From Engagement to Interconnectedness

HERANA

From Engagement to Interconnectedness

NMMU, 4 March 2014

Preliminary findings from Nelson Mandela Metropolitan University

Background

› CHET HERANA I study » Links between universities and economic development

» 8 African universities (including NMMU)

» small sample size (n≈6) » ‘projects’ selected by leadership » mixture of centres, programmes and projects

» unstructured interviews

Weakening academic

core

Strengthening academic core

Indirect articulation

0 1 2 3 4 5 6

0

1

2

3

4

5

6

7

8

9

10

11

12

MD 3, 10 IV 5, 10

Key:Abbreviation Project/centre

ACTS Automotive Components Technology Station

IV InnoVenton: NMMU Institute for Chemical Technology and Downstream Chemicals Technology Station

PBMR Pebble Bed Modular Reactor Project

AP Agro-Processing Study for the East London Industrial Development Zone (ELIDZ)

MD Govan Mbeki Sasol Mathematics Development Programme

CB IlingeLomama Cooperative Bakery Project

PBMR 4, 10

ACTS 5, 11

CB 3, 9

Direct articulation

AP 2, 8

HERANA I FINdINgs

1. While there was evidence of connectedness between the university and industry, this was generally confined to the level of units or centres rather than institutional-level partnerships.

2. Projects/centres tended to score well on the articulation indicators – in other words, they reflected national priorities (and to a lesser extent institutional objectives), had more than one funding source and, in some cases, plans for financial sustainability, and may have had a connection to an implementation agency.

3. A number of these projects/centres also managed to keep a strong connection to the academic core of the university, whilst some were more disconnected from these core knowledge activities.

4. There were ‘exemplary’ development projects/centres. The problem was scale: there were simply not enough, and some seemed overly dependent on exceptional individuals.

National context

Chairperson: Professor D Lortan Tel: (031) 3732720 Fax: (031) 3732724 Email: [email protected]

Secretary: Mrs D Hornby Tel: (046) 6037229 Fax: (046) 6038869 Email: [email protected]

________________________________________________________________________________________________________

________________________________________________________________________________________________________

EXECUTIVE COMMITTEE

Prof D Lortan (Durban University of Technology, Chairperson) Mrs D Hornby (Rhodes University, Secretary) Prof N Mollel (University of Limpopo, Vice-Chairperson) Dr J Boughey (University of Zululand, Treasurer)

Prof V Netshandama (University of Venda) Mrs B Bouwman (North-West University, Marketing) Ms E Meyer-Adams (University of Johannesburg) Ms J Munsamy (Central University of Technology)

19th February 2014 Professor Nico Cloete Director: CHET / Extraordinary Professor of Higher Education University of the Western Cape Cape Town Dear Professor Cloete The South African Higher Education Community Engagement Forum (SAHECEF) cordially invites you to present at its fourth seminar entitled ‘White Paper for Post-School Education, The National Development Plan Vision 2030, and The Future of University Community Engagement’. The Seminar will be hosted by the University of the Western Cape, 3rd – 4th April 2014.

SEMINAR 4: WHITE PAPER FOR POST-SCHOOL EDUCATION, THE NATIONAL DEVELOPMENT PLAN VISION

2030, AND THE FUTURE OF UNIVERSITY COMMUNITY ENGAGEMENT

Universities in the round have potentially a pivotal role to play in the social and economic development of their regions. They are a critical ‘asset’ of the region; even more so in less favoured regions where the private sector may be weak or relatively small, with low levels of research and development activity (Goddard, 2011: viii).

Given budgetary and other resource constraints within higher education and the vastly different ways in which universities approach community engagement, it is likely that future funding of such initiatives in universities will be restricted (DHET, 2013: 39).

Despite the challenges of national policy disconnect, institutionalisation, funding, and conceptual clarity, the past two decades has seen an increase in the rhetoric and praxis of Community Engagement (CE) as

“Given budgetary and other resource constraints within higher education and the vastly different ways in which universities approach community engagement, it is likely that future funding of such initiatives in universities will be restricted...” (DHET, 2013: 39).

WHITE PAPER FOR POST-SCHOOL EDUCATION AND TRAINING

“…funding will be restricted to programmes linked directly to the academic programme of universities, and form part of the teaching and research function of these institutions.” (DHET, 2013: 39).

Institutional context

HERANA II: Research question and limitations

› Interconnectedness: How are academics negotiating the tension between engaging with those external to the academy and strengthening the core functions of the university?

› The research project does not: » assess the impact of engagement projects on communities » assess the quality of engagement projects or their outputs

HERANA II: Notes on methodology

› Two universities » NMMU, Port Elizabeth » Makerere University, Kampala

› Larger sample sizes » NMMU (n=80) » Makerere (n=30)

› Projects only (smallest unit of activity) › Projects selected across faculties › Structured questionnaires completed by leaders of engagement projects and follow-up meetings for clarification and input from participants

› Indicators for articulation and for academic core developed; weighted scores for each. Each project plotted according their scores on these two dimensions

HERANA II: The academic core and the third mission

› Some claim that the third mission of universities, i.e. providing services to the communities in which they are embedded, is a core function of universities.

› It is both conceivable and possible for third mission activities to be carried out by organisations external to the university.

» Civil society, government agencies, corporate social responsibility initiatives as well as organisational structures created at the periphery of the university are all capable of delivering third mission-type services to communities.

› Not so in the case of knowledge creation and, in particular, knowledge legitimisation and credentialling. These are unique to the university.

Indicators

Articulation indicatorsA1 Alignment between project and university development

objectivesA2 Initiation / agenda-settingA3 Links to external stakeholders and implementation agenciesA4 Funding

Academic core indicatorsC1 Application of existing knowledge versus creation

of new knowledgeC2 Dissemination of research findingsC3 Links with teaching and with curriculum developmentC4 Academic networks

Weighted scores

Articulation Indicators Q Score Max score

A1 Alignment between project and university development objectives

A1.1A1.2A1.3

For each project objective in alignment with university mission/vision = 0.25

1.00

A2 Initiation/agenda-setting A2.1 Self-initiated = 1 1.00

A2.2 Proposal more than one author = 0.5 0.50

A2.3 Project plan / TOR flexible = 1 1.00

A2.7 Advisory group and meets at least once p.a. = 0.5 0.50

A3 Links to external stakeholders (non-academic) and to implementation agencies

A2.6A3.1.2

For each link to an external stakeholder = 0.25 1.00

A3.2A3.3A3.4

Direct link to implementation agency = 2 OR Indirect link to implementation agency = 1 OR Self-implemented = 1

2.00

A4 Funding A4.1 For each source of funding = 0.25 1.00

A4.1 Long-term funding (more than 3 years) = 0.5 0.50

A4.1 Renewable funding (at least one source) = 0.5 0.50

Academic Core Indicators Q Score Max score

C1 Generates new knowledge or product or data

C1.1 New knowledge or product = 1.25 OR New data = 0.5

1.25

A1.4C1.2.5

Publicly available = 0.25 0.25

C2.1C2.3.2A1.4

Postgraduates linked to project = 0.5 0.50

C2 Dissemination C1.2.2C1.2.3C1.2.4C1.2.6C1.2.7C1.2.8C1.2.9

For each publication/presentation listed = 0.25 2.00

C3a Teaching/curriculum development C2.1C2.2

Changes to courses/modules = 1 OR New courses/modules/programmes = 2

2.00

C3b Formal teaching/learning of students C2.3.1C2.3.2

Students involved = 0.5 0.50

C2.4 Participation in project is course requirement = 1 1.00

C2.5C2.6C2.7C2.8

Other roles for students in project = 0.25 per role 0.50

C4 Links to academic networks A3.1.1 Links to academics from other universities = 1 1.00

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete

Duration of engagement project

ArticulationAcademic core

Interconnected

Disconnected

PSYSCI

TECHBLEND

MATHSUP

MATHMXITMATHISP

WILLARDENERGYIND

TURTLES

REFFARMS

1

2

3

4

6

7

8

9

1

2

3

4

6

7

8

9

0 0

55

Faculty of Science

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Innoventon


Interconnected

Disconnected

INULIN

ALGENERGY

PRESPLANT

BIOLIQ

EXCEL

BOARDWLK

BIOPLAST

1

2

3

4

6

7

8

9

1

2

3

4

6

7

8

9

0 0

55

DIPCHEM

CHICKLIT

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Science incl. InnoVenton


Interconnected

Disconnected

PSYSCI

TECHBLEND

MATHSUP

MATHMXIT

MATHISP

WILLARD

ENERGYIND

TURTLES

REFFARMS

1

2

3

4

6

7

8

9

1

2

3

4

6

7

8

9

0 0

55

INULIN

ALGENERGY

PRESPLANT

BIOLIQ

EXCEL

BOARDWLK

BIOPLAST

DIPCHEM

CHICKLIT

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Arts


Interconnected

Disconnected

FATHERHOODROUTE67

BIRDST

NGOSERV

READCLUB

UNAFRICA

9

1

2

3

4

6

7

8

1

2

3

4

6

7

8

9

55

0 0

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Development Studies


Interconnected

Disconnected

PERSPECT

THINASINAKO

CMSLJBAY

HELED

9

1

2

3

4

6

7

8

1

2

3

4

6

7

8

9

55

0 0CAPAMA

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Engineering, Built Environment & IT


Interconnected

Disconnected

TETRA

LIVLAB

ICTFET

DRMATH

9

1

2

3

6

7

8

1

2

3

4

6

7

8

9

55

0 0

CHAIRHSD

WELA

RACE

AIDCCONTI

CHAIRVW

SOLARV

4

SIEMTRN

TWERLY

CHAIRED

VWMASTERS

GMMASTERS

FAMHLTH


Interconnected

Disconnected

RESTRESS

UYILO

LATEWLED

FSWPIPE

9

1

2

3

4

6

7

8

1

2

3

4

6

7

8

9

55

0 0

FSWTECHTRANS

STRLIGHT

WELDCOR

TURBINE

SOUTHSTAR

SUPDEV

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


EntSA

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Engineering, Built Environment & ITincl. EntSA


Interconnected

Disconnected

TETRA

LIVLAB

ICTFET

DRMATH

9

1

2

3

6

7

8

1

2

3

4

6

7

8

9

55

0 0

CHAIRHSD

WELA

RACE

AIDCCONTI

CHAIRVW

SOLARV

4

SIEMTRN

TWERLY

CHAIRED

VWMASTERS

GMMASTERS

FAMHLTH

RESTRESS

UYILO

LATEWLED

FSWPIPE

FSWTECHTRANS

STRLIGHT

WELDCOR

TURBINE

SOUTHSTAR

SUPDEV


Interconnected

Disconnected

HLTHTRAIN

LCONMOD

IZEOU

LCONINST

9

1

2

3

4

6

7

8

1

2

3

4

6

7

8

9

55

0 0

LCONTRAIN

LCONENROL

LCONLAB

PASSPORT

MOBHLTHIS

MAXHLTH

SOKHULA

LCONTEACH

MENTALILL

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Health Sciences


Interconnected

Disconnected

MASILANG

INTSCHDEV

DATADARK

SCILIT

9

1

2

3

4

6

7

8

1

2

3

4

6

7

8

9

55

0 0

FAMMATHS

MANYANO

CYBERHUNT

CHESHIRE

0–1.99

2.00–2.99

3.00–3.99

4.00–4.99

5+

On-going Complete


Faculty of Education

Science

Science: Innoventon

Arts

Business and Economics

Engineering, BE and IT

Engineering: Entsa

Health

Education

FACULTY

NMMU


Interconnected

Disconnected

1

2

3

4

6

7

8

9

1

2

3

4

6

7

8

9

0 0

55

Initial observations

› Projects still score higher on articulation than on strengthening the academic core (cf. HERANA I findings). But many projects still in the early phases, and therefore have the potential to score more highly on the academic core indicators as these projects mature

› NMMU’s Africa development mission is not integrated into the university’s engagement project objectives

› Engagement is mostly with regional stakeholders (particularly, government, industry and communities). No engagement with other universities regionally or nationally

› Based on the current snapshot, Arts and Engineering are doing best in managing the tension between engaging externally and strengthening the core

› Importation of research project management capacity. Does this reduce the likelihood of projects connecting more deeply with teaching and research output activities?

› Possible lack of awareness in the project planning phase of the potential to link activities to the academic core?

Thank you.

Francois van Schalkwyk CHET Researcher

[email protected]