Page 65 - Transformation Indaba Report

• Also, it could help in decolonising the curriculum. employment opportunities rather than to look for a job.
• Who brings knowledge to the table? Not only lecturers. • There is a positive shift within the world of accounting.
External communities bring knowledge. • How do we know graduates have shifted and attained
• How to deal with professional bodies who accredit us but various competencies?
who may think differently to our institution? • Accounting Dept could provide another case-study.
• Need to balance what we envisage for our students • Practice-based education: Need greater interaction
with what the World, nationally and globally requires of between academic and practitioner to address the gap.
our students. Students must still be fit-for-purpose in • Graduates say they want more practice-based experiences
terms of requirements. and entrepreneurship opportunities.
• Irrespective of discipline, graduates need to be more • Pass rates significantly improved through online TL and
competitive and must acquire transferable skills that can assessments.
be applied to multiple disciplines, to cope with the high • HE institutions should consider providing space/
unemployment situation. opportunity for entrepreneurial students to take risks
• How to incorporate entrepreneurship skills into the under the auspices of the institution.
curriculum and teach and motivate students to create

hollistiC student suPPort – ACAdemiC; student leAdershiP And
develoPment; sPort, ACCommodAtion, trAnsPort, nutrition,

disAbilities, heAlth And sAfety

dAy 2, breAkAwAy room 2 │ Facilitated by Dean Student Life & Development, Mr Luthando Jack

REPORT BACK ON THEMES EMERGING FROM DISCUSSION

The group refined their Day 1 discussions and identified 5 key interventions that could have a multiplier effect if imple-
mented and have high impact. The interventions would straddle the whole institution. Interventions that would build
internal collaboration, foster integration, be cascaded down and address the silo-approach. The interventions will have a
transformative and transformational outcome, leading to transformation.

Five proposed key catalytic interventions/actions for the way forward for the next ITP:

1. Define African university
2. Define student-centric university
Implementation of a student-centric approach must be the responsibility of all university divisions and departments
working side-by-side.
3. Build an institutional culture of recognition of diversity
A culture that accommodates all diverse individuals. We are different in our individual upbringing, culture, beliefs, and
so on.
4. Integrated student engagement
Ensure that an ordinary FY student understands Mandela University’s integrated student engagement framework and can
use it to address any challenges s/he may face while at the university.
5. Adopt an integrated strategy with regard to student hunger, student health, and student safety

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 59