively at home or on campus. Lecturers and students were assisted by tutors and TAs which supported student success. The department has a SharePoint for all QA documents, general departmental documents, and current processes concerning documents. Two of the Mathematics lecturers, Mr Manamela and Mr Fundzama, conducted a MATLAB workshop for all lecturers in the department. MATLAB is a mathematics programming platform that is designed specifically for engineers and scientists to analyse and design systems and products.

1.6. Faculty of Health and Wellness

1.6.1. Digital transformation and implications for students with disabilities

The Faculty has already begun an extensive plan to incorporate digital teaching into all learning programmes and this continued to be used as a teaching tool. Some classrooms have been equipped with smart whiteboards and lecturers use all digital platforms such as WhatsApp, Google Docs, Teams, Zoom, and Blackboard to ensure constant communication with students. Information is shared on multiple platforms to ensure that the needs of all students are considered. Training for staff was done in 2021 to ensure that all staff used the digital platform optimally. Staff are encouraged to attend as many internal and external opportunities e.g. online webinars on blended learning methodologies, etc.

Training of students to use Blackboard will continue to ensure that all students are able to use the platform effectively, as computing skills are integral components of all programmes in the Faculty. Where possible, in some departments, students were issued with USB flash drives uploaded with learning material. Students received data from CPUT to enable them to access the online platform for teaching and learning activities. A word cloud in

the 11 national languages was created to welcome visitors to the Faculty homepage on the institutional website: https://www. cput.ac.za/academic/faculties/healthwellness.

Students are becoming more comfortable with working online and are using Blackboard more efficiently as computing skills are integral components of all programmes in the faculty. Students received data from CPUT to enable them to access the online platform for teaching and learning activities using the hybrid model of teaching.

1.7. Division Of Student Affairs (DSA)

1.7.1. Digital transformation and implications for students with disabilities

Disability Unit (DU): The DU ensures that digital transformation initiatives are available to students with disabilities, and this enhance access, success, diversity and inclusivity. The DU has an accessible laboratory and resource centre for students with disabilities. Continued operation of a laboratory and a resource centre that provides access to assistive devices, software and other equipment that ensures that students with disabilities are included in the academic environment. Students continued to have daily access to assistive devices, software and the necessary equipment. There was a South African Sign Language video discussion between the DU, Fundani staff and a video producer.

• Students had daily access to assistive devices, software and the necessary equipment.

• The DU had a meeting with Library staff (Bellville campus) regarding assistive devices within the library.

• A sign language digital dictionary launch by PANSALB (Pan South African Language Board) was attended.

• A Webinar was attended: ‘Make your subject material more inclusive for all learners with Blackboard Ally’.

• Unit members participated in a South African Sign Language video released on YouTube.

1.7.2. Digital transformation and implications for students and staff

The HIV/Aids Unit: The unit shares important information on various platforms (face to face, Teams, social media, etc). Information shared for the reporting period included Covid-19 prevention and awareness video clips and articles on mental health. Students can send WhatsApp messages via the HIV/Aids Unit Facebook page, and the HIV/ Aids unit responds accordingly. The 24-hour genderbased violence emergency WhatsApp line continued to be in operation. The unit participated in the Inclusive Technopreneurship Forum with a strong focus on graduate employability.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

STUDENT COUNSELLING

This department also utilises various digital initiatives to increase access and inclusivity. Highlights included:

• The successful development and distribution of various mental health resources for the CPUT student community on the Student Counselling’s YouTube channel.

• All counselling requests and general enquires can be submitted to the email counselling line and the Student Counselling department responds accordingly.

• A bulk email was sent to all CPUT students with a self-help booklet on dealing with grief and loss, along with a video link on the topic. Information on Student Counselling and 24-hour counselling resources were also included.

Communication was continued through email, the Student Counselling YouTube channel and on its Facebook page. Student Counselling had a good presence online and on social media platforms. Investigation into teletherapy virtual platforms and service, SKYED and ADAPT IT occurred as well as investigation into the WC Online booking system. Social media and virtual platforms were used to provide students with resources on various topics. The WC Online booking system was demonstrated.

Sport, Arts and Culture Department: The department published its first online publication called CPUT Pulse. It also implemented an interactive recreational calendar of activities and provided important activities that caters for various forms of diversity (race, gender, ethnicity, culture, etc). The Recreational Calendar of activities was continually implemented monthly.

Residence Department: Students staying in residence have access to the necessary and relevant resources and equipment that promote success and inclusivity. Residence students continued to have access to the necessary and relevant resources.

1.8. Fundani Centre for Higher Education

1.8.1. Digital transformation and implications for students and staff

Institutional webinar

The topic was ‘Sharing practices for enhancing student support in ECPs’. The presenters were Felicity Harris and Jarad Bradfield (mentoring project) and Dr Frikkie George (STEM support). Twenty-seven attended, including five nonECP staff members.

First Year Experience online videos

• FYE videos are available online on several topics to equip first year students with skills to adapt and engage at the university.

• Student Learning Unit Writing Centre Online booking system.

• The Teaching Development Programme (TDP) was reimagined.

To encapsulate two dimensions of V2030: Oneness and Smartness, the programme was fundamentally altered to engage with epistemic asymmetrical relations of power to illuminate scholarship of teaching and learning needed for research and innovations in a postcolonial space.

Online multilingual glossaries

Online multilingual glossaries verification workshops were held with Education, Biomedical Sciences, Food Science & Technology and on Information Literacy, and uploaded for students to access easily while working remotely.

EXTENDED CURRICULUM PROGRAMME (ECP)

The ECP hosted institutional webinars entitled ‘Enhancing multilingual learning and teaching practices’, and ‘From ERT to well-planned online learning experiences’. Sessions were intended to bolster community of practice (CoP) in ECP at institutional level. Sessions were well attended with 44 and 21 attendees respectively. The sessions were recorded, and the link was distributed to colleagues in ECP.

Writing Centre Online booking system training workshops

• Fundani ECP Unit hosted an online staff induction. The session was intended to provide in-depth background and purpose of extended curriculum programmes at CPUT as many new lecturers are industry practitioners with minimal understanding of diverse access pathways into HE.

DIRECTOR’S OFFICE

Smart Classroom development

Fundani CHED worked in conjunction with CTS to develop a Smart classroom concept. A brief was provided by Prof Balkaran with the following action items:

• To host a follow-up workshop from the last one earlier this July.

• To establish a common spec smart classroom that will be applicable to all Faculties – this off course would be in consultation with all the Faculties and other relevant stakeholders.

• The common spec smart classroom may be used as a phased-in approach to other more nuanced requirements from Faculties going forward.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• The Common Spec Smart Classroom (CSSC) must have the ability to deal with the needs of the Faculties’ Learning and teaching strategies as per their strategies.

It was suggested a workshop would be held in September, as a follow-up on the previous workshop, with the following considerations in mind:

• All stakeholders would be included.

• Local benchmarking – there was much discussion about African technologies, and a commitment to invite other universities to present.

• Consider ISO standards for implementation of smart classrooms;.

• Consider basic spec.

• Timeline for roll-out to be developed.

• Faculty engagement strategy to be taken into account.

• Consider virtual/simulation technology.

Set up an implementation and planning committee (the current one may be used) which however must include others like IDFM, Security and CIET and other stakeholders used in the SU and UCT experience. The use of outside experts would be advisable.

• Set standards (ISO) for the installation and maintenance of equipment.

• We should also look at a structure going forward to manage this outfit – the upskilling strategy used at UCT was excellent and very valuable.

• A cost estimate based on the CSSC should be obtained for EM budgeting purposes.

• We must try and separate the maintenance costs from the actual technology installation costs.

• A timetabling mechanism for the use of venues should be implemented. All campuses should be considered.

• A short term, medium term and long-term cost estimate would be our ultimate aim.

STUDENT LEARNING UNIT

AND FIRST YEAR EXPERIENCE (SLU AND FYE)

• Writing Centre Online Booking System.

• Online training and online support was provided for students.

RECOGNITION OF PRIOR LEARNING (RPL)

RPL applications are done in dual system: Using Microsoft suite and ITS.

• Microsoft forms were not used correctly and the unit was referred back to the email system.

• The RPL SharePoint site is working well.

• ITS was opened for RPL applications and it is not yet known if this system is working correctly.

RPL Workshops

• Workshops were held with RPL applicants via Teams.

• RPL tests were written using Blackboard.

1.9. Community Engagement and Work Integrated Learning (CE & WIL)

1.9.1. Digital transformation initiatives

ONLINE APPLICATION FOR STUDENT LEADERSHIP ACADEMY

An online application method using a Google link has improved the process for students to apply and register for the academy. This method increased efficiency and improved the processes. Data is now easily accessible.

BLACKBOARD AND BLACKBOARD COLLABORATE E-LEARNING PLATFORM

With the assistance and support of CIET, Service-Learning and Civic Engagement (SLCE) has switched from MS Teams to integrating the e-learning platform into the leadership academy. This activity provided facilitators with an upskilling opportunity as they had to learn to navigate Blackboard which many of them do not use in their usual working day. Students appreciated the switch as they are more accustomed to the Blackboard platform. The features of the platform allow for the sharing of materials, etc.

MATERIALS DEVELOPMENT: ONLINE TOOL TO DEVELOP CURRICULA

CIET introduced the use of an online tool for the development of the curriculum for staff and student training.

Hybrid offering SLCE conducted the leadership academy in hybrid format to enable students to join virtually and physically. The Cooperative Education Unit has embarked on an initiative aimed at developing an online WIL and graduate data management system. This initiative will modernise CPUT and advance its efforts to achieving the One Smart CPUT vision.

The anticipated benefits for the university include:

• Provision of effective CE and WIL placement management tools.

• Improved interface between internal and external stakeholders of the university.

• Providing a platform for graduate recruitment activities.

• Provision of a platform for document management and sharing.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• It will ease the process WIL registration and placement management.

• It will house a partnership database for easy retrieval.

• It will serve as a platform for announcements to partners and students.

1.10. Marketing and Communications Department (MCD)

1.10.1. Digital transformation through CPUT Smart Graduation

Call Centre consultants have been equipped with OpenScape SoftClient software, enabling them to answer routed calls. After the activation of VPN on their laptops by CPUT’s ICT Department, Call Centre consultants are now able to access all information required to assist callers quickly and in a professional manner, whilst working from home and adhering to Covid-19 social distancing protocols. Student Recruitment coordinated the video shoot of all CPUT courses for the Virtual Open Day. Collaborating with representatives, HODs and selected students as part of the Virtual Open Day planning, Student Recruitment enhanced success, inclusivity and social cohesion within the Institution.

CPUT Smart Graduation: 650 graduates from various faculties graduated at one mini graduation ceremony. The December Graduation series was converted into a series of Smart Graduations which featured the use of personalised data collection and display technologies. These ceremonies allowed CPUT to present a more personal graduation, rather than just a blanket conferral of qualifications. A data collection portal was set up for students to submit personal messages, dedications and photos.

This data was then compiled into over 650 personal slides which were displayed when the graduates’ names were read out by the Deans of Faculties. These ceremonies were recorded and placed on YouTube, and a Smart Graduation website was created to link to these videos, graduation programmes, and downloadable personal slides. The related statistics are as follows:

1.10.2. Smart Graduation social media statistics and YouTube statistics:

• The ceremony had a total of 4,500 views

• A total of 503 hours of video watched by users

• 37,200 impressions

• 57 shares from YouTube

Coordination of graduation content from Communications Officers resulted in the publication of two stories per day for three days, all related to graduation

1.10.3. Digital transformation and implications for students and staff

Publications assisted by updating an electronic version of the 2022 First Year brochure in order to assist first-year students and new CPUT students with essential information related to campus orientation, thereby providing support and information relevant to enhancing the student experience and assisting with student success. Publications also updated an electronic version of the 2023 undergraduate prospectus, which was shared with the Student Recruitment Unit for dissemination with high schools countrywide, thereby enhancing access to information regarding the CPUT offering for a wide audience base.

MOBILE-FRIENDLY OPEN DAY BROCHURES

Publications converted all revised ECP brochures into mobilefriendly versions for use during the Virtual Open Day, thus enhancing access and inclusivity for prospective students.

GRADUATION BOOKLET MIGRATION PROJECT

In past years, CPUT printed Graduation Books. This has proven costly and resulted in a fair amount of wastage. The production

lead times (the time between getting data from the Assessment and Graduation Centre (AGC), designing and printing each booklet in time for a ceremony) are also not conducive to printing hard copies of the programmes. Therefore, embracing the One Smart CPUT ethos, the Graduation Planning Committee decided to host the Autumn 2022 Graduation Books on the CPUT website. However, posting PDFs on the website was not considered a suitable solution. Instead, the Marketing and Communication Department (MCD) opted to use its digital publishing platform ISSUU.COM and embed these publications in the CPUT website. Users were directed to this page via a prominent banner at the top of the CPUT homepage. ISSUU allows users to page through an electronic Graduation Book on any device and download the publication. It also allows users to share the publication on their various social media channels, among many other Smart features. ISSUU is also very well suited to mobile devices.

MCD compiled and designed one Graduation Book per ceremony in-house, with names received from AGC. Each graduation day morning, the books for the day’s ceremonies were uploaded to ISSUU and embedded on the CPUT homepage. Users could then access and download the Graduation Book and follow

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

proceedings from their mobile devices, with very little data being used. A total of 14 Graduation Books were produced.

During graduation week, a total of 106,206 people read the Graduation Books, with an average read time of 1:40. This is considerably more than would have read the physical printed copies. A total of 598,535 were generated (impressions are the number of times our publication was shown on the ISSUU network; whether as a thumbnail in a feed, in search results, or on websites with the content embedded).

UNDERGRADUATE PROSPECTUS

Publications updated an electronic version of the 2023 undergraduate prospectus, which was shared with the Student Recruitment Unit for dissemination with high schools countrywide, thus enhancing access to information regarding the CPUT offering for a wide audience base.

VIRTUAL OPEN DAY 2022

The need to adopt Smart student recruitment mechanisms, considered alongside the Covid-19 restrictions on public gathering that were in place at the time, negated the in-person hosting of the CPUT Open Day. The annual CPUT Open Day is the most significant student recruitment marketing initiative that the University undertakes. A Virtual Open Day was thus determined to be the best solution. This first for CPUT involved the building of various virtual venues for prospective students to explore the CPUT course offering. The event was marketed extensively on social media channels, the newspaper, and through word of mouth. Once logged in, visitors could enter the Administration Building and be taken to a Lobby, which was the main event area. From here, the user could visit any of the six faculty exhibition halls to view the unique exhibition stands that each course hosted. Alternatively, the user could visit the Auditorium to watch any of the 12 webinars on view. Each faculty Virtual Exhibition Stand had a video, brochure, course information, and live chat facility with a course representative.

The site visitor experienced the Virtual Open Day as follows: Registration: The registration process captured the user’s name, cell phone number, school of attendance, subjects being taken, and grade.

Log on: From 14 May 2022, users were able to log on to the online platform. When logging on, they were greeted with a custom animation of the front of the Bellville Administration Building.

Virtual Open Day Statistics

25,210 people logged in to Virtual Open Day since it went live on 14 May 2022

16,522 booth visits – each course had a booth

3,589 people viewed the faculty webinars

74 course videos were produced

6 faculty webinars were produced

1.11. Library Services

1.11.1. Digital transformation and implications for students and staff

Training of key Library staff to use Blackboard will continue to ensure that all students benefit from staff who can assist with information literacy programmes that are part of the advanced postgraduate student and first year student programmes. The development of online course content in isiXhosa is a focus area. Afrikaans and English content are fully developed already.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART TEACHING AND LEARNING ENVIRONMENT

This refers to initiatives related to digital transformative pedagogies and social responsiveness (e.g., race, gender, sexual orientation, GBV, multilingualism, disability, GBV, HIV/AIDS, social cohesion, equity, equality, diversity, inclusivity, decolonization, Africanisation, social justice, etc.) to enhance the scholarship of teaching and learning, including the curriculum and community engagement. This includes inclusivity in enrolment, STEM (science, technology, engineering, mathematics) and modules/studies in diversity, Africa, gender, technology, etc.

2.1. Faculty of Business and Management Sciences (FBMS)

2.1.1. Introduction

Student Counselling: a Student Enhancement Questionnaire was circulated to all first years in the Faculty. In the HR Department, RPL applications for AY 2022 were received. There were 12 applications in total, 8 for access to Dip: HRM, 2 for access to AdvDip: HRM, 1 for 10-year rule (POE), and 1 for a master’s qualification. The Service Learning Project was concluded. An integrated SL project around Covid-19 awareness among communities was successfully conducted. WIL students were placed in industry in the fourth term. PSETA funding was obtained for third year students to complete their workplacebased learning in Sep-Nov. Placements for 93 students was confirmed.

The SAP HR Specialisation course was taken online. AdvDip HRM students have once again been awarded a sponsorship opportunity from the Advancement Office. In the Entrepreneurship & Business Management Department, Dr Scholtz presented on Graduate Attributes. All teaching and learning as well as CO workshops/meetings were attended by the designated staff members to assist the department with the transformation of lesson plans, programme and subject guides, for the AY 2022.

In the Public Administration and Governance Department (PAG), the subjects Communication 1 and 2 have taken an integrated approach with the various subjects, and with a focus for the research project: researching and forming an understanding of diversity; focusing on a specific type of diversity, or social injustice; diversity and awareness training programmes; and how a specific government organisation manages diversity in its workplace. Joint projects have capacitated students to understand research topics and the environment in which the issues were explored, creating a better understanding of the diverse community issues. Exploring the topics allowed students

to engage communities in many ways using technology. Students were also exposed to the dynamics and the complexity in research and access to research populations.

Further topics included students researching the environment, such as water conservation, pedestrian safety, prevention of fires, global warming, load shedding and the impact on South Africa. Students shared findings via a PowerPoint presentation online. In the PAG Department, Research Methodology students completed a mini-research project on a host of topics such as graduate unemployment, gender-based violence, homelessness, procurement in the workplace, fire services and many more contemporary issues. 90% of PAG students completed the WIL Research Project which comprised three topics, of which students had to choose one. 15 of the students were placed in the work environment in their home towns. At the Cape Town Hotel School (CTHS), certain students were placed in industry for the full term, while others had less time in industry and were given a project to make up for the rest of the time for WIL. The CTHS Restaurant was graded 4 stars by the Tourism Grading Council.

First year students were welcomed by the Dean via a video at the following link, https://youtu.be/vXroQY20GhE, which was shared with all departments and all full time and part-time first year students. All Covid-19 protocols were observed and the Faculty was assisted by the security and cleaning departments, and the campus clinic nursing staff, as can be seen at https:// www.cput.ac.za/newsroom/news/article/4434/piazza-abuzzwith-animated-students-during-orientation

Students received masks and hand sanitisers from departments as well as goody bags from Fundani. Of the 16 departments in the faculty, 10 of the 16 departments engaged in face to face and online orientation sessions. Attendance for the face to face sessions surpassed pre-Covid face to face attendance for orientation on campus. Most departments reported a 70 – 80% attendance of the registered students.

All sessions for FT and PT students included interesting and meaningful transformative and social responsiveness topics.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Various CPUT service units and departments were also included with presentations done by guest speakers, current and senior students, alumni, Student Counselling, the Disability Unit, the HIV Unit, the SRC and the Library. Students who attended face to face orientation had campus tours and were accompanied by teacher assistants, so that they could familiarise themselves with the campus.

The Faculty Manager, Mr Gift Nyirenda, informed all students about the services offered by the Faculty Office, as well as the content of the General Handbook: Academic and Student Rules and Regulations. As students adjust to the HE environment they need to be informed of the academic and student rules and regulations, and their role as students, to being actively involved and taking responsibility for their learning.

The Financial Aid Office shared financial information pertaining to NSFAS, bursaries, residence and academic performance requirements to secure continued NSFAS funding. The extent and level of questions from students was an indication that sessions with the Financial Aid Office need to be integrated into future planning for orientation sessions.

At the Cape Town Hotel School, third-year students enrolled for the Diploma in Hospitality and Professional Cookery. They attended face to face theory classes and assessments at the CTHS. In the HR Department, the Service-Learning Project was implemented.

2.1.2. Curriculum renewal, 21st century skills and graduate attributes

The First Year Experience (FYE) for students was integrated into first year subjects. In the Marketing Department at the Advanced Diploma level, social responsive webinars and presentations were shared and discussed. Dedicated sessions on a range of relevant topics were planned as part of the first-year experience. In the PAG Department, the third year Communication curriculum included a module on ‘Principles of democracy’. Students focused on being aware of these principles and how these relate to communicating effectively within government departments/organisations to ensure inclusivity in diverse workplaces. This module involved student discussions and activities to encourage critical thinking about the concepts of democracy and diversity.

2.1.3. Curriculum transformation/renewal

Translation of Faculty and Department names into three official languages to ensure inclusivity for students and staff was supported by the Faculty Board members and approved.

Presenter: Professor Desiree Scholtz Outcomes, AACs and notional hours

Presenter: Professor Virimai Mugobo Lesson planning using Universal Design for Learning

Staff in the Faculty attended various workshops: Self and peer assessment; training to improve skills of academics and enhance the student learning experience.

BLACKBOARD ADVANCED

Conducting Work Integrated Learning in virtual mode, and e-portfolio development for student assessments.

FINANCIAL ACCOUNTING AND TAXATION (FAT) DEPARTMENT

New staff members had training on SharePoint and how to access and upload files on SharePoint.

A symposium was held on student and staff experiences during the pandemic: ‘Implications for planning, funding and quality assurance’. It was available to staff and students, and hosted by Universities South Africa, TLSG, and the Council on Higher Education. The Service Learning and Civic Engagement Unit of the Centre for Community Engagement and Work-Integrated Learning organised a Student Leadership Academy 2022. In the Sport Management Department, third year students completed their work preparedness and life skills training assignment as part of Work Integrated Learning (WIL). In the assignment, they had to create their LinkedIn profiles and attend a LinkedIn webinar hosted by LinkedIn Learning.

They completed tasks that prepared them for the workplace, such as creating a cover letter, drafting a CV, and preparing for interviews. The students also completed sections on conflict management, problem-solving and different aspects that pertain to the work environment. Lastly, the students were introduced to the 21st century skills they would need for the workplace.

Academics attended the following workshops facilitated by CIET

The Conversational Framework Series: e-Portfolio for Student Assessment, and a LinkedIn Resources Training Workshop were facilitated by CIET. Presenters from LinkedIn assisted, and resources were shared for integration into the academic programme for learners and staff. The following workshops also assisted in enhancing skills of academics and thus the teaching and learning experience for students:

• The Conversational Framework Series: Student Engagement

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Integrating WhatsApp in your Teaching and learning using Connect Yard

BUSINESS INFORMATION AND ADMINISTRATION (BIA) DEPARTMENT

The first intake for the Postgraduate Diploma in BIA commenced in January 2023. A short course was attended by Mr D Dyers: ‘Advanced seminar for transport educators from developing countries’. Topics included: Inclusive Education, Lifelong Learning, Transport strategies Post-Covid.

The Cape Town Hotel School (CTHS) academics continued to attend different courses and workshops listed below:

• Conceptual framework

• Theoretical framework

• Research methods

• Research Ethics

• Faculty Ethics clearance process

• Workshop on ATLAS.ti

• Micros Simphony training by ORACLE

Ngizimisele Mosho is currently engaged in a project for the CTHS on graduate attributes for the 3 courses offered at the CTHS. This project is based on the findings of her study which focused on hospitality graduate preparedness and Kate Lategan’s study, which focused on the integration of graduate attributes into teaching and learning.

Ms Berill and two first year Food and Beverage Management students from the CTHS participated in a career expo at Bosmansdam High School and provided students with brochures.

2.1.4. Orientation and student support

In the Entrepreneurship & Business Management Department, First Year subject level activities were co-ordinated by academic, Frank Makoza.

HUMAN RESOURCES MANAGEMENT DEPARTMENT

The service-learning project was completed. Students uploaded completed portfolios to Blackboard. The First Year Experience (FYE) and CPUT 101 were integrated in the first year subjects and completed. A gender-based violence webinar was completed. Helpline support information was continuously shared with students.

Student Counselling: Prof Scholtz reported that it was pleasing to note that since the last report there was a decrease of 31 students who sought assistance.

PAG DEPARTMENT

Group work was encouraged through the Strategic Initiatives and Partnerships. This was a challenge as many students were far removed from others. As FRM300S and PUD100S were being phased out, only a few students were registered. Tasks were developed for the students to complete and return. Both phasing out subjects did however have FSAs which were moderated and adhered to assessment policies. A workshop was facilitated by Frederika de Graaf.

DEPARTMENT OF RETAIL BUSINESS MANAGEMENT

The RPL Portfolio Building Workshop was attended by academic Wayne Jooste, along with an RPL candidate. First year students participated in the Technological Higher Education Network South Africa (THENSA) Online Entrepreneurship Programme.

2.2. Faculty of Informatics and Design (FID)

2.2.1. Integration of multilingualism in teaching and learning

A meeting was held with the Prof Tembisa Ngqondi (Dean), Professor Bennet Alexande (Assistant Dean), Janet Van Graan (Acting language and transformation coordinator) to start to clarify how the focus and terms of reference of the FID Transformation Forum would speak to Vision 2030 and the Faculty Strategic Plan, with a view to supporting excellence within the faculty.

Existence and functioning of FID Transformation Forum

• The FID Transformation Forum held its first meeting online in late June, which served to begin to formulate terms of reference for the forum by engaging with staff within FID and to develop a plan of action for the balance of the academic year.

• The forum currently consists of departmental representatives, Assistant Dean and FID Language and Transformation Coordinator.

• The forum resolved to convene two seminars in the second semester, with an ultimate purpose of informing, leveraging acting and raising engaged scholarly debate initially within FID, but beyond it also as a future goal.

• Suggested topics clustered around language, access and the issue of gender, specifically multilingualism, translanguaging, student experience of language, the hidden curriculum, systemic transformation within the university, language inclusivity within the institution, LGBTQI+ inclusivity beyond box-ticking, among other topics

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• The inclusion of students, student issues, experience and voices within the forum and its activities was agreed upon as important for inclusion in future meetings.

• The issue of basic language instruction for lecturers and students was also raised.

MEDIA

Enrolments came from a wide background of people in society (taking gender and geographic location into consideration) through various admission criteria (age exemption, previous FET qualifications, etc.). Staff research focused on African media issues, student involvement in the JSE as part of Business Reporting, thus increasing their exposure. Our second year PSA projects engaged with a wide range of topics such as GBV, equality and social justice.

Sisanda Nkoala in her personal capacity was engaged with colleagues in the Sociology Department at UCT on a study about the South African Black Press.

An MoU was signed with the Independent Electoral Commission in the Western Cape for a service learning project that will see journalism students engage in work with diverse communities on the topic of ‘Youth and elections’.

• Design: in the ECP stream, the Academic and Professional Literacy Curriculum for foundation year students was adjusted to accommodate transitional topics such as emotional intelligence, diversity and translanguaging.

• Applied Design: As part of Academic and Professional Literacies 1, Applied Design included a module on ‘Diversity and inclusivity’ for all first years, facilitated by Mr Zwelibanzi Ngculu as part of the IFYE curriculum, for all Design first years.

• ATID has started working toward assessments that provide language inclusivity. However, it is something that they plan to invest more time in. For example, translating some of the briefs into three different languages (English, Afrikaans and isiXhosa).

Applied Design, ATID and Media held a joint morning workshop for all academic staff and faculty management, at which the use of portfolios and other tools in student selection was discussed. Guest participants were Dr Nico Botes, Herman Botes and Prof Vuli Nyoni. Presentation of research was followed by robust discussion, with issues of language and multilingualism emerging as enablers and barriers to access, among others. There will be further exploration of the application process, including the use of language, and user-testing to improve userexperience, access, redress and inclusivity.

• In November 2021, the FID Teaching and Learning Committee resolved to integrate and foreground

technology shifts, transformation and WIL into both strategic discussions and implications for practice, with greater collaboration and integration in light of Vision 2030.

• In December 2021, the FID Management and HOD team formulated a faculty strategic plan which aligned goals with Vision 2030.

• In the Faculty Transformation Forum, Amanda Morris was in dialogue with Sisanda Nkoala and staff about her personal teaching practice in the Extended Curriculum Programme and the impact of translanguaging.

• Design undertook a curriculum mapping exercise at programme level to review the three years of the introduction of the new diploma and implications for curriculum changes that were needed horizontally and vertically.

2.3. Faculty of Engineering & the Built Environment (FEBE)

2.3.1. Transformative pedagogies and contextualising the teaching environment

Due to the ongoing lockdown status, multimodal delivery of the programmes is ongoing. For the online delivery components, various online learning platforms such as Blackboard Collaborate, MS Teams, Zoom and WhatsApp were used for the effective delivery of the programmes. In 2022, we planned on more face to face activities in each year of study.

Mainly hybrid classes (online and face to face combinations) were employed. Face to face classes were offered for practical subjects and subjects that required specialised equipment. Face to face classes were offered to students who could come to campus and who had technology challenges. Online assessment and sitdown assessments were also offered. Online assessments had to ensure the use of a monitor and lockdown browser to ensure integrity of the exam/test. Students could do assessments on campus if they did not have access to a laptop and data.

2.3.2. Curriculum transformation

Several workshops/seminars were held since the last reporting (September 2021). These included:

• ECSA GA Training: ‘ECSA graduate attributes, requirements and appropriate assessments’ took place on 3 November, during a session facilitated by Prof Brandon Collier-Reed from UCT.

• CPUT GA training: ‘GAs, GA assessment tools, and GA assessment processes’ took place on 21, 26 and 28 October, during 3 workshops (to accommodate all 8 departments), conducted by Dr. Belinda Ketel.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• ‘Transformation, decolonisation and a third possibility for the university’, 28 September 2021.

• ‘Transformation and decolonisation of the curriculum’, 2 November 2021, Professor Lesley Le Grange, from the Education Faculty at Stellenbosch University.

• ‘Multilingualism, academic literacy and epistemic justice., 2 December 2021, Dr Robyn Tyler, from UWC.

National workshop series: Bringing life to our engineering curricula

• Session 1: 27 January 2022: ‘What is an integrated curriculum? And how does it bring life?’

• Session 2: 10 February 2022: ‘Integrating ECSA’.

• Session 3: 24 February 2022: ‘Assessment strategies for an integrated curriculum’

• Session 4: 10 March 2022: ‘Sustainable Integration’.

Continuing activities in the last quarter included:

• developing multilingual glossaries relevant to the various programmes.

• the Faculty is currently looking at rebranding itself in 3 languages.

2.3.3. Multimodal learning advocated and encouraged

A 2-day orientation programme on 21-22 February 2022 was hosted for first year students to tell them what services and helplines are available on campus. These services include amongst other Clinic services, Financial Aid, Counselling, Health and Wellness, Disability Unit, HIV and AIDS, and Student Affairs. Students had the opportunity to not only find out where these services are located, but what services are available and how they could access it.

It was also noted that Information literacy was initiated at Advanced Diploma level. The focus for the last term was on ethics and plagiarism. Students expressed a concern with online teaching in that it had worsened. This view moved from the premise that many students lacked the required resources to access the learning platforms used. It was also found some students were not aware they could access free data to engage in learning.

A further concern raised by students was the impact of Covid-19, which in their view hampered or destroyed meaningful dialogue between the students and lecturers. They were of the view that there should at least be a class coordinator with whom they could have monthly meetings to address matters relating to demographics, gender and sexual orientation. Students felt that these issues had highly impacted their studies, hence the need for solutions.

The Department of Clothing and Textile Technology has a body scanning system in the Clothing and Textile Technology Station which is used for body measurements. Students were introduced to that programme so they could combine it with manual way of taking body measurements. First, second and third years also used this technology, and third year students in particular had the opportunity to be trained on the specialised machines that are used for the attachment of the pockets on tailored jackets. The department is trying to include all systems they have, that are compatible to what the industry requires of the students once they are employed.

Socially responsive engineering can provide a basis for educating engineering students to commit to being a voice for their communities in the industry, mainly controlled by people representing classic engineering principles that limit ethics to the accuracy of design and implementation, without considering the rights of affected humans and non-humans.

The current research of Dr Aboalez focuses on social justice in energy engineering education. Dr Aboalez coauthored a book chapter with Dr M. Adonis and Dr A. Raji, titled: ‘Introduction to the application of social justice theories in energy engineering education for sociotechnical design’.

The authors suggest that engineering educators must orientate their students proactively in the sociotechnical aspects of engineering solutions. It is suggested here that social justice elements be incorporated into engineering design, an approach that serves to guide the applied solution. In this way, the solution ascertained should encompass a process that considers multiple viewpoints on its path to a derived conclusion.

Dr Aboalez is currently studying for a PhD in Engineering education at UCT. His research will provide a critique of the status of energy engineering education in South Africa and proposes interventions for community involvement to promote social justice values through a posthumanist view. The research by Dr Raji on the other hand focuses on decolonization of curriculum. This social justice focus falls to academic staff in particular, through their transformation research publications, conference presentations and collaborations.

Students were provided with projects which integrate energy and transformation. The Maritime Studies Department recruited staff for second year of the ECP and the programme is up and running. Staff attended workshops and seminars on the International Transport Federation as well as mental health and wellness training. It was noted this helps with smart teaching specifically for the maritime industry. It was further noted that for this year the age limit was removed on the programmes for the Maritime Studies Department.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

2.4. Faculty of Applied Sciences

2.4.1. Integration of social justice across teaching and learning

AGRICULTURE

The department makes use of BlackBoard for teaching and assessment. This platform can be used with free data, thereby enhancing inclusivity.

CHEMISTRY

The department set up a list of class representatives and held a consultation with them towards the end of the first term. Any problems which arose in these meetings were shared or discussed with the staff, or taken to the relevant department for solutions. Social media platforms were used to support the delivery of curriculum content and support to students, however, the main and most secure way of dealing with communication was via Blackboard.

• Blended learning was the modality of learning.

• Staff responded to student queries on a regular basis.

FOOD SCIENCE AND TECHNOLOGY

All staff attended a workshop on Respondus Lockdown Browser offered by a colleague from the Health and Wellness Faculty who has used this software in his course. The software proved unsuitable for our use due to the students being unable to comply with the hardware demands (laptop with camera) and connectivity (very data-intense). However, much was learnt about how to use alternative question types such as scenariobased questions and problem-based applied questions, and how to set these up for online quizzes. These types of questions encourage deeper learning and make copying and plagiarism more difficult. These techniques are now being applied to design more meaningful assessments.

Some staff members attended training on the Blackboard Grade Centre. Better use of Grade Centre functions and associated tools has since been implemented, which provides students with constant feedback and tracks their overall performance in real time, allowing timeous identification of struggling students and effective intervention strategies can thus be implemented.

Student tutors were trained on Blackboard to provide feedback when assessing online submissions. Quizzes were adapted to provide feedback after submission to assist students with identifying their problem areas. Online question and answer sessions or dedicated discussion boards were created

where both students and staff participated to clarify or create understanding of complex concepts.

ACADEMIC AND CURRICULUM DEVELOPMENT

The Faculty has reflected on practices over the last two years and improved on smart learning and teaching activities. There is a greater awareness of the data within Blackboard. Staff are using this data to gain a deeper understanding of student learning. Teaching and learning activities were developed based on Implementation Plan AY2022, together with the postlockdown toolkit. We explored the possibility of HyFlex learning, to ensure that no student was left disengaged.

2.4.2. Digital transformation in the scholarship of teaching

BIOTECHNOLOGY AND CONSUMER SCIENCE

Regular feedback sessions with regards to assessments, student surveys at the end of a course (including a section on equity), decolonisation of subject content, blended learning (Blackboard, WhatsApp, YouTube, face to face, case studies) catered for almost all learning styles.

CHEMISTRY

Consultation with Class representatives was held at the beginning of Term 2, and they attended the Departmental meeting. Any problems which arise in these meetings are shared or discussed with the staff, or taken to the relevant department for solutions. Social media platforms are used to support the delivery of curriculum content and support to students, however, the main and secure way of dealing with communication is via Blackboard.

• Blended learning is the platform of learning.

• Staff respond to student queries on a regular basis.

CONSERVATION AND MARINE SCIENCES

The department accepts students based on performance, but the student gender and racial profile are a reflection of the demographics of South Africa and we have almost an equal male to female ratio. Equal access to all students takes place. During orientation, information of the various units and service departments are communicated to students and the information is found in the Departmental Student Guide, so that students are aware of the services provided at CPUT. In addition, there are also programme guides and faculty guides to assist students.

The addition of a retention officer also assists our students tremendously as students are referred to various units or to the

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TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

HOD should any issues arise. The retention officer particularly assists first year lecturers in contacting students when at-risk students are identified. There is active engagement with the Language Coordinator regarding multilingualism in the faculty. Communication Skills and Computer Skills lecturers have also played a large role in assisting students with reading and writing skills.

To assist students with performance, these subjects, except in the mainstream Nature Conservation, have been offered over a year from 2022 (as opposed to a semester). Community engagement takes place in the form of environmental education – students are required to go to schools and present topics in the field of conservation or marine sciences as part of an assessed subject.

MATHEMATICS AND PHYSICS

The Department of Mathematics and Physics participates in a STEM tutorial programme for high school learners on Saturdays. Mathematical Sciences students participate as tutors. The mathematics leg of the programme is coordinated by Ms Phumza Thafeni. The Department received six Samsung Galaxy TAB S7 + 5G 12.4 inch tablets that were purchased from the 2021 Capital Budget. These devices are currently being used with great success, and it is hoped that more funding can be secured to expand the project.

2.4.3. Integration of multilingualism in teaching and learning

The multilingual glossaries developed for both Mathematics and Physics programmes are available for students on Blackboard (English/Afrikaans/isiXhosa). Students have access to Fundani as well as the Faculty Language Coordinator who presents a module on scientific writing within the Immunology subject in the second semester. This assists students in report writing and analysis in all subjects. Regular student feedback sessions with regards to assessments are provided, either face to face or online, with marks and memorandums posted on Blackboard after submission deadlines. Lecturers also complete a student survey at the end of the course, which includes a section on Equity.

ACADEMIC AND CURRICULUM DEVELOPMENT

Support is ongoing to transition to digital pedagogy by creating spaces to start conversations, through colloquia and workshops. The intention is for academic development towards a scholarly approach to novel pedagogy, instead of adoption that is not research-led.

Community engagement takes place in the form of environmental education – students are required to go to schools and present

topics in the field of conservation or marine sciences as part of an assessed subject. There has been active engagement of Marine Science students in the STEM project in tutoring life sciences and in the tutoring of Marine Sciences at a high school in Cape Town –third year students have been tutoring learners in Grades 10-12.

The Department of Mathematics and Physics is currently in the process of purchasing two high-end computers for WIL projects. This will improve the computing capability to solve real-world business and industry problems using platforms such as MATLAB, SAS, and R, as well as programming languages such as Python.

Staff continue to roll out technology-mediated pedagogies to support and engage students in a variety of modes. There have been several lessons learnt over the past two years, and a level of maturity around the ease of technology use is being noticed. Staff attend the training (and refresher training) conducted by CIET so that the knowledge remains current.

Accreditation from CHE has been received for the PGDip in Analytical Chemistry, and from SAQA for the PGDip in Biotechnology. This will go a long way towards providing students with articulation routes for further training and development along their career paths. We anticipate increased enrolments in the Faculty, and will pay attention to widening access, in the spirit of transformation. RPL Facilitators have been identified for each department. These staff members will be trained to strengthen the RPL application route in each department, thus enhancing access.

The curriculum officers in the Faculty have hosted the Director of the Institute for Humanities in Africa at UCT, Dr Divine Fuh, to lead a conversation around ethics in the Fourth Industrial Revolution. This speaks very closely to the transformation agenda of the Faculty, encouraging us to think about ethics in a new way as we develop new curricula or enhance existing curricula.

2.5. Faculty of Education

2.5.1. Transformative pedagogies

Departments’ and the Faculty of Education’s Strategic Plans incorporated issues of decolonisation, gender, GBV and social cohesion as priority areas. The curriculum review will start as soon as guidelines are promulgated by DHET.

The faculty considered the participation of community of practice in the process of curriculum review. The following initiatives were put in place:

• Advisory boards for three departments (Foundation,

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Intermediate and SP/FET). The roles of the advisory boards and the faculty curriculum developers are to ensure representativeness of different stakeholders in the processes of decision making on multilingualism, equality, equity, inclusivity, etc., in teachers’ education and training programmes.

• The initiative of the faculty to implement multilingualism was enshrined in the curriculum structure of all qualification programmes. All students are compelled to study African languages (IsiXhosa and Afrikaans) for purposes of communicating.

• The teaching and learning of the Inclusive Education course aims to produce professionals who are sensitive to issues of diversity, race, sexual orientation diversity, and to embrace practices that promote social cohesion.

The faculty focused staff training workshops on progressive approaches to pedagogies which promote critical thinking, problem solving and research to undergraduate teaching and learning. The focus was on integrating teaching, learning and assessment as the fundamental shift from content-driven pedagogies to competence-based pedagogies.

Workshops to capacitate academic staff with pedagogical strategies for distance teaching and learning were conducted by the academic staff in the Teaching and Learning Committee. The new policy on assessment and the rules were approved. There will be a review of undergraduate assessment to look at the quality of assessments. Dr Booi (the Coordinator of Teaching and Learning) leads this project. The Work Integrated learning (WIL) committee promotes online supervision of teaching practice for second- and third-year students in response to Covid-19 restrictions.

The GET Advisory Board Secretary (Mr Clive Brown) reported that the Committee was always on the lookout to collaborate with various stakeholders in education in order to further the agenda of delivering quality and competent, newly qualified teachers. Below is a link to the inaugural launch of the GET Advisory Board: ‘Towards developing democratic collaborative partnerships with the world of work’: https://www.cput. ac.za/newsroom/news/article/4366/towards-developingdemocratic-collaborative-partnerships-with-world-of-work

2.6. Faculty of Health and Wellness Sciences (FHWS)

2.6.1. Multilingualism in teaching and learning

Some initiatives in the Faculty of Health and Wellness Sciences

to improve the teaching and the learning environment include:

• Multilingual glossaries in English, Afrikaans and IsiXhosa were rolled out in departments to support students. This is in place, and was to be improved on in 2022. Indigenous language strategies were introduced and would be explored further to support teaching and learning.

2.6.2. Integration of GBV, diversity and inclusivity in teaching, learning and curriculum

• The Faculty made use of accessible platforms such as WhatsApp instant messaging, MS Teams, Blackboard and Google Docs to ensure access and inclusivity for all students since teaching and learning has moved away from traditional instructional methods towards multi-modal learning-centred approaches. All traditional pedagogies are replicated digitally where possible.

• The use of various digital teaching and learning strategies must be learning-centric, taking into account platform e.g. cell phone-based, cognizant of data limitations, voice overs, etc. Blended techniques have been adopted by all staff.

• The provision of additional support for students as well as the appointment of tutors, mentors, retention officers and teaching assistants to assist under-performing students were put in place.

• Incorporation of GBV, diversity and inclusivity workshops into the curriculum of first, second, third and 4th years of programmes will be considered and finalised for departments.

There was participation in a number of service learning projects such as the stem cell donor drive and tutoring life science programme in underprivileged schools in collaboration with various departments in the Faculty initiated by the Department of Emergency Sciences. Service-learning and community projects that provided critical learning opportunities for students were in place and were further explored. The Twenty20 science course which aimed to prepare and enhance graduate employability was an excellent initiative and was recommended for all 4th year students. A motivation was submitted for funding for this. The role is noted of all staff in department to support and assist students in additional dimensions e.g. GBV awareness, counselling, sexuality, etc. to support teaching and learning.

DEPARTMENT OF EMERGENCY MEDICAL SCIENCES

A staff member is currently engaged in Cultural Competency in Health Science Education research as part of a postgraduate study in the Department of Ophthalmic Sciences. Two staff members involved with multilingual classroom practices were invited to participate in and share their practices at

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TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

regional activities commemorating International Mother Language Day (18 – 21 February 2022). The revision of the new communication book for Dental Science students is underway; all the files have been collected from the previous author. In the new curriculum, the communication subject is known as Academic and Professional Literacy. The multilingual glossaries will be in this book and online. The terms submitted are used across all levels. Therefore, the book and glossaries will be a benefit to the students for the entire study period including the professional level as well. Ms Mohammed from the ECP Nursing programme is facilitating a pilot on integrating communication skills in the faculty under the guidance of Faculty Language co-ordinator.

Most first year students in the Faculty have undertaken the AEQ survey from Student Counselling Services to help identify academic and non-academic factors influencing student performance with the identification of possible at-risk students. This is particularly important as referrals to the various support services as soon as possible is done.

The faculty plans to introduce a pledge for health graduates for all students of the Faculty of Health and Wellness Sciences which will happen at the graduation ceremonies. Two mentors in Nursing Science were sent to a two-week preceptorship teaching programme to provide further training to staff in incorporating a more person-centred approach as the underlying philosophy of nursing programmes (human-centred and heartened as one of the dimensions of openness in aligning to the Vision of a Smart University). Staff evaluations continue to be completed and interpreted for feedback to academics.

2.7. Division of Student Affairs (DSA)

2.7.1. Integration of student counselling, HIV/AIDS, disability, and leadership in the scholarship of teaching and learning

Key initiatives include the following:

DSA in partnership with other stakeholders has been requested to work on the Institutional Disability Policy. Departments and units within DSA participated in Fundani’s mentor and retention officer training.

DISABILITY UNIT

The DU regularly engages in initiatives related to digital transformative pedagogies and social responsiveness to enhance the scholarship of teaching and learning including the curriculum and community engagement. Engagement occurred with internal stakeholders on behalf of students with disabilities.

Engagement also occurred with DU’s Business Partner, Human Capital (HC) regarding the South African Sign Language Interpreter position within the DU. Direct and comprehensive support during the assessment/exam period for students with disabilities occurred. A benchmarking exercise took place with colleagues from the University of Bamenda, Cameroon. The DU also attended a colloquium on the Draft White Paper on Audioand Audio-Visual Content Service.

The following events took place:

• Orientation, and intake interviews with new students with disabilities. Applied for concessions and reasonable accommodations across faculties, and attended Senate Teaching and Learning on 07 April 2022.

• Meeting with Education Department (Wellington campus) on reasonable accommodation for a registered student with disability.

• Meeting with the EMS (Emergency Medical Sciences) Department on reasonable accommodation for a registered student with disability.

• Direct and comprehensive support to students with disabilities.

• Submission of recommendation report to Senex in addition to the Faculty of Health and Wellness regarding a student with disability.

• Reasonable accommodation interviews and applications were conducted and submitted.

• Communication with the Faculty of Education took place regarding accommodating a student who is deaf with sign language and requesting possible exemption from doing spoken language courses.

• Attendance of the Senate Language Committee.

Disability Unit and Student counselling: Attendance of the Senate Teaching and Learning Committee.

HIV/AIDS UNIT

The Peer Education Program is ongoing. The 2022 year started off with in-depth training of peer educators. An HIV curriculum integration workshop was conducted.

STUDENT COUNSELLING

A member of the unit served as the Division of Student Affairs’ Representative at an FID Faculty Transformation Meeting . Engagements also took place with Fundani. Student Counselling served as DSA representative at a board meeting of the Faculty of Informatics and Design. The Community Engagement and Work Integrated Learning Department in partnership with Student Counselling facilitated a workshop on dealing with students in distress within the Nature Conservation Department.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The following events are noted:

• Departmental Meeting with Retail Business Management.

• Meeting to discuss student challenges experienced in the Department of Urban and Regional Planning.

• Workshop on supporting students in distress in the Department of Biotechnology.

• Received an invitation to present on student support matters at the Deans and Directors Forum.

• Conducted a presentation on Student Counselling services at the Faculty of Education Board.

• Attendance of Informatics and Design Faculty Board meeting.

• Attended the Faculty of Applied Science Teaching and Learning Committee Final Year Experience Partnership.

• Meeting with Chairperson of the Golden Key Society.

• Work on Final Year Experience Programme and CCEWIL partnership.

DIVISION OF STUDENT AFFAIRS

• Supported the Dry Campus initiative.

• Facilitated a turnaround strategy workshop for residences.

• Submitted a DSA report and a representative attended the Institutional Transformation Forum.

• Communication and intervention with the Infrastructure and Facilities Department (IDFM) around appropriate language/terminology to use on signage across campuses. This was done to prevent any form of stigmatization and discrimination.

RESIDENCE DEPARTMENT

The Adopt a Residence project by senior members of CPUT played an important part in striving towards residences becoming smart learning spaces.

2.8. Fundani Centre for Higher Education

2.8.1. Initiatives to support student learning

An online HEQSF training programme was developed via Blackboard to assist lecturers with the new CHE form in developing new qualifications. The RPL process was to be fine-tuned. The Scholarship of Teaching and Learning (SoTL) Programme is under review to encapsulate Ubuntu-centric smart teaching and learning as enshrined in V2030.

Decolonial seminar

Fundani CHED facilitated a decolonial seminar in conjunction with Cape Higher Education Consortium (CHEC)

Discipline-specific language courses

Discipline-specific language courses for Radiography (year 2) were conducted online using Blackboard and Teams.

2.8.2. Critical academic interventions and initiatives

CURRICULUM DEVELOPMENT

Blackboard Page: New HEQSF courses for programme accreditation and qualification registration were designed. The Blackboard page was finalised, and COs and Fundani EXCO were added as users. A podcast on widening access and a PowerPoint were uploaded, and several resources were developed over the years by various academics in the curriculum development portfolio. COs have access to the page and can use the resources for the development of new programmes.

ACADEMIC STAFF DEVELOPMENT (ASD)

CHEC decolonial project: ASD hosted a decolonial seminar titled ‘Decolonial praxis for humanness in South African Higher Education: Approaches and projects in universities of the Cape Higher Education Consortium’.

Decolonial Seminar

The Strategic Initiatives and Partnerships (SIPS) directorate is working with Siyabulela Sabata on the Mellon Foundation Decolonial Project, a research project which looks at how CPUT has responded to the call toward decoloniality.

RECOGNITION OF PRIOR LEARNING (RPL)

RPL applications opened on 15 February 2022 and closed on 20 April 2022.

LANGUAGE

UNIT

Radiography first and second year students participated in Intercultural Afrikaans and isiXhosa Courses. These courses focus on language learning and intercultural sensitivity to health care students who conduct clinicals in sites that cater mostly to isiXhosa and Afrikaans speaking communities.

STUDENT LEARNING UNIT AND FIRST YEAR EXPERIENCE (SLU AND FYE)

STEM Club

The STEM Club aims to advance the STEM disciplines and enrich the mathematics and science experiences of CPUT students by contributing to the provision of learning spaces, research opportunities, competitions, academic projects, and career discussions.

Recognition of Prior Learning (RPL) Workshop

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

RPL workshops for knowledge enhancement and portfolio building were held online and face to face during the third term of 2022. Workshops were designed to enhance and mediate workplace learning and knowledge to academically-orientated RPL submissions.

2.9. Library Services

LIBRARY TRANSFORMATION COORDINATOR: PETRO COREEJES-BRINK

2.9.1. Multilingualism in teaching and learning and Information literacy

Key highlights include the following:

Library staff worked with Faculty staff on multilingual glossaries in English, Afrikaans and IsiXhosa in support of students learning experience.

2.10. Advancement Department

2.10.1. Financial inclusion to support learning

Financial support to economically disadvantaged students

Out of the R126.5 million received from donor funding in 2021, R89.7 million benefited economically disadvantaged students. Students received 71% of the total funded income, followed by other University projects at 2% and research projects at 1%. More than 3 400 students received bursaries, Work Integrated Learning (WIL) opportunities and stipends from this funding. This equates to 10% of the total student population. For the current year, donor funding to the value of R27 956 457 was received. To date 62 students have received bursaries with more bursary allocations, WIL and stipends from this funding in process.

DEBT RELIEF

We are implementing a massive debt relief project with Universities South Africa Forum (USAf), whereby we are providing financial support to students owing fees to CPUT. Some of the students were handed over for debt collection. More than 1 600 CPUT students, both postgraduate and undergraduate, benefited from the debt relief campaign. We launched three new projects in February 2022, calling students to apply for R16 million worth of funding to fund their 2021 debt.

We are also implementing a Missing Middle project, focusing particularly on engineering students. The Chemical Industries Education & Training Authority (CHIETA) funded R8 million for the Missing Middle project in 2021, where funding is benefiting students studying chemical and analytical chemistry. We gave them a new proposal to fund R12 million in 2022.

WORK INTEGRATED LEARNING FUNDING

The Advancement Department is assisting several students with the funding of their WIL stipends. Over 300 students were assisted with WIL stipend funding and they were placed in engineering and health services companies.

VICE-CHANCELLOR’S

PRESTIGIOUS ACHIEVERS AWARD

This Prestigious Award is a contribution to the building of the research pipeline of the University, and a contribution to the next generation of academics and the transformation of the education sector. Applications for 2022 closed on 31 March 2022 and the new awardees were announced on 19 October 2022.

• Oritonda Muribwathoho (completing a Doctor of Engineering in Chemical Engineering). Her research title is: Development of metal matrix composites suitable for hulls and ship decks

• Murendeni Nethengwe (completing a Doctor of Philosophy in Biomedical Sciences) Her research title is: Evaluation of antioxidant potential and mechanism of action of phenolic compounds from South African indigenous plants used in the management of diabetesrelated male infertility

• Shaun Mgoma (completing a Doctor of Engineering in Chemical Engineering). His research title is: Recovery of valuable compounds from agricultural food using green technologies: Process design and Techno-economic analysis .

• Bongisiwe Zozo (completing a Doctor of Philosophy in Chemistry). Her research title is: Purification and characterisation of the native black soldier fly larva Protein

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Mzoxolo Ntabeni (Master of Engineering in Civil Engineering. His research title: The influence of academic and industry-specific project management qualifications on the effectiveness of project managers in the construction industry

The four recipients who have graduated are:

• Dr Yvonne Maphosa (Doctor of Food Science and Technology)

• Dr Imisioluseyi Akinyede (Doctor of Engineering in Civil Engineering)

• Sivenathi Jayiya (Master of Public Relations Management)

• Sihle Ngxabi (Master of Horticultural Science)

Each master’s student received R100 000 per annum for a maximum of two years, and Doctorate student received R120 0000 for a maximum of three years. The students received R1 million in total (R850,000 from Mauerberger Foundation and R150,000 from the Advancement Department).

2.11. Community Engagement and Work Integrated Learning (CE & WIL)

2.11.1. Work readiness programme

STUDENT LEADERSHIP ACADEMY

The students in the academy are drawn from various faculties across the university. To be inclusive, the academy ran a hybrid model on Blackboard so that students based outside of Cape Town and the Western Cape could still participate in the workshops and discussions. The concept of the hybrid academy will be evaluated at the end of 2022 and improvements will be made for the 2023 implementation. The academy covered a diverse range of workshops which addressed issues like ethics and morals, social justice, Community Engagement (CE) partnership building, transformation, heritage, etc.

SECOND CHANCE MATRIC REWRITE STEM PROJECT

With this project, matric learners are given a second chance to upgrade their National Senior Certificate (NSC) marks to qualify for a university pass in their preferred discipline. Learners from all over South Africa join this programme to improve their results largely in the science, technology, engineering & mathematics (STEM) subjects. The school leaving certificates SLC units provide learners with a confirmation letter on application to CPUT. Tuition is offered in the following subjects: Mathematics, Physical Sciences, Life Sciences, Mathematical Literacy, English First Additional Language, and Accountancy. Classes

are offered on Saturdays in venues courtesy of the Department of Construction Management and Quantity Surveying. Many of the learners from this programme are accepted at the university in the STEM-related disciplines. The units also developed and presented a STEM framework.

The Cooperative Education Unit facilitated an institutional workshop where the task teams listed below emerged. The intended outputs for all these task teams were linked to the objectives of the One Smart CPUT vision.

• Task team for Quality Management and CE and WIL policy reviews.

• The WIL in Curriculum task team – to give direction regarding WIL design and practice in academic programmes (i.e., to develop WIL implementation guidelines that suit different contexts of academic programmes).

• The WIL Research task team.

• Task team to improve regional, national, and international partnerships.

2.12. Centre for Diversity, Inclusivity and Social Change (CDISC)

2.12.1. Initiatives to support student learning

A Faculty Board presentation was made to the Health and Wellness Faculty on diversity and inclusivity.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART RTIP THAT IS RELEVANT AND EXCELLENT IN ITS KNOWLEDGE PRODUCTION

Digital transformation initiatives that enhance access, success diversity and inclusivity for students and staff.

3.1. Faculty of Business and Management Sciences (FBMS)

3.1.1. Research on local economic development and digital transformation (SDG 1, 2, 10 and 17)

The Faculty hosted the Emerging Researcher conference. The theme of the conference was ‘Driving smart, sustainable research and innovation for economic empowerment.’ Dr Kleinveldt of the Business and Information Administration (BIA) Department was a moderator at the Emerging Researcher conference. A selected group of Human Resource Management students presented at the conference. A selected group of Advanced Diploma students in the BIA Department also presented. In the BIA Department, Dr Kleinveldt presented on ‘Incorporating Artificial Intelligence and Robotics into the Laboratory information Systems (LIS) classroom: a systematic review’.

3.1.2. Research on the impact of Covid -19 on the hospitality sector (SDG 3)

HRM DEPARTMENT

Ms Sulayman, Ms Ntanjana and Mr Omar conducted a presentation at a language seminar, The use of differentiated language teaching strategies during the Covid-19. Their presentation was titled ‘Using Glossaries in a Multimodal Teaching and Learning Environment.’ Link to the abstract at https://www.up.ac.za/cf-robotics_ai2021/article/2976468/ accepted-presenters-

Teaching and Learning Awards

Ms Frances De Klerk awarded the HRM Department Teaching and Learning Award for 2021. Five staff members from the Cape Town Hotel School (CTHS) presented at the 8th International Conference on Hospitality and Tourism Management 2021 in line with the research ‘The impact of Covid-19 on the hospitality subsector in South Africa’. Staff members and students presented at The International Conference on Events (ICE).

3.1.3. Disability inclusivity research (SDG4)

Publication

Bell D, Prain M and Layton N. 2021. Assistive technology for people with deafblindness in Southern Africa: a Delphi study exploring dimensions of impact. Disability and Rehabilitation: Assistive Technology https://doi.org/10.1080/17483107.2021 .1994031

GRADUATE CENTRE FOR MANAGEMENT

The centre is involved in the following initiatives: Creation of eVillage – integrating tried and tested disruptive technologies and enterprise creation models to simulate township economy to create jobs and self-employment (Digital Transformation of Local Economic Development) .

• Completed Phase 1: The data collection and analysis, interpretation, and proposed solution to the mayoral committee of Brede Valley Municipality.

• Delayed Phase 2: Due to lack of logistics, the implementation of the proposed solution (eVillage) with Social Partners was postponed to 2022.

• Portions of this project were being done by 2 MTech: Business Administration students.

Investigating fintechs and barriers to skills development and transformation of South Africa Banking Sector with BANKSETA.

• Completed Phase 1: Extensive literature review and data collection tool for BankSETA consideration, input, and approval.

MobiWyne - Building a mobile wine bottling infrastructure to be franchised (if possible) that democratises and personalises wine bottling across the world; the infrastructure includes a mobile application based on machine learning which will invite winemakers to subscribe to access a wider market in which to export bulk wines.

• Completed Phase 1: Identified and agreed with social/ industry partner.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Phase 2: Student to complete interpretation of findings in the context of the conceptualised solution.

• Phase 3: Securing venture capital.

BUSINESS INFORMATION AND ADMINISTRATION

Staff attended the following workshops and webinars:

• Transdisciplinary research workshop.

• Webinar: Meeting with postgraduate supervisors in FBMS facilitated by Prof R De La Harpe, hosted by the FBMS research Unit.

• Webinar: Introduction session on postgraduate administrative processes and faculty research personnel, facilitated by Prof Rampersad and Dr Taliep.

• Various academic staff members have been enrolled in postgraduate studies for Master’s as well as PhD studies for the 2022 academic year. Webinar: IGB International School conversations with leaders.

• Webinar: ‘Addressing the infusion of SDGs in university curricula through problem-based learning’.

• Student success with LinkedIn Learning.

• Virtual book launch: Navigating Information Literacy and live Q and A with the author.

• Workshop: Setting assessments for higher education.

• Workshop: Pre- and post- moderation practices and completion of moderation templates.

CAPE TOWN HOTEL SCHOOL

Ndileka Bala has completed a programme called Vocational Teacher Education with a Finnish Touch which is a Postgraduate Diploma in Teacher Education at Tshwane University of Technology.

Afika Xashimba (a third year student) has been chosen as part of the junior Culinary Team for South Africa. She will attend a session in Johannesburg from 05 April – 8 April 2022 to practice for the competition and she will participate in the African Culinary Cup in Abu Dhabi 29 May – 03 June 2022,

Dr Diane Bell attended the European Regional Disability Summit online.

SISONKE SUPERVISOR MENTORING PROGRAMME

Assessment workshops were conducted based on feedback provided by external evaluators as a general summary which should be reflected on by all lecturers and departments, in an attempt the raise the standard, practices and integrity of assessments and moderation in FBMS. This Programme was co-designed (at the institutional level) and aims at providing a supportive environment for novice supervisors through mentorship.

In the Marketing Department, the research supervisors conduct regular group feedback/discussion classes for Master’s students, creating a supportive departmental student support system.

In the Graduate Centre for Management (GCM) The Business Innovation and Incubation Centre, headed by Dr Michael TwumDarko, has been awarded £100 000 by the British Council. The funding is to implement a sustainable inclusive industrylinked business innovation and incubation technopreneurship infrastructure to develop graduates to be venture creators and/or become employable in a rapidly changing global environment.

3.1.4. Graduate employment and success (SDG8)

Sixteen students graduated with Masters’ degrees in the Autumn Graduation. In the BIA Department, various staff members (Ms M. Dos Santos, Ms V. Harry, Dr L. Kleinveldt and Mr D. Dyers) attended the following workshops:

• Research proposal writing workshop,

• Mendeley referencing,

• First step supervision: Supervision compass conversations, facilitated online by Dr R De La Harpe,

• HDC digital training, facilitated online by Dr R De La Harpe.

The following students in the BIA Department successfully graduated with a Masters’ degree during the April 2022 autumn graduation ceremony:

MASTER OF BUSINESS AND INFORMATION ADMINISTRATION

Mr Erens Kgoththso (Summa Cum Laude)

Supervised by Prof J. Spencer

Title: The use of digital project management solutions by project businesses: A case study of selected platinum mine in Limpopo Province

Mr Kingsley Ogwu

Supervised by Prof V. Naicker

Title: The influence of Information Technology innovations on the performance of organisations: a case study of selected SMEs in the Western Cape.

In the BIA Department, the Post Graduate Diploma has been registered on the Higher Education Qualifications Sub-Framework (HEQSF) and the National Qualifications Framework (NQF).

The CTHS staff attended:

• Database and E-Thesis training

• Research Writing workshops

• Fundani Extended Curriculum Programme (ECP) Webinar ‘Sharing practices’

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The CTHS research team wrote an article titled ‘What innovations would enable hospitality in South Africa to rebuild?’

The Entrepreneurship and Business Management Department welcomed the first cohort of postgraduate students to the Postgraduate Diploma in Entrepreneurship Management. Students were also asked to complete a survey where their individual profiles were created, and their expectations were shared. In the Marketing Department, postgraduate students and staff attended the Wiley workshop ‘How to publish an academic article’, which was facilitated from the UK. Supervisors conducted regular group feedback/discussion classes for Master’s students, thereby creating a Marketing departmental student support system and space to share and develop. Several staff members attended the ‘First step supervision: supervision compass conversations’ workshop facilitated by Prof Retha de la Harpe.

MARKETING RESEARCH WORKSHOP

A marketing research workshop was held for new postgraduate students covering the following: How to use the CPUT library database to search articles; An overview of research topic selection; and Guideline overview for the completion of research proposal submission. A doctoral student, Simone Thomas, was jointly supervised by a CPUT Marketing supervisor and a supervisor from a German university.

In the Sport Management Department, Prof Brendon Knott submitted an National Research Foundation (NRF) PROTEA Fund proposal for a bilateral research agreement with Universite Gustave Eiffel in Paris, France. The project emphasises gender equity and inclusion of young researchers and postgraduate students.

Prof Simeon Davies presented a paper at a Physical Education Conference entitled ‘PGCE access criteria: A selection process that inhibits Physical Education career opportunities for UoT Sport Management graduates’. The purpose of the paper was to inform policy makers in DHET about the importance of amending admission criteria for the PGCE so that better access is facilitated for graduates who have knowledge and qualifications that would enhance job creation.

3.1.5. Agenda 2063 or Africa-focused research

Professor Diane Bell presented virtually at the Deafblind Africa International Conference which was held in Nairobi, Kenya. The paper details: Bell D, Prain M and Layton N. 2022. Deafblind people taking part in Southern Africa: A Delphi study looking at stakeholder views of AT outcomes. Paper presented at the Deafblind Africa International Conference, Nairobi, Kenya, 12 to 14 May. Professor Bell also presented at the 11th National

Deafblind Conference virtually which was held in Fremantle, Western Australia, 29 June to 1 July. The paper details: Bell D, Prain M and Layton N. 2022. Measuring outcomes of assistive technology use for deaf blindness. Paper presented at the 11th National Deafblind Conference, Fremantle, Western Australia, 29 June to 1 July.

3.1.6. Research on young women in entrepreneurship (SDG 5 and 8)

The FBMS Women’s Day Celebration was hosted at the Granger Bay Campus, on the theme ‘Generational equality’. Guest speakers were Bertina Engelbrecht, CEO at Clicks Group Limited; Vusi Vukwana, Director at Kasi Culture; and Nonkosi Tyolwana, Director of the Centre for Diversity, Inclusivity and Social Change (CPUT). The guest performers were Caitlynn Kroukamp, singer and songwriter; Ortem Callaghan, spoken word artist, and the CPUT Catsville Residence Choir. The Faculty hosted women who shared their experiences in a panel discussion and explored ways in which to break the bias so as to create a gender-equal society. The event link: https:// youtube/H3-klYP7MRs

MARKETING DEPARTMENT

The supervisors conduct regular group feedback/discussion classes for Master’s students, creating a departmental student support system and space. Staff are participants as mentors and mentees in the institutional Sisonke programme intended to develop postgraduate supervision capacity.

In the Retail Business Management Department, a guest lecturer presented on Environmental, Social and Governance (ESG) and Business Sustainability and how it will impact on industry in general and the retail industry in particular.

In the Sport Management Department, academics attended the International Conference on Business and Management Dynamics, Cape Town. Certain staff members in the Sport Management Department are currently attending the Sisonke Supervision workshop at CPUT. The Sport Management Department is engaged a in a Collaborative and Transdisciplinary Project.

The Centre for Sport Business and Technology Research (CSBTR) and Applied Microbial and Health Biotechnology Institute (AMHBI) at CPUT are mandated to conduct excellent research with a strong multi- and transdisciplinary focus. On the basis of the shared expertise of these two research entities, a research objective was developed to investigate whether rooibos with its unique bioactive compounds modulates oxidative stress and potentially facilitates improved physical performance, with an application as an ergogenic sport drink. This work provided

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

the foundation for the beneficiation of rooibos as a sport drink, which in turn has positive implications for research and innovation to enhance access, success, social cohesion, equity, equality, diversity and inclusivity for indigenous communities associated with the rooibos industry, notably the Access and Benefit-sharing (ABS) agreement between the rooibos industry, represented by the South African Rooibos Council (SARC) and the Khoi-Khoi and San, represented by the National Khoi-San Council (NKC) and the South African San Council (SASC). This agreement will see the Khoi-Khoi and San communities benefit from the commercialisation of rooibos.

Ms Andiswa Mrasi participated as the programme director in the inaugural hybrid Inclusive Technopreneurship Forum hosted by CPUT and Manchester University, United Kingdom. This British Council funded forum showcases innovation by students from various universities across the globe. Other partners universities included UJ, UNAM, University of Zululand, UKZN.

3.2.

Faculty of Applied Sciences

3.2.1. Research on food security and CPUT food security (SDG 1, 2, and 5)

AGRICULTURE

The department is hosting a water research project and collaborating with ARC-Stellenbosch on another water research project, both sponsored by WRC worth R2.3 million. The project will widen our understanding of water use efficiency of some economic vegetable and medicinal species.

CHEMISTRY

The department has 11 active researchers, of whom 64% are female (1 NRF-rated).

• New researchers are encouraged to take up cosupervisory roles.

• The department has a large postgraduate cohort with an approximate composition of 92% (PhD) and 78% (Masters).

• Staff and postgraduates participate in Bio-economy and Biotechnology focus areas, and a strong Nanotechnology and Electrochemistry group are making inroads in research.

• A meeting was held at the end of 2021 to discuss research in the department, with a view to promoting those who wish to develop their postgraduate supervision.

• Third stream income was discussed, and we need to appoint someone to help us formulate a business team for this task.

FOOD SCIENCE AND TECHNOLOGY

Staff members participated in the Research and Innovation in Teaching and Learning (RITAL) conference contributing to the knowledge around alternative ways to offer training in current times. In the arena of enhancing food security, the Department of Food Science and Technology (DFST) embraced alternative crops and protein sources (such as bambara, moringa and millet) at least 10 years ago. More recently, we started pursuing insect protein black soldier fly (BSF) (Hermetia illucens) and mealworm (Tenebrio molitor)) as alternative and sustainable protein sources. Together with our sister unit, the Agrifood Technology Station, we take a two-pronged approach: we do low-level research with quicker results via New Product Development (NPD) projects, as well as high-end research: thus far we have produced one master’s graduate, with a further three working in this niche area; the first doctoral candidate graduated in December.

The postgraduate work takes the food ingredient potential of BSF protein one step further: we are looking at identifying proteins with enhanced techno-functionality via the process of producing glycol-conjugates, i.e. harnessing the power of the Maillard reaction in this regard.

BIOTECHNOLOGY AND CONSUMER SCIENCE

Prof Opperman and Ms Hanekom are part of the CPUT Food Security Task Team. Research projects in Consumer Science and the Functional Food Research Unit (FFRU) focus are community based, e.g. minibus taxi drivers, migrant children suffering from malnutrition, nutrition sensitive marine aquaculture, etc. The FFRU is a niche area in the CPUT Research Focus Area 1: Bioeconomy and Biotechnology research focus area.

CONSERVATION AND MARINE SCIENCES

• The department focusses on applied environmental research which is relevant to the South African context. In this way research projects focus on sustainability and application, making research topical and relevant. New student orientation for postgraduates on Higher Degrees Committee (HDC), with tips for success conducted were during April 2022. Departmental research meetings take place once per month for proposal presentations and presentation of any research. The first Master of Marine Science students registered in 2022. The Doctor of Conservation Science qualification was approved by South African Qualifications Authority (SAQA) for offering in 2023. Doctor of Conservation Science has been SAQA approved for 2023 offering. One staff member has received funding from the Black Academics Advancement Programme (BAAP) for developmental funding. One staff member has RIFTAL funding for learning and teaching research.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Interviews for Nurturing Emerging Scholars Programme (NESP) project have taken place and a candidate identified.

MATHEMATICS AND PHYSICS

The Department recently conducted a survey among students and alumni of the Mathematical Sciences programme to gauge the need for a part-time version of the Advanced Diploma in Mathematical Sciences. The results show that there is a definite need to introduce a part-time version of the programme. The survey results were presented to the Mathematical Sciences Advisory Committee on 7 April 2022, and there was overwhelming support for the Department to go ahead with its plans to introduce a part-time version of the programme.

ACADEMIC AND CURRICULUM DEVELOPMENT

• Conversations around curriculum development include topics of decolonisation and transformation. These are guiding principles around curriculum transformation. The Curriculum and Academic Development Coordinator remain a part of the Cape Higher Education Consortium (CHEC) conversation around decoloniality, most recently attending the CPUT-based discussion on 19 April 2022

3.2.2. Research initiatives on multilingual teaching practises and decolonisation (SDG 4)

Current research activities still include projects which include community-related projects with predominantly female students and interdepartmental collaborations between researchers, especially between Environmental Health and Biotechnology. All staff belong to one of the focus areas and research groups, e.g. Prof Okudoh, Bioresource Engineering; Dr Jackson, Environmental Chemistry, Toxicology and Remediation. The FFRU is a niche area in the CPUT Research Focus Area 1: Bioeconomy and Biotechnology research focus area.

There were many collaborations with other institutions: Memorandum of Understanding (MoUs) / Memorandum of Agreement (MoAs) / Service Level Agreement (SLAs) with the Agricultural Research Council, UCT, Stellenbosch University, Limaqua (France), FH Muenster (Germany), industry partners, etc.

AGRICULTURE

The department is hosting a water research project and collaborating with ARC-Stellenbosch on another water research project, both sponsored by WRC worth R2.3 million. The project will widen our understanding of water use efficiency of some economic vegetable and medicinal species.

CHEMISTRY

The department has 11 active researchers, of whom 64% are female (1 NRF-rated).

• New researchers are encouraged to take up co-supervisory roles.

• The department has a large postgraduate cohort with an approximate composition of 92% (PhD) and 78% (Masters).

• Staff and postgraduates participate in Bio-economy and Biotechnology focus areas, and a strong Nanotechnology and Electrochemistry group are making inroads in research.

• A meeting was held at the end of 2021 to discuss research in the department, with a view to promoting those who wish to develop their postgraduate supervision.

• Third stream income was discussed, and we need to appoint someone to help us formulate a business team for this task.

FOOD SCIENCE AND TECHNOLOGY

Staff members participated in the Research and Innovation in Teaching and Learning (RITAL) conference contributing to the knowledge around alternative ways to offer training in current times. In the arena of enhancing food security, the Department of Food Science and Technology (DFST) embraced alternative crops and protein sources (such as bambara, moringa and millet) at least 10 years ago. More recently, we started pursuing insect protein black soldier fly (BSF) (Hermetia illucens) and mealworm (Tenebrio molitor)) as alternative and sustainable protein sources. Together with our sister unit, the Agrifood Technology Station, we take a two-pronged approach: we do low-level research with quicker results via New Product Development (NPD) projects, as well as high-end research: thus far we have produced one master’s graduate, with a further three working in this niche area; the first doctoral candidate graduated in December.

The postgraduate work takes the food ingredient potential of BSF protein one step further: we are looking at identifying proteins with enhanced techno-functionality via the process of producing glycol-conjugates, i.e. harnessing the power of the Maillard reaction in this regard.

BIOTECHNOLOGY AND CONSUMER SCIENCE

Prof Opperman and Ms Hanekom are part of the CPUT Food Security Task Team. Research projects in Consumer Science and the Functional Food Research Unit (FFRU) focus are community based, e.g. minibus taxi drivers, migrant children suffering from malnutrition, nutrition sensitive marine aquaculture, etc. The FFRU is a niche area in the CPUT Research Focus Area 1: Bioeconomy and Biotechnology research focus area.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

CONSERVATION AND MARINE SCIENCES

• The department focusses on applied environmental research which is relevant to the South African context. In this way research projects focus on sustainability and application, making research topical and relevant. New student orientation for postgraduates on Higher Degrees Committee (HDC), with tips for success conducted were during April 2022. Departmental research meetings take place once per month for proposal presentations and presentation of any research. The first Master of Marine Science students registered in 2022. The Doctor of Conservation Science qualification was approved by South African Qualifications Authority (SAQA) for offering in 2023. Doctor of Conservation Science has been SAQA approved for 2023 offering. One staff member has received funding Black Academics Advancement Programme (BAAP) for developmental funding. One staff member has RIFTAL funding for learning and teaching research.

• Interviews for Nurturing Emerging Scholars Programme (NESP) project have taken place and a candidate identified.

MATHEMATICS AND PHYSICS

The Department recently conducted a survey among students and alumni of the Mathematical Sciences programme to gauge the need for a part-time version of the Advanced Diploma in Mathematical Sciences. The results show that there is a definite need to introduce a part-time version of the programme. The survey results were presented to the Mathematical Sciences Advisory Committee on 7 April 2022, and there was overwhelming support for the Department to go ahead with its plans to introduce a part-time version of the programme.

ACADEMIC AND CURRICULUM DEVELOPMENT

• Conversations around curriculum development include topics of decolonisation and transformation. These are guiding principles around curriculum transformation. The Curriculum and Academic Development Coordinator remain a part of the Cape Higher Education Consortium (CHEC) conversation around decoloniality, most recently attending the CPUT-based discussion on 19 April 2022

3.2.2. Research initiatives on multilingual teaching practises and decolonisation (SDG 4)

Current research activities still include projects which include community-related projects with predominantly female students and interdepartmental collaborations between researchers, especially between Environmental Health and Biotechnology. All staff belong to one of the focus areas and research groups,

e.g. Prof Okudoh, Bioresource Engineering; Dr Jackson, Environmental Chemistry, Toxicology and Remediation. The FFRU is a niche area in the CPUT Research Focus Area 1: Bioeconomy and Biotechnology research focus area.

There were many collaborations with other institutions: Memorandum of Understanding (MoUs)/ Memorandum of Agreement (MoAs)/ Service Level Agreement (SLAs) with the Agricultural Research Council, UCT, Stellenbosch University, Limaqua (France), FH Muenster (Germany), industry partners, etc.

3.3. Faculty of Engineering and the Built Environment (FEBE)

3.3.1.

Research clusters and research initiatives

The Industrial & Systems Engineering department is planning on starting a transformation research committee within the department to discuss how transformation can be brought into the research environment. Colleagues in the department started a research group registration process. They will be focusing on renewable energy and wastewater treatment and the idea is to use this platform to see how they can bring transformation into research in the department. We are in the process of adding a personal protective equipment (PPE) laboratory.

There has been extensive upskilling when it came to the staff, where one staff member graduated with her doctorate last year. Further, three more staff members are busy with their doctorates. This brings the total doctorates in the department to seven compared to three years ago, when only one person had a doctorate. The department initiated the establishment of the ocean robotics station. It is envisaged this will get staff involved for future research projects.

The Engineering Education Research Unit (EERU) has been established and has identified 4 research clusters:

• Social issues in Engineering Education

• ICT in Engineering Education

• Engineering Curriculum

• Student Experience, Engagement and Performance

Faculty-supported research:

• Digital Transformation of the Curriculum; Dr Sweta Patnaik and Dr Bronwyn Swartz

• Ethics in Engineering Education; Dr Bronwyn Swartz

• Mixed Reality Industrial Visits for Diploma in Engineering; Dr Tiyamike Ngonda

• Advancing Gender Equality in STEM in Engineering and the Built Environment: Dr T. Joseph

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The primary objectives of EERU include:

• Conducting and disseminating scholarly research in engineering education which will lead to enhanced learning experience for staff and students.

• Promoting knowledge sharing of teaching and learning best practices and student-centred innovations among CPUT’s Faculty of Engineering and the Built Environment.

• Fostering interdisciplinary collaboration across the departments of FEBE by initiating multi-department research projects.

3.4. Faculty of Informatics and Design (FID)

3.4.1. Participation in conferences

MEDIA

DEPARTMENT

S. Nkoala presented a paper at the 2021 Virtual International Association for Media and Communication Research (IAMCR) Conference on multilingualism and journalism education.

S. Nkoala was awarded RIFTAL funding to pursue a study on the use of multilingualism in the contexts of emergency remote learning.

Publications:

Book chapter: Nkoala, S. 2021. ‘Students perspectives on how multilingualism helps or hinders epistemic access in journalism education’. In Ralarala, M., Hassan, S.L. and Naidoo, R. (Eds). Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education. African Sun Media, (pp 99 -114).

Theo, L.J. and Bechan, N. (2021) ‘Degrees of becoming on recent Netflix docu-shows: representations of women in Unbelievable and Mercury 13 vs The Keepers and The Staircase’. Journal of Popular Television, 9:2, pp. 179–193. DOI: https://doi. org/10.1386/jptv_00048_1

Theo, L.J. (2021) ‘Re-Reading Eduard Vilde’s Mäeküla Piimamees: liminal silence as ‘Queering’ dramatic Irony’. NORA - Nordic Journal of Feminist and Gender Research, 29, no 2. Pp 96-109. DOI: https://doi.org/10.1080/08038740.2021.188 2564

Maunganidze, Golden and Matsilele, T. (2021) ‘Ethnic journalism as a social mission: an exploration of Zimbabwe Broadcasting Corporation’s (ZBC) national FM radio station.’ In Ethnic Journalism in the Global South, pp. 171-196. Palgrave Macmillan, Cham.

Mpofu, Shepherd, Trust Matsilele, and T. S. Nyawasha. (2021) ‘The iconography of persuasion: An analysis of political manifestos and messaging of top three parties in South Africa’s 2019 elections.’ Communicare: Journal for Communication Sciences in Southern Africa, 40, no. 1: 67-88.

Benecke, Dalien Rene, M. U. I. R. Clarissa, Deidré Porthen, V. A. N. Helena, and Neeltje Du Plessis. (2021) ‘The role of the Global Capability Framework within the Strategic Communication profession in an emerging Post Covid19 context: a South African perspective.’ ESSACHESS–Journal for Communication Studies 14, no. 1 (27): 137-159.

Project by CCS, confirmed third term 2021: Clowes, L; Sanger, N; Mabenge, L; Theo, L.J.; Mbinjama-Gamatham, A (eds) (2022) Living African Feminist Theory: Young people’s reflections on gender, race, class and sexuality in contemporary South Africa. African Sun Media

Behari-Leak, K., Nkoala, S. Mokou, G. and Binkowski, H. (2020) ‘Exploring disruptions of the coloniality of knowledge, power and being to enable agency as disciplinary activists for curriculum change.’ Journal of Decolonising Disciplines 2, no. 2 (2020). Doi: 10.35293/jdd.v2i2.25

Applied Design publications and conferences

Amanda Morris was a panel member on Ethics of Care at the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) ECP Colloquium, August 2021.

Amanda Morris presented with Dr Lynn Coleman on Writer Identities at the HELTASA ECP Colloquium, August 2021

Amanda Morris published with Dr Lynn Coleman on Writer Identities in SOTL in the South Journal:

Coleman L. and Morris A. (2021) ‘You become academic royalty once you’ve published’: A social practice exploration of identity in academic writing. SOTL in the South, Vol 5: 2, 4-21.

Amanda Morris published in the Special ECP issue of Education as Change: Morris, A. (2021) ‘Knock Knock: An exploration of diverse student identities in a South African design classroom.’ Education as Change, Vol 25: 1, 1-22.

Cheri Hugo presented at the Hydrofeminist Conference on 19 August 2021 where swimming methodology in feminist theory was explored. Cheri used decolonisation feminist theory and the sea and swimming to think through some of the challenges academics face in higher education. Some of these challenges are race and gender but also include micro-aggression and

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

subtle undermining. In this presentation she talked about the tension of performing and doing the right thing. The paper was called ‘Black feet white sand’. The conference video is available at https://youtu.be/2C5I01Snuo4

3.4.2. Research initiatives in the faculty

(a) Feminism, gender, diversity, media, and technology (SDG 4 and 5)

APPLIED DESIGN

DRAW, the design research forum now in its 12th year, is highlighted for its cross-cutting functionality and innovation. Its use of digital technology (WhatsApp, Zoom, Teams), creation of a supportive and collegial environment for both postgraduate students and experienced and novice staff researchers and supervisors, its agile opportunity to test ideas, and focus on content that is transformative, reaches researchers and partners across the continent. All content is also in process of being placed on SharePoint, so all presentations, methodology, proposals, and papers can be viewed and re-visited by current DRAW members.

• Sisanda Nkoala from the Media Department presented at the 2021 HELTASA conference on a RIFTAL funded study titled: ‘Educators’ experiences of using multilingual pedagogies during emergency remote teaching: A case study of South African universities’.

• Sisanda Nkoala and Blessing Makwambeni from the Media Department presented at the 2021 HELTASA conference on a CPUT funded transdisciplinary study titled ‘Digital tools for Social Engagement in Higher Education’.

• Sisanda Nkoala and Amanda Morris from the Design Department hosted a lunch time seminar for the faculty, ‘Transformative approaches to using language’. They discussed Nkoala, S., 2021. The Curious Case of ‘Coconut Kelz’: Satire as a Critique of Race-Thinking in South Africa. In The Politics of Laughter in the Social Media Age: Perspectives from the Global South, (pp. 233247). Palgrave Macmillan, Cham.

3.4.3. Publication

(b) Multilingualism and epistemic access in journalism Design

Janet van Graan was a co-author in the paper ‘The Change Laboratory as an approach to harnessing conversation for academic development’ https://www.tandfonline.com/eprint/ IDNK8HFEQHNCNXPAMA7F/full?target=10.1080/136014 4X.2021.2019039

ARCHITECTURAL TECHNOLOGY AND INTERIOR DESIGN

An abstract (to the ICET conference) was submitted by Rayner Moodley and Abigail Roberts on Collaborative and Problembased learning in ECP. The paper was accepted and Abigail focused on this topic for her master’s degree in 2022.

3.5. Faculty of Education

3.5.1. Teaching and Learning Research Project

The Faculty of Education prides itself on producing newly qualified teachers who are competent and work-ready. Therefore, continued collaborative engagement is required with the Western Cape Education Department. Through Work Integrated Learning activities, the departments in the faculty interact with different stakeholders: (Western Cape Education personnel, school principals, district based subject advisory personnel and school-based heads of subjects). The synergy in conceptualising attributes of professional teachers required by schools is the result of initiatives of the departments, curriculum officers and the Work Integrated Learning committee initiatives. Dr Zena Scholtz holds the Work Integrated Learning Portfolio within the Faculty of Education.

The conversations conducted by the faculty transformation committee to promote engagements among academics, students and community of practice in higher education on matters of decolonisation, multilingualism, social cohesion and sexual orientation are a priority in the faculty. The academics in the Science cluster in the FET Department are working on a project of promoting Indigenous Knowledge Systems in both undergraduate and postgraduate curricula. Research is underway in this department in pursuit of relevant approaches to integrate knowledge systems across the scientific knowledge domains locally and internationally, for example, essential socioeconomic goals.

• Transformative frameworks are enforced in research project and scholarships.

• Postgraduate studies and research are geared toward multidisciplinary and inter-disciplinary knowledge production (e.g. indigenous knowledge systems and other knowledge system for the purpose of internationalisation).

• Development of digital competence pedagogy (DCP) for teachers is conceptualised.

Postgraduate workshops were arranged from April – November 2022 with the aim of the workshops being to provide new postgraduate students with some guidance in preparing their research proposal for submission within the first six months

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

of registration. Students were encouraged to attend proposal development workshops.

The CPUT Faculty of Education Annual Research Day for Staff took place on 18 November 2022.

3.6. Faculty of Health and Wellness Sciences (FHWS)

3.6.1. Teaching and learning research project

The relationship with NGOs has been strengthened and workshops which previously focused on orientation and first years were rolled out to second, third and 4th year students. The effects of these initiatives were measured by use of student questionnaires and evaluation forms. Currently, there are limited transformative research projects in the Faculty, although crossfield transformative research could be considered and undertaken in future, especially with the development of new programmes that will drive possible research niche areas in future.

The following transformative research that has been and is currently underway in the Faculty is indicated below:

• Transformation-themed research undertaken, and article published in the Department of Emergency Medical Sciences.

Naidoo, N, Matthew R. and Farrar, T. (2020). Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success. African Journal of Health Professions Education, 13(1): 59-64.

• Within the research niche of development of a research programme towards self-leadership (it has ethical clearance) facilitated by Prof K Jooste, a focus group was held on experiences of staff during the Covid period.

• Faculty Research project: Towards a gender parity in Science, Technology, Engineering, and Mathematics (STEM) in the Africa Context. Purpose: The development of a framework for education outreach in STEM.

Empirical objectives:

• Review of current policies in support of gender parity in STEM

• Exploring the orthography of the STEM language

• Determining culture, stereotyping, and career gaps in STEM

• The impact of Covid-19 on gender parity in STEM

• The impact of 4IR gender parity in STEM.

Staff within an academic department within the faculty participated in the new Sisonke mentorship programme to mentor staff to enhance research capacity towards production of knowledge.

3.7. Fundani Centre For Higher Education

3.7.1. Teaching and Learning Research Project

STUDENT LEARNING UNIT

STEM presented workshops and consultations on:

• Why students fail? An intervention strategy.

• Using mathematics modelling technique to address real world issues.

Academic Literacy presented workshops and consultation on:

• Literature review

• Autobiography essay

• Study skills

• Scientific strategy

Research Development

Prof Janet Condy presented the Sisonke Supervision Mentoring Programme to Fundani and CIET.

ACADEMIC STAFF DEVELOPMENT

Teaching Development Programme (TDP)

TDP seeks to cultivate critical reflexivity amongst new academics to engage with historical and systemic challenges which shape pedagogic practices to ensure student success.

TDP themes:

• Teaching philosophy and alignment with pedagogic practices - towards Ubuntu-centric smart pedagogies (Ramose, 1999)

• Community Engagement – WPBL, Service Learning, internationalization

• ICT as a pedagogic resource to facilitate epistemic freedom

• Language in Education and quest for epistemic justice

DIRECTORS’ OFFICE

Internationalisation Policy

Fundani CHED through the Directors Office provided input on the new Internationalisation Policy. The policy was sent for external reviewing and feedback was received. The policy review started in March 2021 and has reached Blue Draft status. The Director, Dr Xena Cupido, was a co-researcher in a National Academic Development Project.

STUDENT LEARNING UNIT AND FIRST YEAR EXPERIENCE (SLU AND FYE)

• Research and development activities took place

• Staff are engaged in research to improve their practices.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

3.8. Division of Student Affairs (DSA)

3.8.1. Teaching and Learning Research Project

DIVISION OF STUDENT AFFAIRS

Regular staff meetings and operational planning sessions occurred across the departments and units within the division. These planning sessions present the opportunity for discussions around initiatives related to transformation-themed research and innovation directed at enhancing access, success, social cohesion, equity, equality, diversity and inclusivity. All departments and units within the Division of Student Affairs contributed towards Smart RTIP that is relevant and excellent in its knowledge production. All departments and units within DSA attended and participated in Special Interest Working Teams: the Smart University Think Tank and the Green Campus Meeting. All departments and units within DSA participated in the CPUT Graduate Employability study as well as the Student Affairs Divisional Risk Review workshop.

DISABILITY UNIT

Staff members of the Disability Unit (DU) participated in various institutional committees, clusters and forums which include the Covid-19 Health Cluster, BBBEE work group, the Institutional Transformation Forum, and the Employment Equity Forum. The DU represents the needs, challenges, and achievements of students with disabilities on all levels and platforms. The DU met with Ms. Sushi Govender, who works on the graduate recruitment program for Parliament about the recruitment of graduates with disabilities, meeting occurred on the 22 March 2022.

STUDENT COUNSELLING

Student counselling used e-learning technology (Blackboard) as part of two programmes (Final Year Exit Programme (FYEP) and the Academic Enhancement Questionnaire (AEQ). We also participated in the Assessment of Graduate Employability in Higher Education Project. Ms Marlie Spencer delivered a presentation by the International Finance Corporation (IFC).

STUDENT GOVERNANCE AND LEADERSHIP DEVELOPMENT

A survey was conducted via SurveyMonkey on extramural activity needs at CPUT. It is an important research tool and will contribute to the enhancement of social cohesion through identifying and recommending relevant extramural activities at CPUT as communicated by the students themselves. We participated in the Western Cape Government Health and Wellness Provincial Social Mobilisation Engagement with Higher

Education Institutions’ Student Leadership. Discussions were conducted around the Central Student Representative Council (CSRC) Right to Learn Campaign. There was also regular engagement around student political structure issues.

3.9. Centre for Innovative Educational Technology (CIET)

3.9.1. Teaching and Learning Research Project

Innovation National Research Foundation SAASTA book project

The SLCE Units promoted the concept of engaged research through participating in discussions which contributed to the development of the Department of Science and Innovation (DSI)/NRF South African Agency for Science and Technology Advancement Engaged Research Framework which was published in mid-2022. Part of the actions undertaken by the unit have led to the identification of two CPUT engaged research case studies to be published in a book.

Titles of case studies are:

• A Child Centered Approach to Urban Resilience Research: participatory, art-based research with children from an under resourced urban community by Ryna Cilliers

• Interactive tools supporting agriculture in the wine industry by Hester Claassen

Both engaged project case studies selected by the NRF are from lecturers from the Faculty of Informatics and Design.

Community Engagement book launch CPUT was made proud by the contribution of two of its staff members in a community engagement research book titled: Community engagement research in South Africa – Methods, theories, histories and practice, which was launched by van Schaik Publishers at North West university.

One of the three editors was Prof Hanlie Dippenaar, an HOD in the Faculty of Education, Ms Jacqueline Scheepers, Manager of the SLCE Units. Dr Rolene Liebenberg, a very experienced community engagement pioneer in the institution, is author of a chapter titled ‘The transformative pedagogical potential of preservice teacher professional learning communities embedded in a mathematics service-learning course’. Prof Dippenaar also authored a chapter ‘Collaboration embedded in service-learning through the lenses of a network of activity systems and a change laboratory’.

The CapeVET project is aimed at a cooperative and participative investigation of the prerequisites for successful design of

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

a higher education qualification programme for vocational training lecturers in South Africa. It intends to achieve binational strengthening (in collaboration with German academic and industrial partners) of the professionalisation of TVET lecturers in the field of technical occupations in the Western Cape region.

Due to the high topicality and relevance of this project, it is financially supported by the Federal Ministry of Education and Research, Germany. The CapeVET project is realized as a highly beneficial contribution to or mutually beneficial partnership within the TVET community and stakeholders: CPUT and German universities and enterprises.

The Cooperative Education Unit strives to enhance research partnerships and networks with industries, government, other education institutions and communities on local, national and international platforms to deepen teaching capabilities.

3.10. Advancement Department

3.10.1. Financial inclusion to enhance student success

VICE-CHANCELLOR’S PRESTIGIOUS

ACHIEVERS AWARD

As noted above, this Prestigious Award is a contribution to the building of the research pipeline of the University, and to the next generation of academics and the transformation of the education sector. All the 12 beneficiaries of the Award in 2021 were female students. All the beneficiaries came from African states or economically disadvantaged backgrounds. The Award is not only given to South African and African students but is open to all top performers of the University. The students were conducting research in predominately male-dominated industries, and this is a sign that the Award contributes to empowerment of women and transformation.

3.11. Centre for Diversity, Inclusivity and Social Change

3.11.1. Teaching and Learning Research Project

Research Focus

A GBV Research Indaba was held in collaboration with RTIP, Human Science Research Council (HSRC), Higher Education Resource Services South Africa (HERS-SA), FID, and Student Affairs.

• Date of GBV Research Indaba: 8 - 9 March 2023

• Call for abstract went out on 4 July 2022

• The deadline for submission of abstracts was 31 August 2022

• Feedback on abstracts was provided by 31 Oct–November 2022

TRANSFORMATION

REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART HUMAN CAPITAL AND TALENT – STAFF DEVELOPMENT, SAFE AND INCLUSIVE WORK ENVIRONMENT

Staff development, employment equity to address equity, equality, redress, growing our own timber, social cohesion, diversity and inclusivity (race, gender, language, disability, GBV, HIV/AIDS sexual harassment, etc.). This includes strategies to enhance the quality of work life, skills development and social responsive staff centred environment.

4.1. Faculty of Business and Management Sciences (FBMS)

4.1.1. Training and skills development

Staff attended the following:

• Academic success with LinkedIn learning

• Staff skills development training: InfoHub (SharePoint)

• Emerging supervisor workshop

• E-portfolio development

• Writing up your research

• Writing skills workshop

• WIL and graduate employability

• SHE training for first aid

• E-cases workshop hosted by Emerald Publishing

• Transformation lecture: Understanding the transformation dynamics facing the higher education landscape in South Africa

• The Launch of University of Antwerp Management School (Maritime and Air Transport Chapter)

In the HR Department staff attended the following:

• Centre for Innovative Educational Technology (CIET)

• International training workshop

• Shaping future careers

• HDC digital training

Staff in Financial Accounting and Taxation attend various workshops available to encourage research. Postgraduate students also had access to internal workshops and have attended the sessions:

• Conceptual framework

• Identification of research problem

Staff continued to work as a team, orientating and supporting new staff members, including part-time staff. Staff continuously attended training on Blackboard and Learning Course Design as well as workshops from the Staff Development Academy.

In the Marketing Department, staff attended the launch and Orientation of the Sisonke Supervision Mentoring Programme.

In the Strategic Initiatives and Projects Unit, Ms Nicole Umwizerwa attended:

• Online travel training – get there

• Microsoft 365 advanced training.

AD HOMINEM PROMOTIONS

Senior Lecturers

Dr Christiaan Hattingh-Niekerk (Tourism)

Dr Jean-Pierre Bruwer (CMA)

Dr Jerome Kiley (HRM)

Associate Professors

Prof Desireé Scholtz (Assistant Dean: Teaching and Learning)

Prof Diane Bell (SIP)

Prof Michael Twum-Darko (GCM)

Prof Noleen Leach (DALS)

Prof Virimai Mugobo (RBM)

Prof Sharhidd Taliep (SPORT)

Faculty Achiever Awards were celebrated for researchers and administrators.

RESEARCH EXCELLENCE AWARDS

Marketing Department: Research Department of Year

Prof Rodney Duffet: Researcher of the Year

Prof J Dubihlela: Supervisor of the Year

Dr Simon Nsengimana: Top Doctoral Student

Mr Dylan Cromhout: Top Master’s Student

ADMINISTRATOR AWARDS

Ms Thersia Connolly and Ms Nicole Umwizerwa: Best

Administrative Assistants of the Year

Ms Jo-Anne Ridder: Best Secretary of the Year

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The Employment Equity Task Team chaired by Dr John Dale consulted to plan the EE plan for the Faculty to September 2022.

The Faculty Transformation Plan was presented to the Graduate Centre for Management by Mandie Richards. Staff members at the CTHS are continuing with their Masters and PHD studies. Kate Lategan (academic staff), Lucinda Koeberg (teaching assistant) and Sibusiso Macozoma (student) presented at the Postgraduate Conference 2022.

In the HRM department lecturers attended:

• Turnitin Training

• Fire Marshal Training

4.1.2. Participation in internal and external webinars

The Strategic Initiatives Unit (SIP) arranged a Wellness Webinar for all FBMS Staff, ‘Managing anxiety in the workplace’, facilitated by Ms Paula Quinsee, a life coach. L&D was supported with the Skills Development Need, involving all FBMS staff in 2022. The SIP unit continued to work with Black Wolf Agency to develop an online, self-paced programme for HODs, the HOD Management Development Programme. In the BIA Department, Mr Dyers and Ms Harry successfully completed the Teaching Development Programme (TDP). This programme is an in-house institutional programme to assist newly appointed academic staff members with various topics in teaching and learning in higher education.

In the HR Department, Ms N Brandau was awarded a Masters’ qualification. Academic staff and postgraduate students attended article writing and presentation workshops by Dr Nyathela. Certain lecturers in the Sport Department attended a workshop on creating an e-learning journey for students for each support-to-support Smart objectives of CPUT. At CTHS, two staff members graduated with Master’s degrees.

In the Entrepreneurship and Business Management Department, Ms Zinzi Magoda was awarded the Black Academics Advancement Programme (BAAP). BAAP is an intervention that is aimed at contributing directly to one of the targets of the National Development Plan 2030 (Vision 2030), to have 75% of university academic staff with a PhD level qualification by the year 2030. Therefore, this programme enables successful applicants to spend up to three years undertaking full-time research to complete their PhD degree or two years of full-time post-doctoral research training.

4.1.3. Webinars and training

As part of the Transformation Conversations in the Faculty, Dr Nyx McLean an NRF rated researcher and research

associate at Rhodes University engaged over 180 students and staff members in an honest interactive conversation which was mainly question-driven on ‘Creating safe spaces: Respecting gender identities and pronouns’. They specialise in LGBTIAQ+ identities and communities, and their core areas of research include gender and sexuality; identities; community; and social movements. They regularly consult on policies which seek to be gender and sexual identity inclusive, as well as running workshops and seminars on LGBTIAQ+ sensitivity to promote more inclusive school, university, and work environments. Link to article on Dr McLean: https://www.cput.ac.za/newsroom/ news/article/4493/respecting-gender-identities, and link to a recording of the webinar, facilitated by Mandy Richards: https:// ca-lti.bbcollab.com/recording/6cb48c4c78f24599a0District Sixc994679a6e7d. Staff in all departments in the Faculty are currently engaged with studies for Masters and PhD degrees.

At the Cape Town Hotel School, the following staff members graduated at the Autumn graduation: Nandipha Nyumba: ND Office Management and Technology Portia Mkhize – Advanced Diploma: Food and Beverage Management

Two members of staff in the Entrepreneurship & Business Management Department participated in the Sisonke Supervision Mentorship Program 2022 to enhance:

• DTech and MTech supervision skills

• Research networking and collaboration

• Research capacity and outputs.

Andiswa Mrasi (SIP) participated as a respondent in a webinar on ‘Gender mainstreaming (inclusive of disability) in the workplace to enhance a gender-responsive environment’, hosted by the office of the VC. The webinar recognised the 2022 Women’s Month theme: ‘Women’s socio-economic rights, empowerment and resilience’.

Nicole Umwizerwa (SIP) attended a benchmarking workshop at Durban University of Technology which was aimed at sharing best practice in terms of International student marketing and recruitment strategies.

4.2. Faculty of Informatics and Design (FID)

4.1.2. Training and development

The following training and development initiatives were implemented:

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

MEDIA

• Sisanda Nkoala made a presentation of a workshop at the TDP seminar on the use of multilingualism in assessment.

MS Office 365 Leadership Development

• Coaching programme for course coordinators/line managers

• Training and development programme

Mentors and tutors were trained to assist students that require academic support. Diversity and inclusivity training online seminar offered by CPUT were attended by lecturers. Students were encouraged to help redesign the interior editing computer laboratory in order to make the space more personal and inviting for them. Sadly, this initiative could not continue under current lockdown.

The programme staff are racially diverse, but there could be activities designed to develop more cohesiveness. The ECP design staff complement is working towards better racial, language and gender representation, having applied for a contract/junior position in order for a staff member who is retiring to mentor a younger staff member of colour as a succession plan. Town and Regional Planning report that staff have attended Blackboard and online course design, as well as CPUT analytics training. The department employment equity is balanced in terms of race and sex.

4.2.2. Faculty webinars

The FID Transformation Forum held two online seminars in the second part of 2022 which would focus respectively on issues of language and gender, with the following potential foci:

• Student experience of language, including that of international students

• Multilingualism within the curriculum

• Institutional language interfaces

• Translanguaging possibilities within the curriculum

• The hidden curriculum: making the implicit explicit

• How students can leverage own cultural capital: vertical power

• LGBTQI+ inclusivity and sensitivity

• The Ethical community: building student collaboration

FID held its first online Transformation Conversation with the intention to inform and educate FID staff about the dimensions of transformation, inclusivity and diversity. Dr Nyx McLean, a research fellow at Rhodes University, spoke on the topic ‘What is an inclusive university?’ which was attended by 27 people, including staff from FID, external faculty staff, SRC members

and postgraduate students. The discussion sensitized staff to language in relation to gender and identity, and reflected on the intersectional nature of inclusivity followed by discussion that could lead to improvements in how we structure and offer these conversations.

Several FID staff attended online webinars during the third quarter:

• FBMS language seminar

• Rethinking and repositioning transformation within One Smart Vision 2030 with Prof Rozena Maart

DESIGN ECP

Design staff member Simphiwe Dumengane was appointed as junior lecturer on contract and was mentored by Diane Steyn, who retired at the end of October 2022. Simphiwe is an alumnus of the jewellery programme. Additional positions listed as vacant would be used to effect transformation in the department. Equity statistics and goals reviewed in each interview.

4.2.3.

Faculty Transformation Forum

In the Faculty Transformation forum, Amanda Morris, in conversation with Sisanda Nkoala, spoke to a group of staff from FID and other faculties about the practice and impact of translanguaging in the Extended Curriculum Programme. The Faculty Learning and Teaching committee resolved to broaden the exposure of younger staff to issues of curriculum renewal and development, in the light of Vision 2030, to plan for succession and skills transfer. Within the Media Department, Sisanda Nkoala was involved as one of the facilitators of a virtual seminar hosted by the Council of Higher Education (CHE), the National Research Foundation’s South African Research Chairs Initiative (SARChI), specifically the Chair in Teaching and Learning, and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) on the critical role of academics in times of crisis. She also wrote an article that was published in the University World News Africa edition: https://www.universityworldnews. com/post.php?story=20211201102937419

Sisanda Nkoala, Rifqah Abrahams and Eran Tahor were invited as researchers in the Erasmus+ funded international FuturAbilty – Digital and Transversal Skills for online Teachers. This project gathers a strategic partnership of organisations universities, research centres and cultural enterprises working with visual methods and digital learning tools which are willing to investigate, produce and share open educational resources (OER) to make online teaching more attractive and accessible, in reference to the European Frameworks DigCompEdu and LifeComp. CPUT is the sole African partner in the project. In ATID, staff attended language skills training. Janet van Graan attended the CPUT Faculty of

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Engineering and the Built Environment seminar ‘Decolonisation, transformation and a third possibility for the university’, facilitated by Prof Lesley le Grange (Stellenbosch University)

4.3. Faculty of Applied Sciences

4.3.1. Employment equity

AGRICULTURE

An African male Dr Thembalethu Seti: Lecturer – Agricultural Economicsand an African female Ms Sandisiwe Buyabuye: Senior Lab Technologist were appointed as lecturer and senior laboratory technician respectively.

CHEMISTRY

• The department is guided by transformation goals, i.e., equity and gender for recruitment of new staff, evidenced by current TAF templates.

• Departmental portfolio meetings allow for engagements and discussion.

• The department has focused on growing its own timber. Many current staff are past students and/or have held technical positions.

Through the Advisory Committee consultations, it has been shown that many CPUT graduates hold positions in our industries.

FOOD SCIENCE AND TECHNOLOGY

The first doctoral student working on the food ingredient potential of black soldier fly (BSF) protein graduated in December 2021. The department is ever vigilant to identify suitable training courses and other development opportunities for staff: at the time or writing, two of our young lecturers are busy with the TDP course, both African females.

The HoD is in the process of having one-on-one meetings with each staff member in order to identify their most pressing challenge in the workplace with a view to find solutions and also to identify one training event that would help them the most (to this end, staff have been asked to identify where they see themselves in 5 years’ time).

WIL and SL

For students in all Applied Sciences departments, workplacebased learning preparatory classes are done in the semester prior to WIL placement (either as a stand-alone subject, e.g. work preparedness skills or embedded in other subjects

BIOTECHNOLOGY AND CONSUMER SCIENCES

Staff were encouraged to register for career development opportunities provided by CPUT (available via Newsflash). The in-house Blackboard training has been effective since the 2020 Covid-19 lockdown.

CONSERVATION AND MARINE SCIENCES

Employment equity is addressed when new staff are appointed, but the department has not had many new posts available in the last few years. Currently 53 % of the staff are female and 47 % male. Academic staff are 36 % White, 63 % Coloured and 9 % Black. However, new posts have been advertised, with recruitment in progress in July 2022. Shortlisting took place for two ECP posts for interviews in May. One post was re-advertised as too few candidates were found in the first round. Nurturing of Emerging Scholars Programme (NESP) approval was provided for post-recruitment from DHET in 2022.

MATHEMATICS AND PHYSICS

Two new lecturing positions that are linked to the introduction of the new Advanced Diploma in Mathematical Sciences programme were secured. These positions will be used to see to what extend the equity profile of the department can be improved. The department is expanding its system of subcommittees and portfolios that are chaired and/or headed by different staff members. This initiative is considered as invaluable for the drive to empower staff members.

WIL and SL

For students in all Applied Sciences departments: Workplacebased learning preparatory classes are done in the semester prior to WIL placement. . Additional support, such as counselling seminars and graduate enhancement programmes are provided by the institution and implemented in departments.

4.3.2. Faculty webinars

Staff all attended and are continuing to attend Blackboard workshop through CIET. Ongoing ECP workshops and different training techniques, leadership training to equip staff members took place. New lecturers participated in the TDP. The inhouse Blackboard training has been effective (from a personal perspective); the support of CIET has been highly appreciated, with regard to Turnitin, data, storytelling, etc.

• The faculty is guided by transformation goals, i.e., equity, gender for recruitment of new staff, evidence by current TAF templates.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• The facultyhas focused on growing its own timber. Many current staff are past students and/or held technical positions, and some have been appointed in permanent positions from ECP contracts.

Through the Advisory Committee consultations, it has been shown that many CPUT graduates hold positions in our industries. Employment equity is addressed when new staff are appointed, the faculty has recently appointed new staff – 1 on a permanent basis, and two on long-term contracts for ECP. These appointments have addressed some of the equity targets in the department. Currently 56 % of the staff are female and 44 % male. Academic staff are 33 % white, 42 % coloured and 25 % Black.

4.3.3. Training and development

Staff are all encouraged to attend training courses for teaching and learning, research, and administrative leadership development. Blackboard training has been provided to all staff. Currently one staff member is on the TDP programme, while new staff appointed this semester will join in 2023. The recruitment of four mathematics lecturers, one statistics lecturer, and one computer skills lecturer is currently in progress. These positions will be used to see to what extent the equity profile of the department can be improved.

4.4. Faculty of Engineering and the Built Environment (FEBE)

4.4.1. Employment equity initiatives

The various workshops for staff training and development are captured in Focus area 2. For 2022 the faculty has agreed with all departments to keep Thursday afternoons from 13h00 free to ensure all staff are available for staff development activities. This can be used for faculty wide training and workshop sessions; department-specific sessions; departmental meetings; or staff-specific individual activities (staff can book training or do research). This time out for staff will also provide students with time to work on their reports/projects/assignments or prepare for assessments.

TEACHING EXCELLENCE AWARDS (TEAS) 2021

Institutional TEA

Prof Seun Oyekola: Department of Chemical Engineering

Faculty TEA:

Dr Sweta Patnaik: Department of Clothing and Textile Technology

Departmental TEA

• Dr Ali-Mustafa Ali-Almaktoof: Department of Electrical, Electronic and Computer Engineering

• Mr Kevin Masungu: Department of Civil Engineering and Geomatics

• Ms Leigh Middleton: Department of Mechanical and Mechatronic Engineering

4.4.2. Faculty Transformation Working Group (TWG)

The working group noted there were various workshops for staff relating to teaching and learning such as online workshops on Blackboard. With the new HOD starting, the Mechanical and Mechatronic Engineering department could have some direction and can discuss transformation and focus on a plan for the department. In 2021, the FEBE staff had extensive training on transformation; decolonisation and the curriculum; and employment equity. The objective of this focused training was twofold:

1. Aligning the faculty to Goal 4 of Vision 2030: Promote a culture of human-centricity and smart people of integrity, mutual respect, excellence, who nurture collaboration, and are innovative in support of ONE SMART CPUT.

2. Aligning the faculty to Institutional Transformation Forum goal: Transformation as a tool for Oneness and Smartness.

4.4.3. Staff development and training

In 2022, our objective was to move beyond training to implementation. For this purpose, we sourced in an external facilitator to assist the faculty staff with this transforming and decolonising project by using UCDG funding. With regards to language, the department has a multilingual glossary in English, isiXhosa, Afrikaans, and French. The glossary is available online. The DEECE HOD, Dr Adonis, was also involved in research about academic empowerment which helps a lot to develop young and upcoming engineers, providing them with different support and skills.

The Maritime Studies department also started a support programme started in 2022, to support any staff in building their careers. Woman in the department were given more support and platforms but still more could be done in hiring or producing female engineers within the department. Safety training has been done. It was noted that staff were placed in their fields of specialty in the department which helped a lot with staff being comfortable in their work environment and giving them more access to raise their level of expertise. Staff were encouraged to get involved in future research projects and advance themselves in studies.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

4.5. Faculty of Education

4.5.1.

Employment equity initiatives

The members of faculty executive committee, the Business Partner from HR (Ms P. Cloete) and the representative of UEEF (Dr Khuzwayo) assessed the equity distribution of academic and non-academic positions in the faculty. The assessment led to the identification of inequalities in terms of race, gender and people with disabilities, which were addressed according to the targets stipulated in the Institutional Employment Equity template to meet the targets. The Faculty Equity plan will inform future recruitment processes for academic, non-academic, technical, support and administrative staff.

• The faculty rationalised appointments of staff in accordance with the UEE targets.

• Staff performance management was implemented.

4.5.2.

Training and Development

Developmental workshops to capacitate academic and nonacademic staff are conducted departmentally. While faculty staff workshops focused on Teams training, online learning was mediated via Blackboard and Blackboard Collaborate and Course Tools for assessment. The Faculty Research coordinator in the research department (Professor C. Livingstone) facilitated MEd and DEd student seminars, HDC Digital training for supervisors online, and supervisor workshops.

Research Department encouraged experienced academic staff with supervision experience to co-supervise postgraduate students and to co-publish journal articles. The dean (Prof Mji) encouraged all academic staff members to participate in supervision of postgraduate students for MEd and doctoral qualifications. The faculty manager (Mr O. Ramatlo) introduced an initiative to monitor capturing of students marks on quarterly basis.

The Wellness and Security Committee met regularly to provide guidelines to the faculty community regarding Covid-19 restrictions and also to ensure that students and staff adhere to safety regulation during the Covid-19 pandemic in lecture halls. Trello software was introduced for managing and tracking academic administration projects by Odumeleng Ramatlo (Faculty Manager). On 3 May 2022, a workshop was convened to introduce faculty administrators to the Trello Board and unpack key considerations to arrive at a process flow.

The workshop took place on 3 June 2022 under the theme of ‘Embracing change and innovative involvement in academic administration’, organised and conducted by the faculty manager, Mr. O. Ramatlo. The committee representatives had been providing the faculty community with updates on

the pandemic and the procedures to be followed to ensure safety and security of students and staff members. The office of the Faculty Manager introduced the software to be used to administer the activities and processes in the faculty.

4.6. Faculty of Health and Wellness Sciences (FHWS)

4.6.1. Employment equity

The employment equity profile of the Faculty and departments are regularly reviewed with HR and our Faculty transformation representative with regular reporting of EE statistics. Faculty appointments will be made taking into account the equity profile and the needs of the Faculty to ensure that institutional and national equity targets are considered. Transformation is considered when appointing new staff to ensure that departmental staff profiles demonstrate diversity, equity and equality.

The Faculty aims to ensure that academic staff are engaged with studies towards higher qualifications to ensure that all our academic staff are in possession of a minimum qualification of a Master’s degree. Staff are encouraged to complete their PhDs to be able to grow the research of departments and the Faculty. Non-academic staff including technical, support and administrative staff are encouraged to explore and take up opportunities for training and development to facilitate career development.

4.6.2. Development and training

The Faculty strives to ensure that personal development plans are in place for all staff managed by the HoDs. There is a drive to have regular performance discussions with all staff to ensure that career pathing and professional growth and development of staff is prioritised. The Faculty is in support of the Nurturing Emerging Scholar Programme (NESP) and will encourage departments to submit NESP applications by recognising students in their final year of undergraduate studies with a potential for a career in academia. Currently, we have a successful candidate who is in the process of being appointed by DHET for one of our departments.

Staff are consistently encouraged to improve their skills in online teaching strategies and inclusive teaching. Staff have attended various workshops/conferences/seminars and some of these are: Office 365: Teams training, Learning to learn with WhatsApp, HDC Digital training for supervisors: online, Supervisor workshops, Blackboard collaborate training, Ethics

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

of AI, 2020 Unisa Western Cape Academic Development Symposium, Covid-19 - How to put on and remove personal protective equipment (PPE), Proposal building workshop, Quantitative Data Analysis workshop (SPSS), Academic paper strategy workshop and Writing for publication workshop.

High risk staff members were accommodated to work from home as far as possible during Covid-19 pandemic. A mindshift in thinking transpired in the Department of Nursing Science, expanding the role of educators to more hands-on practical skills in the vaccination centre, demonstrating teamwork of mentors and educators and scheduling their work rosters differently. Transformation is change, and they kept up with the changing needs of the community, serving staff, students, and the public. This was a first time that the diverse public was served by a diverse group of nursing academics and mentors on campus. The Faculty also supported the mentorship and career advancement program for Black academic women. Two staff members were successful applicants, and one colleague served as a mentor on the program. More staff were used to review research proposals for the Faculty Research Ethics committee, and feedback was given to promote staff development in research.

4.7. Fundani Centre for Higher Education

4.7.1. Employment equity

Staff appointments: The appointments were aligned to the equity requirements of the university and Fundani CHED: Academic appointments consisted of 1 African female and 2 African males.

ADMINISTRATIVE

1 African male

DIRECTORS’ OFFICE

Appointments:

Appointments have concluded in Fundani aligned to the equity targets:

HUMAN CAPITAL

1 African male – Institutional Language Coordinator

1 African female UCDG Administrator

1 Coloured female Administrator

GENDER-BASED VIOLENCE

GBV Pillar 6 Information Management Womxn’s Anthology: a Womxn’s Anthology Workshop that was held at Fundani CHED. The aim of the workshop was aligned to the theme of in International Womxn’s Day of ‘Gender equality today for a sustainable tomorrow’ and continuing with the African tradition of art and storytelling, the aim of this call sought to celebrate CPUT womxn’s voices and experiences. There were 13 women in attendance. The participants submitted their contributions, which included submissions of poetry, artwork and other written submissions. These submissions were later collated into a creative output.

ACADEMIC STAFF INDUCTION

Approximately 93 participants were invited to the hybrid event. Staff were introduced to Vision 2030 and the African Philosophy of Ubuntu and the implication for learning and teaching.

RECOGNITION OF PRIOR LEARNING (RPL)

Appointments:

An RPL Administrator was appointed in the RPL Unit in Fundani CHED in January 2022

4.7.2. Training and Development EXTENDED CURRICULUM PROGRAMME (ECP UNIT)

The ECP Semester 1 Departmental Reports were revised. The ECP Departmental Report templates were revised in collaboration with a small committee.

Fundani CO Forum: Lauren Davids was invited to present on topical access and success issues in extended curriculum programmes at the recent Fundani Curriculum Unit CO Forum.

ECP Committee Meetings form part of wider institutional ECP forums intended to engage meaningfully and deeply with pertinent ECP matters. The August engagement was online and the September engagement was a full day in-person meeting. The latter was undertaken to identify key academic staff development needs for AY 2023.

STUDENT LEARNING UNIT AND FIRST YEAR EXPERIENCE (SLU AND FYE)

Training of mentors, retention officers, tutors and teaching assistants was provided to equip senior students with skills to provide academic and psychosocial support to CPUT students.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The Teaching Development Programme (TDP) held a writing retreat to offer portfolio writing space and support to recently appointed CPUT lecturers.

4.8. Advancement Division

4.8.1. Training and Development

SAP DIGITAL TRANSFORMATION

CPUT’s Centre for Enterprise Research, Partnership and Innovation in Africa (CERPIA) launched a ‘Digital Transformation’ project in 2019. The aim of the project was to provide SAP training to 100 women, to transform access to technology skills, and especially SAP competency. Twenty-five female employees of CPUT were trained as SAP facilitators and over 80 female students have received SAP skills. The project improves employment opportunities of CPUT students. The Advancement Department secured a R1 million MICTSETA contract in August 2021, whereby several CPUT students received SAP, and will graduate in March 2022.

The Advancement Department sponsored R35,000 to a colleague from FBMS to attend a conference overseas. The Department also spent R3,700 for a colleague at FEBE to attend an online entrepreneurship course.

4.9. Division of Student Affairs (DSA)

4.9.1. Employment equity

STUDENT COUNSELLING

• MindConnect Psychometric Assessment Platform – 9 staff members attended.

• A representative served on the IGBV task team.

HIV/AIDS UNIT

• BBBEEE proof of training was submitted.

• Staff development and Employment Equity requirements were met.

• The New Peer Education Officer commenced employment.

RESIDENCES

• Leadership and coaching, development programme – 4 staff members attended.

• Risk awareness discussion.

• Academic administration debriefing.

DISABILITY UNIT

• Leadership and coaching, Development Programme, which 2 staff members attended.

• Disability awareness and sensitization workshops were conducted with the Residence staff.

• A staff member attended the Creating leading edge/ CHEC training.

• Representatives serve on CPUT’s BBBEE working group.

• A staff member participated in the Creating leading edge/ CHEC training.

• Staff members attended an Excel training workshop.

DIVISION OF STUDENT AFFAIRS

Leadership and coaching training continued for DSA staff. Regular staff meetings were held across DSA.

• Regular staff meetings occurred across DSA.

• EE Data verification occurred with the EE representative.

• DSA embraced staff development and strategies that enhanced the quality of work life, skills development and a socially responsive staff-centered environment.

• Regular staff meetings occurred across DSA.

• Shortlisting and interviewing occurred for vacant positions.

• Staff across the division attended a gender mainstreaming webinar.

• Staff development opportunities were shared and communicated.

4.9.1. Training and Development

Student governance and leadership development (SGLD) The formal introduction of the SGLD HOD, Mr Sammy Elie, to the Central Student Representative Council (CSRC) occurred at the Cape Town Hotel School in Granger Bay. The Wellington Student Development Officers conducted a meeting to introduce the nominated task team members and CSRC members who were tasked to oversee Wellington campus.

• Risk Awareness / Refresher Discussion Session for senior and middle management.

• Farewell of SGLD Administrative Assistant as well as 2 WIL interns.

• Shortlisting occurred for short contract position: SGLD Administrative Assistant.

• Participated in the Graduate Internship Project.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

4.10. Community Engagement and Work Integrated Learning (CE & WIL)

4.10.1. Employment equity

Employment opportunities for students in the SLCE

The SLCE unit encourages the notion of growing our own timber and providing practical and experiential experiences for students in a work context. Employment for students at the university creates a sense of inclusivity and in many cases addresses the socio-economic challenges which many of our students’ face.

The following positions have been filled by students:

• Intern: third year student from Faculty of Business Management Sciences, for 6 months WIL experiential placement

• WIL placement for 6 IT students from the Faculty of Informatics and Design to work on a community engagement project. They are also collaborating with other students on the project (who belong to various faculties and disciplines) and who are part of the student leadership academy.

• Faculty of Education students as part-time tutors for the second Chance Matric Rewrite project (TBC).

• One university alumnus was employed in a part-time capacity to assist with various tasks related to the academy project. He was also a facilitator for one of the 2022 academy sessions.

4.10.2. Training and development

Inclusivity: involving administrative staff in academic activities

Three abstracts were submitted by the SLCE Units and accepted for the WIL Africa conference which took place in September 2022. Staff were classified as administrative employees and this achievement contributed to skills development and promoted inclusivity, cohesion and a sense of belonging. Staff were exposed to practices presented by other universities and education sectors.

Including alumni as support for the development of student leadership

The student leadership academy is inclusive of all students irrespective of their academic level and all disciplines. This allows students to learn across cultures, disciplines, and knowledge levels. Students range from first year to doctoral level. Many students who graduated from the academy and/or from the university have participated in the projects and acted as mentors for the new leaders.

Exposure of staff and students to practical engagement externally to the university

In SL and CE, students are provided with authentic learning experiences through community-based projects and programmes. These projects respond to the many societal challenges and issues faced by communities like social cohesion, diversity and inclusivity (race, gender, language, disability, GBV, HIV/AIDS, sexual harassment, etc.). Roles in the unit were redesigned to align skills towards implementing One Smart CPUT.

4.11. Marketing and Communication Department (MCD)

4.11.1. Awareness and capacity building

Publications produced the 2022 CPUT desk calendar, which included information related to the new Vision 2023 Strategic Plan. The resource was distributed to all staff members, university-wide – thereby providing staff with access to information on the strategic direction of the university, and how they fitted in in achieving the goals set out in the Plan, creating cohesion among all CPUT staff.

CPUT STYLE GUIDE

Publications produced the CPUT Style Guide which was created to assist CPUT staff with their report writing. The guide aimed to create a consistent in-house language and style with a distinctive tone that ties in with the brand. The sections on punctuation, numbering, and especially the ‘Frequently confused / misused words; Tricky words / phrases’, are useful references for non-English first language speakers. The CPUT Style Guide is also a practical resource for referencing CPUTspecific nomenclature. It exists in conjunction with the brief style guide in the Brand Manual and was designed to be distributed electronically as this allows users to look up items easily by doing a simple search in the PDF. The guide assists staff in their work life by enhancing their reporting skills. The use of non-binary personal pronouns in tertiary institutions was researched; we prepared guidelines for gender inclusivity in tertiary institutions; and sent proposal to the ITF for comment/ discussion, thereby promoting equality, diversity and inclusivity within the university.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

4.12. Library Services

4.12.1.

Employment equity

Library management worked with Human Capital (HC) and the EE unit on the updated employment equity profile for the Library. Regularly review with the help of HC was needed after filling vacancies. Library appointments are made taking into account the equity profile and the needs of the Library to ensure that institutional and national equity targets are considered, guided by the employment equity policy. The Library aims to ensure that all staff on all levels are engaged with studies towards higher qualifications. The Library strives to ensure that personal development plans are in place and performance review meetings are taking place to work with staff’s individual development plans and work fulfilment.

4.13. Centre for Diversity, Inclusivity and Social Change (CDISC)

4.13.1. Awareness and capacity building on GBV

• The 2021 Annual Transformation Report was consolidated and approved by the Institutional Transformation Forum (ITF).

• GBV Training Rollout Plan was in progress across the university at the time of writing.

• The Implementation Plan of the Diversity and Inclusivity survey results awaited procurement processes to be finalized at the time of writing.

• Development of the Sexual and Gender Based Violence (SGBV) policy was in process.

4.13.2. Awareness and capacity building on diversity and inclusivity

• Diversity and Inclusivity Survey Rollout Plan presentation.

• Presentation of Diversity and Inclusivity survey implementation at the EM.

• Presentation of Diversity and Inclusivity survey implementation at the ISPC meeting.

• Presentation of Diversity and Inclusivity survey implementation at the ITF meeting.

Gender mainstreaming as a tool for eliminating GBV

• Gender mainstreaming webinar with EM and Think Tank on GEWE: 26 August 2022 (in partnership with RTIP, and Gender Institute).

• Mainstreaming entails equal opportunities, equal treatment, women’s perspectives, gender, gendered perspectives, diversity, and inclusivity.

Mainstreaming is the systemic integration of the respective situations, priorities and needs of all genders in all policies, with a view to promoting equality between all genders and mobilizing all general policies and measures specifically for the purpose of achieving equality by actively and openly considering the planning stage, and the effects on the respective situations of women and men in implementation, monitoring and evaluation.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART INTERNATIONALISATION

How do you expose staff or students to local, national, continental and international platforms to enhance transformative knowledge? This includes responding to social and economic challenges at local (CapeVision 2040), national (NDP), continental (Agenda 2063) and international (Agenda 2030/Sustainable Development Goals) contexts.

5.1. Faculty of Business and Management Sciences (FBMS)

5.1.1. Internationalisation of student’s initiatives

In the BIA Department, Dr Kleinveldt presented at an international webinar on RDM.

Dr Kleinveldt presented at the webinar ‘New directions in AI: formation of an IFLA Special Interest Group on Artificial Intelligence’ on the topic: ‘Towards smarter higher education learning environments through AI and what it means for academic libraries’. The link can be found here: https://www. ifla.org/events/new-directions-in-ai-formation-of-an-iflaspecial-interest-group-on-artificial-intelligence/

In the Public Administration and Governance (PAG) Department, lecturers participated in an international conference hosted by the University of Pretoria by presenting a paper. The Sport Management Department hosted Dr Cem Tinaz from Bilgi University, Istanbul, Turkey. This is part of the Erasmus+ grant between CPUT and Bilgi. As part of the exchange, Dr Tinaz conducted a presentation to the Sport Management AdvDip class and postgraduate students based on sport sponsorship, tourism and nation branding using the case of Turkish Airlines for Turkey. CTHS is exploring new partnerships with national and international institutions offering hospitality studied

The FBMS has negotiated and signed a new MoU with Hochschule München University of Applied Sciences which will enhance internationalisation activities in the Faculty. The SIP Office hosted the Forum for Internationalisation and invited Mr Umesh Bawa (Director of International Affairs at UWC) to present on UWC’s internationalisation activities during Covid-19. Dr Diane Bell co-presented a workshop for Sol Plaatjies University on ‘Research mobility awareness and enhancement’ with Mr Umesh Bawah from UWC at their Annual SPU Research Symposium.

The Strategic Initiatives and Projects (SIP) Unit showcased the Faculty during the International Week at Nuertingen-Geislingen University (NGU) and presented virtually and featured in the travel book coming out of the event. SIP also supported an application for BOC/SANORD Scholarship MTech student (Sport Management) and the application was successful. The student spent a semester at Karlstad University in Sweden in the latter part of 2022.

Eighteen Entrepreneurship and Business Management students took part in Collaborative Online International Learning (COIL) event organised by the International Centre for Transformational Entrepreneurship (ICTE) at Coventry University in UK under the theme ‘The role of value creation in transformational entrepreneurship’. The project involved five universities, namely CPUT, Coventry University, University of Applied Science and Arts of Southern Switzerland, Private University in Buenos Aires, Argentina, and the University of Abu Dhabi. Students were randomly paired across all universities and required to devise a problem (idea) and a solution to the problem.

The SIP Unit has been engaged with the following:

• DHBW Ravensburg Virtual Study Abroad Fair, showcasing CPUT and FBMS.

• Meeting with representatives from HAN University to formalize collaboration with our Sport Management Department.

• Meeting with Prof Berkau from Osnabruck (Germany) to expand existing collaboration.

• Part of task team developing internationalisation policies for CPUT.

• Hosted guest lecture by Prof Burkard von Freyberg from Munich University (Germany) at CTHS.

• 7 CPUT staff travelling to Polytechnic Porto in Portugal, and hosted an information-sharing session at the CTHS.

• Hosted Prof Henrike Weiden from Munich University (Germany) re collaboration with Applied Law / GCM departments.

• Chaired FBMS Forum for Internationalisation, with special guest Dr Laverne Samuels from DUT (Director:

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

International Office) with regard to COIL projects.

• Hosted Prof Ralph Berchtenbreiter from Munich University to explore collaboration with Marketing as well as Tourism and Events Management.

• Meeting with Dr Oliver Serfling from Rhine-Waal university concerning potential collaboration.

The HR Department participated in the Collaborative Online International Learning internationalisation project. A CPUT collaboration was proposed with an African partner regarding a subject (TBC) where students from both universities would work on a project together that is linked to an assessment in both partnerships.

In the Marketing Department, a staff lecturer exchange took place with the Romanian American University in April/May. One staff member, Dr Kuhle Zwakala, visited Romanian American University and one of their staff members, Prof Tudor Edu, was a guest lecturer in the department in April.

A doctoral student, Simone Thomas, was jointly supervised by a CPUT Marketing supervisor and a supervisor from a German university. In Sport Management, second, third year, and a Master’s student were involved in the HAN University Theewaterskloof project

STUDENT EXCHANGE PROGRAMMES IN THE SPORT MANAGEMENT DEPARTMENT

Namhla Matwa, a Master of Sport Management student and a recipient of the BOC Scholarship Award, was in Karlstadt University, Sweden, for a four month exchange programme. Two other students in the Sport Management Department went to Rotterdam on an Erasmus-funded exchange programme.

VARIOUS EXCHANGES CO-ORDINATED BY THE SIP UNIT

The Unit hosted the second Forum for Internationalisation where departmental representatives reported back on their FBMS Smart Internationalisation strategy implementation/International activities.

3 Master’s students from the Tourism and Events Department participated in an exchange programme with Ravensburg university in Germany.

The Faculty welcomed 28 exchange students from Germany and the Netherlands for the second semester of 2022. The students registered with BIA, Marketing, Entrepreneurship, Management and Project Management and Hospitality. This is the first cohort since the outbreak of Covid-19 in 2020.

Two students from the Sport Management Department participated in an exchange programme with Rotterdam university from September 2022 to January 2023 as part of the Erasmus+ programme.

Two staff members (Mandisa Silo and Dr Dube) attended a conference in Ravensburg in Germany, hosted by the FIRE Network: Female International Research.

The Third Forum for Internationalisation took place and Ms Zinzi Nkalintshana (SIP Bellville) presented on the COIL Implementation plan to the Forum members.

5.1.2. Internationalisation of staff initiatives

The COIL workshops was attended by staff: ‘Why and what of COIL? (Resources) Design Elements of COIL’. In the BIA Department, Mr Douglas Dyers and Dr Lynn Kleinveldt attended the outgoing staff mobility program at the Porto Accounting and Business School, Portugal’s largest and most prestigious public Polytechnic Institute, the Porto Polytechnic for the 2022 International week. The school welcomed a significant number of academic, non-teaching staff, partner representatives, and researchers for a week of teaching, networking, best practice collaborations, and cultural diversity experiences to the city and institution.

The Cape Town Hotel School hosted a study abroad programme in collaboration with Texas Tech University (TTU) on the 6 and 7 June 2022. The TTU delegates comprised two lecturers and ten students from the Nutritional Sciences and Dietetics Department. The two-day programme included a discussion and exchange of course information, the relevance of nutrition and various presentations from CTHS students relating to hospitality. A visit to CPUT Food Science and Technology Department was also included, where a chocolate and beer making and tasting session was presented.

The Financial Accounting and Taxation (FAT) department worked closely with the South African Institute of Taxation (SAIT) to prepare for the PGDip in Applied Taxation, which will be running from next year. The Department of Internal Auditing and Financial Information Systems hosted Prof Maria João Castro and Prof Milena from Porto Polytechnic, Portugal. Two staff members visited the university in Portugal.

Romanian/Marketing Department exchange: As noted above, Prof Tudor Edu, guest lecturer from Romanian American University (RAU) in Romania visited the Marketing Department at CPUT to share his expertise with our Postgraduate Diploma in Marketing students on the topic, among others, ‘Methods to collect data for small and medium enterprises – a practical approach’. Dr

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TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Kuhle Zwakala was a visiting lecturer at the Romanian American University (RAU) in Romania during this period.

Several Advanced Diploma and postgraduate students attended the Adobe sponsored eMarketer Tech-Talk webinar: ‘An analysis of the 2022 Digital Trends Report: Retail in focus’ which was presented by Jason Goldberg (Chief Commerce Strategy Officer at Publicis Groupe) and Michael Klein (Adobe) from the US.

Several Advanced Diploma and postgraduate students attended the Traackr sponsored eMarketer Tech-Talk webinar: ‘From insights to action: A Measurement framework for driving influencer marketing performance’ which was presented by Holly Jackson and Halle Sopranol Klein (both from Traackr) from the US. Prof Brendon Knott of the Sport Management Department visited Bilgi University, Istanbul (Turkiye) as part of the Erasmus+ exchange with the Sport Management Department.

Professor Diane Bell engaged in meeting with Desseré Badelt, Director of Student at Home to discuss possible strategic partnership in terms of providing exchange students accommodation.

Prof Tudor Edu from Romanian American University was hosted to discuss collaboration in terms of offering joint master’s degree and co-supervision and formalizing the partnership through an MoU. He also facilitated a workshop for the postgraduate students in the Marketing Department, as described above. A delegation of five lecturers from Porto University in Portugal was hosted and they facilitated a workshop/seminar for postgraduate students in the accounting departments on research methodology.

In the BIA Department, Mandie Richards attended the following: Bootcamp: Career in International Business Law. Hosted virtually by Law Sikho.

Programme of Innovation for African Universities (IAU) Phase 2, Workshop 3. Theme: ‘Sustainable graduate-to-graduate/ industry business innovation partnerships’

Lynn Kleinveldt attended and presented at the International Federation of Library Associations and Institutions (IFLA) IT Section Committee Meeting, Dublin, Ireland. She led the webinar series on IT-related topics and reported on the webinar activities conducted.

• Presentation topic: The use of AI to assist IL integration across subjects and levels to support students acquiring 2first-century skills for the world of work. Exploring global entrepreneurial opportunities for students.

• Presented at the IFLA WLIC 2022 Satellite Conference on

Artificial Intelligence: New Horizons in Artificial Intelligence in Libraries, 21-22 July 2022, Galway, Ireland.

• Knowledge Management Satellite Meeting, Trinity College, Dublin, Ireland.

One International exchange student from Germany was placed in second year in the BIA Department for second semester.

The DHET organised a Heritage Expo held at Bellville campus. The CTHS participated at the Heritage Expo with lecturer Lufuno Sinthumule representing CTHS with the help of Chef Samantha, Chef Danielle and Chef Portia who helped with baking cupcakes. Grade 12 learners from different schools were invited to the Expo and tried icing the cupcakes.

Alumnus Fernanda Cardosso featured on a television programme Kookpunt on television and won the R25 000 prize.

In the Entrepreneurship department, five international students arrived on 18 July 2022. One student was placed in first year and four others joined the second year students. They were from Anhalt, Dortmund, Munich and Osnabrueck Universities in Germany.

In the HRM Department, an internationalisation project (COIL) was undertaken. The COIL projects were planned for first year students in the subjects of Communication and Human Resource Management (HRM) 1 with an integrated activity; and for 4th year students in the common subject Adv Human Resource Development (HRD) 4.

The Marketing Department hosted a number of German international students at level 8 (PG Dip) and second year for the duration of the second semester. These students were registered and had full access to all facilities as well as the LMS.

Advisory Committee: An international partner from Romanian American University, Professor Edo, accepted the invitation to be a member, which gave the Marketing Department an international footprint.

As part of CPUT 101 / FYE programme in the Retail Management Department, students were exposed to international research platforms in the Information Literacy section of the curriculum.

A Mandela Day event was organised by the office of the VC under the theme ‘Highlighting the plight of food security and climate change’ with the tagline Do what you can, with what you have, where you are’. Andiswa Mrasi, acting SIP Manager, was invited to join a few colleagues and the VC in a visit to Ilitha Labantu in Gugulethu, where CPUT staff were involved in serving the elders and our students assisted with gardening of sustainable plants.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The CPUT Convocation’s Dry Campus initiative strove towards a substance abuse- and gender-based violence-free campus, and the event included a panel discussion, led by programme director and moderator Andiswa Mrasi, with the panel consisting of Zukiswa Gaqavu from Distell, Lucky Ntimane from the National Liquor Traders, Ivan Waldeck from SANTACO, Nonkosi Tyolwana, Acting Dean of Students, and Convocation executive member, Athenkosi Nyangiwe.

5.2. Faculty of Engineering & the Built Environment (FEBE)

5.2.1. Faculty resource mobilisation initiative to enhance economic inclusion

INTERNATIONAL ENGAGEMENTS

• SATREP (DSI/JICA) – R60 million equipment donation and skills transfer

• GETF (Global Environment and Technology Foundation) –R6 million equipment donation (USA)

• Project of co-badged / joint / dual master between CPUT and French university UPEC on MEng: Satellite Systems

Prof Tunde Ojumu was now the project leader hosting a South Africa /Japan project. It is a huge project of about R60 million, which included all costs of analytical equipment, and the pilot plant. One postgraduate student collaborating with an international university would participate in a research exchange programme. A concern was raised about less engagement by students with other universities, in particular in the field of Geomatics. An idea presented was to have a Geomatics Student Representative Council where they could engage with industry and engage students from other universities.

The Department of Electronic, Electrical and Computer Engineering was developing a joint master’s degree in satellite engineering with its French partners. The department has a collaboration with various international institutions regarding teaching, learning and research. Covid-19 had an impact on physical visits, but this became possible again. Industrial and Systems Engineering has a collaboration with Adasdolf University, as well as developing a collaboration between Stellenbosch University and a university in Belgium. The department is part of the Erasmus+ group and partnerships with Royal Cape Yacht Club, exposing staff and students to sailing and TETA, the Transport Education Training Authority.

5.3.

Faculty of Informatics and Design (FID)

5.3.1. International relationships and engagements

ATID, through the initiatives of Dr Rudolf Perold, has two existing international relationships with Hasselt University (Belgium) and Umea University (Sweden). Through Erasmus+ funding we aim to run both parallel design studios and a student/staff exchange.

Town and Regional planning report a WIL project with the Design and GIS programmes. CPUT and Michigan students worked together on the work integrated learning project. Students had to create a map for District Six, 2018 and 2019, and a paper was to be published soon.

An inter-university project took place with Michigan State University (MSU) and Fulbright scholar, Prof Peter Glendinning. Sisanda Nkoala was awarded an Early Career Conference Grant by the Association of Commonwealth Universities to participate in an upcoming conference.

The Run a Speaker Series for the TV Production students aimed to fill the gap left by the fact that the production students could no longer go on field trips. The series featured leading industry professionals who came to address students, providing them with an opportunity to network with them virtually. The project was recently featured on the institutional website (https:// www.cput.ac.za/newsroom/news/article/4246/speaker-seriesempowers-aspiring-journalists). Guest lectures for the Advanced Diploma commenced in term 2, including in-person lectures as well as pre-recorded ‘mini masterclass’ videos.

5.3.2. Students and international engagements INTER-INSTITUTIONAL AGREEMENTS

The Hasselt University-CPUT student exchange agreement was renewed for another five years.

Exchanges for staff and students:

Three outgoing staff mobilities of two weeks each need to be planned with Umea University in Sweden for 2022, as well as two incoming mobilities. Six one-semester outgoing student exchanges were planned with Umea for 2022-2023, with shortlisting for 2022 students to take place.

From the Media Department, Sisanda Nkoala was invited by the Canadian based University of Waterloo to deliver a guest lecture in the Department of English Language and Literature on her body of work on the rhetoric of South African struggle songs.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Sisanda Nkoala had two full papers accepted for presentation at the National Communication Association Convention in the United States. Due to travel restrictions she was not able to attend to present at the event, which was wholly in-person.

Sisanda Nkoala, Rifqah Abrahams and Eran Tahor were invited as researchers in the Erasmus+ funded conference ‘FuturAbility – Digital and transversal skills for online teachers’. The project gathers a strategic partnership of organisations – universities, research centres and cultural enterprises – working with visual methods and digital learning tools willing to investigate, produce and share open educational resources (OER) to make online teaching more attractive and accessible, in reference to the European Frameworks DigCompEdu and LifeComp. CPUT is the sole African partner in the project.

ATID

Umea University (UMA, Sweden):

• Three AdvDip Architectural Technology students are currently on an Erasmus+ funded semester-long exchange at UMA, and will be followed by another three next year.

• Rudolf Perold and Rayner Moodley will visit UMA on staff exchange in March 2022, to teach in their studios and to develop a strategic plan for future collaboration with their staff. A third CPUT staff mobility remains available for 2022 or 2023.

• James Benedict Brown of UMA will be visiting CPUT together with two colleagues at some point in 2022 or 2023 to teach in our studios and to further any future collaboration that have been identified during our initial visit to UMA.

5.3.3. International guest lecturing

ATID

Guest lecturing:

An incoming guest lecturer from Umea (James Benedict Brown) was postponed due to travel restrictions. Peggy Winkels and Ludo Schouterden (Hasselt University) came to CPUT for the week 25 October for teaching and planning for a parallel design studio in District Six for 2022-24.

IN ATID there was progress in the Hasselt University (Belgium) exchange

• Erasmus+ funded exchanges for staff: Rudolf Perold and Carike Abrahamse visited Hasselt University to take part in year-end portfolio evaluations in June 2022.

• Two lecturers from Hasselt University (Peggy Winkels and Ludo Schouterden) visited CPUT in Nov 2021 to prepare for our first joint international parallel design studio Global Perspectives (in the AdvDip Architectural Technology),

focusing on sites in District Six and in Canal North-East in Brussels. Both areas have similar histories of forced removals, and students would map their own city and then swop information so as to develop live-work design proposals in each other’s cities. This studio would run over three years, and would serve to inform our AdvDip Architectural Technology based on lessons learnt from the Hasselt University March year 1 curriculum.

• Two CPUT students (AdvDipAT) will spend a semester in Hasselt in 2023, on an Erasmus+ funded mobility, and take part in the second iteration of studio Global Perspectives.

• Rudolf Perold was appointed as affiliated researcher at Hasselt University, and was co-supervising the doctoral research of CPUT colleague Maretha Dreyer at Hasselt University, focusing on refugees and home-making in Cape Town. He also co-supervised CPUT contract staff member Dirk Naude’s doctoral research at Hasselt University, which commenced in May 2022.

5.4.

Faculty of Applied Sciences

5.4.1. International relationships and engagements

AGRICULTURE

An existing MoU was renewed with Mendel University in the Czech Republic to increase the mobility of staff and students to learn from European culture. We are still busy with the VitaGlobal project in collaboration with Europe and Latin America.

CHEMISTRY

A number of national and international research links/ collaborations are in place responding to some of the socioeconomic challenges listed in the 2030 SDGs. Staff have attended international virtual conferences, and despite the Covid-19 pandemic, some are on committees for local and international conferences which may be converted to virtual or hybrid conferences.

FOOD SCIENCE AND TECHNOLOGY

The DFST has a healthy span of international collaboration, especially with French, German and Dutch partners. Every opportunity is used to involve staff in these initiatives. Examples are Ms Vhangani being able to use the partnership with University of Applied Sciences Osnabruck (UASO) DIL to offer an international workshop on pulsed-electric field and other non-thermal processes to B-degree students (formerly BTech); Dr Keyser worked with a French intern from AgroSup Dijon on brewing technology (to mention only two).

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TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The collaboration with French partners scaled new heights when we were invited to make a presentation of our projects, our progress and our wish list to a high-level delegation (16 February). Following this successful interaction, we await further developments in anticipation.

ACADEMIC AND CURRICULUM DEVELOPMENT

The VitaGlobal Project, in collaboration with several institutions in Europe and with Stellenbosch University is gaining steam, through the Faculty’s Department of Agriculture. Several activities, information sharing sessions and panel discussions took place 2022.

BIOTECHNOLOGY AND CONSUMER SCIENCES

Staff attended international conferences.

Guest speakers for Advanced and Postgraduate Diplomas exposed both staff and students to industry developments (Advisory Board feedback and involvement is appreciated in this regard). An MoU was signed between the department and FH Munster University of Applied Sciences, Department of Food Nutrition Facilities.

CONSERVATION AND MARINE SCIENCES

Staff were encouraged to attend international conferences and to collaborate with international institutions. The department renewed an agreement in the Nansen Tutu institute which included collaborations with Norwegian and French universities. More international collaborators were to be sought.

• Dr Sparks was awarded a Jennifer Ward Oppenheimer Bursary (2022) and SADC training for microplastics (end of 2021).

• Prof Geerts taught in Germany in June/July 2022.

MATHEMATICS AND PHYSICS

The department is currently preparing the documents for a new project with the SAS Institute, namely the SAS Academic Specialization. The aim of this programme is to issue students with a Global Academic Program Badge if certain criteria are met in terms of the application SAS software in certain modules of the Mathematical Sciences programme.

ACADEMIC AND CURRICULUM DEVELOPMENT

We are building capacity through the VitaGlobal project to create opportunities for our students to benefit from an international curriculum and engage with students from several partner

international institutions. The faculty continues to seek out opportunities for internationalisation, as this is a standing item on the Teaching and Learning Committee Meetings, held once a term.

5.4.2. Internationalisation of staff initiatives

WIL and SL

Through the use of Service Learning and Community Engagement Projects, staff and students engage with communities for the purposes of transformative knowledge sharing and production.

Staff regularly attend online workshops for both teaching and research activities, as well as workshops for programme coordination, specifically ECP workshops. Some have attended international conferences. Guest speakers are still invited to teach certain aspects of the Advanced Diploma courses, bridging the gap between academics and industry. Various student workshops for WIL students are offered through Faculty and departmental WIL coordinators.

• Dr Sparks trained SADC delegates in Angola in microplastics (September 2022).

• Dr Sparks attended SAMSS in July 2022.

• Dr Walker taught on the SEAMester programme aboard the Agulhas II and WIL, AD and PGDip students were able to be on board as students or as technicians. Further travel to Antarctica was undertaken by our students.

• Prof Geerts, Prof Radloff attended conferences in September 2022.

The VitaGlobal project has been ongoing, with significant progress being made. CPUT has to now form an MoU with Obriel for knowledge transfer and to co-develop MOOCs for the program. This will allow all students at the international partner institutions who host Viticulture courses to benefit from the international teaching practice.

5.5. Faculty of Health and Wellness Sciences (FHWS)

5.5.1. International engagements

The Faculty of Health and Wellness Sciences has various international projects and exchanges to promote internationalisation:

• The Department of Biomedical Science has MOUs with two Universities in Europe (Thomas More and Bergen). It WAs envisaged that these would continue after the Covid-19 pandemic.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• In the past, Biomedical Sciences students have been funded to do their WIL modules in Norway at the Western Norway University of Applied Science and we hope this will continue once the pandemic is over.

• The Department of Emergency Medical Sciences was awarded Linnaes Palme funding available to facilitate staff and student exchange with Karlstad University in Sweden.

• The Department of Medical Imaging and Therapeutic Sciences (MITS) has formal student exchange programmes with Odisee University in Brussels, Belgium. Currently this exchange programme sees students from Odisee doing a clinical internship with MITS for a period of 3 months. This exchange has seen many Odisee students over the last few years visiting the CPUT campus and Groote Schuur Hospital (GSH) where the clinical internship takes place. Three CPUT staff were also invited to visit the Odisee University over the last four years. Currently, due to financial constraints, the department is unable to send CPUT students to Odisee; however, discussions with Odisee continue in the hope that funding will be made available for CPUT student visits to Odisee to continue. CPUT does not have any dedicated funding available to make such visits possible.

• An agreement between CPUT and Fonte University in The Hague, Netherlands, is in place. This programme sees one student from Fonte University doing a 6 months clinical exchange programme at GSH each year. Unfortunately, due to lack of funding, it is not possible to send any of our students to Fonte University either.

MITS have also been asked by Hanze University in the Netherlands to accept two students for a clinical internship for a period of 6 months. We are currently preparing the exchange agreement for vetting by our legal department.

Staff are encouraged to attend both national and international forums which are often on virtual platforms and staff and students are encouraged to participate.

Two upcoming international events in the Biomedical Sciences Department were:

• A Laboratory Ethics webinar which was organised in collaboration with the University of Zimbabwe and other universities in Africa.

• A Point of Care Workshop which involved speakers from all over the continent, including some of our postgraduate students and staff.

5.6. Faculty of Education

5.6.1. International engagements

• Staff development workshops.

• Strategic plans.

• Conversation meetings were conducted to conceptualise concepts such as Internationalisation, transformation and decolonisation, and digitalisation.

• Launch of the transformation agenda for the Faculty of Education.

The CPUT Faculty of Education initiated an exchange programme with a Netherlands university. In accord with the MoU, CPUT students spent six weeks in Netherlands attending lecturers and visiting schools. Similarly, the Netherland students visited the Faculty of Education in Cape Peninsula University of Technology for six weeks.

The initiative to coordinate issues of languages with Belgian universities: Professor C. Livingstone hosted representatives from Belgium in Wellington. The series of meetings and seminars were attended by staff members from the Languages cluster in March and April.

• Lecture at University of Ghent, Belgium on 18 byMay 2022 Dr A Swart

• Dr John Foncha gave a similar lecture, but his focus was on colonisation and decolonisation in Cameroon. He also contributed to this dialogue.

The International Mathematics workshop was well attended.

An international student from Howest College

• The student would like to visit the Wellington campus from February to May 2023. In the past, the faculty only accepted students to do practical teaching, whereas this student would like to have his credits approved.

• The student would try to get recognition for the credits from his institution, and CPUT could offer the modules. CPUT cannot credit these modules because all the courses are year courses.

• A document can be compiled with the courses and credits (an evaluation with the modules’ scores) at the study’s end. Professor Hanlie Dippenaar or a CPUT official would sign off on this document.

Further Action

• The faculty should have a standard practice for visiting students – the Registrar to assist on this matter. OR and HD will set up a meeting with someone from ARC or from the Registrar’s division on the way forward.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Visiting Professor Helen Crompton from Old Dominion University, USA

• From 1 to 12 August 2022, we hosted a visiting professor from Old Dominion University, USA. While visiting our faculty, Professor Helen Crompton facilitated seminars and workshops for academic staff and postgraduate students. The visit was in line with the Faculty’s internationalization focus. In this regard, our objective is for the Faculty team to work collaboratively with international researchers. Prof Crompton is a global collaborator on Prof Agnes Chigona’s NRF-funded projects in the Faculty.

Prof Crompton gave the following seminars and workshops

• ‘Models for effective technology integration and mobile devices in education’ (3 August 2022). This presentation covered frameworks for using technology effectively in the classroom with a deeper dive into using mobile devices.

• ‘Students as empowered changemakers: artificial intelligence knowledge and tools to solve problems’ (4 August 2022). In this workshop, the staff understood what artificial intelligence (AI) is, how AI can support learning, the AI tools freely available for students to be empowered with their learning, and how students can use AI tools to be changemakers. The staff had a chance to try out robust AI programs that are freely available. The participants explored AI concepts and understood how they could be used to create change.

• ‘Writing journal articles’ (5 August 2022). This session covered information about finding and choosing relevant journals, how to recognize good journals, and how to write a paper.

• ‘Global digital literacy skills and knowledge’ (5 August 2022). This presentation made participants think about their own digital literacy. Participants explored aspects of digital literacy and how these skills can support promoting positive change. Participants gained access to a free course that covered all the digital literacy topic areas for building and testing knowledge and skills.

5.7.

5.7.1. International support and agreement CONFERENCE ATTENDANCE

Virtual conference attendance: 41st Annual Conference on First Year Experience DREAM 2022 Conference

STAFF DEVELOPMENT

Internationalisation was included as an important pedagogical space in the revised TDP. An invitation was extended to the SIP to facilitate sessions on TDP. We worked collaboratively with the Strategic Initiatives and Partnerships Directorate to develop a curriculum that is responsive to smart internationalisation. Dr Tasmeera Singh, the Manager: International Relations, was invited as the facilitator of internalisation in our TDP.

DIRECTORS’ OFFICE

A study visit took place, representing CPUT at the upcoming Higher Education Reform Experts South Africa (HERESA) study visit in Tampere, Finland, from 1 November – 3 November 2022, which was hosted by the project’s European partner, Tampere University of Applied Sciences.

The Higher Education Reform Expert – South Africa (HERESA) project, is being implemented on behalf of the European Commission by a consortium consisting of THENSA – Coordinator, OBREAL Global Observatory, Spain (OBREAL GLOBAL), SAQA and five South African universities and four European universities. HERE-SA is a capacity building programme funded by the European Union Erasmus+ programme.

The HERE-SA project addresses two key priorities for SA under the Erasmus+ CBHE programme: ‘Government, strategic planning and management of HEI’ and ‘University-enterprise cooperation’. The project activities involve training for university leadership and the development and revision of a teaching and learning strategy, via the efforts of the appointed HERE. In terms of the former priority, by providing training on WIL, competencebased learning and teaching for the 4IR and entrepreneurship education, the project is contributing to embedding universityenterprise cooperation in teaching and learning strategies.

As part of this project, there are three study visits set to take place, in Sweden, Finland and Ireland. The purpose of these study visits is to capacitate the Higher Education Reform Experts to revise/develop a new strategy document for teaching and learning innovation for their institutions. This will either be a new strategy or a revision of an existing strategy. The documents will be discussed with all faculty heads and representative student bodies and will ultimately be the product of discussions with the university governance structure. The strategic document should deeply reflect the themes addressed in the project and the local context of each institution.

SLU and FYE

A workshop on ‘Social justice, Ubuntu, Vision 2030 and learning and teaching strategy’ was facilitated in the HOD Forum by Mr Mtonjeni.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

5.8. Community Engagement and Work Integrated Learning (CE & WIL)

5.8.1. International membership

HAN

PROJECT

Twice a year, international students from the Han University in the Netherlands are placed in community projects in rural towns in the Theewaterskloof Municipality, Western Cape Province. Ten CPUT students are selected by faculties to participate in the induction weekend. The HAN students are registered with the Faculty of Education under the coordination of Prof. Hanlie Dippenaar and Ms Jacqueline Scheepers. Students from both universities exchange knowledge about their respective cultures and experience intercultural engagement through workshops and activities.

CAPEVET INTERNATIONAL RESEARCH PROJECT

The international CapeVET research project is carried out within the project Cape-VET – Capacity Building for Vocational Training in South Africa – supported by the Federal Ministry of Education and Research, Germany. It is a binational research project involving multi-stakeholders:

• South Africa: Service-Learning and Civic Engagement Units, Centre for Community Engagement and Work Integrated Learning at CPUT.

• Germany: Robert-Schmidt-Institute at the Wismar University of Applied Sciences; Institute of Vocational Education, Work and Technology at Flensburg Europa University; and the Centre for Business and Technology in Africa at Flensburg University of Applied Sciences.

Due to the global pandemic restrictions on face to face engagement, most of the interaction was done online using various platforms. On 17 May 2022 the project partners conducted a hybrid dissemination conference of the research results which was hosted by CPUT. All project partners were represented and presented, including the DHET.

Student Leadership Academy projects – students had to align their project with the UN SDGs. As part of the activities of the Student Leadership Academy, students and alumni connected their project vision and mission to the SDGs or global goals. This enabled the participants to understand global challenges and to align their local challenges within a broader global context.

WIL AFRICA CONFERENCE 2022

Staff from Cooperative Education Unit and the Centre for Community Engagement and Work Integrated Learning submitted abstracts for this conference. This event is hosted by

the South African Society for Cooperative Education (SASCE) and comprises paper presentations, exhibitions and workshops, and draws national as well as international researchers, practitioners, representatives from SETAs and industry, and government departments.

5.9. Division of Student Affairs (DSA)

5.9.1. Students and staff international engagements DSA

Several members of the DSA Management Team served on the Covid-19 Health Cluster and Command centre that met on a weekly basis. This cluster discusses international trends relating to the pandemic.

• All departments and units within the Division regularly engage and provide support to international students.

• Staff regularly attend conferences and workshops with local, national, continental and international content were discussed.

DISABILITY UNIT

The DU assist registered international students with disabilities with their reasonable accommodation applications.

STUDENT GOVERNANCE AND LEADERSHIP DEVELOPMENT (SGLD)

• The SASUF (South Africa Swedish University Forum) Conference at District Six campus was attended. The objective of the conference was to learn more about SASUF and the opportunities within it (e.g., funding, exchange programs, research collaborations, etc.) as well as planning of student network activities and upcoming events.

5.10. Advancement Department

5.10.1. Resource mobilisation initiative to enhance economic inclusion

We supported a Lecturer from Business and Management Sciences Faculty with R30 000 travelling funding to lecture in Romania for a week towards the end of May.

An International Donor Engagement event was held on 22 June 2022 under the banner of ‘Creating smart engagement and strong links with international partners’. Invitations were extended to international philanthropic, multilateral, and bilateral institutions to share CPUT experiences. The event was held online.

TRANSFORMATION

REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART ENGAGEMENT AND STRONG LINKS WITH QUINTUPLE HELIX PARTNERS

Smart engagement and linkages with external partners like other universities, industries, civil societies and government to enhance transformation, diversity, inclusivity and social cohesion. This includes responding to social and economic challenges at local, national, continental and international contexts.

6.1. Faculty of Business and Management Sciences (FBMS)

6.1.1. Partnership initiatives to enhance knowledge and skills

The Faculty hosted the 6th Annual Diversity Webinar and the theme for the Webinar, ‘Disrupting the status quo: Networks to create employability’ engaged speakers who shared their insights as to the various networking opportunities and innovations, and included Ms Vusi Vokwana of Kasi Katalyst, Ms Phindile May, Mr Awiwe Jacobs and Mr Mzovuyo Mabandla of Urban Tshisanyama, and Mr Gerhart Wiencke of Urban Oasis Apart Hotel. The webinar was well attended by students and staff. Link to Webinar review Disrupting the status quo - CPUT and recording https://ca-lti.bbcollab.com/recording/316bc59a bb6c4eacb109870cf55f8cca

We request staff to support the Vida Café in Langa and the Urban Tshisanyama located at the Urban Oasis Apart Hotel in Plein Street, Cape Town.

Dr Kleinveldt chaired the Library and Information Association of South Africa (LIASA), the Higher Education Libraries Interest Group (HELIG) AGM, and facilitated various discussions, including among others virtual library orientations, social media marketing, e-book librarian and user experiences, and customer care during the pandemic.

• In the Entrepreneurship & Business Management Department an MOU was negotiated with the State Information Agency (SITA) looking at establishing an innovation hub in the province. The Department of Entrepreneurship and Business Management initiated a request for the Chair of Technopreneurship Research.

• In the HR Department, an Advisory Board Committee meeting was conducted online via MS Teams.

• The Sport Management Department played a leading role in hosting the 5th International Conference on Events (ICE). This brought together 140 delegates from other

universities as well as local government and industry partners, representing 20 nationalities.

The CTHS Community Engagement and Service Learning strategic pillar

CTHS is in partnership with hospitality establishments for student placement in partnership with communities to enhance knowledge and skills

The Graduate Centre for Management (GCM) are currently engaged with the Technopreneurship development infrastructure for graduate employability with Snake Nation.

• Phase 1: Establish campus-based technology infrastructure to reskill and upskill graduates to develop a technopreneurship mindset.

• Phase 2: Derive ideas of new FinTech and GovTech products and services from graduates that can transform the two industries to increase graduate employment opportunities.

The Faculty hosted a Transformation Conversation: Shaping Futures Career Virtual Fair in partnership with PAWA Africa. Partners in the Collaboration were Nestle, ABB South Africa, and NielsenIQ South Africa. The purpose of the webinar was to provide an opportunity for students to engage with leaders in industry who shared their insights and provided guidance as to what awaits students in the world of work, as well as key information so as to enhance their skills and talent, building their career portfolio, and applying 4IR skills whilst mapping their careers. It was facilitated by Ms M Richards. Link to the recording:https://ca-lti.bbcollab. com/recording/5cdb38964cf84b869229078284ec60b7 and article: https://www.cput.ac.za/newsroom/news/article/4438/ career-fair-prepares-students-for-workplace

• The Entrepreneurship & Business Management Department held an Advisory Board meeting. The board members, together with the department, identified three workflow areas that would be developed over the next 18 months. These were research and development, fundraising and partnerships and a Building Centre for Entrepreneurship.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• HR Contact Academy Initiative: The intention here is to train students in their final year (honours / third year) in training, consulting and facilitation skills in the field of HRM / Industrial Psychology. In the PAG Department, a total of 68 students were placed in industry and started their WIL exposure on 1 April 2022. Four students opted to do the Research Assignment.

Dr Diane Bell serves as a member of the World Hearing Forum, South African Stakeholders group. They meet regularly together with the DoH to further the recommendations made by WHO in the World Report on Hearing 2021. In the Marketing Department, staff has diligently explored funding opportunities for postgraduate students and the department is confident it has secured some W&R Seta funding for a few Marketing Master’s students.

In the BIA Department, a Business and Information Administration Advisory Committee Meeting was held. Mr Douglas Dyers presented a virtual guest lecture: The Use and Importance of SafeAssign. An Erasmus+ Capacity-building Symposium was attended by Mr Douglas Dyers.

A collaboration initiative was run with the part-time students in the Advanced Diploma in Hospitality Management, based on curriculum development, design and blended learning initiatives, in partnership between South Africa, Germany, Finland, and the United Kingdom. The CTHS is in partnership with hospitality establishments for student placement for WIL.

The HoD of the Sport Management Department, Prof Simeon Davies, met with the Deputy Director for the Department of Culture, Arts and Sport (DCAS), Mr T. Tutu, to discuss opportunities to develop an annual conference at the NCG in the area of sport tourism and destination marketing, as well as a once-off conference/workshop, e.g., a Women in Sport conference around the time of the World Netball Competition.

Given the post-Covid-19 situation and the expected end to restrictions, the department also hoped to set up plans for placing Sport Management students at various sport federations in the Western Cape, along with providing work placements for students in DCAS.

WIL: SPORT AND LEISURE INDUSTRY EXPERIENCE

The Sport and Leisure Industry Experience allowed third-year students in the Department of Sport Management to participate in an online business programme in partnership with Rotterdam University. The programme was created by Rotterdam University, called the Siga Programme. The Siga Programme is a simulated business game and website designed to develop specific skills for the students.

A breakdown of the five phases of the programme is indicated below:

1. Relationship Phase: who are we as a team and individuals?

2. Identify Phase: Who is the company, its mission, and what is the problem?

3. Planning Phase: What does our market look like, and what is our solution?

4. Execution Phase: How are we going to implement the solution?

5. Finalisation Phase: Learn and share lessons.

Professor Diane Bell renewed the MOU with Anhalt University of Technology.

Graduate Centre for Management (GCM) was awarded a Research Discretionary Grant of R785 000 from the Services Seta. GCM was awarded an additional amount of GBP 20 000 to implement in community-building programmes, inclusive of technopreneurship. The Business and Information Administration Department was awarded grants for student tuition bursaries from the Health and Welfare Seta.

6.1.2. Community Engagement and Service- Learning initiatives in the faculty

Partnership to address socio-economic empowerment, social responsiveness, gender mainstreaming, intercultural exchange and employability

The Virtual 8th International Conference on Business and Management Dynamics (ICBMD-2022) was hosted by CPUT, University of Fort Hare, University of Kwazulu-Natal, University of Namibia, North West University, University of Zululand and Durban University of Technology.

In the BIA department, the following attendance, engagement and collaboration: the MOU with ISCAP: Polytech of Porto, Finance and Business School was extended for another term.

Western Cape Academic Development Symposium: ‘Critical engagement with the vision of higher education as an asset for social justice in South Africa and in Africa’ was attended by Mandie Richards. A site visit was undertaken by Lynn Kleinveldt to the Clothing Bank, Epping, to pursue collaboration between CPUT and the Clothing Bank. The concept: to provide individuals an opportunity to obtain numeracy, literacy, and business skills. A gender mainstreaming webinar was hosted by CPUT and the office of the Vice-Chancellor: ‘Gender mainstreaming (inclusive of disability) in the workplace to enhance a gender-responsive environment’. It was facilitated by Imelda Diouf of CPUT, a gender mainstreaming and women’s leadership expert.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• HELIG Journal/Reading Club was attended by Lynn Kleinveldt. Discussion article: ‘Crisis Librarianship: An Examination of Online Librarianship Roles in the Wake of the Covid-19 Pandemic’.

• HELIG Coffee Talk: ‘Professional Body and CPD. The importance of CPD and how to earn your CPD points’ was also discussed. Jointly facilitated by Lynn Kleinveldt (HELIG Chair), Molly Chikafa (Eastern Cape HELIG Branch Convenor) and Ingrid Thomson (HELIG National PRO).

• HELIG Coffee Talk: ‘Reflections on the updated Top 18 Technologies in 2022’ by Simplilearn and ‘Where do academic libraries fit into the picture?’

• Guest Lecture: Shandong Foreign Trade Vocational College, Beijing, China. Douglas Dyers. Facilitated by Annamarie Goosen (LIASA National Office), Maropene Ramabina (HELIG Treasurer) and Lynn Kleinveldt (HELIG Chair).

Title: The importance of the BRICS international agreement in intercontinental transport for South Africa: Pre- vs Post- Covid. In the Marketing Department, collaboration with BlackWolf and industry partners will continue work with third year students to develop marketing campaigns for specific brands. Meta (Facebook and other social media platforms): Postgraduate students will be assisting small businesses to set up social media platforms to improve business marketing and related functions. Public Administration and Governance signed an MOU with The Public Service Commission. Collaborative efforts were made to promote teaching and learning, addressing the outcomes in the public sector as per mandate of the office of the Commissioner.

STAFF WORKSHOP WITH DCAS

A full-day engagement workshop was held between Sports Management Department staff and the Department of Cultural Affairs and Sport Western Cape (DCAS) at Melkbos Cultural Centre.

6.2. Faculty of Applied Sciences

6.2.1. Partnership to enhance preparedness for the future and employability

AGRICULTURE

The DVC has signed an MoU initiative in collaboration with Drakenstein Municipality.

CHEMISTRY

• A number of international and national linkages and partnerships exist.

• The department is engaged in a collaborative community and service-learning programme with a local NGO with the aim of supporting learners in disadvantaged communities in Mathematics and Science.

The STEM project with surrounding schools begins at the beginning of March, emerging with Science, Mathematics and Chemistry tutorials by staff and students. Tutors are being trained by Fundani in one of the second year subjects. Assistance for Life Sciences has been requested from some other departments.

The department actively pursues MOUs with governmental and non-governmental institutions in South Africa to enhance teaching and learning and research: Cape Nature, SANParks, Two Oceans Aquarium, SAEON and previously with DEA (before merging / changing of the ministries). Engagement with industry partners on WIL placements for marine science took place in May. Meetings for further partnerships were planned. All NC students were placed in industry. Advisory boards were planned for May and June for the first semester.

FOOD SCIENCE AND TECHNOLOGY

Collaboration took place with UWC/PLAAS on the project ‘Use of anchovy for direct human consumption in the context of sardine decline and variability’. CPUT’s work on the project will include nutrition (crude fat, moisture, ash, and protein, fatty acids) analysis, effect of processing (smoking) on nutrition (fatty acid oxidation), which could lead to product development in future research projects (with MSc students and collaboration with chefs from industry).

At least one 2-day workshop was to be conducted on basic hygiene for fish processing, information about fat oxidation, and food safety during the duration of this contract. The workshops might include how to process the anchovy, should product development be concluded in time. The workshops will be for communities on the South Coast and West Coast (one each). Communities where the training workshops would be offered were to be determined together with UWC-PLAAS. One community would include fisherwomen from Weskusmandjie, at St. Helena Bay.

WIL and SL

WIL students on industry placements provide valuable functions to the host organisation whilst gaining work experience and linking theoretical knowledge with experiences in the workplace. A proposal to facilitate staff engagements with relevant industry partners was discussed (i.e. industry exposure for academic staff). Three MoAs with industry partners were developed. Advisory Boards have members who can showcase or involve staff and students with other partners in the quintuple helix framework.

4

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

BIOTECHNOLOGY AND CONSUMER SCIENCES

The Advisory Board provides a good partnership regarding facilities and advice. The Consumer Sciences Programme was in the process of applying for Service-Learning Projects for 2022, which will be implemented in Semester 2 as part of Food Production and Service Operations 2. Small-scale Community Engagement projects were planned for Consumer Science (subject-based, e.g. Nutrition 1 and 2).

MATHEMATICS AND PHYSICS

The department finalised arrangements for the Golden Arrow Bus Services Customer Satisfaction Survey that was planned for 19-23 September 2022. This initiative was the flagship project of the department that benefitted both staff and students.

The department has agreements with other universities, including UWC as well as institutes such as the Academic Research Centre, etc., where WIL students are trained. The Advisory Board also provides a good partnership regarding facilities and advice – meetings were held on 5 and 7 April 2022. Further meetings took place towards the end of November 2022.

6.2.2. Partnership with international community to enhance food security and employability

Many collaborations with other institutions ¬are in place: MoUs / MoAs / SLAs (Agricultural Research Council, UCT, Stellenbosch University, Limaqua (France), FH Muenster (Germany) industry partners, etc. An Industry Workshop was arranged for Food: Science and Practice 1 that included four guest speakers from the food industry (retail, NPD). It was well received with positive feedback from the first-year students (Ms Govender).

A guest speaker was invited to Food Production and Service Operations 2 (Introduction to Labour Law).

• A number of international and national linkages and partnerships exist.

• The department is engaged in a collaborative community and service-learning program with a local NGO with an aim of supporting learners in disadvantaged communities in Mathematics and Science.

The STEM project with surrounding schools has been running since the beginning of March. Engaging with subjects Science, Mathematics and Chemistry tutorials by teaching staff and students. Tutors are being trained by Fundani in one of the second year subjects. The department actively pursues MOUs with governmental and non-governmental institutions in South Africa

to enhance teaching and learning and research: Cape Nature, SANParks, Two Oceans Aquarium, SAEON and previously with DEA (before merging/ changing of the ministries).

The Golden Arrow Bus Services Customer Satisfaction Survey has started. Data collection was done during the week of 1923 September 2022. Processing and analysing of the data are in progress after which the project will be written up and the results published. This is the flagship project of the Department of Mathematics and Physics that benefitted both staff and students.

6.3. Faculty of Engineering and the Built Environment (FEBE)

6.3.1. Partnership with professional bodies and international community for academic excellence and sharing experiences and best practices

• Completion and submission of the FEBE FQF Self Evaluation Report to QMD

• Professional body accreditation

The SACPCMP visited the Department of Construction Management and Quantity Surveying in June 2022 to accredit the:

• Diploma in Construction.

• Advanced Diploma in Construction Management.

• Advanced Diploma in Construction Health and Safety.

• The ECSA accreditation visit was conducted in August 2022. A total of 11 HEQSF aligned qualifications were evaluated.

• The SAGC in March 2022 would be accrediting the Diploma and Degree programmes in Geomatics.

The department (DEECE) looked specifically for a link with industry and with ECSA. Staff members also attended a workshop on 10 February 2022 where the aim was to bring life to engineering curricula. ECSA also provided insight into the operating procedures of ECSA and what their requirements are specifically in order to develop integrated curricula in departments.

The responses in this section are from the research area focus groups in DEECE.

SMART GRID AND RT SYSTEMS

• Various linkages exist with industry and academic partners.

• African industry partners include Alectrix Pty Ltd, MBSA Consulting, ESKOM, City of Cape Town, Siemens and more.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• European academic partners include Technische Universitat Dresden (Germany), Universita degli Studi Guglielmo Marconi (Italy) and Karlstad University (Sweden).

• African academic partners include Stellenbosch University, University of Pretoria, and University of Dar Es Salaam.

• There are more partnerships but only these are highlighted for this report.

• Postgraduate students were part of an exchange programme as a result of the Erasmus+ project.

• Eight staff members and two postgraduate students of Yildiz Technical University visited CPUT.

ENERGY

• iThemba labs (SA, Europe), Schneider Electric (SA, JHB, France).

• Collaboration work with the University of Stuttgart.

• Collaboration work with UWC.

• Student Paul Beyandang spent a year in Sofia, Bulgaria.

• A student from the Philippines came to do a doctorate at CPUT.

• Rosalia Ngembu from Namibia graduated with a DEng this year.

6.4. Faculty of Informatics and Design (FID)

6.4.1. Partnership to enhance the curriculum, digital transformation and community engagement

The ATID Department has strong networks with the City of Cape Town, International Universities and professional bodies that have a direct impact on the curriculum we offer. Town and Regional planning report one active service learning project in Mitchell’s Plain.

MEDIA

Partnership with IEC, involvement of students in Local Elections Media Coverage (Launch). Meeting of Advisory Board Committee were conducted: A staff member engaged with a colleague at UCT’s Centre for Media Studies to put together an event for students on television and political communication. She is also part of an international project called Revolutionary Papers which has various aspects, including the development of a digital platform for teaching. Film and Photography Advisory Board Students were encouraged and invited to partake in DIFF film market pitching panels and educational seminars.

We have an active Industry Advisory committee, and our chairperson, Mr Ngada, is quite active in the industry. We also have alumni as members and other leading agencies, NGOs

and corporates that are active in our industry. With regard to the curriculum, especially in the subject Public Relations Practice 2, the students apply their acquired learning to NGOs in assisting to offer hands-on solutions.

Pending in Media

We are currently in a process of engaging with key industry players in preparation for internship placements starting in the second semester. Visual Communication Design held an Advisory Committee meeting with representatives from industry and alumni, with the emphasis on changes and opportunities in practice during industry under remote/pandemic conditions, and graduate attributes, which will inform curriculum updates.

Media studies: Sisanda Nkoala from the Media Department was invited to be a member of the South African Department of Communication’s Working Group on Mis-, Dis- and Malinformation.

• Sisanda Nkoala from the Media Department hosted a seminar which brought together the South African Press Council and the South African Communication Association (SACOMM) on ‘Media ethics in the age of convergence and disinformation’, convened to bring together media scholars and practitioners to talk about the issue of media ethics and how the way we think about it should change in light of the dynamics introduced by media convergence and disinformation. The event also marked Black Wednesday.

• Sisanda Nkoala from the Media Department was elected as the Convenor of the Education and Curriculum Development Stream for SACOMM.

ATID

On behalf of the Lincoln School of Design in the College of Arts, University of Lincoln, Colleen Cocotos supported the revalidation of the Master of Arts in Interior Architecture and Design. The role was for a discipline specialist to serve as an external panel member based on their academic and professional profile. The University of Lincoln made this appointment owing to our registration and professional involvement with the African Institute of the Interior Design Professions and the innovative work at CPUT regarding asynchronous teaching. The University of Lincoln praised the value of balanced expertise of practice and higher education as modelled by CPUT and proposed in the revalidation process. Support was given in the curriculum development process for the Master of Arts in Interior Architecture.

Recommendations were made to broaden access efforts and measures were given on how to support graduates from disciplines other than architecture or interior design. Professor Anne Chick expressed appreciation for a display of deep expertise in the discipline while maintaining respect for their

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

specific circumstances. Our (CPUT’s) approach to cultural sensitivity was valuable in considering safeguarding measures for the University of Lincoln’s international students who follow a work placement option.

6.5. Faculty of Health and Wellness Sciences (FHWS)

6.5.1. Partnership to enhance internationalisation, exchange programmes and employability

Some departments in the Faculty have numerous links with other universities in the region. These include UWC, UCT and SU. Staff and postgraduate students are involved in a number of collaborative research projects with these institutions. The Cardiometabolic Health Research Unit is an example of this. The importance of regular meetings between the HODs of TUT, CUT, DUT and CPUT allows for maintenance of linkages pertaining to programme offerings and research.

Links and partnerships with both private and public laboratories, practices and various placements in industry have grown significantly as students are placed for WIL. Forming new partnerships will be explored to identify and respond to social and economic challenges where department can play a role. The advisory roles of external stakeholders and industry partners on advisory committees for departments will continue and will be strengthened to ensure the continued support for offerings of all programmes.

Staff have strong relationships and links with the professional associations such as the Health Professions Council of South Africa, South African Dental Technology Council, South African Nursing Council and South African Optometric Association. Staff are encouraged to serve on these committees and strengthen relations and partnerships. Staff are encouraged to partake in CPD activities to keep abreast with national and international knowledge and ensure that they are CPD compliant. Students are encouraged to become members and attend educational events. A bi-lateral agreement signed with Western Cape Government Department of Health is in place and this relationship will continue. This agreement provides for collaboration with the WCG and ensures equitable access to the clinical platform for our students.

The Faculty also responds to events of national importance such as the Covid-19 pandemic. In this regard, the Faculty has provided input and advice on various forums such as the Covid Health cluster and Higher Health during the pandemic and is involved with the upcoming Covid-19 vaccination project where the Nursing Science Department staff will be involved.

Small articles have been written for The Conversation and local newspapers explaining the role of laboratory testing. In addition, the Department and the Cardiometabolic Research Unit have a joint project with SU examining the severity of the illness in ICU Covid patients.

An external funding grant was obtained from the NIH which aimed to promote research in disadvantaged universities. This was a joint venture with UCT.

• The Department of Nursing Science is a member of Fundisa (Forum of University Deans in SA) that is at the forefront of all developments in the profession and has a research committee in which all departments give input.

• At the end 2021, NRF funding was obtained for a study on self-leadership of youth in schools, preparing for university, involving Prof K. Jooste (CPUT), Dr R.M. Modeste (Stellenbosch) Dr Linda Zodwa (KZN) and Dr Wilson Majee from the University of Missouri.

• Prof Wilson Majee from the University of Missouri will visit the Department of Nursing in August 2022 as part of a research project with Prof Jooste.

• Links and partnerships with both private and public laboratories, practices and various placements in industry have grown significantly as students are placed for WIL. Forming new partnerships will be explored to identify and respond to social and economic challenges where the department can play a role.

6.6. Faculty of Education

6.6.1. Partnership initiatives

The Faculty of Education had established strong ties with Western Cape Education Department. The constituted advisory bodies chaired by the members of the academic staff created a platform that enables academic staff and the employers of our students to share opinions and views. Partnership with WCED opens the space for academics and postgraduate students to conduct research projects.

Collaborations with African universities locally and continentally are department- and discipline-based, for example Chemistry and Physical Sciences, and Mathematics work with the University of South Africa, and University of KwaZulu-Natal and Rhodes University. Research projects conducted in partnership with other universities are conceptualised in different departments for the purpose of sharing knowledge and expertise in research methodologies.

Attendance of webinars organised by other institutions is gaining momentum from academics and researchers in the faculty. Collaboration of academics from other universities is for

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

the purpose of external examination of assessments for FSA subjects, examination of postgraduate dissertations and theses. Moreover, the partnerships enhance exchange of ideas and views partnering to pedagogical approaches.

• External examination of assessment tools.

• External evaluation of postgraduate research reports.

• Advisory bodies from WCED are in place.

• Hosting of the Association of Educators in South African conference (AESA).

The contribution of chapters to international edited books indicates the commitment of staff members to international collaboration and partnership. The faculty invites members from unions, school administrators and personnel from the Subject Advisor sector to address final year students on educational laws and the professional code of conduct.

Partnership between the Department of Teacher Professional Development and other sister faculties is in progress. The focus is on supervision of ADTVET students in different workplaces for work- integrated learning. Technical and artisan subjects require special expertise, therefore the Department of Professional Development seeks assistance from other faculties to assist in the supervision of DTVET students.

6.7. Division of Student Affairs (DSA)

6.7.1. Partnership initiatives to enhance referrals, sharing of knowledge and awareness raising

Key initiatives include the following:

Division of Student Affairs: Participated in the CHE (Council on Higher Education) institutional audit. All departments and units within DSA maintained smart engagement and linkages with relevant external partners.

The HIV/Aids Unit: Discussion occurred around the Pop-Up Vaccination drive at District Six Campus with WCDOH (Western Cape Department of Health). The unit regularly participates in smart engagement and linkages with external partners with the purpose of responding to social and economic challenges at local, national, continental and international contexts. Discussion occurred around the Vaccination Taxi to visit smaller campuses and some of the bigger campus residences with WC EMS (Western Cape Emergency Medical Services) Department. Daily work continued with Sonke Gender justice as well as other relevant stakeholders.

The Department of Student Health Services: The clinic works

with the Western Cape Department of Health and all relevant stakeholders. Partnerships with DOH Northern Substructure as well as DOH District 6 CDC continued

Student Counselling (SC):

• CPUT is a member of the South African Association for Counselling and Development in higher education, where SC attends quarterly regional meetings where all HEIs in the Western Cape are represented.

• SC has a good working relationship with the Department of Social Development, and other civic society organisations like Stop Trafficking, SANCA, Cape Mental Health and other partners.

Disability Unit: The unit attended a stakeholder feedback meeting on research on the harmonisation of disability definitions and classifications.

• Disability Unit and Student Counselling: Representatives attended the National Bursary Support Providers Forum’s annual conference.

• Representatives attended the Regional SASSE Workshop with colleagues from the higher education sector.

• Various colleagues from the higher education sector attended a webinar entitled ‘The potential of universal design for learning in dismantling academic ableism’.

• The DU conducted outreach to Athlone School for the Blind and assisted matric students with applications to CPUT.

• The DU also participated in DEAFSA’s career day for learners with various degrees of hearing loss.

Student Governance and Leadership Development (SGLD): Discussions with the various partners took place to establish how they can assist and partner with SGLD. These include McCafe-Orisons Activations and Promotions, Redbull SA Score / Chill Beverages, ABSA, Standard Bank, SARS, as well as the Gender Dynamix Triangle Project.

EFFSC students went on a leadership and development trip to Limpopo University. The aim of these trips was to improve the leadership skills of all branches, including conflict management skills and dealing with administration. CSRC Benchmarking took place with Wits and the University of Johannesburg.

• WCGHW Provincial Social Mobilisation Engagement with HEI Student Leadership. WC government, CPUT staff, CPUT SRC and student leaders were present.

• A Golden Key Meeting was facilitated to discuss the process regarding new member invitations.

• Collaborative projects were implemented with Student Governance and Leadership development and Snake Nation.

• The establishment of the CPUT Golden Key Chapter was facilitated.

• SGKD participated in the VC’s Mandela Day Initiative at iLitha Labanthu in Gugulethu and Langa.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Activations commenced on District Six campus with combined Standard Bank promotions and financial literacy interventions.

6.8. Fundani Centre for Higher Education

6.8.1. Partnership initiatives

Key partnership include partners such as:

The TDP was revised to bring Community Engagement at the centre of pedagogic practices and David Cooper’s quadruple complex to guide our smart community engagement initiatives. We collaborated with PANSALB, iziko Museum, NLSA, and the Western Cape government to commemorate the International Mother Language Day. This partnership shone a light on language issues in society and education.

THE INTERNATIONAL MOTHER LANGUAGE DAY PROGRAMME

The IMLD 3-day programme themes: Day 1: Language in education Day 2: Language and film making Day 3: Linguistic and cultural diversity

CPUT’s Dr Puckree-Padua was one of the panellists while Nomxolisi Jantjies facilitated the event. Several CPUT students, especially from Journalism, participated in the event.

LANGUAGE UNIT

The LU was invited by Vaal University of Technology (VUT) to provide input in their language policy review benchmark exercise. The focus was on the issue of African languages and research in higher education, and how this can best be dealt with in the language policy.

DIRECTOR’S OFFICE

Siyaphumlela Regional Network: UWC, UCT and CPUT are the three main partners in this regional engagement dealing with student success. The last regional engagement focused on ‘Challenges to student success’. This will be following by the next engagement which in focused on ‘Supporting students along their academic journey to success’.

Lauren Davids serves as a member of the HELTASA Programme Development Scholarly Projects Team. As such, all scholarly teams are required to coordinate meaningful national projects

and engagements. The flagship conference event was scheduled to take place in December 2022. Therefore the September engagement was intended to plan and finalise the Call Programme and the like.

RECOGNITION OF PRIOR LEARNING (RPL)

A paper was presented at the ‘Implementation, Assessment and Articulation of RPL International Conference’ (online) in March 2022. A benchmarking exercise on RPL was held with the University of Fort Hare on 24 and 25 August 2022.

SLU AND FYE INTERNATIONAL SURVEY OF

PEER LEADERS

This is an international survey of student peer leaders designed to understand a cross-national perspective of how peer leadership experiences are structured and student perceptions of the outcomes of said experiences. Dr Mkonto is one of the coordinators from Australia, Canada, Ireland, Japan, New Zealand, South Africa, United Kingdom, and United States.

SIYAPHUMELELA NETWORK

• UCDG collaboration grant with UFS. Student holistic support still in the planning phase.

6.9. Community Engagement and Work Integrated Learning (CE & WIL)

6.9.1. Partnership initiatives

SERVICE-LEARNING PROJECT PARTNERS (Department of Correctional Services and Faculty of Education)

This multiple stakeholder partnership with the Department of Correctional Services, Faculty of Education and the ServiceLearning and Civic Engagement Units is in the process of finalising a formal agreement to conduct mutually beneficial activities and projects. Discussions began in 2021 and the draft agreement is in the process of being finalised.

ROBBEN ISLAND MUSEUM PARTNERSHIP

This project partnership is a collaboration between Peninsula University of Technology (CPUT) and Robben Island Museum (RIM) under the umbrella partnership of the Mandela Legacy programme which includes the Department of Human Settlements, Water and Sanitation in collaboration with the Department of Correctional Services, and Walter Sisulu University. Both CPUT and RIM have an MOU in place.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Careers school projects were implemented with various project partners like the Western Cape Education Department, Department of Basic Education, Western Cape Government, Robben Island Museum, and learners from various high schools such as Prince Albert, Vredenburg High School, Robben Island Museum learners. The SLCE Unit worked closely with MCD to encourage learners to pursue studies in higher education. From 5-6 May 2022, WCED invited the SLCE units to participate in a careers exhibition with learners from Prince Albert and Laingsburg. With the support of MCD, the unit selected student leaders (1 per faculty) to participate in the exhibition and provide guidance to learners on applying to the university, bursaries, etc.

BELVUE PRIMARY SCHOOL, BELHAR AND WCED

The Second Chance Matric Rewrite project supported 240 learners who aimed to improve their results with tuition and support. The SLCE Unit was provided with a concession to be an examination centre for the matric examination. NSC examinations are held at the Belvue Primary school.

VARIOUS PARTNERSHIPS WITH GOVERNMENT, COMMUNITY-BASED ORGANISATIONS, ETC.

Through SL and CE programmes, academic champions from all faculties and support units engaged in various activities involving diverse partners. These relationships were formal or informal depending on the nature of the project. The SLCE provided support to staff who aimed to formalise their partnerships with their partners.

DSI NRF SAASTA NSW

At the request of the South African Agency for Science and Technology Advancement (SAASTA), the SLCE Units put out an institutional call for engaged research case studies. Two engaged research projects were selected by SAASTA and were to be published in the future. The SLCE Units attended consultations and interviews between the selected researchers and SAASTA in preparation for the publication. The WIL unit is an active participant and a member of SASCE and CHEC, and has built strong relations with National and Provincial Government Departments, and the SETAs.

6.10. Advancement Department

6.10.1. Partnership initiatives

COVID RESPONSE WITH PARTNER ORGANIZATIONS

The Advancement Department raised R800 000 funding for the placement of 10 Paralegal graduates of CPUT in the Office of

the Master of the High Court. The interns started in February 2021 and finished in April 2022. The next group were recruited and exited the placement in December 2022. They assisted the Master of High Court with clearing a backlog created by Covid-19 disruptions. This is a project of the Department of Paralegal Studies.

STEM COMMUNITY ENGAGEMENT

CPUT launched R3.5 million worth of STEM and digital literacy community engagement projects in 2021, with financial commitment from the BANKSETA and CHIETA. More than 200 basic education learners were recruited to benefit from these projects. More learners were recruited in the 2022 financial year. The focus was on poorly resourced schools. This project provided extra STEM lessons to high school learners. The support was provided by a volunteer group of lecturers and students from the CPUT Chemistry Department and other departments. The project paid attention to female learners (64% of the total), as part of the transformation agenda.

LITERACY PROJECT

This project took place in the Eastern Cape, at the Cofimvaba Secondary School and was also funded by BANKSETA as part of the STEM Community Engagement project. This project took the form of an IT Literacy programme and only focused on matric learners. It was implemented during the June/July school holiday.

DIGITAL LITERACY PROJECT

This project was implemented in September 2022 in the Eastern Cape, at Cofimvaba Secondary School. The project was funded by BANKSETA, to a total of R1.5 million. A total of 100 matriculants benefited from the project. Seventy percent of the learners were female (69). The VC visited the school in December to award certificates to the learners.

6.11. Marketing and Communication Department (MCD)

6.11.1. Smart student recruitment to enhance diversity and inclusivity

Student Recruitment attended a webinar ‘Empower the youth’, hosted by the Embassy of the UAE, Pretoria. Student Recruitment was able to network with other stakeholders in the higher education sphere, thereby enhancing social cohesion and inclusivity. Student Recruitment sent digital letters to all high schools in our catchment areas. By wishing principals, teachers and learners well over the festive season, Student Recruitment

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

was able to forge and maintain good relationships with feeder schools, and thereby enhance social cohesion.

CPUT was part of a multi-stakeholder initiative to build and launch Africa’s first satellite constellation. Thanks to a significant funding injection of R27 million from the Department of Science and Innovation, CPUT built the satellites which were successfully launched and have continued to function. This achievement put CPUT at the forefront of South Africa and Africa’s space ambitions and helped diversify this niche industry, while supporting SA’s ocean sovereignty. The launch garnered over R5 million in positive press for CPUT.

Student Recruitment sent a digital letter with CPUT information to all high schools in our catchment areas, encouraging schools to make appointments for presentations. An electronic copy of the 2023 undergraduate prospectus was included in this communique to schools, thereby forging and maintaining good relationships with feeder schools, and providing access to information. Student Recruitment also sent hard copies of the 2023 undergraduate prospectus to schools in our catchment areas, thereby providing access to information.

Further, Student Recruitment sent hard copies of the 2023 undergraduate prospectus to all libraries in the Cape Peninsula, thereby ensuring access to updated information. We also couriered hard copies of the 2023 undergraduate prospectus to the following schools and NGOs, thereby maintaining good relationships with external stakeholders and ensuring access to information:

• Cornwall Hill College (Centurion)

• Umehluko Development (Delft)

• Nova Pioneer Career expo (Ormonde)

SCHOOLS FROM DIFFERENT SOCIO-ECONOMIC BACKGROUNDS AND RURAL

SCHOOLS

Student Recruitment

CPUT Convocation and Engen hosted a collaborative event for learners of various schools who participated in the Engen Maths and Science Programme. The events were held at Manzomthombo High and Belgravia High School. Various academic departments exhibited and provided information about Mathematics/Science programmes offered at CPUT, thereby enhancing access to information, and success.

CPUT participated in a Life Orientation (LO) Teachers conference hosted by WCED, thereby forging links with strategic partners and promoting social cohesion. More than 300 LO teachers from across the Western Cape attended the conference.

Year Beyond Study Fair: This is part of the Yeboneers project, and the study fair was held as part of the conference for this group. Approximately 600 young people attended the conference.

Annual Heritage Career Expo: The Office of the Deputy Minister of Higher Education, Science and Innovation hosted the event at CPUT Bellville Campus. The event focused on careers

in the food industry and value chain. Several TVET colleges and SETAs, and some of the academic departments of CPUT participated in the exhibition. The Deputy Minister of Higher Education, Science and Innovation, Honorable Buti Manamela, was the keynote speaker at the event. Approximately 300 learners attended. Schools that were present included Buren High, Delft Technical High School, Kasselsvlei Comprehensive High, Soneike High, and Zola Business School.

City of Cape Town Financial Assistance Career Roadshow: The City of Cape Town held a successful Financial Assistance Career Roadshow. The target audience was employees who were eligible for bursaries from the City for tertiary studies. The Financial Aid Office joined Student Recruitment for this exhibition, thus promoting smart engagement with multiple helix partners, and inclusivity and social cohesion.

Mamre Career Expo: An outreach programme was held by the IMBEWU Political Academy and Executive Deputy Mayor, City of Cape Town. Approximately 100 learners from high schools in the area and the community attended the event, thus enhancing access to information, and forging links with multiple stakeholders.

Dept of Health Expo: CPUT participated in an expo hosted by the Department of Health for their interns, thereby forging good relations with stakeholders and promoting access to information, diversity and inclusivity

Home-schooled learners campus visit: A group of homeschooled learners and their parents visited the CPUT Bellville Campus for a tour of the facilities and to view technologies, thereby forging good relations with stakeholders and promoting diversity and inclusivity.

6.12. Library Services

6.12.1. Partnership initiatives

Staff have strong professional relationships and links with the professional associations. This include LIASA, IATUL, and IFLA. Staff are encouraged to partake in conferences, webinars and workshops offered to support their development in a professional way.

6.13. Centre for Diversity, Inclusivity, and Social Change (Cdisc)

6.13.1. Partnership initiatives

The ‘Think-tank on gender equality and women empowerment’ was inaugurated to enhance gender transformation in collaboration with the UN Women, Snake nation and Ilitha Labantu.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

FOCUS AREA

SMART STUDENT ENGAGEMENT AND LEARNING EXPERIENCES

Smart student development and engagement, and ensuring safe and inclusive environment within human rights and dignity perspectives. This includes ensuring equity, equality, culture, social cohesion, diversity and inclusivity (e.g., avoiding racism, sexism, xenophobia, homophobia, multilingualism, culture, gender, sexual orientation, GBV) to enhance access, success and a socially responsive student-centred environment.

7.1. Faculty of Business and Management Sciences (FBMS)

7.1.1. Student engagement to enhance participation, inclusivity and employability

Staff in five departments in the Faculty, viz, HR, BIA, Management and Project Management, Marketing and the Cape Town Hotel School assisted approximately 200 students from first to fourth year levels who were experiencing food insecurity challenges and assisted them by providing food hampers and care packs for male and female students.

• In the Marketing Department, various opportunities were explored for funding for postgraduate students for 2022.

• In the BIA Department, first year students attended an HIV workshop online via BlackBoard.

• In the HR Department, the SABPP CPUT HRM Student Chapter virtual event was held via MS Teams where a new Student Chapter Committee was elected.

SABPP University Excellence Awards for the best academic achieving students in 2020. Certificates of recognition for 2020 and 2021 were awarded to active HR class representatives.

The HR Student Chapter conducted their first public appearance and campaign drive. The Faculty conducted a student survey on the First Year Experience for 2021. The departments welcomed the initiative and joined in the distribution of the faculty-wide survey.

Various online engagement tools such as weekly webinars and discussion forums on blackboard were utilised to ensure student participation in learning activities, therefore not leaving any student behind. WhatsApp communication was also utilised to encourage student engagement. Class representatives, tutors, mentors and student assistants played a key role in assisting students and lecturers in the various groups and respective departments with various academic challenges. They were also

instrumental in referring students who experienced social and emotional challenges to Student Counselling to receive any help required.

7.1.2. Orientation programme to enhance social life, diversity and inclusivity

As part of the FYE in the faculty, and as we continue to work towards providing safe and inclusive spaces for all people in society, the FBMS and Inclusive and Affirming Ministries (IAM) engaged in conversations with students to break the silence and share their experiences, and in doing so create spaces for learning and unlearning and move towards a society which respects all people. The content was facilitated by a subject coordinator in one subject and to be integrated into the curriculum. IAM facilitators were to guide discussions on human sexuality, gender-based violence, and understanding how language, normative practices, normative gender roles, dominant religious messaging, cultural practices, etc., shape identity, responses, behaviour and belief systems.

• The Faculty partnered with IAM in the following conversations in 2021: Sexual and gender diversity webinar theme: ‘Unheard Voices of the LGBTIQ+ Youth’ which provided a platform for youth to engage in discussions about sexual and gender diversity and was attended by 936 students across the Faculty.

• Gender-based violence theme: ‘Silent voices, hidden secrets’, which provided a platform for discussions about gender-based violence and engaged 1580 students across the Faculty in conversation.

• The Faculty also partnered with the District Six Museum and engaged in the Heritage programme: A participatory learning journey using the District Six story .

716 students in four departments engaged in conversation with District Six Educators and ex-residents to provide an encounter between students and former residents of District Six through an intergenerational storytelling session.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

An initiative of the Dean of Students afforded the opportunity for 2631 students in 8 departments in the Faculty to complete the Emma Sadlier Social Law Module, ‘What every University Student needs to know about Social Media’. On successful completion, students received a certificate from the Digital Law Academy.

The Academic Year 2021 was successfully completed using the various multimodal platforms. The digital environment has many advantages, although it can also contribute to much stress and anxiety, as very often students have no idea of the damage caused to their peers or their reputations and their digital footprint and which may affect their futures. The module assists students to understand the social media platform, and their rights.

In the BIA Department there was a Vooma Vaccination Drive to create awareness of Covid-19 and the necessity for students to be vaccinated. CPUT senior peer educator, Ms Nthabiseng Maake, was invited to a diversity management online session to create awareness and encourage students to get vaccinated. It was facilitated by Ms Richards – the link to recording of session: https://ca-lti.bbcollab.com/recording/8dd446f068a34bfaadac3 8ba740790c3. In the HR Department, the Language Committee approval of two translanguaging tutors (third year, Advanced or PGDip students who have strong language skills in isiXhosa, Afrikaans, isiZulu or French.

In the Marketing Department guest speakers on cultural adaptation were invited. The keynote address was ‘From CPUT to the world of work’. Diversity conversations were continued in CPUT 101.

Postgraduate Diploma orientation included guest lecturers on critical topics such as academic writing and library navigation. In the Postgraduate Diploma, orientation sessions were conducted at programme and subject level to position the programme and subjects and guide students to the academic demands. Guests from Fundani and the Library were invited to share critical topics such as academic writing and library navigation and search strategies. This is ongoing as part of student development.

Assessments were conducted online and face to face in departments. In the Marketing Department, Respondus Lockdown Browser was used, and students were allowed to do assessments at the E-Learning Centre on the District Six Campus.

7.1.3. Engagement to address food insecurity, inclusivity, diversity

In the BIA Department, an Ethics and Behaviour module was integrated into the Diversity Management curriculum. Various relevant case studies and current SA issues were explored, and videos shared to create awareness of morals, values and ethical

behaviour in the workplace and society. Digital Skills and Useful links and Productivity Enhancement Skills workshops were integrated into second year and third year Business Application.

Topics included ‘Writing in an online space’; ‘’’Guidelines for using emails’; ‘Importance of productivity in the workplace’; ‘Online reference and research tools’; and ‘The use of social media for academic purposes’.

As part of the First Year Experience (FYE) in the BIA Department, the following sessions were completed with students:

• Time management

• Assessment preparation and smart study skills

• Personal budgeting

• Assessment question techniques

At the Cape Town Hotel School:

• Afika Xashimba, a third year Professional Cookery student took part in the SACA Junior Chef Team representing South Africa in Abu Dhabi. Afika cooked a main course consisting of chicken, maize and spinach custard, chakalaka and roasted carrot purée.

• Chuma Cetywayo and Shannon Martch, third Year Professional Cookery and Food and Beverage students participated in the Showcook competition. They baked 3 different loaves of artisan bread (ciabatta, baguette and health loaf) using Bio-Wheat flour.

• Chulumanco Mavuso, Jeanne Barton, Asemahle Ndlebe, who are third Year Professional Cookery students, participated in the Showcook competition, paired with Anthonij Rupert Wine Estate. They prepared a three course meal using Denny Mushrooms, Rio Largo Olive oil, Senqu River pistachio nuts, karoo lamb, ClemenGold mandarins and Lancewood products.

An ND Accommodation Management student Tyler Mendelson received the Dean’s Merit award.

In the Entrepreneurship & Business Management Department, the introduction of mobile technologies is integrated into the curriculum. A practical session was completed on the installation of Blackboard App on smartphones to support digital inclusion of first year students (without laptops and tablets for learning).

In the Financial Accounting and Taxation Department, many subjects (e.g. Taxation 1 and General Financial Reporting) had additional tutorial classes online which were also recorded for students to listen to at a later stage if necessary.

The FAT department continued to work with the Residence Department, Student Counselling and Fundani to assist students

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

with various needs. In the Marketing Department, different applications were used to accommodate the varying needs of students. Curricula were updated for currency and relevance to reflect the CPUT as well as industry Graduate Attributes. Students completed work preparedness and life skills training assignments. Students created their LinkedIn profiles and attended a LinkedIn webinar.

Third year students were provided with job recruitment preparedness focusing on creating a cover letter, CV and interview preparation. They completed sections on conflict management, problem solving and different aspects that pertain to the work environment. Students completed an assignment for online certification courses that equipped them with specific skills such as Google Ads Certification, supplementing employability for inclusion in CVs and LinkedIn profiles.

In the PAG Department, students utilized Massive Open Online Courses (MOOCs) via Alison.com

The first year students completed:

• Touch typing course

• MS Word 2016

The third year students completed:

• Management Information Systems

• Diploma in Management Information Systems – An Introduction

SYSTEMS, APPLICATIONS AND PRODUCTS (SAP)

• Student used the SAP application installed in laboratories on campus.

• The online SAP GUI was shared with students to use remotely via an internet browser (Google Chrome).

The subject Communication at a first year level in PAG included a module on intercultural communication and understanding the concept in a personal, social and business context and its influence on effective communication.

THE FIRST YEAR STUDENTS IN THE SPORT MANAGEMENT DEPARTMENT

Department were assisted to use Blackboard Collaborate Ultra including Basics, Access, and Uploads. They were also taught how to use MS Office using YouTube tutorials. Assessments were conducted online and face to face across the Faculty, and Semester 1 was successfully completed. All assessment rules and regulations were strictly adhered to with face to face assessments, as were monitoring systems for online assessments. Covid-19 protocols were strictly implemented

and assistance from external invigilators, security and cleaning staff was appreciated.

Transformation Conversations: ‘Unpacking SOGIE: Inclusion and Beyond’ webinar hosted in collaboration with IAM for Diversity Management second year students.

FIRST YEAR EXPERIENCE WORKSHOPS IN THE BIA DEPARTMENT CO-ORDINATED BY MEAGON DOS SANTOS

• SafeAssign workshop (linked with Business Applications 1)

• HIV/AIDS workshop (linked with Business Administration 1)

• Social Media: ‘Protecting your brand and digital footprint’ webinar (linked with the Business Information Systems 1)

• Gender-Based Violence: ‘Breaking the silence’ webinar (linked with the Business Information Systems 1)

The CTHS second year students were requested by the Southern Sun Waterfront to work from 4 – 12 September for the Rugby World Cup Sevens. The students were released for the week to gain more exposure to the industry as some of them did not get such an opportunity due to Covid-19.

The third term was successfully concluded with students having completed online and face to face assessments, and this varied per department. Various stakeholders including Student Affairs, Student Counselling, Fundani, the HIV-Aids Unit, the Disability Unit, CIET, Library staff, invigilators, cleaning staff, mentors, tutors, retention officers, class representatives and teaching assistants are acknowledged for contributing to the success of the academic programme.

7.2. Faculty of Informatics and Design (FID)

7.2.1. Student participation initiatives

Design ECP: There was a focus on student learning experience feedback as a crucial part of curriculum, content and delivery review. We did a first round after our first assessment and made the necessary adjustments. We also administered a ‘getting to know you’ questionnaire which helped ascertain students’ positionality with regards to many factors such as language, home environment, food security, transport, materials and residential status. The aim was to develop as reflective practitioners and to offer a programme with a strong student focus.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

MEDIA

Class awareness interactive discussions took place, focusing in respect, tolerance, integrity, etc., and awareness of CPUT support structures and facilities. Second year students were engaged in a JSE Stock Exchange competition.

Students made use of LinkedIn Learning. The LinkedIn Wise user interface and integration with Blackboard and curricula were finalised. Our involvement with the IEC in the context of the local elections was launched.

Prior to the pandemic, we had an active student-exchange programme, whereby we received students from Belgium, Netherlands and Germany, but we should consider implementing the practice of and opportunities for our students to go on exchange. These partner institutions are always ready to receive our students.

APPLIED DESIGN

All Applied Design first years, in the subject Academic and Professional Literacies, completed the online Information Literacy module offered by CPUT Libraries, which supports their online learning competency. In addition, all Design first years were taught an academic literacy module with a focus on essay structure, language use, referencing and using appropriate sources, facilitated by a Fundani staff member, Mr Emmanuel Essambe.

ATID

Under the guidance of Dr Rudolf Perold, the of Hasselt University parallel design studio ran in collaboration with COCT and CPUT ATID students.

INFORMATION TECHNOLOGY

IT have made use of student surveys to gain feedback from students.

The Journalism programme, represented by Sisanda Nkoala and WIL coordinator, John Bulani, presented a draft paper at the 2021 RITAL Conference on ‘Remote work-integrated learning: reflections of journalism students’.

7.3.

Faculty of Engineering & the Built Environment (FEBE)

7.3.1. Orientation to enhance student engagement

The following orientation events took place online:

• Faculty first year Welcome and orientation

• Faculty postgraduate Welcome and orientation

• Faculty Research Methodology Course

FIRST YEAR WELCOME AND ORIENTATION

For 2022, the first-year welcome by the VC and Dean was virtual, through a recorded welcome message as well as a Dean’s welcome letter that is available on the faculty website (https://www.cput.ac.za/academic/faculties/engineering/ orientation). The VC and Dean’s welcome messages were also played as part the departmental orientation programmes but are also available to all students to view at any time.

ORIENTATION

All the faculty and departmental orientation information is available and loaded on https://www.cput.ac.za/academic/ faculties/engineering/orientation.

The departments followed a hybrid / blended approach with both online and physical campus experiences. HODs recorded a welcome message and sent a welcome letter to all first year students that are also available on the faculty website orientation page. The integration of FYE and CPUT101 into first year curriculum was thereby enhanced.

The Chemical Engineering Department focused specifically on safety. A compulsory laboratory and safety training session for all their postgraduate students as well as the supervisors was arranged and took place on 11 March 2022. They also invited the CPUT Health and Safety Officer to present on the structure and the functions of this unit. Ms Hannelene Small (laboratory coordinator in the department) presented on safety training which included the roles and responsibilities of students as well as their supervisors. Student orientation took place over two days with over 100 students in attendance. Very few connectivity issues were reported.

A padlet (a free online noticeboard) was used by the Department of Electrical, Electronic and Computer Engineering (DEECE), which had all the information related to support from various units, which was available for four months. The Padlet link is https://padlet.com/zigiekron/oddrw16scxg4fwob

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

First year students had a successful virtual and face to face orientation. The department endeavours to take care of its students. One of the initiatives in the Maritime Studies department was the introduction of a South African Institute of Industrial Engineering student chapter that is very active. The HOD, being female, has first hand experience of what it is like being female in the maritime industry. She had engagement with all female students to help prepare them and share what the future of the maritime industry could be. It was noted that it is a very difficult situation currently for female students – for example, the bathrooms are unisex. This creates a lot of complexities and the HOD is trying to engage with industry to see how they can accommodate this issue in future.

7.4. Faculty of Applied Sciences

7.4.1. Student engagement initiatives

AGRICULTURE

All students’ interests were protected by responding swiftly to students’ complaints and needs.

FOOD SCIENCE AND TECHNOLOGY

All staff were vigilant to ensure that any cultural or racial tension between students was summarily addressed and resolved. We have a zero tolerance approach to any such behaviour. An example was during the NPD practicals when students wished to rearrange the groups along racial lines. We developed orientation for blended, smart engagement, using various modalities to ensure that all students had access to the important content and resources on offer. This included personalised messages from the Dean and the HODs, which can be seen below: https://padlet.com/nakhoodam/dcef5ygqwo0n95zw?utm_ campaign=added_reactionandutm_medium=desktopandutm_ source=notifications

WIL and SL

Service Learning projects have sought to improve social cohesion and promote human dignity. For example, the Department of Biotechnology and Consumer Science has developed teaching resources that would be used by women empowerment organisation, Vheneka, as well as at CPUT in practical studies ( https://www.cput.ac.za/newsroom/news/article/4142/ department-of-biotechnology-and-consumer-scienceenriches-the-community).

BIOTECHNOLOGY AND CONSUMER SCIENCES

Group work was encouraged; blended learning presents a variety of assessment methods (an outcome for the Diploma in Consumer Science in Food and Nutrition was effective communication), which was linked to V2030 student attributes. Practical classes in the Diploma in Consumer Science in Food and Nutrition require effective group work, for example Food Production and Service Operations 2 for the development of supervisory skills, based on industry environment and large scale production roles.

CONSERVATION AND MARINE SCIENCES

The department adhered to transformation within the context of inclusivity. Students were made aware through the departmental student guide of the rules and regulations of the university with respect to these issues.

It was made clear to students that should they experience any of these issues they were to report them to the HOD who would take it further. The institution takes all these issues very seriously and the department adheres to this by educating our students in this regard. Face to face orientation was conducted, but online orientation resources were made available to students on Blackboard. Class representatives were appointed and actively engaged with staff and with tutors, TAs and ROs on WhatsApp. At risk students were identified early and contacted by ROs. Repeating students were previously identified as at risk and were contacted. Class representatives were invited at least once per semester to a staff meeting.

Staff met with Student Counselling with regard to assisting students on various issues such as GBV and psychological issues. The Student Learning Unit provided STEM and Marine Science tutoring.

MATHEMATICS AND PHYSICS

Class representatives of the Mathematical Sciences programme are now attending the first 30 minutes of all the departmental meetings. The purpose of this initiative is to provide a platform where students can give feedback on their learning and teaching experiences. It is also an opportunity for lecturers to hear first hand from students what they experience.

ACADEMIC AND CURRICULUM DEVELOPMENT

Departments continue to benefit from personalized workshops geared for their particular context, relating to offerings from

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

the CPUT101 initiative. Through coordinators, retention officers (ROs) and mentors, students are supported through psychosocial interventions whenever the need arises. CPUT101 offers a host of services which departments draw from. These include GBV awareness, etc.).

WIL and SL

Service Learning projects have sought to improve social cohesion and promote human dignity. For example, the STEM project involving the tutoring of school learners in STEM-related subjects (e.g. Mathematics, Physics and Marine Sciences), thus allowing for greater inclusivity.

Students were again split into groups on Blackboard, especially in Molecular Biology, where they could start their own meetings and have discussions amongst themselves, to mimic face to face group interaction, which was lacking . Students could discuss and debate their understanding of assignments, to which the lecturer would have access. All subjects had regularly timetabled face to face practical sessions as both programmes in the department are practical-heavy and the lack of face to face contact would be a risk factor. Group work in the practical session time is avoided at all costs so all students are exposed to and have access to all facilities offered.

With increased face to face classes (from Term 4), group work and in-class assessments were encouraged.

7.5.

Faculty of Education

7.5.1. Initiatives to enhance student engagement

Key initiatives include:

FIRST YEAR EXPERIENCE AND ORIENTATION PROGRAMME

• Recognition and respect of students’ diverse cultural backgrounds.

• Students were encouraged through group discussion to address prejudices, and stereotypes based on race, gender, sexual orientation, and nationality.

Students participated in conversation organised by the members of the Transformation Committee in June. The conversations aimed to expose students to matters currently influencing higher education, for example decolonisation, re-Africanisation and sexual orientation, and gender- based violence (GBV). Debates and open oral presentations were approaches adopted

to teaching and learning in both campuses in the Faculty. The purpose was to encourage students to conduct literature reviews from local, national and international sources. The outcomes of these approaches were development of cognitive, interpersonal and communication skills.

The Faculty Office espouses a holistic student engagement model which shifts from student satisfaction to student experience. A project, the Reason to Live Campaign was conceptualised. The primary reasons for the conception of this campaign stem from the acknowledgement that our institution caters to students from diverse backgrounds; with that, they bring their unique lived experiences with powerful and unique narratives to share, given the opportunity.

The Reason to Live campaign is a social movement that aims to bring the Faculty of Education’s social system closer to the institution’s ideals. Students also participated in a conversation organised by the members of the Transformation Committee in September 2022.

7.5.2. Empowerment of the first year students

The Dean requested a Faculty event for Women’s Month during August to commemorate women’s cultural, political, and socioeconomic achievements. It was notably to create an engagement of appreciation and to ensure a safe and inclusive environment which was underpinned by principles of human rights and the respect and dignity of all.

Women’s Day Celebration 2022: An ad hoc committee was constituted to arrange a function or event for this celebration. The committee members were as follows:

• Prof A. Dippenaar

• Dr K. Booi

• Mr O Ramatlo

• Mr Barry Firth

• Ms W Du Plessis

• Mr Clive Brown

Here is a link to Prof Driekie Hay-Swemmer’s keynote address for the Women’s Month celebration at the Faculty of Education: https://www.cput.ac.za/storage/about/university_ leadership/2022/Prof%20Hay-Swemmers%20speech%20 on%20the%20Faculty%20of%20Education%20Womens%20 Month%20celebration.pdf

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

7.6. Faculty of Health and Wellness Sciences (FHWS)

7.6.1. Orientation initiative to enhance student engagement

Students are exposed to an inclusive and transformative learning culture from the orientation programme in first year and throughout their studies. For first year students, orientation speakers are invited to present various topics on transformation to students, who are also exposed to cultural activities and provided with information on CPUT support structures.

The inclusion of workshops on gender-based violence, diversity, social justice, sexual harassment, inclusivity, gender equality, etc. to create awareness is a priority and is organised for students and staff during the academic year. Programmes driven by the CPUT transformation office are key to engaging students in awareness of their environment to ensure that they can be supported by Faculty and departments throughout the academic year. Collaboration with NGOs to present various transformation topics to first year students was also considered. Elements of diversity, as well as GBV, were included in modules of curriculum where relevant and possible.

A lecturer from the Department of Wellness Sciences did a presentation on ‘Trusting the process – Exploring multimodality and multilingualism’ in the Department of Wellness Sciences at the Faculty of Applied Sciences International Mother Language Day Celebrations. The Department of Dental Sciences had a guest speaker to address the students on gender-based violence. The second and third year students attended a food drive to create awareness of the effects Covid-19 on poverty. The students also took part in dishing up and serving the poor.

7.6.2. Multilingualism to enhance diversity and inclusivity

Research was undertaken and published related to transformation: smart student engagement and learning experiences. Diversity, equity and equality were considered as part of the selection criteria during the application process for prospective students into programmes in the Faculty. In some predominantly femaledominated programmes, there were encouraging trends indicating more males entering various industries and we noted more male applications.

The Department of Wellness Sciences currently has 15 registered male students on the Diploma in Somatology programme, usually

a predominantly female programme. There were four male students who completed the Diploma in Somatology programme and graduated shortly afterwards. Furthermore, there were three male students registered for the Advanced Diploma in Somatology in 2022. All programme related information used for the Virtual Open Day 2021 was translated to Afrikaans and isiXhosa to make the information more accessible to potential applicants. The translated presentations were also published on the faculty homepage once new applications opened.

A staff member of the Department of Nursing Science participated as a panel member at an Information Literacy event in March 2022 hosted by Central University of Technology. Representatives from the Transformation and Counselling Unit gave presentations to the students. The presentation highlighted the importance of the dental team in improving the appearance of the lip and nose, close openings between the mouth and nose, helping breathing, and stabilizing and realigning the jaw. A representative from the Smile Foundation, which is NPO that focuses on children living with facial conditions, addressed students in the Department to create an awareness around cleft lips and palates.

Nursing students undertook an excursion to a rural area, Genadendal, as an outreach project to provide health talks to the community followed by a reflection on their role in taking care of the needs of the community. The faculty received a sanitary pad sponsorship from an organisation, the Imbumba Foundation, to provide 700 female students in the faculty with a three month supply.

Staff and students from the departments of Emergency Medical Sciences and Ophthalmic Sciences participated in a community outreach project in Touws River that was organised and hosted by the Gift of the Givers organisation in September. A total of 1293 patients were seen on the day.

7.7. Division of Student Affairs (DSA)

7.7.1. Student engagement initiatives

Division of Student Affairs: The DSA prioritises smart student development and engagement and strives to create safe and inclusive environments within human rights and dignity perspectives. Food packs were distributed through the student hunger support project. All cases were vetted to determine if students received financial support in the form of a bursary or loan. This was done to reach the students who needed the resource the most.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The Division of Student Affairs, in collaboration with the Office the Vice Chancellor and the Centre for Diversity, Inclusivity and Social change participated in the launch of the EmpowerHer SA-CPUT initiative.

• Daily interactions and engagements with students.

• Representatives across DSA attended the Annual Conference of Isesele Senyathi Hub for African Women’s History.

DISABILITY UNIT

Facilitated a webinar entitled, ‘Reasonable accommodation in the workplace’. An alumnus of CPUT who has a disability and was successfully employed was a guest speaker.

• Daily assessments/consultations occurred with students with disabilities.

• The DU participated in mentor and retention officer training sessions.

• Orientation programmes occurred across faculties and campuses.

• Daily engagements occurred with students with disabilities on various platforms and they were equipped with the necessary resources to enhance their learning experiences.

• Disability awareness and sensitization occurred with the Central Student Representative Council.

• Comprehensive support was provided for students with disabilities during assessments and FISAs.

• The DU facilitated a Final Year Experience webinar entitled ‘The sky is the limit’.

• The Unit was represented at an Industrial Development Corporation Bursary meeting.

STUDENT COUNSELLING

A representative chaired the Final Year Experience Program Task Team. This programme focuses on preparing final year students for the transition beyond university after completion of their studies. Financial literacy workshops occurred as part of the Final Year Experience Programme (FYEP) in collaboration with SGLD. Daily interactions occurred with students, and regular workshops and interventions were implemented addressing mental health issues.

• Healthy living campus exhibitions were hosted.

• Daily interactions occurred with students and regular workshops and interventions were implemented that addressed mental health issues.

HIV/AIDS UNIT

Student mobilization occurred for the Covid 19 vaccination campaign. This campaign was age appropriate and had

incentives attached to ensure maximum participation. It was done with the health and safety of all students in mind. Discussions on various topics were facilitated:

• Teenage pregnancy: the national pandemic

• Young women empowerment

• A conversation on disability

• Sex talk

• Peer pressure and drug abuse

• Health and human rights

• Mental health and stress

• There’s more to life – GBV, HIV and drugs

• Be the change you wanna see

• Academic depression and suicide feelings

• HIV/AIDS

• We can overcome the problems we encounter as women united

• HIV/AIDS and substance abuse

The Department of Student Health Services attended to student’s health queries and concerns daily.

Campus health screening and condom distribution campaign: This campaign occurred around campus at the following sites

• Park Central and Teresa

• Belpark Residence

• Regkam Residence

• Kruskal Residence

• Melandi Residence

• Student Junction

• Toplin Residence

• Orchards Residence

• Down Town Lodge Residence

• City Edge Residence

• Sandenburg and Hanover Residence

• South Point 10 and 12

7.7.2. Other student engagements initiatives to enhance participation

SPORTS, ARTS AND CULTURE (SAC)

A meeting was held around the HeForShe Ambassador Diversity and Inclusivity Assistant between the Centre for Diversity, Inclusivity and Social Change and SAC staff members. CPUT participated in the Varsity Shield Competition SAC. The interactive recreational calendar was implemented.

Further highlights:

• Women’s Rugby Sevens Workshop.

• CPUT played in the USSA games.

• CPUT Netball were playing.

• The Choir performed at Careers Day.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Submission of drama play called’ My Society’ to National Arts festival for screening.

• CPUT Table Tennis conducted training camps to prepare for the Western Cape Inter-Tertiary League.

• Online and face to face chess matches occurred.

• CPUT was represented at the Western Province Rugby Council meeting.

• Participated in the Western Cape Table Tennis Tertiary League.

• Hosted and participated in CPUT Netball residence league.

• Participated in the Tygerberg Netball League.

• Participated in the Cape Winelands Netball League.

• Participated in the UCT Open League.

• CPUT Writing Club was active.

• CPUT Music Programme was active.

• CPUT Dance Society was active.

• CPUT Pulse Magazine was published.

• We participated in the Western Province Rugby Club rugby fixtures.

• We participated in the WP Cross Country Super League 1.

• The Choir performed at the Faculty of Business and Management Sciences Women’s Day event.

• Participated in the Western Province Rugby Club rugby fixtures.

• Participated in the Western Cape InterVarsity tournament.

• Participated in the WP Cross Country Championship.

• The Choir performed at Granger Bay for the farewell of the Deans Matsha and Marshall.

• Participated in the Western Cape Intervarsity crosscountry hosted by Stellenbosch University.

• Female choir members performed at the EmpowerHer event.

• CPUT Dance Society facilitated a Dance-a-Thon.

• Participated in an eight week self-defense course.

Student counselling and Sports, Arts and Culture (SAC)

• The drama society held performances at District Six and Bellville campuses, as part of the Student Counselling Department’s substance abuse campaign.

Student Governance and Leadership Development (SGLD)

• SGLD provided input for the SRC elections 2022 and received council updates on the SRC Elections and Policy Review.

• Discussions occurred around the CSRC Right to Learn Campaign.

• There was engagement around student political structure issues. Parties consulted were DSA, EFF, SASCO, and PASMA.

• A meeting took place with EFFSC to discuss logistical

support for the trip to the National Assembly in Johannesburg.

• A follow-up meeting occurred with CSRC and the relevant chairpersons regarding SRC Levies Policy Review.

• Assisted with the CPUT Queer Unicorns Launch. This is the first recognized and supported LGBTQIA+ student structure. 70 Students and VIP guest attended the launch at the Bellville Pool Club House.

DSA CAMPUS PARK RUN

The campus park run was a collaborative project in DSA in partnership with PlanetUni. The 5km park run was followed by talks on the importance of physical exercise, as well as mental health and well-being.

Other activities included:

• SARS Workshops facilitated.

• CSRC hosted their Policy Conference (successfully completed a review of the SRC Constitution).

• A Substance Abuse Campaign was implemented.

• A Cyber Bullying awareness campaign was completed on social media.

• CRSC Wellington Braai occurred.

• District Six LSRC Women’s Day Lunch occurred.

• Amnesty International Woman’s Day celebration took place.

• Student political vibrancy was promoted, in preparation for the SRC election.

• An Intercultural competence masterclass was organised.

• Learn to earn budgeting training took place.

STUDENT RESIDENTIAL SERVICES

The appeals process was facilitated, and students were provided with the necessary platforms to promote communication.

RESIDENCES

• Engagements and meetings occurred regularly.

• Meeting with students at Harfield House took place.

• A Residence Tribunal took place.

• A meeting was held with protesting students at Orchards.

• A meeting took place with student leaders at Southern Life.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

7.8. Fundani Centre for Higher Education

7.8.1. Student engagement initiatives

RO AND MENTOR TRAINING WORKSHOPS

89 students were trained (82 mentors and 7 ROs): Health and Wellness (9 mentors), Engineering (23 mentors), Education (38 mentors and 2 ROs), Applied Sciences (5 ROs and 3 mentors), and Business and Management Sciences (9 mentors).

TUTOR AND TA TRAINING

45 tutors and 11 TAs were trained: Health and Wellness (3 tutors and 1 TAs), Engineering (4 tutors and 2 TAs), Education (4 tutors and 4 TAs), Applied Sciences (18 tutors and 4 TAs), and Business and Management Sciences (16 tutors).

FIRST-YEAR STUDENT ORIENTATION

Topics covered in the first-year students orientation included study skills, time management, Covid-19, freedom of responsibility, personal development. A total of 1800 first-year students was reached.

GBV Workshop

• FYE organised GBV workshops through Ilitha Labantu NGO for first-year students at the Faculty of Health and Wellness.

• Curriculum Development lecturer (Siyabulela Sabata) presented sessions in RO and mentor training on issues related to racism, sexism, classism, xenophobia, homophobia, and GBV.

FIRST YEAR EXPERIENCE (FYE)

Mentor and retention officers’ training workshops were collaboratively facilitated with Curriculum Development, Disability Unit, Student Counselling, Transformation, FYE, and HIV/AIDS agencies. 35 mentors and 5 ROs were trained. Mentor and retention officer training workshops reached a further 12 mentors and 6 ROs.

FYE seminars/workshops

Workshops were facilitated for first-year students on topics such as goal setting, time management, note-taking, exam preparation, question words, learning styles, class participation, and understanding diversity. 21 workshops were facilitated to the following faculties: FBMS (Financial Accounting and Taxation, Internal Auditing and Financial Information Systems, Retail Business Management, Entrepreneurship and Business

Management, Business and Information Administration, Management and Project Management, Hospitality), Applied Sciences (Biotechnology and Consumer Sciences, Biomedical Sciences) on the following topics: Note taking, study skills, personal budgeting, exam preparation, study skills, how to open a bank account, healthy living, embracing diversity and how can my money make a difference.

Academic literacy

28 assignments were reviewed from the Faculty of Applied Sciences (Analytical Chemistry, Biomedical Sciences, Mathematical Sciences and Consumer Sciences)

30 Consultations on the following topics – referencing, research proposal, study skills development, essay writing, Harvard referencing from FBMS (Tourism and Events Management), Health and Wellness (EMS), Engineering (Industrial and Systems Engineering)

STEM Support

Applied Sciences (Biomedical Sciences, Biotechnology and Consumer Sciences, Mathematics and Physical Science) Engineering (DEECE), Health and Wellness (EMS). 20 students came for Physics support from the Faculty of Engineering

FUNDANI EXTENDED CURRICULUM PROGRAMME

On 12 May 2022, Fundani (ECP and Student Learning Units) as well as the Student Governance and Leadership Development (CPUT Student Affairs) co-hosted a Student Development Workshop centred on study skills and preparation. The session was student-centred and focused on exam preparation, wellness and CPUT support offerings.

SLU and FYE

• Tutor and teaching assistant training. Tutors and TAs provide academic support to students at all levels.

• Mentor and retention officer training. Mentors provide psychosocial support to first-year students.

• Academic literacy workshops and consultations. Workshops are facilitated to students to equip them with skills to succeed academically. Students are supported in the writing of assignments.

CPUT101 workshops and presentations

• CPUT101 workshops and presentations assist first-year students to adapt and engage at the university.

STEM support

• STEM supports students in the learning of mathematics and physical sciences

• STEM Club: Imbadu Bootcamp

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

7.9. Community Engagement and Work Integrated Learning (CE & WIL)

7.9.1. Student engagement initiatives

Student Leadership Academy workshop series

Students from across the university were provided with workshop sessions on building leadership skills for community engagement during the 3-week university recess period. An application and registration process was implemented by the SLCE Units. Project teams identified six themes which were aligned with the SDGs. Facilitators and academy team members were from the SLCE Units, Emergency Medical Sciences, Business Unit, Advancement Department, academy Alumni, CT Hotel School, Department of Town and Regional Planning, Department of Construction Management and Quantity Surveying, CIET, and Student Counselling Services. The academy is a platform where students and staff engage critically and respectfully in an intercultural interdisciplinary environment.

CIVIC ENGAGEMENT PROJECTS

The SLCE units provide support to students and staff who engage in co-curricular activities. All faculty-based CE projects need to follow an application and registration process.

STUDENT LEADERSHIP CIVIC ENGAGEMENT PROJECTS

There were six themes and twelve student-led CE projects which emanated from the Student Leadership Academy. These project sites are spread across the Western Cape and involved schools, NGO’s, government partners, the aged, etc. Here students engaged across diverse government and community sectors and cultural contexts to address challenging societal issues.

SERVICE LEARNING PROJECTS

SL programmes are a natural home for the realisation of the graduate attributes as reflected in the institutional Vision 2030. This pedagogical approach gives students spaces where their academic discipline and theory can be implemented to change the lives of individuals and groups in society. This included Strengthen our Work Readiness Programme by focusing on softer skills, e.g. conflict and time management in the workplace, resilience, negotiation skills, preparing for a job interview, CV writing, ethical leadership, basic principles of corporate governance, gender-based violence, etc. The Employability Improvement programme was introduced into the curriculum.

7.10. Advancement Department

7.10.1. Financial inclusion to enhance student engagement

ADOPT A MEDIC

The EMS Department launched the ‘Adopt a Medic’ fundraising campaign. The campaign raised funds for poor students studying EMS. The focus was on funding the equipment of such students who would be an ‘adoptee’ and the donor would ‘adopt’ the student by funding them directly through the online system that was created. The Advancement Department assisted EMS with the online payment gateway for this project.

WORK READINESS PROGRAMME

The Work Readiness Programme was a joint initiative by multiple departments, spearheaded by Student Counselling at Student Affairs. The objective was to provide final year and postgraduate students the opportunity to develop essential graduate attributes and skills through a series of co-curricular activities. It aimed to deliver well-rounded and skilled graduates who were highly employable and able to successfully integrate with and contribute to the development of their immediate community and society in general. The programme targeted four overall competencies: Personal development skills, Career development skills, Entrepreneurial skills and Information and Financial literacy skills, each with a subset of competencies. These were based on V2030, and the Critical Cross-Field Outcomes drafted by SAQA.

GRADUATE EMPLOYABILITY SURVEY 2021

CPUT conducted an online Graduate Employability Survey (GES) under the CHEC Institutional Audit project. The Advancement Department was requested to conduct the survey. The survey targeted graduates of 2018 to 2021 (a total of 25 000 alumni/ graduates). In total 1 600 graduates completed the survey. This is 6% of the target population. The findings were as follows:

• More than half of the CPUT graduates (54%) reported unemployment in the survey. This is a sign of a poorly performing economy.

• Race, gender, and disability have an impact on the employability, sustainability of employment, and growth prospects of graduates. Even though African and Indian graduates had higher access to WIL while they were students, this did not translate to better work opportunities or better employment satisfaction. As a result, African graduates and graduates with disabilities changed jobs more than any other group.

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Male graduates had 7% higher participation in WIL opportunities than female graduates.

• Even though it is impressive to note that graduates with a disability had a 43% higher participation rate in WIL than those without disabilities, this did not translate to the same higher percentage of employability.

• The Education sector followed by Health and Wellness were attractive in terms of employment availability.

• The Education sector followed by the Health and Wellness sector had a lower percentage of unemployment and a higher percentage of graduates who found employment within 2 to 3 months of graduating than other sectors.

• Graduates from Education, Applied Sciences, Engineering and the Built Environment, and Health and Wellness faculties reported better employability prospects (high employment rate and shorter time to get employment), better employment conditions, and higher employment satisfaction than graduates from other faculties.

• A large proportion of graduates from Education, Applied Sciences, Engineering and the Built Environment, and Health and Wellness faculties found employment related to their qualifications and desired career paths than any other discipline/sector.

CPUT’S ILLUSTRIOUS ALUMNI IN NATIONAL MEDIA

• A chef:

https://www.iol.co.za/amp/lifestyle/food-drink/ restaurants/new-chef-wesley-kurt-peters-gives-bistroand-the-eaves-restaurant-menus-a-fresh-new-look4ac56755-6356-457a-a577-4651e86bf6e0

• Global award winning thesis: https://www.iol.co.za/capetimes/news/cput-architecturaltechnology-alumna-wins-international-student-thesisaward-62e35cc7-a652-4838-a0d1-5403919c6c58

• Fashion designer: https://www.google.co.za/amp/s/www.okayafrica.com/ amp/african-fashion-lukhanyo-mdingi-2656469449

• CPUT’s Matric Second Chance: https://www.iol.co.za/weekend-argus/news/woman-whofailed-matric-four-times-graduates-for-the-third-time-ina-row-d111a8b6-dc58-4c38-ba60-d9c7e35f92ca

• Ten years of building Dakar Rally cars: https://www.news24.com/wheels/motorsport/dakar/sasbrian-baragwanath-to-spearhead-century-racing-dakaronslaught-20220101

FUTURE PLANS

• We note student protests in other universities. However, we want to state categorically that we have strong relations with our donors who fund our students in debt.

We are recruiting more students to take up debt funding, therefore lack of funding of progressing students should not be used as a reason for students to protest or complain about lack of support from the University. We are however mindful of the fact that we are still not making inroads in securing funding for international students, and we are trying our best in this regard.

• The VC Prestigious Award issued a call for postgraduate funding in March 2022.

PRE-ALUMNI WEBINAR

A special webinar was held on Thursday, 14 April 2022 to congratulate new graduates and welcome them into the alumni fold. The webinar was attended by over 500 graduates. They were addressed by the Vice-Chancellor as well as the President of Convocation. Graduates were also introduced to the THENSA Graduate Employability App which offers an array of services. Some of the benefits of the app include created content, free access to courses, free access to SAQA-aligned online entrepreneurship programmes, and a certificate upon completion.

The application will also, amongst other things, share tips on how to prepare a CV, assist in creating an online CV to send to companies as well as guides on how to prepare for an interview. The app also make use of surveys to provide insight to member institutions, to share graduate employment status (by discipline, year, gender, race,, etc), links between qualifications obtained vs the type of employment found and the length of time it has taken to find employment or set up own businesses. This information will also be used to provide guidance to institutions as to possible reviews of curricula to ensure the relevance and preparedness of future graduates for the job market.

7.11. Marketing and Communication Department (MCD)

7.11.1. Call centre to enhance student engagement and support

The Student Recruitment Unit delivered STEM registration forms to disadvantaged schools. Student Recruitment helped ease the registration process for the STEM programme being rolled out by the Faculty of Applied Sciences, thereby enhancing access and success for learners at the following disadvantaged schools:

• Florida Secondary

• Belhar Secondary

• Excelsior Secondary.

• Perseverance Secondary

• Bellville South Secondary

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

The Student Recruitment Unit participated in an outreach project of the Department for Community Engagement and Work Integrated Learning (WIL). The project was hosted in Vredenburg and Student Recruitment assisted learners with information about CPUT courses, thereby providing access to information. Student Recruitment participated in Grade 9 career exhibitions.

The career exhibitions focused on the following areas, which included rural areas, thereby enhancing access to information and inclusivity:

• Charlie Hofmeyer High

• Bella Vista Secondary

• Skurweberg Secondary

• Wolseley Secondary

• Waveren Secondary

• Langeberg Secondary

• Bonnievale High School

• Jakes Gerwel Technical High School

• Charleston Hill Secondary

• New Orleans Secondary

• Klein Nederburg Secondary

• Paarl Boys’ High / Paarl Girls’ High

Publications produced an updated version of the 2023 undergraduate prospectus and printed 30,000 copies of this resource, which was aimed mainly at high school learners from diverse locations, including those from disadvantaged areas, who may be prospective university students. An electronic version was also updated and shared on the CPUT website, and with the Student Recruitment Unit.

The Student Recruitment Unit presented CPUT courses to Grade 12 learners at the following disadvantaged schools, thereby enhancing access and success:

• Isilimela Comprehensive School

• South Peninsula High School

• Excelsior High

• Mondale High

Student Recruitment participated in careers exhibitions at the following disadvantaged schools and rural areas, thereby enhancing access to information, social cohesion and inclusivity:

• Al-Azhar institute of Paarl

• Bergrivier High School

• Calling Academy

• Charleston Hill Secondary

• Cloetesville Secondary

• Desmond Mpilo Tutu Secondary

• Dirkie Uys Secondary

• Eben Donges High School

• Elkanah House

• Elsies River High

• Franschoek High

• Holy Cross High

• Ihlumelo Senior Secondary

• Ilingelethu Secondary

• Kayamandi Secondary

• Kensington High

• Klein Nederburg Secondary High

• Labori High School

• Livingston High School

• Luckhoff Secondary

• Makupula High

• New Orleans Secondary

• Paulus Joubert Secondary

• Sarepta Secondary School

• Good Hope High School

• Schoonspruit Secondary

• Scottsdene High School

• Stellenzicht Secondary

• Swartland High School

• Weltevrede Secondary

• Wesbank Secondary

CPUT participated in a career expo community information session, hosted by the Academy of Youth and Community Development Opportunities. The expo was held in Leonsdale, Elsies River, for the youth of the area, thereby providing access to information to unemployed youth.

STUDENT RECRUITMENT

Student Recruitment presented CPUT courses to Grade 12 learners at the following disadvantaged schools, thereby enhancing access and success:

• Beauvallon High

• Bernadino High School

• Hawston Secondary

• Klein Nederburg High

• Spine Road High

• Valhalla Secondary

Student Recruitment participated in careers exhibitions at the following disadvantaged schools and rural areas, thereby enhancing access to information, social cohesion and inclusivity:

• Ashton (Ashton High, Ashton Public Combined)

• Bonnievale (Jakes Gerwel Technical High; Bonnievale High)

• Bredasdorp (Bredasdorp High; Albert Myburgh Secondary)

• Caledon (Overberg High; Swartberg Secondary)

• Ceres (Charlie Hofmeyer High School; Ceres Secondary School; Incinga Zethu Secondary School)

• Clanwilliam (Clanwilliam Secondary; Cederberg High)

• De Doorns (Hexvallei Secondary; Hexvallei High School)

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

• Fairdale Secondary

• Grabouw (Groenberg Secondary; Umyezo Wama Apile Secondary; Grabouw High, De Rust Futura)

• Hermanus (Hermanus High; Gansbaai Academy; Iqhayia Secondary; Generation Schools; Curro Hermanus)

• Langa (Ikamvalethu High School; Isilimela Comprehensive School; Langa High School; Leap School of Maths and Science; Kulani High School)

• Montagu High

• Robertson (Langeberg Secondary; Masekheke Combined; Robertson High)

• Rylands High School

• SANZAF (Darul Arqam High School)

• Tafelsig High School

• Touws River (De Kruine Secondary)

• Tulbagh High

• Villiersdorp (De Villiers Graaff High; Villiersdorp Secondary)

• Vredenburg (Vredenburg High; Louwville Secondary; Weston Secondary)

• Wolseley Secondary

• Woodlands High School

• Worcester (Esselenpark Secondary; Montana Secondary; De La Bat; Goudini High School; Drostdy Technical High; Worcester Gymnasium; Worcester High; Langerug School; Breerivier Secondary; Pionier School for the Blind)

CPUT participated in an outreach expo organised by Grabouw Thusong Centre for Matriculants and Out of School Youth, thereby enhancing access and success. CPUT presented a successful Virtual Open Day to engage learners, parents and out of school youth on the courses offered. The event was accessible to a wide audience, and included various media, viz videos, webinars, presentations, documents and text, as well as a live chat function. The Virtual Open Day platform is still accessible to prospective students.

CPUT participated in a library presentation at Bishop Lavis Library, targeting high school learners and youth in the area. Further, CPUT prospectuses were sent to the following schools upon request:

• Leap Maths and Science School

• Philippi Campus

• Zonnebloem Nest Senior School

Prospectuses were also couriered to the following schools and organisations upon request:

• Cornwall Hill College, Gauteng

• Mpumakoloni Youth Initiative, Tsomo, Eastern Cape

• Suncrest High, Gauteng

• The Stars Mentorship programme, Pretoria

CPUT’s Faculty of Engineering and the Built Environment participated in the ‘Help a Girl’ campaign in Kayamandi, promoting engineering courses, and enhancing access and success. The Tourism and Events Department of CPUT participated in a Tourism Outreach programme in Bredasdorp for high school learners from rural areas. CPUT took part in the expo at an outreach programme at Delft Civic, hosted by the organisation, Bold Moves. This motivational programme was aimed at high school learners, and enhanced inclusivity, diversity and social cohesion. It also enhanced access and success.

HYBRID EVENT SYSTEM

Demand for a hybrid event streaming solution increased steadily, with several high profile international events hosted by MCD during this quarter.

7.11.2. Digital Graduation to enhance student participation

AUTUMN GRADUATION

Publicising the event through internal and external communications raised the profile of CPUT as an inclusive, cohesive and diverse university which enhances access and promotes success in its students. The media liaison on this event and other student and staff successes during this period amounted to roughly R28 million in positive publicity.

The Student Recruitment Unit presented CPUT courses to Grade 12 learners at the following disadvantaged schools:

De Kruine Secondary (Touws River); Fisantekraal Secondary; Hawston Secondary Grade 9; Groenberg Secondary Grade 9; Hazendal Primary Grade 7; Macassar High School; Tuscany Glen High School.

Student Recruitment sent a digital letter reminding schools in our catchment areas of closing dates; and included the electronic undergraduate prospectus, thereby forging and maintaining good relationships with feeder schools, and providing access to information.

Hard copy undergraduate prospectuses were also sent to schools in the following areas:

• Cape Winelands

• Metro North schools

• Metro Overberg

• Northern Cape schools

• West Coast schools

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

Hard copy prospectuses were sent by postal mail to all libraries in the Cape Peninsula, and Student Recruitment participated in careers exhibitions at the following disadvantaged schools, thereby enhancing access and success, social cohesion and inclusivity:

Al-Azhar High School; Aloe High School; Atlantis High; Blackheath High; Cedar High; Delft Technical High; Esangweni High School; Glendale Secondary; Hindle High; Ikamvalethu High School; Isilimela Comprehensive School; Jan Kriel School; Kulani High School; Langa High School; Leap School of Maths and Science; Masibambisane High; Mitchell’s Plain High; Nomzamo High; Peakview Secondary; Portlands High School; Robinvale Secondary; Sarepta High; Saxon Sea Secondary; Simunye High; Siphamandla High School; Zimasa Primary School.

Student Recruitment participated in careers exhibitions in the following rural areas, thereby providing access to information for learners in rural areas:

Aggeneys (Aggeneys High, Aggeneys Private Academy, Boesmanland High); Barrydale; Bergsig (SA Van Wyk High); Ceres; Concordia High; Garies High; Kharkams High; Lamberts Bay High; Lutzvile High; Nababeep High; Nuwerus High; O’Kiep High; Port Nolloth High; Springbok (Namaqualand High, St. Anna Private School); Steinkopf High; Van Rhynsdorp High; Velddrif High; and Vredendal (Vredendal High, Vredendal Secondary).

CPUT participated in a Career Exhibition held in the Eastern Cape. The exhibition was hosted at Ncumisa Kondlo Municipality in Peddie, and 19 high schools across Ngqushwa attended, thereby promoting access to information and social cohesion.

The schools were:

Amazizi High School; Charles Sojola High School; Dondashe High School; Emfundweni High School; Gushiphela High School; Imiqhayi High School; Jali High School; Kanana High School; Kaulela High School; Masibonisane High School; Mdolomba High School; Mzuxolile High School; Nathaniel Pamla High School; Ncedolwethu High School; Qhayiya High School; Sibonelelo High School; Sobantu High School; Sotinini High School; and Zanemfundo High School.

CPUT participated in an outreach expo in Cravenby organised by SANZAF Youth for matriculants and out of school youth; and in an exhibition hosted by DEAFSA for special needs learners. Approximately 400 learners attended the event.

CPUT AND ESKOM-KOMATI PARTNERSHIP

CPUT’s SARETEC Department connected with Eskom to reskill workers at their defunct Komati Power Station. SARETEC assisted in training the workers in renewable energy skills, and assisting to ensure that the Komati people and community continue to thrive. Media Liaison assisted with both internal communications and by sending press releases to highlight CPUT’s involvement in this project. The media blitz showcased CPUT as a university that is key to SA stakeholder relations. The event garnered roughly R2 million in positive press for CPUT.

7.12. Library Services

7.12.1. Student engagement initiatives

Feedback and presentations to staff, students and at other committees still need to be done. Improvement plans, keeping comments and suggestions in mind, will need to be designed and worked on.

7.13. Centre for Diversity, Inclusivity, and Social Change

7.13.1. Student engagement initiatives

The first CPUT SRC Society on LGBTIQIA+ was launched, together with a round table to determine its strategy on 18 March 2022. Diversity and Inclusivity awareness sessions were done with mentors and ROs in the FYE programme and ongoing.

• Girls’ Empowerment Conversation in commemoration of national youth day under the theme: ‘Promoting sustainable livelihood and resilience of young people for a better tomorrow’ (in partnership with Fundani - FYE).

• GBV and Masculinity engagement with Bellville Campus male students (in partnership with RTIP, Fundani, Takuwani Riime and Student Affairs).

Appreciation of women students and the launch of EmpowerHerSA – CPUT

• EmpowerHer International: the CPUT Chapter was inaugurated with a seminar targeting female undergraduate students across faculties (in partnership with RTIP, Applied Sciences, FID. Student Affairs and Fundani) to empower them until they graduate. CPUT was the first university to do so.

• Women students who have excelled in academic and leadership qualities across faculties and Student Affairs

TRANSFORMATION REPORTS FROM FACULTIES, DEPARTMENTS, UNITS, DIVISIONS, CENTRES AND STRUCTURES

were treated and awarded by the Office of the Vice Chancellor. This is an annual award ceremony aimed at encouraging women students to excel in academic life and in-residence life through intellectual and leadership skills.

• The Appreciation ceremony also coincided with the launch of EmpowerHerSA-CPUT, as noted above.

• More than 200 across campuses have joined and negotiations are underway to join the first CPUT chapter of Student Women Economic Empowerment Programme (SWEEP) to ensure that these girls are technopreneurs.

CELEBRATION OF DIVERSITY, INCLUSIVITY AND BELONGING

• OVC in partnership with DSA celebrated the Heritage Day Event held at Bellville Campus Pool House.

INTERNATIONAL MEN’S DAY

• International Men’s Day is observed worldwide, and we celebrated the positive value men bring to the world, their families, the education environment and communities.

• It highlighted positive role models and raised awareness of men’s well-being. One of the six pillars of International Men’s Day is to improve gender relations and promote gender equality, not only for men but for women too.

• It is also an opportunity which recognized men who do not fall into traditional manifestations of masculinity, such as gay and bisexual men, transgender, or masculine nonbinary people.

This was done through a statement released by the VC to recognize these men within CPUT.

16 DAYS OF ACTIVISM ON GBV

• The 16 Days of Activism for No Violence against Women and Children Campaign (16 Days Campaign) is a global campaign which takes place annually from 25 November (International Day of No Violence against Women) to 10 December (International Human Rights Day).

• It is used as an organizing strategy by individuals and organizations around the world to call for the prevention and elimination of violence against women and girls.

ACRONYMS

ABS Access and Benefit Sharing

ADIT Architecture and Interior Design

ADTVET Advanced Diploma in Technical and Vocational Education and Training Teaching

AGC Assessment and Graduation Centre

AGM Annual General Meeting

Agri SETA Agricultural Sector Education and Training Authority

AI Artificial Intelligence

AIS Association of International Students

AMHBI Applied Microbial and Health Biotechnology Institute

ARC Application and Registration Centre

ASD Academic Staff Development

AY20222 Academic Year 2022

BAAP Black Academics Advancement Programme

BCSBTR Centre for Sport Business and Technology Research

BIA Business and Information Administration

BRICS Brazil, Russia, India, China, and South Africa.

CATHSETA Culture, Art, Tourism, Hospitality, and Sport Sector Education and Training Authority

CBHE Erasmus+ Capacity Building in Higher Education

CDISC Centre for Diversity, Inclusivity and Social Change

CE Community Engagement

CHE Council on Higher Education

CHIETA The Chemical Industries Education and Training Authority

CIET Centre for Innovative Educational Technology

CoP Community of Practice

CPUT Cape Peninsula University of Technology

CS Community Service

CSSC Common Spec Smart Classroom

CTHS Cape Town Hotel School

CTS Computer and Telecommunication Services

DCAS Department of Cultural Affairs and Sport

DEECE Department of Electrical, Electronic and Computer Engineering

DFST Department of Food Science & Technology

DHET Department of Higher Education

DISE Distribution Illumination System, Electrical

DOH Department of Health

DSA Division of Student Affairs

DSI Department of Science and Innovation

DU Disability Unit

DVC Deputy Vice-Chancellor

ECP Extended Curriculum Programme

ECSA Engineering Council of South Africa

EERU Engineering Education Research Unit

ELP English Language Proficiency

EM Executive management

ERT Emergency Remote Teaching

ESG Environmental, Social and Governance

EWS Early Warning System

FAT Financial Accounting and Taxation

FBMS Faculty of Business and Management Sciences

FEBE Faculty of Engineering and Built Environment

FET Further Education and Training

FFRU Functional Food Research Unit

FID Faculty of Informatics and Design

5 ACRONYMS

FISA Final Integrated Summative Assessment

FT Full-time

FYE First Year Experience

FYEP Final Year Experience programme

GBV Gender-based violence

GBV Gender-based violence

GCI Green Campus Initiative

GCM Graduate Centre for Management

GET General Education and Training

GEWE Gender Equality and Women Empowerment

HAN Hogeschool van Arnhem en Nijmegen

HEI Higher Education Institution

HELTASA The Higher Education Learning and Teaching Association of Southern Africa

HEQSF Higher Education Qualifications Sub-Framework

HERE-SA Higher Education Reform Experts South Africa

HIV/AIDS Human immunodeficiency virus/Acquired immunodeficiency syndrome).

HOD Head of Department

HRM Human Resource Management

IAMCR The International Association for Media and Communication

IATUL International Association of University Libraries

IAU Innovation for African Universities

ICE International Conference on Events

IDFM Infrastructure Development and Facilities Management

IEC Independent Election Committee

IGBVC Institutional Gender-based Violence Committee

IT Information Technology

ITC Information Technology and Communication

ITF Institutional Transformation Forum

IWD International Women's Day

L1 First Language

L2 Second Language

LGBTIQA+ Lesbian, Gay, Bi-sexual, Transgender, Intersexual, Queer, Asexual plus

LIASA Library and Information Association of South Africa

LIS Library Information Systems

LMS Learner management System

Mancom Management Committee

MCD Marketing and Communication Department

MOA Memorandum of Agreement

MOU Memorandum of Understanding

NDP National Development Plan

NESP Nurturing Emerging Scholars Programme

NGO Non-Governmental Association

NKC National Khoi-San Council

NQF National Qualifications Framework

NRF National Research Fund

NSC National Senior Certificate

NSFAS National Student Financial Aid Scheme

OER Open Educational Resources

PAG Public Administration and Governance

PANSLAB Pan South African Language Board

PLMCC Product Lifecycle Management Competency Centre

POE Portfolio of Evidence

PR Public Relations

PSETA Public Service Sector Education and Training Authority

PT Part-time

RAU Romanian American University

RIM Research and Information Management

RITAL Research and Innovation in Teaching and Learning

RO Retention Officer

5 ACRONYMS

RPL Recognition of Prior Learning

RTIP Research Technology, Innovation and Partnership

SAASTA South Africa Agency for Science and Technology Advancement

SABPP South African Board for People Practices

SACOMM SA Communication Association

SANCA South African National Council on Alcoholism and Drug Dependence

SAQA South African Qualifications Authority

SARCHI South African Research Chairs Initiative

SARCHI South African Rooibos Council

SAS Statistical Analysis System

SASC South African San Council

SASCE Southern African Society for Co-operative Education

SASSE South African Surveys of Student Engagement

SASUF South Africa Sweden University Forum

SDG Sustainable Development Goals

SETA Sector Education and Training Authority

SGLD Student Governance & Leadership Development

SIP Strategic Initiative & Partnerships

SITA State Information Agency

SL Service Learning

SLA Service Learning Agreement

SLC School Leaving Certificate

SLCE Service Learning and Civic Engagement

SLU Student Learning Unit

SOTL Scholarship of Teaching and Learning

SP Senior Phase

SRC Student Representative Council

STEM Science, Technology, Engineering, and Math.

SWEEP Student Women Economic Empowerment Programme

TA Teaching Assistant

TA Teacher Assistant

TDP Teaching and Development programme

TEA Teaching Excellence Awards

THENSA Technological Higher Education Network South Africa

TVET Technical Vocational Education and Training

TWG Transformation Working Group

UCT University of Cape Town

UN United Nations

UN United Nations

USA United States of America

USAF Universities South Africa Forum

USB Stellenbosch Business School

UWC University of the Western Cape

V2030 Vision 2030

VC Vice Chancellor

VPN Virtual Private Network

WCDOH Western Cape Department of Health

WCED Western Cape Education Department

WHO World Health Organisation

WIL Work Integrated Learning

WLIC World Library and Information Conference

COORDINATION

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REPRESENTATIVES OF FACULTIES

UNITS/DEPARTMENTS

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