PART 5 UFS Department of Architecture Validation Visit 2017

PART 1

PART 2

PART 3

PART 4

PART 5

Miscellaneous

Programme Report SACAP • CAA Validation Visit

04 | 05 | 06 | 07 April 2017

Introduction Achievements of the Department

4

Part 1 Self-Appraisal

12

1.1

Response to specific issues raised in the 2012 report

14

1.2

Changes introduced to improve the courses since the last visit and the effects of those changes on resource provisions

17

1.3

Branding and intellectual identity

22

1.4

Structure of programme vis-รก-vis the new Higher Education Qualifications Framework

23

1.5

Strategic objectives of qualifications

23

1.6

Strengths and weaknesses of the ALS

25

1.7

Staff / Student Ratio | Student Numbers

27

1.8

Provisions for staff development

28

1.9

Transformation initiatives

28

1.10

Relationships with parent institution and other departments

28

1.11

Links with other tertiary institutions and research agencies

28

1.12

The future: Details of courses and facilities planned

31

Part 2 Response to questionnaire

34

2.1

Learner recruitment, selection and admission

36

2.2

Course structures and curriculum contents

43

2.3

Teaching and assessment

46

2.4

Staff provisions in 2016 and 2017

57

2.5

Research and higher degrees

64

2.6

Finance

67

2.7

Management structure

68

2.8

Meetings with management

70

2.9

Resources and facilities

72

2.10

Practice, training and professional development

81

Part 3 Appendices

82

A

Programme structure and the HEQSF

84

B

Report by student body

96

C

Core syllabi

102

D

Design Module Guides & Programmes

128

E

External examiners

216

F

Research Outputs

243

G

Rubrics and Declaration of Receit Form

248

H

Selection Forms

258

I

RPL Portfolio Applications

297

J

Practise Based PhD DArch HEQSF

353

Part 4 Previous validation report

364

Part 5 Miscellaneous

384

5.1

Sophia Gray

386

5.2

UIA 2014

392

5.3

The Earth Unit

394

5.4

Environmental Built Innovations (EBI) programmes

397

5.5

BloemBuild Expo

408

5.6

UFS Staff Performance Management

410

5.7

Winter School Programme

444

5.8

ALS Brochure

450

5.9

Special Lectures

458

5.10

Financials

459

Batho Community Centre, Werner van Zyl, 2nd Year, 2013

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UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Part 5

PART 5 Miscellaneous

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Part 5

Urban Project, André Meyer, 4th Year, 2014

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PART 5 5.1 Sophia Gray

The lecture and exhibition series is seen as a way to: •

Honour the person or a group of people. As criteria for invitation, the staff of the School of Architecture must be convinced that the person or group has made a fundamental contribution to the praxis of architecture, the theoretical debate within the profession or to professional matters. Those invited should have a sense of, and take responsibility for, the effects that their creations have on the wellbeing, life and advancement/development of the general community. The invitee (s) must have a connection with the Southern African region. The process of selection is one of proposal, debate and consensus.

•

Draw attention to the architectural heritage of the City of Bloemfontein. The city has a rich architectural tradition, and attention is drawn to it by choice venue.

•

Serve the community. The lectures and exhibitions are seen as one of the many ways in which the University of the Free State, and the School of Architecture engage in and assist the community.

•

Engage in the regional and international architectural debate. By its nature, the Lectures and Exhibitions serve as a window into the thoughts of the selected contributors and as a means to gather basic information regarding their work.

Lexicon Sophia Gray Lectures & Exhibitions The School of Architecture at the University of the Free State started the annual Sophia Gray Lectures and Exhibitions in 1989. It was initiated and conceptualized by Prof. Paul KOTZE. The aims of this series are to highlight the contribution that architects and architecture make to society and were, initially at least, intended to create positive role models for the student body of the School of Architecture.

It was named after the first professionally active architect in Bloemfontein, namely Sophia GRAY. It is generally agreed that she was responsible for the design of the initial chapel that eventually evolved into the Anglican Cathedral of St Andrew and St Michael in St George’s Street in the city.

Although not formally trained as an architect, Sophia GRAY is considered to be South Africa’s first female architect. She was the wife of the first Anglican Bishop of Cape Town, Robert Gray. They arrived in South Africa in 1848. Sophia GRAY designed and built approximately 58 churches during the 25 years in which they established the Anglican Church in the country.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Sophia Gray

Previous Sophia Gray Laureates The topics of their lectures and the venues are as follows (the city in which the invitee resided in at the time of invitation is indicated in brackets); 1989

Mx Mira FASSLER KAMSTRA (Architect, Johannesburg) MIMICRY and CAMOUFLAGE (INSPIRATION and INTERPRETATION OF A SOUTHERN AFRICAN ARCHITECTURE) Lecture and Exhibition: Old Presidency, Pres. Band Street.

Exhibition repeated, as part of a group exhibition with UYTENBOGAARDT and FAGAN, at the Standard Bank Gallery, Johannesburg and as a solo exhibition at the South African National Art Gallery, Cape Town. School of Architecture at Pretoria University in the Ou Lettere Building and in Windhoek under the auspices of the Namibian Institute of Architects.

Lecture published as: Fassler Kamstra, M. 1990. Mimicry and camouflage Architecture SA July/August 1990: 36-40

1990

Prof. Roelof S UYTENBOGAARDT (†) (Architect & Urban Designer and Professor, University of Cape Town) TIMELESS IN ARCHITECTURE Lecture and Exhibition: Queen’s Fort, Church Street.

Exhibition repeated, as part of a group exhibition with FASSLER KAMSTRA and FAGAN, at the Standard Bank Gallery, Johannesburg and as a solo exhibition at the South African National Art Gallery, Cape Town, the Port Elizabeth Art Gallery, at the Old Town House (Greenmarket Square, CT), Windhoek under the auspices of the Namibian Institute of Architects and the Johannes Stegmann Gallery, UFS.

1991

Dr. Gawie FAGAN (Architect, Cape Town) ARCHITECT AND COMMUNITY Lecture and Exhibition: Abraham Fischer Residence and School of Architecture UFS. Exhibition repeated, as part of a group exhibition with FASSLER KAMSTRA and UYTENBOGAARDT, at the Standard Bank Gallery, Johannesburg and as a solo exhibition at the South African National Art Gallery, Cape Town and the Art Gallery of the University of Stellenbosch.

1992

Mx Wilhelm O MEYER (†) (Architect, Johannesburg) THE THREE PASTS TO OUR PRESENT Lecture and Exhibition: UFS Boyden Observatory, Maselspoort.

1993

Dr. Glen GALLAGHER (†) (Architect, Johannesburg) THE EXCLUSION OF CONCLUSION IN ARCHITECTURE Lecture and Exhibition: Fourth Raadzaal, Pres. Brand Street.

Lecture and Exhibition was repeated at the Sandton Library.

Exhibition material formed the base of another exhibition at the School of Architecture, University of Pretoria.

1994

Mx Jack BARNETT (†) (Architect, Cape Town) BUILDING THE BEST – THE NEW SOUTH AFRICA’S ESSENTIAL MISSION Lecture and Exhibition: Corobrik brick factory.

1995

Mx Hannes MEIRING (†) (Architect, Pretoria) ARCHITECTURE – THE GREAT ADVENTURE Lecture and Exhibition: National Museum, Aliwal Street.

1996

Prof. Amancio GUEDES(†) (Architect, Lisbon and Emeritus Professor, University of the Witwatersrand) SEVEN MANIFESTOES Lecture and Exhibition:Bloemfontein City Hall, President Brand Street.

Lecture repeated at the School of Architecture & Planning at the University of the Witwatersrand.

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1997

Dr. Revel FOX (†) (Architect, Cape Town) Reflections on the Making of Space Lecture: Ramblers Club, Aliwal Street Exhibition: Oliewenhuis Art Museum, Bloemfontein.

The exhibition was repeated as a solo exhibition at the South African National Gallery in Cape Town.

Exhibition Catalogue published as: Fox, J. Ed. 1998. REVEL FOX: REFLECTIONS ON THE MAKING OF SPACE. Cape Town [s.n.].

1998

Prof. Adéle Naudé SANTOS (Architect & Urban Designer and Professor, University of California [Berkeley], San Francisco) Narrative Maps: Concepts and Creations Lecture: Cathedral of St Andrew and St Michael, St Georges Street.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

The lecture was repeated at the School of Architecture & Planning at the University of the Witwatersrand and at the School of Architecture of the University of KwaZulu-Natal. The exhibition was repeated at the School of Architecture at Pretoria University.

1999

Dr. Jack DIAMOND (Architect, Toronto) Practicing Scales Lecture: Reunion Hall, Grey College.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Exhibition repeated at the School of Architecture, University of Pretoria.

2000

Prof. Stanley SAITOWITZ (Architect and Professor, University of California [Berkeley], San Francisco) EXPANDED ARCHITECTURE Lecture: SEDCOM Auditorium, Fairview Street, Bloemfontein.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Exhibition repeated at the Pretoria Art Museum.

Lecture repeated at the School of Architecture & Planning WITS

2001

Dr. Hentie LOUW (Senior Lecturer, University of Newcastle upon Tyne) Architecture and craft: a working relationship?

Lecture: SA Armour Museum, Tempe.

Lecture published as: Louw, H. 2002. Architecture & Craft: a Working Relationship? Acta Varia Architecturae 2002:2 University of the Free State.

2002

Mx Louis KAROL (Architect, Cape Town) 50 Years in the City Lecture: SEDCOM Auditorium, Fairview Street Exhibition: Oliewenhuis Art Museum, Bloemfontein.

2003

Mx Peter BUCHANAN (Architect & Author, London) Architecture of the Emergent Epoch Lecture: SEDCOM Auditorium, Fairview Street, Bloemfontein.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Exhibition repeated at the Fassler Gallery, School of Architecture & Planning, University of the Witwatersrand and at the School of Architecture, University of Pretoria.

Prior to being exhibited in Bloemfontein the exhibition material formed part of the ‘Ten Shades of Green’ Exhibition in New York. The exhibition material formed part of the basis for the book: Buchanan, P. 2005.

Ten Shades of Green. New York: Architectural League of New York.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Sophia Gray

2004

Mx Paul MIKULA (Architect, Durban) A Great big box called ARCHITECTURE Lecture: Recreation Hall of the Free State Psychiatric Complex.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Exhibition repeated at the School of Architecture & Planning, University of the Witwatersrand.

2005

Prof. Bannie BRITZ(†) (Architect & Urban Designer and Emeritus Professor, University of the Free State) Stories…Architecture…Life Lecture: Centenary Complex, University of the Free State.

Exhibtion: Centenary Complex and Oliewenhuis Art Museum, Harry Smith Street.

Lecture published as: Britz, B. 2009. FRONT PIECE: Sophia Gray memorial lecture: 2005 Edited version Journal of the SA Institute of Architects Special Issue: July/August 2009: 07-14

2006

OMMDesignworkshop, (Architects, Durban) Mx Janina MASOJADA & Mx Andrew MAKIN BORROWING SPACE AND TIME Lecture: The Reservoir, Oliewenhuis Art Museum, Bloemfontein.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Lecture published as: omm design workshop. 2007. BORROWING SPACE AND TIME: CONTRIBUTING TO THE RECONCEPTION OF MODERN AFRICAN SPACE Journal of the SA Institute January/February 2007: 1421. As well as: Lipman, A. 2007. AN INVITATION TO DEBATE Journal of the SA Institute January/February 2007: 25-26

2007

Prof. Jo NOERO (Archtitect and Professor, University of Cape Town) the expedient and the ethical, the everyday and the extraordinary SEDCOM Auditorium, Fairview Street, Bloemfontein.

Exhibition: Bloemfontein Art Museum.

Exhibition repeated, as a solo exhibition at the South African National Art Gallery, Cape Town.

Lecture published as: Noero, J. 2007. The Expedient and the Ethical, the Everyday and the Extraordinary.

Journal of the SA Institute of Architects. Nov./Dec. 2007:8-35.

2008

VAN DER MERWE MISZEWSKI (Architects, Cape Town) Mx Anya VAN DER MERWE MISZEWSKI & Mx Macio MISZEWSKI van der merwe miszewski projects SEDCOM Auditorium, Fairview Street, Bloemfontein.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Lecture published as: Van der Merwe, A. 2008. The van der Merwe Miszewski Partnership. Journal of the SA Institute of Architects. Nov./Dec. 2008:10-15. As well as: Cooke, J. 2008. Notes of the van der Merwe Miszewski Method. Journal of the SA Institute of Architects. Nov./Dec. 2008: 18-23. As well as: van der Merwe Miszewski Architects, 2008. Highveld House. Journal of the SA Institute of Architects. Nov./Dec. 2008:26-29.

2009

Prof. Walter PETERS (Architect and Emeritus Professor, University of KwaZulu-Natal, Durban) More Ways of being an Architect Lecture: SEDCOM Auditorium, Fairview Street, Bloemfontein.

Exhibition: Oliewenhuis Art Museum, Bloemfontein.

Exhibition repeated as a solo exhibition at the Natal Association of Arts, Durban.

Lecture published as: Peters, W. 2009. More ways of being an Architect. Journal of the SA Institute of Architects. Nov./Dec. 2009:48-57

2010

Dr. Jaco WASSERFALL (Architect, Windhoek.)

NO GRAFFITI, PLEASE! STULTORUM CALAMI CARBONES MOENIA CHARAE Lecture: SEDCOM Auditorium, Fairview Street Exhibition: Oliewenhuis Art Museum, Harry Smith Street

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2011

Peter RICH (Architect, Johannesburg.)

LEARNT IN TRANSLATION Lecture: Fairview Conference Centre (formerly SEDCOM Auditorium), Fairview Street Exhibition: Oliewenhuis Art Museum, Harry Smith Street

2012

Stan FIELD (Architect, California.)

2013

Kate OTTEN (Architect, Johannesburg.)

Architecture for Every Day Lecture: Callie Human Hall, UFS Campus Exhibition: Oliewenhuis Art Museum, Harry Smith Street

2014

PN MASHABANE and J ROSE(†) (Johannesburg) Landscape, History and Context Lecture: KLIPKERK Dutch Reformed Church, Aliwal Street Exhibition: Oliewenhuis Art Museum, Harry Smith Street

2015

Anton ROODT (Bloemfontein) Big dreams in a small city, places of memory - spaces of imagination Lecture: The Civic, Markgraaff Street Exhibition: Oliewenhuis Art Museum, Harry Smith Street

2016

Al STRATFORD (East London) Big dreams in a small city, places of memory - spaces of imagination Lecture: Oliewenhuis Art Museum, Harry Smith Street Exhibition: Oliewenhuis Art Museum, Harry Smith Street

Notes: The original drawings and diaries of Sophia GRAY and her husband, Bishop Robert Gray, are kept at the ‘Historical Papers’ section of the William Cullen Library of the University of the Witwatersrand.

The institutional affiliations and cities where the invitees lived in as indicated in the list were correct at the time of them presenting the lecture and exhibition. These details have changed for some in the mean time.

For more information references can be made to the following publications: Gutsche, T. 1970. The Bishop’s Lady. Cape Town: Timmins.

Kotze, CP 1998. In Memory of Sophia Gray [Part 1] Journal of the South African Institute of Architects. September:35-42.

Kotze, CP, 1998. In Memory of Sophia Gray [Part 2] Journal of the South African Institute of Architects. October:43-47.

Kotze, CP. 2002. The Sophia Gray Memorial Lectures and Exhibitions. Acta Structilia Vol. 8. No. 1 p71-78.

Martin, D. 2002. The Churches of Bishop Robert Gray & Mx Sophia Gray: an historical and architectural review. Unpublished PhD Thesis (Historical Studies) University of Cape Town.

Martin, D. 2005. The Bishop’s Churches. Cape Town: Struik Publishers.

Prof. Paul KOTZE School of Architecture & Planning, University of the Witwatersrand.

Mx Kobus DU PREEZ Department of Architecture, University of the Free State.

With assistance from: Mx Rene du Plessis, Librarian and Research Assistant, UFS.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Sophia Gray

2014 | PN MASHABANE and J ROSE(†) (Johannesburg) | Landscape, History and Context Lecture: KLIPKERK Dutch Reformed Church, Aliwal Street | Exhibition: Oliewenhuis Art Museum, Harry Smith Street

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5.2 UIA 2014

Publication Launch

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UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | The Earth Unit

5.3 The Earth Unit Background

The Earth Unit (EU) was established in 1996. Between 1996 and 2000 seven staff members received training in earth construction at CRAterre-EAG in France. The EU is an UNESCO Earth Architecture Chair member since 2003 and Gerhard Bosman is the coordinator of the EU activities.

Past training activities

The EU was involved in building of many community projects, like crèches, community halls, a school, a craft centre, proto type workers houses and others. In the past nineteen years the EU has spent most of its activities on research in perceptions on earth construction in Southern Africa.

Past training activities

From 2003-2009 the EU conducted a research project in collaboration with the Bouwkunde Department of the Technical University of Eindhoven (Tue). The research project was funded by SANPAD (South-Africa –Netherlands Research Programme on Alternatives in Development). The title of the project: A South African Building Renaissance; acceptability of sustainable, high quality, public and private buildings to support local economic development.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | The Earth Unit

SANPAD workshop and survey

The SANPAD-project provided a research focus on the acceptability of earth construction in South Africa. Several national and international seminars and papers contributions resulted from the data gathered with this project. As a representative partner of the UNESCO Earth Architecture Chair the Gerhard Bosman presented the work of the EU at national and international forums.

The Earth Unit continued with responsibilities as a UNESCO Earth Architecture member by acting in the scientific committees of international conferences hosted by UNESCO partners. Gerhard Bosman is acting on the scientific committee panels for the Vernacular Heritage VERSUS2014-2016 Sustainable Architecture Congres (VERSUS 2014-2018) and the XIIth World Congress on Earthen Architecture (TERRA 2016-2020).

International collaboration, and workshops and Research outputs by EU staff and collaborators conferences/ published research reports since the 2012 Validation visit UNESCO Chair in Architectures de terre cultures constructives et développement durable (2003 to date), Network in architecture, constructive cultures and sustainable development (90), established in 1998 at the School of Architecture of Grenoble (France) In collaboration with 6 African, 19 Latin American, 6 Asian and 6 European partners at training centers and technical and academic universities.

ALGERIA, Polytechnic School of Architecture and Urbanism of Algiers. Participant at the Archi’ Terre Festival on invitation of the Algerian Ministry of Culture. This is an institutionalized annual event dedicated to earthen architecture. The festival activities: four workshops and a conference on earth construction techniques namely adobe and compressed earth block production, plaster and arches, vaults and domes presented in the gardens of the Polytechnic School of Architecture and Urbanism of Algiers (18-29 April 2015).

Chapters/sections in a book Bosman, G. & Bruwer, E. (2013) Architective: Building construction standards for South Africa. Chapter 25: 484502. Architective Publications: Johannesburg.

Articles publications, peer reviewed Bosman, G. (2015). Situated neighbourhood safety and fence decoration. South African Journal of Art History.

30 (3) 74-86.

Bosman, G. & Van der Weshuizen, D. (2014). The effects of climate conditions on attitudinal change towards earth construction in South Africa. Acta Structilia. 21 (1) 117-141.

Bosman, G. & Van der Weshuizen, D. (2014). The impact of climate phenomena on attitudes towards traditional earth construction and decoration. South African Journal of Art History. 29 (3) 65-76.

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Conference proceedings, peer reviewed

Conference papers and posters

Bosman, G. & Steÿn, J.J. (2015). Greening of stabilized brickyard industry for supporting sustainable building in Kuruman in the Northern Cape Province. In Gibbert & Conradie (Eds). Smart and Sustainable Built Environment (SASBE) Conference Proceedings. University of Pretoria: Pretoria.

Bosman, G. & Steÿn, J.J. (2015). Greening of stabilized brickyard industry for supporting sustainable building in Kuruman in the Northern Cape Province. Smart and Sustainable Built Environment (SASBE) Conference 2015 University of Pretoria. Pretoria, South Africa, 9–11 Dec.

Bosman, G. & K. Salzmann-McDonald. (2015). Contemporary soil-cement and rammed earth in South Africa. In Ciancio & Beckett (Eds) Rammed Earth Construction. Taylor & Francis Group: London.

Bosman, G. & Whitfield, C. (2015). Perceptions of vernacular architecture. In Milto, Vegas, Garcia, Soriano & Cristini (Eds).

Vernacular Architecture: Towards a Sustainable Future. Taylor & Francis Group: London.

Bosman, G. & Steÿn, J.J. (2014). Rethinking Contemporary Earth Construction for Housing. South African Housing Foundation (SAHF) International Conference. Affordable Housing Opportunities for Southern Africa. Cape Town.

Nel, J.H. & Bosman, G. (2014). Exposing architecture students to vernacular concepts. In Correia et al. Vernacular heritage and earthen architecture - contributions for sustainable development. CRC Press: London.

Wessels, Z.G. & Bosman, G. (2014). The city vernacular in South Africa. In Correia et al. Vernacular heritage and earthen architecture - contributions for sustainable development.

CRC Press: London.

Publications, non-peer reviewed Bosman, G. (2012). Local Building Cultures and Perceptions of Wall Building Materials: Influences on Vernacular Architecture in Rural Areas of Central South Africa. In Cardoso et al.

Surveys on Vernacular Architecture – Their significance in 20th century architectural culture. Centro de Estudo Arnaldo Araújo, Escola Superior Artistica do Porto: 139 -153.

Bosman, G. (2015). Situated neighbourhood safety and fence decoration. 9th National Conference of the South African Journal of Art History: Situated Experience. Bloemfontein. 28 – 29 Aug. Bosman, G. & K. Salzmann-McDonald. (2015). Contemporary soil-cement and rammed earth in South Africa. In Ciancio & Beckett (Eds) Rammed Earth Construction. Perth, Australia, 10-13 Feb. Bosman, G. & Steÿn, J.J. (2014). Rethinking Contemporary Earth Construction for Housing. South African Housing Foundation (SAHF) International Conference. Affordable Housing Opportunities for Southern Africa. Cape Town, South Africa, 28 Sept. -1 Oct. Nel, J.H. & Bosman, G. (2013). Exposing architecture students to vernacular concepts. In Correia et al. Vernacular heritage and earthen architecture - contributions for sustainable development. Paper presented at the CIAV 2013 Vernacular heritage and earthen architecture - contributors for sustainable architecture. Vila Nova De Cerveira, Portugal, 16-20 Oct. Wessels, Z.G. & Bosman, G. (2013). The city vernacular in South Africa. In Correia et al. Vernacular heritage and earthen architecture - contributions for sustainable development.

Paper presented at the CIAV 2013 Vernacular heritage and earthen architecture - contributors for sustainable architecture. Vila Nova De Cerveira, Portugal, Portugal, 16-20 Oct Bosman, G. (2012). Local Building Cultures and Perceptions of Wall Building Materials: Influences on Vernacular Architecture in Rural Areas of Central South Africa. Paper presented at the CEAA/ Centro de Estudos Arnaldo Araujo, Escola Superior Artistica do Porto (ESAP), Oporto, Portugal, 17-19 May. Bosman, G. & Van der Westhuizen, D. (2012). An investigation of the impact of natural climate events on changes in attitudes toward traditional earth construction Paper presented at the Terra2012 11th International conference on the study and conservation of earthen architectural heritage, Lima, Peru, 22-27 Apr.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

5 .4 Environmental Built Innovations (EBI) programme The global awakening regarding sustainability in general has moved towards a clear paradigm shift regarding the way that architectural higher education has to quip the architect of tomorrow. The Earth Unit (EU) and the Department of Architecture train and develop graduates who will in future implement a paradigm of sustainability as a crucial need for society through architectural intervention, becoming positive change agents for society.

TERM 1

Environmental Built Innovations (EBI) programme BArch./ B Arch (Hons.) / M Arch TERM 2

3 Feb – 28 April (12 weeks)

5 Mei – 4 July plus

TERM 3 18 Aug – 7 Nov (12 weeks)

21 July – 15 Aug. (12 weeks) Research project -Subject: DDIS 7900 -Consultations with mentors -Specific Objectives/ Theme: -Sustainable development -Holistic approach to community development/ -Asset management/ -Sustainable material and concepts in general -If earth technology reference to specific precedent study of technology -Buildings and the environment

M. Arch

-Alternative materials -Project: Own choice

-Consultations with mentors

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Design Project -Subject: DESN 6800 1 module of 4 in the M. Arch structure -Time: 6h theory/ 6-8 weeks in studio -Theme: Design a project Morphology: local material/ available resources Typology: social/community/public Topology: urban/sub-urban/rural -Project: - Design a process/holistic approach/ management plan to community development -Tools: - Asset management/ B. Arch (Hons.)

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- Sustainable resource use at an urban scale.

- Sustainable cities, urban form, planning and management.

- Sustainable low-cost housing.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

Technical Info

Design Project

-Subject: CONS 3706

-Subject: DESN 3700

-Time: 12 h

-Time: 2h theory/ 21 days studio

-Theme : Building systems/ different typologies

-Theme:

Module 7

Morphology:

-General theoretical framework of construction.

Typology

-Structural systems -Materials -Articulation/detail/joints -Examples of well known architects Module 8 -Construction typologies of CEB structures Module 9 -Calculations of quantities and costs for CEB production

local material/ available resources social/community/public Topology: urban/sub-urban -Project: -Design an institutional building with a high profile.

-Tools: -Sustainability resource use in buildings -Buildings and the natural

Vertical Integration -HARC 3704: History/Theory Contemporary Green building in SA Integrate sustainable systems Format: Seminar and Academic Poster

Environment Elements: - Climate - Micro climate - Orientation - Heat storage - Ventilation and convection - Trombe walls - Rain water harvesting - Bio-gas - Perma-culture - Hydro-ponics - Green/brown-roofs - Embodied energy

B Arch 3

- Material sourcing - PV panels - Smart skins - Other High tech systems

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Technical Info

Design Project

-Subject: CONS 2606

-Subject: DESN 2600

-Time: 12 h over 14 days

-Time:2h theory/ 21days studio

-Theme: Production process

-Theme: “Long life, lose fit, low energy”

Module 4 -Soil identification for CEB

Morphology:

-Raw materials in the laboratory

local material/available resources

Stabilisation

Typology: social interaction e.g. community/housing/

Module 5

private/public

-Production cycle CEB

Topology:

-Quality and product control

place/path/area/rural/sub-urban

-Surface protection -Project: Module 6 -Masonry -Details -Services -Finishes/renders

-Design a low-cost building in an available material -Tools: -Appropriate technology -Community participation -Material for sustainable building

Vertical Integration -HARC 2604: History/Theory

-Design for sustainable building Elements:

The development of traditional/ vernacular Architecture

- Climate

Basotho/ rural homesteads/ decoration

- Orientation

Format: Survey form

- Heat storage

- Micro climate

- Ventilation and convection - Trombe walls - Rain water harvesting - Bio-gas B Arch 2

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- Perma-culture - Embodied energy - Material sourcing

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

Design Project -Subject: DESN1500 -Time:2h theory/ 21days field work Theme: Anthropomorphic shelter Morphology: natural available material Typology: comfort/private/ semi public Topology: place/landscape Project: -Design a shelter for two people Tools: -Make use of available natural materials -Make use of a minimum of two earth techniques.

-Provide 30% of earth in the structure.

Elements: - Climate - Micro climate - Orientation - Heat storage - Ventilation and convection Technical Info -Subject: BOW 106 -Time: 15 h out of 130h -Theme: An Introduction Module 1 -General introduction -Different techniques -Field tests Module 2 -Problem areas -Different soil types for adobe.

B. Arch 1

Module 3 -Adobe production -Adobe construction -Adobe bonding

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FIFTH YEAR - Theme: Meaningful place making General: The totality of architecture in coherence with the “making of place” Specific: Research/ Own project

FOURTH YEAR - Theme: The architect taking responsibility for sustaining and conserving complex layers of personhood and life-worlds, within urban landscape General: The community and the individual in the urban landscape Specific: A process/holistic approach/management for sustainable development

THIRD YEAR - Theme: The architect investigating the Urban Narrative General: The group and the community in the human ecological landscape Specific: Community/institution/high profile/sustainable material in general/environment

SECOND YEAR - Theme: Shared Narrative on the Urban Periphery General: The group in the man-made landscape Specific: Community/housing/available material

FIRST YEAR - Theme: My story in the Natural Landscape General: The individual in the natural landscape Specific: Shelter/anthropomorphic/comfort/natural material

The EU provides an innovation and experimentation space for students and local architects to make this transition easier through a hands-on approach. The Environmental Built Innovations (EBI) programme (implemented in 1996) is an integrated course running with in the four DESN Modules of the BArch and B. Arch (Hons.) student programmes. It focuses on sustainable human interaction with the natural environment through the field of architecture. The sustainability of the broader ecological systems and the interrelationship and interaction between natural and constructed landscape, climate, social / cultural communities and their needs with reference to human well-being and economic wealth are investigated.

The EBI programme is based in the experience, completed projects and buildings of the EU. Construction’s previous teaching, training and research capabilities. The ESI programme development continued through staff input and changes to the curricula was made during 2008 to 2012 in the era of ‘”sustainability” and “sustainable development” to keep up with the growing demand for sustainable solutions needed in the building industry.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

Community Service Learning The current modules accommodate community service learning since 2003 where a direct exchange of knowledge between the students and members of the community regarding a specific set of aims that can be evaluated. CSL projects conducted since the 2012 Validation visit were in Rosendal (2013-14) Lebone Village (2015) and the Mangauang experimental house (2015-1017). Environmental, social and economic sustainability concepts were applied to a broad range of areas from managing a business, to helping protect the global environment through more efficient energy and resource use. .

Each year the Dept. needs to apply for funding from the Faculty of Natural and Agricultural Sciences in order to cover costs for students to be involved in CSL projects.

Community Service Learning Project since the 2012 Validation visit: Mautse Community: Rosendal (2013 – 2014) The Rosendal Mautse Development Association is working with the Dihlabeng Local Municipality on a long term economic and tourism development proposal for the town, focusing on arts, crafts and the environment, as unique signatures. We looked at an integrated plan which contained projects which benefit the entire community, but which are joined by a common thread of environmental and social sustainability.

The introduction and walkabout tour in Rosendal - Mautse

The revival and reinvention of the existing Mautsendal Cultural Village was an important part of this plan. The cultural village at the entrance to the town is a literal and symbolic bridge between Rosendal and Mautse. It was donated by the Free State Provincial Government, and opened in 2004. A number of projects have begun and ended. New life can be put into the cultural village, and turned into an economic and social hub, a focal point for a creative community.

The workshop and preliminary ideas presentation to community of Rosendal – Mautse

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The preliminary ideas preparation

First concept proposals to community of Rosendal - Mautse

The final exhibition in Rosendal - Mautse

Models and posters of the final exhibition in in Rosendal - Mautse

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

Qala Phelang Tala and Community Service Learning Project at Lebone Village (2015)

Third-year students were involved with the construction of a visitors’ centre for the Qala

Figure Third-year students were involved with the construction of a visitors’ centre for the Qala Third-year students were involved with the construction of a visitors’ centre for the Qala Phelang Tala Community Service Learning project at Lebone Village in Bloemfontein. A variety of earth-building techniques were used in this building. In collaboration wit hthe Centre for Development Support on campus, studetns were involved in hands on earth building tecqniques on the Lebone Village site near Grasslands-area in Mangaung.

A prototype house constructed in environmental friendly building methods (2014- 2017) Mx Raubenheimer and Dr Bosman presented a Community Service Learning project called “An earth-constructed dwelling in Mangaung”. Students across the different degrees were enthusiastic about their involvement on-site with the production of stabilised sun-dried earth blocks (adobe). The project progressed well, with completion expected in 2016.

The excavation and concrete casting of foundations

The prototype house was constructed on a residential site in Phase 9 in Mangaung. The project leader is Mx Hein Raubenheimer and are supported by Dr Gerhard Bosman of the Department of Architecture. This project started in August of 2014 and will be complete in 2017.

Student involvement was facilitated within the existing CSL- Modules at the Department of Architecture. As part of their design (DESN) and construction (CONS) modules small groups of students spent time with community builders and lecturers on site.

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The measuring of raw material and mixing for sun-dried cement stabilized earth blocks

Architecture students in different year groups received practical instructions in the physical construction of the house that included setting out of the building, excavations of the foundations and construction of the foundations and foundation walls During 2015 and 2016 architecture students continued with the wall components for the house. In the theory classes on campus the different earth building techniques were taught. The practical classes continued on site. Different aspects of soil selection for earth building components, production of sun-dried cement stabilized earth blocks, production control and product quality control were covered and illustrated on site.

The soil mixing and placement of sun-dried cement stabilized earth blocks

The walls of the house consist of different wall building materials. Some of the wall building components (sun-dried cement stabilized earth blocks) where produced by 105 architecture students on site during a period of 12 weeks .

The quality control and final shaping of the blocks

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Environmental Built Innovations (EBI) programme

During 2016 the project continued within the departments CSL- modules. The walls and the blocks for the walls of the house produced the previous year were used in the construction of the wall elements.

The mixing of soil and cement

The curing and stacking of sun-dried cement stabilized earth blocks

Due to difficulties for students to attend regular practical sessions on site during 2015 and 2016, the project leader decided to appoint a small builder for the brick laying of the walls with the produced blocks. This helped to get the construction back on programme.

The curing and stacking of sun-dried cement stabilized earth blocks

This CSL Project will continue in 2017 within the architecture student CSL-module practical.

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5.5 BloemBuild Expo

FREE ENTRY PROGRAMME: 27 & 28 JULY 2016

CALLIE HUMAN CENTRE & BADMINTON HALL, UNIVERSITY OF THE FREE STATE

DAY 1: (WEDNESDAY, 27 JULY 2016) Time:

Activity:

Presenter:

Venue:

08:00 - 08:15 08:30 - 17:00 09:15 - 09:30 09:30 - 10:00

Official Expo Opening Students, professionals, media & public visit exhibitors (FREE ENTRY) Registrations: Lecture

UFS Representative N/A

Lecture: ‘How Design Impacts on Productivity in the Workplace’ (Sponsored by: Ergoform) SACAP Presentation Registrations: Lecture

Warren Fitzpatrick (Ergoform)

Badminton Hall Both halls Badminton Hall Badminton Hall

Lecture: ‘Cool Capital - from Pretoria to Venice’ (Session 1)

Pieter Mathews (Mathews & Associates Architects)

10:00 - 10:45 10:45 - 11:00 11:00 - 11:40

SACAP Representative

11:40 - 11:50 11:50 - 12:30

Short break

13:30 - 14:30 14:45 - 15:00 15:00 - 15:30

‘Water Wise Gardens’ Presentation Registrations: Lecture Lecture: ‘Earth Construction’

Gerhard Bosman (Terre Firme Architects)

15:30 - 16:30

Lecture: ‘Standard Bank Property Development’ (Sponsored by: Standard Bank) Registrations: Lecture

Standard Bank Construction Industry Specialist

Lecture: ‘Staying Abreast of the Future: The Impact of BIM,VR and Current Software on the work of Paragon Architects’ (Sponsored by: Geustyn & Horak)

Hugh Fraser (Paragon Architects)

17:15 - 17:30 17:30 - 18:30

Cool Capital Documentary ‘DorpStad’ (Session 2)

Pieter Mathews (Mathews & Associates Architects) Marliza den Heyer (E-Sienna Life!)

Badminton Hall Badminton Hall Badminton Hall

Badminton Hall Callie Human Badminton Hall Badminton Hall Badminton Hall Badminton Hall Badminton Hall

DAY 2: (THURSDAY, 28 JULY 2016) Time

Activity

08:30 - 17:00 09:00 - 11:00 09:00 - 10:00 09:15 - 09:30 09:30 - 10:30 10:30 - 10:45 10:45 - 11:45 11:45 - 11:55 11:55 - 12:55 13:00 - 13:45 14:15 - 16:15 16:30 - 17:15

Students, professionals, media & public visit exhibitors (FREE ENTRY) Student CAD Design Challenge (Sponsored by: Iclix & Standard Bank)

Presenter

Venue

‘Getting to know your fabrics for interior decorating’ Presentation Registrations: Lecture

Adél de Jong (HCreation Interiors)

Lecture: ‘(De)mystifying the Design Process’ Registrations: Lecture

Jan Smit & Petria Smit (Sm!t Architects)

Lecture: ‘Alternative Dispute Resolution’ (Session 1) Short break

Roelf Nel (Buildforce)

Lecture: ‘Alternative Dispute Resolution’ (Session 2) ‘Chalk Paint’ Demonstration Corobrik Design Challenge (Sponsored by: Corobrik) Awarding of prizes - challenges / closure

Roelf Nel (Buildforce) Hein van der Walt (The Studio)

Both halls Callie Human Callie Human Badminton Hall Badminton Hall Badminton Hall Badminton Hall Badminton Hall Callie Human Callie Human Badminton Hall

ADDITIONAL INFORMATION: Please collect an attendance card at the info desk - only completed cards qualify for lucky draws. • A3 drawings of professional architects’ work will be on display.

• Corobrik/SAIA Awards Entries 2015/2016 (from all Regional Institutes) will be on display. • Student work (models and drawings) will be on display.

•

SAIA Free State: 051-447 4909 • fsadmin@saia.org.za •

saia free state • www.fsia.co.za

Hosted by:

Main Sponsor:

UNIVERSITY ESTATES: Facilities Management and Facilities Planning UNIVERSITEITSEIENDOMME: Fasiliteite Bestuur en Fasiliteite Beplanning

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5.6 UFS Staff Performance Management Academic Appointment and Promotion Policy

Revised UFS Academic Appointment and Promotion Policy Version 4N Approved by Executive Committee of Council on 6 December 2010, subsequent to annual revisions in 2011, 2012 and 2013.

With amendments by Senate Committee on the UFS Academic Appointment and Promotion Policy on 14 January, 18 February , 18 March, 13 April, 13 May, 20 June, 10 August, 19 September, 4-5 October 2011 and, the Professoriate on 24 October 2011 Recommended by Senate to Council on 7 November 2011

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | UFS Staff Performance Management

TABLE OF CONTENTS Preamble ........................................................................................................................................ 1 Purpose and Scope ......................................................................................................................... 1 Rationale ........................................................................................................................................ 2 Peer Review Process ...................................................................................................................... 3 Areas of Assessment ...................................................................................................................... 4 Scholarship of Discovery ...................................................................................................................4 Scholarship of Teaching ....................................................................................................................5 Scholarship of Engagement ...............................................................................................................5 Evaluative Standards ..................................................................................................................... 5 1.

Extraordinary Professor (Buitengewone Professor).....................................................................8

2.

Visiting Professor (Besoekende Professor).................................................................................8

3.

Distinguished Professor (Uitstaande Professor) ..........................................................................8

4.

Senior Professor .....................................................................................................................8

5.

Professor ...............................................................................................................................9

6.

Associate Professor (Medeprofessor) ...................................................................................... 11

7.

Adjunct Professor (Adjunk Professor) ..................................................................................... 13

8.

Senior Lecturer (Senior Lektor) ..............................................................................................13

9.

Lecturer (Lektor) .................................................................................................................. 15

10.

Junior Lecturer (Junior Lektor) ............................................................................................... 18

11.

Postdoctoral Fellow (Nadoktorale Genoot)............................................................................... 19

12.

Research Associate/Fellow (Navorsingsgenoot) ....................................................................... 19

13.

Affiliate Lecturers (Geaffilieerde Lektor) .................................................................................. 20

14.

Visiting Fellow (Besoekende genoot) ...................................................................................... 20

15. Honorary: Professor/Associate Professor/Senior Lecturer/Lecturer (Ere: Professor/Mede Professor/Senior Lektor/Lektor) ....................................................................................................... 20 Summary of Procedures ............................................................................................................... 21 Academic appointments .................................................................................................................. 21 Academic promotions ..................................................................................................................... 21 Amendments and Updates ........................................................................................................... 25 APPENDIX 1: VISUAL AND Performing ARTS............................................................................... 26

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PREAMBLE 1.

Approval of the appointment and promotion of academic staff at the University of the Free State (UFS) up to and including the level of Lecturer is the responsibility of the relevant Faculty Committee. The approval of the appointment and promotion of academic staff to Senior Lecturer and up to and including the professoriate (i.e. senior academic promotions) is the responsibility of the Executive Committee of the Senate (ECS).

2.

This document provides the UFS with a comprehensive institutional policy, procedures or guidelines for the appointment and promotion of its academic staff members.

3.

Furthermore, existing academic appointment and promotions policies are hereby aligned with the more demanding academic standards being set for the University, as expressed in the UFS Academic Turnaround Strategy 2010.

4.

In a move away from past arrangements, the UFS has adopted a single Academic Appointment and Promotions Policy for the institution, which sets uniform standards for academic progression and which is applicable across Faculties, schools and academic departments.

5.

However, as is the case among many universities, the policy recognises and accommodates disciplinary differences, with particular reference to the professional and artistic disciplines. This does not mean a different academic standard in considering promotions. It simply means that other criteria for making those judgements matter, e.g. evaluating an artistic work versus judging the quality of a published article.

6.

The evaluation and revision of the criteria for academic appointment and promotion at the UFS is one of several strategies adopted to position the University among the leading higher education institutions (HEIs) on the continent and, in the course of time, in the competitive rankings among world universities1.

7.

It follows that the Academic Appointment and Promotions Policy was developed in concert with such strategic activities aimed at enhancing overall academic quality at the UFS, including but not limited to: a) compulsory class attendance, b) the increased admissions criteria for entry into undergraduate programmes, c) the compulsory core curriculum for first-year students, d) the Vice-Chancellor’s Prestige Scholars Programme, e) the recruitment of 25 senior professors, f) the recruitment of top students through the University-School Partnership (USP) project, and g) prestige bursary programmes at postgraduate and postdoctoral levels.

PURPOSE AND SCOPE 8.

The purpose of this document is to present a comprehensive Academic Appointment and Promotions Policy (henceforth, the Policy) that will establish new standards for the academic profession at the UFS. This Policy guides decisions about new academic appointments as well as the academic development, performance management and career progression of all academic staff at the UFS, from Junior Lecturers up to and including Distinguished (previously referred to as Outstanding) Professors.

9.

The Policy sets out standards of excellence required for eligibility for appointment and promotion across all faculties and links these standards to specified criteria within specified areas of assessment.

10.

The Policy takes into account the following academic positions: Junior Lecturer, Lecturer, Senior Lecturer, Adjunct Professor, Associate Professor, Professor (also referred to as ‘full’ Professor), Senior Professor, Distinguished Professor, and Extraordinary Professor.

11.

The Policy stipulates application, assessment, approval and appeals procedures for academic appointments and promotions to be applied across faculties.

1

See the UFS Academic Turnaround Strategy 2010

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12.

The University believes strongly in giving full and adequate recognition to academics for excellence in the conduct of their academic work. While academic promotion is an important route for such recognition, it is not the only one. The UFS therefore commits also to providing other forms of recognition such as merit increases and ‘best teaching’ awards, over and above the recognition that comes through the academic promotion route.

13.

The Policy is related to the UFS Employment Equity Policy 2005, the UFS Employment Policy and Procedure 2001 (amended 2007), the UFS Disciplinary Policy and Procedure 2007, the UFS Grievances Policy and Procedure 2001 (revised 2004), and the UFS Performance Management Policy 2010 (approval pending).

14.

Since the approval of this Policy, the UFS Distinguished Professor Policy 2001, UFS Senior Professor Policy 2004, UFS Guidelines and Procedure for Promotions and Awarding of Additional Remuneration (Merits) 2007 and the UFS Guidelines for Honorary Professor, Extraordinary Professor, Visiting/ Affiliated Professor/ Associate Professor 2008 were revised to align with this document’s provisions.

RATIONALE 15.

Scholarship is central to the function and character of any institution of higher learning. Excellence in scholarship remains the key indicator distinguishing good universities from great universities2.

16.

For the purposes of the Policy, the creation of new knowledge is considered to lie at the core of scholarship.

Scholarship is defined as “creative intellectual work that is validated by peers and communicated, including discovery of new knowledge, development of new technologies, methods, materials, or uses, integration of knowledge leading to new understandings, and artistry that creates new insights and understandings.”

(Weiser 20043, p. 133). It also includes “building bridges between theory and practice, and communicating one's knowledge effectively to students” (Boyer 19904, p. 16).

17.

In its effort to become a leading HEI, it is imperative that the UFS attracts, retains, develops and rewards scholars of outstanding quality who perform in ways that establish through the institution a regional, national and global reputation for excellence.

18.

The Academic Appointment and Promotions Policy is a critical element for achieving this goal. It sets the benchmark for what this University considers excellence in scholarship; it measures individual standing within the institutional, national and international academic environment; it provides a clear career path for young academics aspiring to become leading scholars; and to a large extent, it determines the University’s reputation amongst its peers in South Africa and in the world.

19.

Institutional type has been found to be the most significant influence on academic reward systems in that it shapes expectations for academic work and subsequently directs evaluation criteria and outcomes for academic promotion5. In this regard, the UFS has committed itself to becoming a ‘research-intensive’ (or ‘research-led’) university.

20.

The main feature of this type of university is that its research base shapes the nature and content of its teaching as well as its community engagement. It is dedicated to the quest for knowledge and marked by a spirit of critical enquiry; it is committed to building excellence in scholarship and does not focus primarily on the training of people for professions; it is characterised by the presence of basic and applied research, a breadth of academic disciplines, a high proportion of postgraduate programmes, high levels of external (non-state) income and an international perspective on its academic and research work6.

21.

Accordingly, achievement in research – or excellence in the Scholarship of Discovery – will be the principal though not exclusive focus of the Policy. Teaching, learning and community engagement remain part and parcel of the core functions of the University and the assessment of achievement in these areas is therefore included in the Policy in terms of the Scholarship of Teaching and the Scholarship of Engagement.

See Collins, J., 2005. Good to great and the social sectors: a monograph to accompany good to great. New York: HarperCollins.

Weiser, C.J., 2004. The Value System of a University - Rethinking Scholarship. Proc. XXVI IHC - The Colloquia Presentations. Ed: N.E. Looney. Acta Hort. 642, ISHS. http://www.actahort.org/members/showpdf?session=31666 4 Boyer, E., 1990. Scholarship reconsidered: priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

5 See O’Meara, K., 2005. Encouraging multiple forms of scholarship in faculty reward systems: does it make a difference? Research in Higher Education, 46 (5), p. 479-519.

6 See the UFS Research Strategy 2009-2013 2 3

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22.

The Policy presents uniform and enhanced standards for academic appointment and progression set within a clear framework of recognition of excellence in scholarship. However, the University will not expect its academic staff members to attain these elevated standards of achievement without making available every resource, within the constraints of available funding, required to prepare, support and enable colleagues to achieve such levels of performance.

23.

Even though the Policy considered similar policies at leading national higher education institutions, it does not aim to follow standards set by its peers in the local context, but rather to set the benchmark for excellence in scholarship at a level that allows for comparison and competition in an international context.

These standards will benefit individual staff members at the UFS in terms of their standing within the scholarly community as well as the institutional reputation of the University amongst its global peers.

PEER REVIEW PROCESS 24.

Decisions regarding academic appointment and promotion at the UFS will be based on a process of scholarly refereeing or peer review, which will include assessment of candidates by both internal and external scholars.

25.

Peer review remains the primary process of assessment and quality control in the scholarly community. It functions “to maintain overall standards as well as to recognize individual excellence”7.

26.

Within the UFS academic promotions context, this peer review process extends to the relationship between an academic staff member and her or his academic head. Heads will be expected to provide one-on-one advice, guidance and mentorship on an ongoing basis regarding the development of staff, their academic careers, and decisions regarding a nomination or application for promotion.

27.

While the advantages and disadvantages of peer review are much debated, the undeniable strength of this process is its ability to adapt to the varied needs of diverse scholarly fields and disciplines while maintaining uniform standards8. The peer reviewers themselves create this adaptability and maintain these standards.

28.

Reviewers selected to participate in the assessment of candidates for academic appointment or promotion at UFS will therefore be: a) recognised members of the scholarly community, within (or closely related to) and insightful of the specified field or discipline of the candidate, b) of equal or higher academic standing than the position for which the candidate is being assessed, and c) representative of both the UFS and the external scholarly community (i.e. institutional representatives9 as well as external assessors).

29.

The evaluative standards set out in this Policy are often based on different forms of external peer review (e.g. pre-publication peer review, publication-based peer review, peer review for scholarly rating/ grants/ funding/ awards). It becomes the responsibility of members of departmental, school, faculty and institutional academic appointment and promotion committees to scrutinise the candidate’s scholarly work and to judge – via letters of recommendation based on personal knowledge of the candidate and/or formal assessment reports based on application materials – whether the work meets the standards required for appointment or promotion to the specified academic position.

30.

This peer review process will balance the judgement of a review panel with the ability of the candidate (or their nominator) to demonstrate that her or his body of scholarly work merits appointment or promotion.

The ‘burden of proof’ is on the candidate and her/his formal statement, portfolio of evidence of achievement and other application materials are therefore critically important in the decision-making process.

7 From page 61 of Becher, T., & Trowler, P.R., 2001. Academic tribes and territories: intellectual enquiry and the culture of disciplines.

2nd ed. Buckingham, UK: The Society for Research into Higher Education & Open University Press.

8 See Kling, R. & Spector, L.B., 2004. Rewards for scholarly communication. In D.L. Anderson, ed. Digital Scholarship in the Tenure, Promotion, and Review Process. Armonk, NY: M.E. Sharpe, p. 78-103.

9 E.g. academic heads and colleagues serving as nominators

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AREAS OF ASSESSMENT 31.

This Policy proposes assessment in three areas in line with the core functions of a university, namely: a) SCHOLARSHIP OF DISCOVERY, where the creation and dissemination of original knowledge is emphasised b) SCHOLARSHIP OF TEACHING, where qualities of teaching and learning are considered c) SCHOLARSHIP account.

OF

ENGAGEMENT, where the use of knowledge in service to the community is taken into

32.

As noted, the Scholarship of Discovery is the most important area of assessment when academic appointment and promotion are considered and achievement in this area will therefore constitute the majority value in the final assessment. But once again, the Scholarship of Teaching and the Scholarship of Engagement remain important components of the overall assessment of candidature for appointment and promotion.

33.

The Policy promotes activity and accomplishment in all three areas of scholarship (as articulated under ‘evaluative standards’ on pages 8 to 20 of this document) in order to encourage UFS staff members to move beyond one area of specialisation, to involve themselves in different forms of scholarly activity, and to develop knowledge and expertise in all of the core functions of a university. Academic staff members are therefore expected to demonstrate some degree of achievement IN ALL THREE AREAS of scholarship in order to be eligible for promotion. Also, refer to paragraph 58 of this document for further clarification.

SCHOLARSHIP

OF

DISCOVERY

34.

A scholarship of discovery (which includes but is not limited to traditional research) denotes scholarly activities that produce the disciplinary and professional knowledge at the heart of academic pursuits. It encompasses scholarly activities that extend human knowledge through the discovery or collection of new information. It seeks to confront the unknown and exhibits a dedication to free inquiry, disciplined investigation, and the pursuit of knowledge10.

35.

The notion of a scholarship of discovery is broad and does not imply at the end of the process a simple quantification of academic outputs – such as the number of articles in accredited journals. Our notion of a scholarship of discovery extends to the production of artistic and creative works in various forms (in art, music, drama, creative writing etc.) as well as outputs resulting from professional activities (in physical and mental health, trade and industry, legal professions etc.) though still subject to rigorous peer review.

36.

Within the UFS context this area of assessment includes evidence of (i) the production and dissemination of original knowledge (whether basic or applied) in the form of scholarly artefacts, (ii) the development of new capacity for research in the form of academic mentorship and research supervision, and (iii) various forms of recognition in the scholarly community.

37.

A scholarly artefact – the result of a scholarship of discovery – is an output which a) is related to a specific field of study or discipline, or to inter- or transdisciplinary work b) is demonstrable, c) is in the public domain, d) is available for peer review and critique according to accepted standards, and e) can be reproduced and built on by other scholars.

38.

It is important to emphasise that a scholarship of discovery may be focused on the specific fields of teaching, learning or community engagement, or that it may be focused on a field of study which incorporates multiple disciplines, or that it may be focused on a single distinct discipline.

See Boyer, E., 1990. Scholarship reconsidered: priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

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SCHOLARSHIP

OF

TEACHING

39.

The scholarship of teaching must be distinguished from teaching itself, as the scholarship of teaching is not synonymous with the efficient transfer of information or the facilitation of learning.

40.

A scholarship of teaching11 requires a critical engagement and inquiry related to student learning with a view to advance teaching and learning.

41.

A scholarship of teaching requires systematic reflection on, and constant evaluation of, the act of teaching in order to improve teaching and learning.

42.

The scholarship of teaching, in this context, encompasses inquiry into and reflection on the range of activities (events) concerned with teaching – assessment, learning, curriculum design and associated technologies.

43.

The scholarship of teaching is teaching made public through professional scrutiny, publication, peer review, documentation and evaluation.

44.

The scholarship of teaching requires intense engagement between professorial teaching and student learning, and therefore between teacher and learner, in the course of engaging, interrogating, evaluating and advancing knowledge.

45.

The scholarship of teaching, at its best, does not merely engage existing knowledge (such as what the student brings to the classroom) or introduce new knowledge (such as what the professor prepares for the classroom); at its best, the scholarship of teaching extends knowledge through the productive intellectual engagement between university teacher and learner.

SCHOLARSHIP

OF

ENGAGEMENT

46.

A scholarship of engagement denotes scholarly activities that seek to relate knowledge to the affairs of society. It moves toward engagement with the community both within and beyond academia in various ways. It continuously negotiates collaborations and partnerships aimed at building and exchanging the knowledge, skills, expertise and resources required to develop and sustain society12.

47.

The aim of community engagement is to integrate the scholarship of discovery and the scholarship of teaching to achieve a scholarship of engagement that will benefit the University, its students and society in its broadest sense.

48.

It is not sufficient, therefore, to be simply ‘busy’ in community work. What is required in such work is the demonstration of scholarship in the design, conduct and assessment of such labour.

49.

Evaluative standards for a scholarship of engagement continue to be developed, but include existing standards i.e. curricula that are integrated in academic programmes of students (service learning and other forms of community-based education, including community-based research in the curriculum), as well as other expert services to and with communities undertaken by University staff.

EVALUATIVE STANDARDS 50.

The assessment of whether or not the work of an academic staff member embodies the production of original knowledge is the overarching criterion for evaluating scholarship – whether it is in the assessment area of discovery, teaching or engagement.

51.

The evaluative standards described (page 8 to 20) represent the desired level of achievement in scholarship that an academic staff member should reach in order to be considered for appointment or promotion to the specified position in the academic profession.

52.

While this Policy accommodates disciplinary differences, it does not allow for different levels of achievement for different disciplines. Consequently, where the descriptions of the evaluative standards in the Policy

11 12

See Hutchings, P. & Schulman, L. S., 1999. The scholarship of teaching: new elaborations, new developments. Change, 11-15.

See the UFS Community Service Policy 2006

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requires adjustment to fit the professional and artistic disciplines, the stewards of such disciplines13 will be responsible to agree upon relevant descriptions and to ensure that such descriptions require a level of achievement that is equal to the desired level of achievement as set by the evaluative standards described in the Policy.

53.

The evaluative standards are cumulative, i.e. a person should demonstrate achievement as set out in the evaluative standards of the academic position for which they are applying as well as the evaluative standards of the preceding (more junior) academic positions.

54.

The evaluative standards are organised in terms of several criteria, including: a) scholarly output productivity, b) academic mentorship, capacity-building and support, c) recognition, participation, fundraising14 and other value-adding activities within the scholarly community, d) National Research Foundation (NRF) rating and educational qualifications, e) excellence in teaching and learning, f) integration of teaching practice and community engagement with the scholarship of discovery, and g) integration of community engagement with the scholarship of teaching.

55.

An NRF rating is required, particularly for appointment or promotion to the professoriate (i.e. Associate Professor, Professor, Senior Professor or Distinguished Professor). Even though the UFS recognises that the NRF rating system is not infallible, persons without a rating will only be considered for appointment or promotion to the professoriate in exceptional cases (e.g. where a top academic comes from another country where the NRF rating system is not applicable, or where the system does not accommodate a specific scholarly field). In such cases, candidates will be expected to show other evidence of recognition in the scholarly community similar or equal to the status signified by an NRF rating.

56.

Similarly, persons without a doctorate will only be considered for appointment or promotion to Senior Lecturer and beyond in highly exceptional cases. In such cases, candidates will be expected to show evidence of scholarly or professional achievement which is deemed to be similar or equal to the doctorate in their specific field or discipline.

57.

The evaluation of scholarly artefacts (outputs or products) involves both ‘counting’ the number of artefacts generated (e.g. how many peer-reviewed articles in leading international journals) as well as ‘weighing’ the value of what is produced (e.g. where such publications appear or what impact such publications have within the scholarly and/or wider community). For example: A science scholar who produces only two articles in three years – one in Nature and one in Cell – or a lawyer whose single publication directly results in a major restructuring of national government policy would receive a much more positive assessment than a colleague who produces 10 articles in the same period in locally accredited journals. Similarly, a history scholar whose book wins the Herskovitz Award in African Studies need not have published anything else in three years to be considered a strong candidate for Senior Professorship.

58.

A person who qualifies for appointment or promotion to a specified academic position should demonstrate a strong set of achievements in at least ONE of the three areas of assessment (such as Discovery), alongside reasonable achievements in the other two areas of scholarship. Given the current emphasis of the UFS on research, it is possible for an exceptional candidate in the area of the scholarship of discovery to be appointed or promoted without significant achievements in the other two areas, e.g. a researcher from an institution outside higher education.

59.

Especially in professional fields, where the candidate meets the criteria for adjunct professor but does not meet the preferred academic criteria for associate professor due to achievement in only one area of scholarly or professional activity, such candidate may be appointed or promoted to the academic position of Adjunct Professor following formal internal assessment as set out in the Policy. Such appointments and promotions may include, for example, a practitioner within the professional disciplines who has made an exceptional contribution in practice (such as a renowned cardiac surgeon, a leading accounting practitioner, a critically acclaimed actor or a highly respected judge). However, such candidates will not be eligible for i.e. Outstanding scholars within UFS academic departments, schools and Faculties Within this context, ‘fundraising’ refers to the successful solicitation of financial resources to be utilised for scholarly activities such as research grants, scholarships and bursaries, endowments etc.

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appointment or promotion to Associate Professor, Professor, Senior Professor or Distinguished Professor unless they subsequently achieve the evaluative standards as set out for all three areas of scholarship.

The following describes the NRF rating criteria, which the UFS regards as fundamentally important to those disciplines that are accustomed to using them. The NRF Ratings are based on peer evaluation and provide an independent benchmarked assessment of the academic standing of individuals. This facilitates the intent of the UFS to ensure the objectivity of its expectations of its academic personnel and enables the UFS to align its own requirements with national and international best practices.

NRF rating category

418

A A1 A2 B B1 B2 B3 C

C1 C2 C3

Definition/ description

Researchers who are unequivocally recognised by their peers as leading international scholars in their field for the high quality and impact of their recent research outputs.

A researcher in this group is recognised by all reviewers as a leading scholar in his/her field internationally for the high quality and wide impact (i.e. beyond a narrow field of specialisation) of his/her recent research outputs.

A researcher in this group is recognised by the overriding majority of reviewers as a leading scholar in his/her field internationally for the high quality and impact (either wide or confined) of his/her recent research outputs.

Researchers who enjoy considerable international recognition by their peers for the high quality and impact of their recent research outputs.

All reviewers concur that the candidate enjoys considerable international recognition for the high quality and impact of his/her recent research outputs, with some of them indicating that he/she is a leading international scholar in the field.

All or the overriding majority of reviewers are firmly convinced that the candidate enjoys considerable international recognition for the high quality and impact of his/her recent research outputs.

Most of the reviewers are convinced that the candidate enjoys considerable international recognition for the high quality and impact of his/her recent research outputs.

Established researchers with a sustained recent record of productivity in the field who are recognised by their peers as having:  produced a body of quality work, the core of which has coherence and attests to ongoing engagement with the field  demonstrated the ability to conceptualise problems and apply research methods to investigating them.

While all reviewers concur that the candidate is an established researcher (as described), some of them indicate that he/she already enjoys considerable international recognition for his/her high quality recent research outputs.

All or the overriding majority of reviewers are firmly convinced that the candidate is an established researcher (as described).

Most of the reviewers concur that the candidate is an established researcher (as described).

Source: http://www.nrf.ac.za/files/file/definitions%20of%20rating%20categories.doc

a) Where in a faculty or discipline it is traditional to require NRF rating, the following ratings are required per position for appointment and promotion to the professoriate: Distinguished Professor ....A/B1 rating Senior Professor ..............B2/B3 rating Professor ........................C1/C2 rating Associate Professor..........C3 rating b) In highly exceptional cases and with substantial motivation, the committee may look at variations in these levels. c) In faculties and disciplines where NRF rating is not regarded as the norm, evidence of status and/or recognition in the scholarly community similar or equal to the status signified by a specified NRF rating is required per position for appointment and promotion to the professoriate. Each position from Associate Professor and upwards must be linked to descriptions formulated by the Faculty or discipline of what would be the equivalent of the relevant ratings – i.e. what is required per position – and the Faculty or discipline would need to convince Senate that such descriptions indeed reflect the ratings. Final assessment of status will depend on peer review by the relevant promotions/ appointment committee and should only be granted in highly exceptional cases.

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The notion of visiting can be applied to various ranks The term Distinguished replaces the previously used term ‘Outstanding’ Should a person lose their status as a Distinguished Professor due to not maintaining their rating normal Human Resources procedures for salary re-alignment will apply.

Also see paragraph 75.

Should a person lose their status as a Senior Professor due to not maintaining their rating normal Human Resources procedures for salary re-alignment will apply.

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18

17

16

15

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In addition to exceptional achievement with regard to the standards set for (full) Professor in each area of assessment, a Senior Professor will be an outstanding scholar of unquestionable international standing who has achieved well beyond what is required of/for a (full) Professor. A ‘B2’ or ‘B3’ or higher NRF rating (or equivalent status/recognition as scholar) is required in the case of Senior Professors18. Promotion or appointment to the position of Senior Professor is applicable for a period of five (5) years, after which the promotion/appointment will be reviewed.19 Should the candidate’s ‘B2’ or ‘B3’ NRF rating not be awarded for a second term, her/his status as Senior Professor will not be renewed.

Where a person has sustained a ‘B2’ or ‘B3’ NRF rating (or equivalent status/recognition as scholar) until retirement, that person will be awarded the title of Senior Emeritus Professor on retirement.

4. S E N I O R P R O F E S S O R

In addition to distinguished achievement with regard to the standards set for Senior Professor in each area of assessment, a Distinguished Professor will be an exceptional scholar with an enviable international standing who continues to achieve well beyond what is required of a Senior Professor. An ‘A’ or ‘B1’ National Research Foundation (NRF) rating (or equivalent status/recognition as scholar) is a prerequisite in the case of Distinguished Professors. Promotion or appointment to the position of Distinguished Professor is applicable for a period of five (5) years, after which the promotion/appointment will be reviewed. Should the candidate’s ‘A’ or ‘B1’ NRF rating not be awarded for a second term, her/his status as Distinguished Professor will not be renewed.17 Where a person has sustained an ‘A’ or ‘B1’ NRF rating (or equivalent status/recognition as scholar) until retirement, that person will be awarded the title of Distinguished Emeritus Professor on retirement.

3. D I S T I N G U I S H E D 16 P R O F E S S O R ( U I T S T A A N D E P R O F E S S O R )

A visiting academic or professional who has been invited to be present on campus for a limited period (normally not exceeding one academic year) may be appointed with the apposite title to the level of the individual’s appointment at their home institution for such period and will enjoy the privileges normally enjoyed by an academic employee of the university. In some cases, such an individual may be remunerated for the period of their activity. The title of Visiting Professor is an honorary title and lapses on completion of the period. A Visiting Professor will be required to perform specified academic duties or research work in the case of a sabbatical.

2. V I S I T I N G P R O F E S S O R 15 (B E S O E K E N D E P R O F E S S O R )

Candidature for such appointment is limited to people not in employment of the University and will only be granted to an exceptional academic/professional who will bring distinction to the university, in line with the honorary character of this title. The appointment is made on a three-year basis, at the recommendation of a Faculty and is not remunerated, but an honorarium may be considered. The appointment as Extraordinary Professor is potentially renewable.

1. E X T R A O R D I N A R Y P R O F E S S O R (B U I T E N G E W O N E P R O F E S S O R )

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Scholarship of Teaching

- demonstrate leadership in public, public/civic/community engagement at department/school/faculty/institutional level and beyond the University - show evidence that under the candidate’s leadership less experienced scholars are encouraged and developed through participation in public/civic/ community projects and programmes - in mentoring colleagues the candidate demonstrates commitment and capacity for service that is exceptional

- Show evidence of both the rendering of a service (‘product’ of engagement) and a scholarly understanding of how this service has larger consequences, inside and outside of the UFS (‘output’ of engagement) - the candidate must be able to explain clearly what scholarly expectations are for engaging in public/civic/community activities

Scholarship of Engagement

ISI/IBSS journals refer to scholarly journals listed in the indices of the Institute of Scientific Information (ISI) and the International Bibliography of Social Sciences (IBSS) Publishing in a journal in which the author serves on the Editorial Board would not be as highly valued.

This excludes the main didactic textbooks, study guides or routine professional publications.

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- show evidence of invitations to deliver keynote - demonstrate leadership in a professional - show evidence of appreciation and recognition addresses at national and preferably international community concerned with teaching and learning within and outside of the University for involvement in the leadership and practice of

- produce a sustained level of high-quality patents - Where possible run workshops, training and /or publication outputs in high-ranking experiences, or make public presentations and/or international/ISI/IBSS journals20, and in a diverse write and publish popular or scholarly articles set of scholarly outlets21 which present to an audience, inside and outside - where appropriate, in the humanities and social of the candidate’s discipline, experiences that sciences, in particular, produce a scholarly book teach and/or create learning opportunities that on a regular basis, published through reputable enhance the quality of the disciplinary focus of international publishing houses22 higher education educators - The development of textbooks which may not be prescribed for the candidate’s own students unless the candidate has no role in the selection of that textbook (the candidate should forgo royalty fees for textbooks sold to UFS students) - demonstrate successful supervision of graduated - demonstrate leadership in promoting teaching masters and preferably graduated doctoral and learning at departmental/school or faculty or students institutional level - show evidence of invitations to act as external - show evidence of active mentorship of less examiner for doctoral students at South African experienced scholars with respect to teaching and universities and preferably also universities from learning at departmental/school or faculty or outside South Africa institutional level

Scholarship of Discovery

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21

20

Recognition/ participation/ fundraising/ value adding

Mentorship/ capacitybuilding:

Scholarly outputs:

Assessment area Criterion

5. P R O F E S S O R

Note: for the visual and performing arts, the criteria specified below should be read in conjunction with Appendix 1.

In the criteria that are spelt out below we are driven by paragraph 21 which must be read in conjunction with paragraph 33. While the first two criteria are of particular importance, committees need to take account of the third leg as an important part of the criteria. Attention is drawn to the third column, the contents of which will reveal that this is not limited to service learning only.

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in the discipline, in or beyond South Africa

Scholarship of Teaching public/civic/community engagement

Scholarship of Engagement

- a C2 (preferred) or C1, or higher NRF rating or equivalent status is required; variation allowed in exceptional cases

- demonstrate capacity for fundraising from South African and preferably external sources

- show evidence of international recognition for specialist expertise and research leadership in a specific area of scholarship (e.g. regularly serving as a referee for international/ISI/IBSS journals)

- act as editorial board member of high-quality international/ISI/IBSS journals

- show evidence of consistently high ratings in student and/or peer evaluations of teaching - demonstrate leadership in the maintenance of academic standards in teaching and learning at departmental/school or faculty or institutional level - show evidence of measurable uptake of new courseware, teaching software and/or websites - demonstrate integration of processes and findings from own research into teaching and learning and/or community engagement - show evidence of systematic reflection on and ongoing evaluation of own teaching in order to improve teaching practice and/or student learning - demonstrate how “own experiences of teaching” informs ongoing research/study into imparting

10

- show evidence that public/civic/community engagement is based on/ draws from/ contributes to research in the field of application - demonstrate the qualities of scholarly work in the design and conduct of community engagement (e.g. systematic inquiry, process evaluation, action research, critical questions) - Where the discipline lends itself to this,

- through service learning and/or public/civic/community engagement activities influence the development of curriculum and more effective teaching and learning practices

- Demonstrate participation in service-related activities within the discipline, both inside and outside of the institution

- constitute and maintain productive research - show evidence of recognition, at some level, for - show evidence of mutual benefits accrued to the linkages and networks with leading scholars both excellence in teaching in the discipline or field University and to the communities served through within and outside of South Africa leadership in public/civic/community engagement - show evidence of invitations to deliver guest - serve as a member of an international scholarly lectures/ seminars on the teaching of the - demonstrate the capacity to mobilise institutional society OR an international committee or agency candidate’s discipline at other institutions resources (e.g. staff expertise) and external concerned with research at higher education nationally and internationally resources (e.g. private funding) to design and levels deliver on community engagement commitments

scholarly conferences

Scholarship of Discovery

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Integration with Scholarship of Discovery:

Teaching and learning excellence:

NRF rating / qualifications:

activities:

Assessment area Criterion

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Scholarship of Discovery

Scholarship of Teaching

demonstrate how public/civic/community engagement results in publication and expansion of knowledge about the discipline

the discipline - demonstrate involvement in furthering development of teaching and learning in the discipline through involvement in professional bodies or associations

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- show evidence of appreciation and recognition within the University for involvement in the leadership and practice of public/civic/community

- demonstrate leadership in public/civic/community engagement at least at departmental/school level, and preferably at institutional level - show evidence of mentorship of less experienced scholars in public/civic/community engagement

- Show evidence of both the rendering of a service (‘product’ of engagement) and a scholarly understanding of how this service has larger consequences, inside and preferably outside of the UFS (‘output’ of engagement) - the candidate must be able to explain clearly what scholarly expectations are for engaging in public/civic/community activities

Scholarship of Engagement

- show evidence that the design and conduct of public/civic/community engagement contributes to and enables thoughtful, deliberative teaching and enhanced curricula - demonstrate how scholarly engagement influences elements of teaching and learning

Scholarship of Engagement

Scholarship of Teaching

- produce a sustained level of high-quality patent - Where possible run workshops, training experiences, or make public presentations and/or and/or publication outputs in accredited national popular or scholarly articles which present to an and international journals and in a reasonably audience at least in the candidate’s discipline or diverse set of scholarly outlets, the bulk of which faculty of your own discipline, teaching and or the should lean towards high-ranking creation of learning opportunities that enhance international/ISI/IBSS journals - where appropriate, in the humanities and social the quality of the disciplinary focus of higher sciences in particular, produce a scholarly book education educators on a regular basis, published through reputable - The development of textbooks which may not be national or international publishing houses22 prescribed for the candidate’s own students unless the candidate has no role in the selection of that textbook (the candidate should forgo royalty fees for textbooks sold to UFS students) - demonstrate successful supervision of graduated - demonstrate leadership in promoting teaching Master’s and preferably some graduated doctoral and learning at departmental/school level students - show evidence of mentorship of less experienced show evidence of invitations to act as external scholars with respect to teaching and learning at examiner for postgraduate students at South departmental/school level African universities and preferably also universities from outside South Africa - Show evidence of invitations to present research - demonstrate active participation in a professional papers at national and preferably international community concerned with teaching and learning conferences, where there is evidence of peer in the discipline

Scholarship of Discovery

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Recognition/ participation/ fundraising/ value adding

Mentorship/ capacitybuilding:

Scholarly output:

Assessment area Criterion

6. A S S O C I A T E P R O F E S S O R ( M E D E P R O F E S S O R )

Integration with Scholarship of Teaching:

Assessment area Criterion

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Scholarship of Teaching

Scholarship of Engagement

- show evidence of national and preferably some international recognition for specialist expertise and research leadership in a specific area of scholarship - demonstrate capacity for fundraising from South African and preferably external sources - a C3 or higher NRF rating or equivalent status is required

- act as an editorial board member of high-quality national scholarly journals, preferably where editorial board members are not all from one institution

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- show evidence of high ratings in student evaluations and /or peer reviews of teaching - demonstrate leadership in advancing teaching and learning at departmental/school level - show evidence of measurable uptake of new education technologies in teaching and learning - demonstrate understanding of the importance of developing teaching and learning in the discipline through participation in activities taking place in professional bodies or associations - demonstrate integration of research and teaching - demonstrate the qualities of scholarly work in the in the planning and delivery of instruction and/or design and conduct of community engagement community engagement (e.g. systematic inquiry, process evaluation, - show evidence of active reflection on and action research, critical questions) evaluation of own teaching in order to improve student learning

review of papers - show evidence of appreciation of excellent engagement - constitute and maintain productive research teaching in the discipline or field (e.g. through - show evidence of mutual benefits accrued to the linkages and networks with leading scholars both University and to the communities served through student/ peer evaluations) within and outside of South Africa leadership in public/civic/community engagement - show evidence of invitations to deliver guest lecturers/ seminars on teaching and learning of - demonstrate the capacity to mobilise institutional resources (e.g. staff expertise) and, where the candidate’s discipline within the candidate’s - serve as a member of a national scholarly society possible, external resources (e.g. private funding) own discipline or others, and within the OR a national committee or agency concerned to design and deliver on community engagement candidate’s own institution and/or other HEIs with research at higher education levels, OR show commitments evidence of service as an active member of an international equivalent

Scholarship of Discovery

UFS Academic Promotions Policy – Version 4M – April 2013

Integration with Scholarship of Discovery:

Teaching and learning excellence:

NRF rating / qualifications:

activities:

Assessment area Criterion

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Scholarship of Discovery

Scholarship of Teaching - show evidence that the design and conduct of public/civic/community engagement contributes to and enables thoughtful, deliberative teaching and enhanced curricula

Scholarship of Engagement

Scholarship of Teaching

Scholarship of Engagement

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- produce patents and/or publication outputs in - demonstrate efforts to share teaching knowledge - Show evidence of participation in the rendering of accredited national and some and practice within the immediate community a service (‘product’ of engagement), e.g. international/ISI/IBSS journals, where the (e.g. the discipline or academic participate in appropriate workshops minimum that is expected is that this will include department/school) peer reviewed journal articles based on components of the doctoral degree and where there is evidence that the academic has continued to develop new lines of research following the doctoral degree and shows evidence of publication of this research - where appropriate, in the humanities and social

Scholarship of Discovery

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Scholarly output:

Assessment area Criterion

Note: in the case of clinicians appointed at the senior lecturer level within the School of Medicine, the appointment will not be against the criteria specified in this table, but in recognition of the potential to achieve these criteria as the basis for further promotion. The candidate must have attained the specialisation of the discipline to quality for appointment (see footnote 25).

8. S E N I O R L E C T U R E R (S E N I O R L E K T O R )

where the candidate meets the criteria for adjunct professor but does not meet the preferred academic criteria for associate professor.

An Adjunct Professor will demonstrate a sufficient and appropriate number of achievements at the minimum level of Associate Professor as set out in the evaluative standards of at least one of the three areas of scholarship and/or exceptional achievement in a professional or creative activity. The academic position of Adjunct Professor will only be awarded

Note that this title is at a level equivalent to that of Associate Professor.

7. A D J U N C T P R O F E S S O R (A D J U N K P R O F E S S O R )

Integration with Scholarship of Teaching:

Assessment area Criterion

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Scholarship of Teaching

Scholarship of Engagement

sciences in particular, contribute to a scholarly book23 on a regular basis, published through reputable national or international publishing houses22 - demonstrate successful supervision of graduated - demonstrate the capacity to model good teaching - demonstrate involvement , at least at the Master’s students to less experienced scholars departmental/school level in the scholarship of - show evidence of invitations to act as external engagement examiner/moderator at universities other than the UFS - show evidence of papers/posters presented at - show evidence of active participation in teaching - show evidence of at least local or institutional national and preferably some international and learning forums within the university and/or recognition for good work in the scholarship of scholarly conferences externally engagement - constitute and maintain productive research - demonstrate the capacity to plan linkages and networks with leading national public/civic/community engagement initiatives scholars OR show evidence of active participation (e.g. planning an engagement activity) in such linkages and networks with leading scholars OR demonstrate that academic interaction is emerging with leading national and preferably international scholars - show evidence of service as an active member of a national or international scholarly society OR committee or agency concerned with research at higher education levels - show evidence of national recognition for specialist expertise and research in a specific area of scholarship - demonstrate capacity for fundraising from South African and preferably external sources - hold a doctoral degree24 - Hold an NRF rating OR demonstrate potential for obtaining an NRF rating within the next five years - show evidence of innovative and imaginative approaches to teaching and learning - show evidence of the capacity for supporting and guiding students to achieve academic success - utilise professional and methodical approaches to teaching improvement that stimulate curiosity,

Scholarship of Discovery

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23

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E.g. produce a chapter in an edited scholarly book The UFS provides for exceptions on this desired level of achievement based on disciplinary differences, particularly in the Faculties of Health Sciences. Another exception might be that of a registered psychologist, who upon appointment holds at least a master’s degree plus three-years of experience in practice.

Teaching and learning excellence:

NRF rating / qualifications:

Recognition/ participation/ fundraising/ value adding activities:

Mentorship/ capacitybuilding:

Assessment area Criterion

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Scholarly output:

Assessment area Criterion

- demonstrate potential through the production of at least one manuscript that in the opinion of the Head of Department has the potential to be converted or submitted for publication, ideally in an accredited journal, OR in the creative disciplines submit a portfolio demonstrating potential.25 An actual publication is a stronger

Scholarship of Discovery

Scholarship of Teaching

- show evidence of attempts to integrate the research in which the scholar is involved with the teaching performed by the candidate - demonstrate thoughtfulness in teaching e.g. using student evaluations to improve instruction

encourage independent learning, and develop critical thinking - show evidence of success in teaching that influences, motivates and inspires students to learn (e.g. improved pass rates; commendations from students in student evaluation forms; awards and unusual achievements of students having completed the candidates specific subdiscipline; or other forms of feedback from students) - demonstrate successful development of curricula and resources that reflect a command of the field

Scholarship of Teaching

- demonstrate an understanding of the broad scholarly character of community engagement

Scholarship of Engagement

- demonstrate the capacity to exploit opportunities for deliberative teaching drawn from public/civic/community engagement work

- demonstrate the capacity to relate the scholarship of engagement to research thinking and evidence-based knowledge in the field of application

Scholarship of Engagement

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The UFS provides for exceptions on this desired level of achievement based on disciplinary differences, particularly in the faculties of Law, Economic and Management Sciences, and Health Sciences. Within three years of appointment the specified criteria must have been met.

25

Scholarship of Discovery

9. L E C T U R E R (L E K T O R )

Integration with Scholarship of Teaching:

Integration with Scholarship of Discovery:

Assessment area Criterion

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Scholarship of Teaching

Scholarship of Engagement

In disciplines where a Masters degree is NOT a pre-requisite for appointment, the candidate will be required to pre-enrol for a Masters programme to quality for appointment to a Lecture position.

- demonstrate commitment to scholarship in learning and teaching (e.g by participating in workshops, seminars, colloquia) - recognise, evaluate and adopt innovative approaches where these enhance learning (e.g. experiment with teaching methods learnt through participation in staff development programmes) - offer and receive peer feedback on own teaching/ assessment practice and use this to enhance student learning (e.g. make use of the available disciplinary peer review checklist created in each faculty) - make active use of student feedback to influence the development of practice

At this phase of a candidate’s career there must be evidence of an attempt to develop capacity of quality teaching and learning required of academics in whichever discipline, through being able to

16

- show evidence of effective and empathetic - show evidence of active participation in forums, guidance and advising of students workshops and other capacity-building initiatives - show evidence of collaboration with other UFS in public/civic/community engagement teaching staff in discussions, debates or forums on teaching and learning - demonstrate willingness to learn from, or be mentored by, senior academic colleagues - show evidence of poster or oral presentations - show evidence of participation in - active involvement in the field of delivered at conferences or equivalent activities, projects/committees in the field of teaching and public/civic/community engagement (e.g. at such as moot court, seminars presented, learning at departmental/school or faculty level career expos the candidate should be able to colloquium, joint conferences presentations etc. engage with members of the public about the nature of the discipline and its impact on society) - hold Masters degree and be required to enrol for a Doctoral degree at the first available opportunity, if not yet attained by the time of appointment26 - a good academic record, and qualifications completed in the minimum degree period

recommendation than a manuscript not yet approved for publication.

Scholarship of Discovery

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Teaching and Learning Excellence:

NRF rating / qualifications:

Recognition/ participation/ fundraising/ value adding activities:

Mentorship/ capacitybuilding:

Assessment area Criterion

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Scholarship of Discovery

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Integration with Scholarship of Discovery: Integration with Scholarship of Teaching:

Assessment area Criterion

Scholarship of Engagement

- demonstrate reflection about own teaching, learning and assessment practices (e.g. present a portfolio in which you illustrate changes in own methodologies) - demonstrate commitment to own professional development through the initiatives you’ve taken in the recent past (e.g. participation in at least one workshop per year, enrol for professional development opportunities) - demonstrate excellence in assessment design and/or implementation, including the use of formative feedback to foster student learning (e.g. illustrating your understanding of assessment as both a formative and summative processes) - demonstrate commitment to participate in - demonstrate an understanding of how research and, where possible, to make the links public/civic/community engagement can be to teaching informed by research and scholarship - demonstrate the ability to link teaching to research, both conceptually and in practice

Scholarship of Teaching

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J U N I O R L E C T U R E R (J U N I O R L E K T O R )

All other criteria in this policy apply to both appointment and promotion.

- hold an honours/ four-year degree and be required to enrol for a Master’s degree at the first available opportunity, if not yet attained by the time of appointment - a good academic record, and qualifications

Scholarship of Discovery

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Scholarly output: Mentorship/ capacitybuilding: Recognition/ participation/ fundraising/ value adding activities: NRF rating / qualifications:

Assessment area Criterion

Scholarship of Teaching

Scholarship of Engagement

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a. Did the person deliver the quality of research expected at the Junior Lecturer level within the discipline concerned? – e.g. presented a paper or poster at a conference b. How did students and academic colleagues rate their teaching?

4. Criteria for the confirmation of appointment at the end of the probationary period are to be defined by the Faculty concerned, and should include relevant criteria across the three areas of Scholarship (Discovery, Teaching and Engagement). The following two questions should guide the formulation of confirmation criteria:

a. Review examples of candidates’ research work. This is commonly the honours dissertation, but might be an academic paper where the candidate has already published. b. Require candidates to make a short presentation of their work. c. Require candidates to prepare a short review of an academic article. d. Require candidates to facilitate a mock tutorial and present a mock lecture.

3. The following suggestions can be considered when planning appointment processes and criteria:

2. The criteria specified in the table below are the minimum criteria for appointment as a Junior Lecturer. Additional Faculty or discipline-specific criteria may be added as needed.

1. For the category of Junior Lecturer specifically, it is assumed that only appointment and confirmation of appointment at the end of the two-year probationary period apply since it is not possible to be promoted to Junior Lecturer level.27

Explanatory notes:

10.

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Scholarship of Teaching - experience as a tutor at the University at which the candidate has been studying is a strong recommendation for appointment

P O S T D O C T O R A L F E L L O W (N A D O K T O R A L E G E N O O T )

completed in the minimum degree period

Scholarship of Discovery

Scholarship of Engagement

R E S E A R C H A S S O C I A T E /F E L L O W (N A V O R S I N G S G E N O O T )

UFS Academic Promotions Policy – Version 4M – April 2013

Research associate/fellow: A research associate is normally a retired academic or professional who voluntarily involves himself/herself in the research activities and/or postgraduate supervision in a particular discipline for as long as they remain productive and active and such an appointment is renewable at most every three years. Normally such an individual qualifies for the appropriate research incentive funding resulting from publications in which he/she has participated.

12.

A postdoctoral fellow is normally a recently qualified doctoral graduate who is invited to take up a postdoctoral fellowship at the university for a variable period of between 1 and 5 years during which period the individual is expected to publish at above the average target level. The postdoctoral fellow is usually recruited from outside the UFS and has been selected for the stimulation value that he/she adds to the academic project in a specific discipline. A Postdoctoral fellow is granted a non-taxable honorarium during this period of refinement of their newly acquired doctoral skills. A postdoctoral fellow may be expected to provide limited teaching services, which shall not exceed 15% of their time and will be as active as possible in any internal research seminars run within the discipline. Normally a postdoctoral fellow has an advantage when seeking an academic appointment. In some disciplines, a postdoctoral fellow may contribute significantly in the development of research techniques and procedures by collaborative activity with registered students doing postgraduate research.

11.

Integration with Scholarship of Discovery: Integration with Scholarship of Teaching:

Teaching and Learning Excellence:

Assessment area Criterion

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AFFILIATE LECTURERS (GEAFFILIEERDE LEKTOR)

V I S I T I N G F E L L O W (B E S O E K E N D E

GENOOT)

H O N O R A R Y : P R O F E S S O R /A S S O C I A T E P R O F E S S O R /S E N I O R L E C T U R E R /L E C T U R E R (E R E : P R O F E S S O R /M E D E P R O F E S S O R /S E N I O R L E K T O R /L E K T O R )

UFS Academic Promotions Policy – Version 4M – April 2013

Eminent professionals (e.g. captains of industry) are sometimes appointed with an honorary title of the appropriate level. These appointments are renewed regularly (cycles of one to three years). The title holders are not remunerated. They serve by making an agreed number of lectures to students each year to enrich the learning opportunities created in the discipline.

15 .

A Visiting Fellow is an academic who is invited to take up an unpaid position for a period of 1 semester or more. The individual is expected to publish at above the average target level. This is not a paid appointment. The Visiting Fellow is usually a significant/well known researcher who helps stimulate new directions or productivity levels of research in the discipline in which they offer contributions.

14.

Unpaid Appointments

Affiliate lecturers, up to and including affiliated professors, are appointments on a three-year renewable basis. Such appointees may be appointed specifically for research activities or for teaching activities or both.

13.

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SUMMARY OF PROCEDURES ACADEMIC

APPOINTMENTS

60.

The procedures described in the UFS Employment Policy and Procedure 2001 (amended 2007) apply to all academic appointments at the UFS.

61.

Processes for appointments to the professoriate should be aligned with the meetings of the Professoriate Committee.

62.

The following committees/ individuals are responsible for assessment, recommendation and approval of applications for academic appointment: ACADEMIC APPOINTMENT PROCEDURE Post level

Committee

Junior Lecturer & Lecturer Senior Lecturer Associate Professor, Professor & Adjunct Professor Senior Professor & Distinguished Professor Extraordinary Professor

63.

1st assessment Nominations committees/ interviewing panels Nominations committees/ interviewing panels Nominations committees/ interviewing panels Nominations committees/ interviewing panels Nominations by academic disciplines submitted for consideration by Faculty Management Committee

2nd assessment

3rd assessment

final assessment & approval Dean Executive Committee of the Senate (ECS) Executive Committee of the Senate (ECS)

Professoriate Committee Professoriate Committee

Executive Committee of the Senate (ECS)

UFS Council

Faculty Board

Professiorate Committee

Executive Committee of the Senate (ECS)

Nominations committees/ interviewing panels are composed as described in the Employment Policy and Procedure 2001 and are responsible to apply the evaluative standards set out in the Academic Appointment and Promotions Policy to their assessment and decision-making processes (i.e. drawing up the short-list and serving as the interviewing panel).

ACADEMIC

PROMOTIONS

64.

Applications for academic promotion are considered annually (i.e. once each year) and promotion assessment processes at faculty, school and departmental level should be aligned with the meetings of the Professoriate Committee.

65.

A promotion, if granted, will take the form of movement from the present academic position to a more senior academic position.

66.

Promotion up to and including the position of (full) Professor, including Adjunct Professor, is of a permanent nature. Promotion to the level of Senior Professor and above is applicable for a period of five years and staff members at this level are subject to reassessment at the end of each five-year term.

67.

Promotion is not subject to faculty quotas or the availability of vacancies at the relevant academic position.

ELIGIBILITY 68.

Only staff members who hold a permanent academic appointment are eligible to participate in the academic promotions process as described in this document.

69.

Academic promotion is applicable in cases where a staff member consistently delivers exceptional performance in agreed upon areas in line with the UFS Performance Management & Enhancement Policy.

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This person may apply or be nominated for a more senior academic position, in consideration of the areas of assessment and evaluative standards stated in this document.

70.

Promotion is determined in relation to the specified areas of assessment (scholarship) and based on a candidate’s achievement within the past five years as evidenced in the application documentation. In general, assessors evaluating applications will only consider achievement since any previous promotion and would expect to see a marked improvement in academic performance in one or more of the three areas of scholarship.

71.

Staff members applying or nominating a colleague for promotion should carefully consider the areas of assessment for each of the academic positions. Should there be no evidence that the minimum achievement levels have been attained, staff members should consider not applying or not nominating a colleague for promotion.

NOMINATION / APPLICATION 72.

The conventional route to be considered for promotion is via nomination by the departmental head of an academic staff member based on formal performance assessment.

73.

Alternatively, an academic staff member may be nominated for promotion by at least two academic staff members at an equal or higher academic position.

74.

An academic staff member has the right to apply, even if not nominated, for promotion to a more senior academic position. In this case, the Faculty promotions committee will advise the candidate of the appropriateness of the application.

75.

All candidates for Senior and Distinguished Professorship will be nominated by a relevant Faculty promotions committee. The nominating Faculty promotions committee will be required to consider, amend (if required) and only then submit a substantive nomination (no more than 2000 words) based on their considered opinion for candidates deemed eligible for Senior or Distinguished Professorship. The nomination must demonstrate that the candidate has achieved well beyond what is required of a (full) Professor in the case of candidates for the position of Senior Professor, and well beyond what is required of a Senior Professor in the case of candidates for the position of Distinguished Professor.

76.

Applications for promotion will be made on the appropriate prescribed form to the appropriate assessment committee. It is the responsibility of the candidate and/or the nominator to ensure that documentation is complete, in the prescribed format and timeously submitted.

77.

All candidates for promotion are required to submit the following documentation in the prescribed format: a) Application form b) Candidate statement c) Curriculum Vitae d) Separate categories of evidence for each of the three areas of assessment, cross referencing different areas/categories where relevant [including copies of the candidate’s two best scholarly artefacts (publication/patent or creative outputs) for Discovery] e) Contact details (including email addresses) of three colleagues at an equal or higher academic position as that for which is being applied, at least one of whom should be external to the UFS f) Original certified copies of all degree and diploma certificates g) In case of recent NRF peer review, documentary evidence of the outcome of the review h) In an instance where the Head of Department/School supports the application, a written recommendation from the Head of Department/School.

ASSESSMENT 78.

The documentary evidence and referee recommendations obtained from those named by the candidate (noted in paragraph 77) will serve as the basis for in-house assessment.

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79.

Where a candidate has participated in the NRF peer review system within the past 2 years prior to the application for promotion (e.g. for rating or grant allocation purposes), in-house assessment will strongly consider the outcome of the NRF review in the decision-making process.

80.

At least three (3) assessors external to the UFS, two (2) of whom will be external to South Africa, will assess candidates for promotion to the positions of (full) Professor, Senior Professor and Distinguished Professor. At least three (3) assessors external to the UFS, one (1) of whom will be external to South Africa, will assess candidates for promotion to the positions of Adjunct Professor and Associate Professor. At least three (3) assessors will assess candidates for promotion to the positions of Senior Lecturer and Lecturer. In the case of the position of Senior Lecturer, at least one (1) of the assessors will be external to the UFS. Where an assessor serves on a relevant panel, that person’s contribution will be regarded as the equivalent of the written report. Lecturer level assessment will be done internally.

81.

It is the responsibility of the relevant promotions committee to identify external scholars and obtain written external assessment reports for a candidate. Where a candidate holds a valid NRF rating which is relevant to the position for which is being applied and had been awarded within the past two (2) years prior to the application for promotion, the promotions committee will not be required to obtain external assessment reports.

82.

Assessors and decision-making bodies will be governed by the contents of this document and in addition will be particularly sensitive to gender, race, people with disabilities and scarce skills requirements in making decisions about appointment and promotion. The candidate or nominator should present qualitative motivations in consideration of such concerns, where applicable.

83.

The relevant Faculty promotions committee will interview all candidates for promotion into the professoriate.

It is recommended that at least one (1) expert in the appropriate discipline who is external to the UFS participates as a member of this interviewing committee. The promotions committee will request that the external expert make known to the committee the nature of any prior or continuing relationship with the candidate. Should a personal involvement with the candidate imply bias/prejudice/partiality in favour of or against the candidate, the external expert will be requested to disqualify her- or himself from participation in the interviewing and decision-making process.

84.

The committees responsible for assessment, recommendation and approval of applications and nominations for academic promotion are similar to those responsible for appointments, but differ at first assessment of all post levels and at final assessment and approval in the case of Junior Lecturers and Lecturers.

85.

The following committees are responsible for academic promotions: ACADEMIC PROMOTIONS PROCEDURE Post level

Committee

1st assessment & recommendation

2nd assessment & recommendation

3rd assessment & recommendation

Lecturer Senior Lecturer Associate Professor, Professor & Adjunct Professor Senior Professor & Distinguished Professor

Faculty promotions committee Faculty promotions committee Faculty promotions committee

final assessment & approval Faculty promotions committee

Executive Committee of the Senate (ECS) Executive Committee of the Senate (ECS)

Professoriate Committee Professoriate Committee

Executive Committee of the Senate (ECS)

UFS Council

86.

In cases where a candidate is recommended for promotion, the application will proceed through subsequent assessment committees for approval by the approving committee. In cases where an application for promotion is not recommended, the application will not proceed to the subsequent assessment committee level(s).

87.

Assessor reports, documentary evidence and referee recommendations will remain the most important decision-making tools used by these committees.

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OUTCOMES 88.

The relevant faculty Dean will provide feedback to successful as well as unsuccessful candidates through the relevant departmental heads within five (5) working days after the decision of the committee responsible for final assessment and approval of the application for promotion.

89.

An unsuccessful candidate should be given reasons why her/his application was not successful. The relevant committee’s assessment will be disclosed to a staff member who has failed to secure a promotion with a view to providing information that would benefit her/him in developing an application for the next round of promotions.

90.

This does not constitute a right of appeal.

APPEALS 91.

The assessment committee’s decision is final and decisions cannot be reopened.

92.

However, a candidate may request a review of the process if s/he believes that prescribed procedure was not followed or that the process was otherwise flawed or that the outcome was substantively unfair.

93.

An application for review may be lodged with the presiding officer of the UFS Standing Appeal Committee and must detail the grounds for requesting a review of the specific promotions process.

94.

Applications for review must be lodged in writing within five (5) working days after the candidate has received feedback about the decision of the committee responsible for final assessment and approval of the application for promotion.

95.

The presiding officer of the UFS Standing Appeal Committee will consult with a senior academic staff member within the UFS Faculty of Law who has not been involved in the promotions process to determine whether there are reasonable grounds for a review of the process.

96.

If the application for review is not filed within five (5) working days, the presiding officer to whom the application is addressed may grant or refuse a review at her/his discretion, taking the reasons given for the late application into account.

97.

Where a review of a departmental/school promotions committee decision is deemed appropriate in the case of a Lecturer, the relevant faculty promotions committee will conduct the review.

98.

Where a review of a faculty promotions committee decision is deemed appropriate in the case of a Lecturer or Senior Lecturer, the ECS will conduct the review.

99.

Where a review of a faculty promotions committee decision is deemed appropriate in the case of an Associate Professor, Professor and Adjunct Professor, the Professoriate Committee will conduct the review.

100.

Where a review of the Professoriate Committee decision is deemed appropriate in the case of an Associate Professor, Professor and Adjunct Professor, the ECS will conduct the review.

101.

No decision of the UFS Council will be reviewed.

102.

Where a review of an ECS decision is deemed appropriate, the UFS Executive Committee of Council will appoint an ad hoc review committee to conduct the review. The ad hoc committee will be constituted as follows: a) the senior academic staff member within the UFS Faculty of Law who assessed the appeal for review (ad hoc committee chair),

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b) a lawyer external to the University with expertise in industrial relations and experience with higher education systems, c) a senior member of the UFS Council, d) a senior member of the UFS Senate, e) a person nominated by the trade unions NEHAWU and UVPERSU as an observer, f) a person nominated by the UFS Human Resources Department as an observer, g) a person from the UFS Meeting Administration Division who will be responsible for keeping the minutes and is not a member of the committee, and h) any other person appointed by Council at its discretion.

103.

The decision of this ad hoc review committee is final and decisions cannot be reopened.

104.

No member of the committee conducting the review may have been in any way involved in the promotions process under review.

105.

The review process will follow standard UFS meeting practice and will be administered by the UFS Manager: Labour Relations who will determine and communicate the review schedule in consultation with the review committee and the appellant.

106.

The appellant (or her/his representative) will present her/his arguments and evidence in support of such arguments in writing to the review committee by a date scheduled by the UFS Manager: Labour Relations, but no later than ten (10) working days after the constitution of the review committee.

107.

The review committee will inform the UFS Manager: Labour Relations of its decision as well as the reasons for the decision in writing within ten (10) working days of the presentation of arguments and evidence, if any. Within five (5) working days thereafter the UFS Manager: Labour Relations will inform the appellant of the review committee’s decision as well as the reasons for the decision in person as well as in writing.

AMENDMENTS AND UPDATES 108.

The Academic Appointment and Promotions Policy will be reviewed annually for the next two (2) years and will be revised as and when required. Thereafter the Policy will be reviewed in line with the usual UFS policy review cycle.



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25

Refer to the Academic Promotions Criteria Guidelines of the University of Melbourne, available at http://hr.unimelb.edu.au

UFS Academic Promotions Policy – Version 4M – April 2013

28

26

In the case of visual and performing arts, the following scholarly or applied activities will supplement the evaluative standards noted on pages 8 to 20 of the UFS Academic Appointment and Promotions Policy: Scholarship of discovery Scholarship of teaching Scholarship of engagement Music - Radio and television broadcasts - Presentation of regional workshops, master classes, - Liaison with schools - Favourable reviews of public performances seminars and clinics - Organise events that bring talented high school - Guest national/international or regional artist - Presentation of national/international workshops, students to campus appearances master classes, seminars clinics and lecture - Present in-service to school music educators - Winner/finalist in national/international or regional demonstrations - Officer or active member in professional or performance competition - Deliver a student or students who are winners or community organisation - Solo and or ensemble concert recitals in nationally or finalists in national/international or regional - Editor of professional organisation publication internationally recognised venues competitions - National or regional concert presenter or organiser - Performances at national/international or regional - Innovative teaching techniques - National or regional lectures and speeches conferences - Prepare students for recitals, performances, - Review board member for grant proposals, - Artistic Director of professional orchestra, band or competitions and juries manuscripts and accreditations chorus - Recruitment - Provide entertainment for university events - National/international or regional invitation to guest - Teaching awards - Advice to of student organisations conduct - Development of performance skills - Member of professional orchestra, band or chorus - National/international or regional invitations to have - Serve as a jury member for regional, national or ensemble perform international competitions or eisteddfods - Winner/finalist in national/international or regional composition competition - Commissioned compositions - National/international or regional performances of original compositions - Refereed published compositions - Refereed recordings of compositions - Published transcriptions/arrangements

Since the communication of knowledge is a central function of an educational institution, public rendition of such research is highly desirable and may assume a variety of forms, which may be addressed to her/his professional colleagues or to society at large. Such renditions may include books, reviews, articles, reports, lectures, seminars, and papers presented at meetings. In evaluating a faculty member’s artistic achievement or research, attention will be directed to its vitality, integrity, originality, and overall quality, as judged by professional colleagues on and off campus.

Artistic achievement is an appropriate responsibility of some faculty members. Depending on the medium and specialisation involved, continuing efforts toward the creation, production, informed interpretation or criticism of works of art are expected in some disciplines. Such activity may take many forms: exhibits, concerts, performances, productions, readings, and writings. The academic artist has a responsibility to enlighten and enrich society at large with her/his artistic endeavours. Besides artistic scholarship and achievement, research understood as original investigation is also an important function of higher education. By continuously adding to the store of human knowledge, research enriches society at large while contributing greatly to vitality and depth in teaching. The university therefore encourages faculty members to engage in scholarly research, which is regarded as an added bonus to the work of the scholarly creative artist.

APPENDIX 1: V I S U A L A N D P E R F O R M I N G A R T S 28

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Visual arts

Drama

- National/international or regional awards and fellowships - Funded grant proposals - Descriptions of works in progress - Published and edited books - Refereed articles - Professional paper presentations - Letters from colleagues on the candidate’s scholarly/creative work - Performances of plays written, directed, designed or acted in - Competition finalist/winner in play writing, acting, directing, or designing - Awards and fellowships, Adjudications - Favourable reviews of performances or designs - Department artist performances, direction or design - Grants funded - Awards and fellowships - Professional papers presented - Radio and Television Broadcasts - Published books, articles, plays, designs - Favourable reviews of published works - Reviews written - Solo exhibitions - Juried or invitational Exhibitions/prizes - Reviews of exhibited artwork - Letters from colleagues on candidate’s scholarly/ - creative work - Grants funded, awards and fellowships - Commissions - Workshops and guest artist invitations - Presentations of workshops and seminars - Creative consulting - Published books, articles and designs - Professional papers presented - Editor of professional organisation publication - Reviews written Presentation of master classes Presentation of seminars Mentoring student designers and directors Prepare students for professional auditions Prepare students for graduate school auditions Prepare students for scholarship auditions Prepare students for acting and design competitions Prepare students for design portfolio presentations Prepare students for directing, stage management, design and technical interviews

- Peer evaluations or reviews of teaching - Objective evaluations of innovative teaching approaches - Honours and awards for good teaching - Academic advisement responsibilities - Supervision of independent studies - Participation in activities designed to increase knowledge in the field, including research activities related to course content or teaching techniques - Presentation of regional workshops, master classes, seminars and clinics

-

27

- Officer or committee member in professional organisation - Conference organiser or host or chair of session - Giving talks or presentations to the public - Serving as consultant to public schools - Liaison with schools - Organise events that bring talented high school students to campus - Present in-service to school art educators - Officer or active member in professional or community organisations

Liaison to schools Community Theatre consultant Present in-service to theatre educators Consultant on technical specifications for university building projects and other organisations - Provide technical support for university events -

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Screenshot of Performance Management Manual Home page | Workload Model Example

439

DMET6812

75 0.5 0.7 0

To

1.7 Varsity College or e-learning activities(total hours for the year - max score = 50)

1.9 Practical/group work/tutorial sessions (total hours for the year - max score = 300)

From 15 40 35 70 10

1.5 Newcurriculum development

1.11 Overseeing Tutors

Role 2 Postgraduate Activities

2.1.1 Honours dissertation allocated

2.2.1 Masters mini-script allocated

2.3.1 Masters registered

2.4.1 PHD registered

2.5 Masters external/internal examination

0 1000 35 0 160

0 25 1 0 16

0

0

Score

0

0

0

0

0 0

0

0

Value

100

20

Score

Value

DEPTHOOF

0

010500

1.3 Presenting modules for the first time

101

Honours modules

From To

2016

1.2.1

Modules

Modules

Role 1 (Continued)

0758433

1.2.1

Role 1.2 Scholary Teaching and Learning Honours/Masters

Role 1.1 Scholary Teaching and Learning Undergraduate

0

2.6 PhD external/internal examination

2.4.2 PhD completed

2.3.2 Masters completed

2.2.2 Masters mini-script completed

2.1.2 Honours dissertation completed

Roles

20

200

100

25

20

From

To

1.10 Clinical work (total hours for the year - max score = 0.5 300)

1.8 Music or Fine Arts teaching activities

0

0

0

25

0

Value

200

0

0

0

1.6 Community service Learning (total hours for the year 0.5 - max score = 50)

0

0

0

625

0

Score

0

0

0

30

Score

NO

Delete

Value

80

2

From To

40

No of Score students

Lectures Total no No of per of Score Delete Groups week Students

15

8

1.4 External/Internal Moderation

Roles

DMET6812

Credits attributeable

Credits attributeable

Employee 0758433 Pretorius,Henry Benjamin Department 101 Architecture Jobcode 010500 Junior Lecturer

PERSONAL WORKLOAD INPUT: Year 2016

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0 20

3.5 Accredited article reviewed

3.7 Chapters in a textbook (Max score = 50)

0

3.13 Writing of a research report

5 0 0 75 0 0

5 0 0 75 0 0

Role 6 Faculty management activities

0

5.1 UFS or faculty committees

70

0

0

15

15

0

50

To

0

0

25

4.8 External scholarly committees(eg. NRF evaluation committee)

From

100

50

50

0

0

0

0

0

0

Value

25

Value

25

20

20

0

0

0

0

0

0

0

0

Score

0

0

0

0

0

0

Score

25

Score

From To Value

0

0

4.6 Training courses

4.4 Community projects and engagement

4.2 Co-ordination and organisation of a short course

Roles

5.2 Co-ordination of departmental activities

Roles

0

0

Score

25

20

0

0

Score

3.12 Editing of books, journals and special issues of journals

0

0

Value

0

4.7 Involvement in professional and scholarly bodies

To

0

4.5 Intellectual and public engagement

From

25

4.3 Co-ordination and organisation of third stream income and other institutional projects

Role 5 Scholary Service to University

75

3.8 Chapters discipline related (scholarly) book (Max score = 375)

3.10 Creative outputs Humanities(Novel, Poetry, etc) (Max 50) 0

0

25

75

From To

3.6 Member of editorial board

3.4 Scientific conference paper

3.2 Accredited publications: DHET

Roles

From To Value

0

0

25

50

300

100

Score

0

Value

0

4.1 Co-ordination and organisation of a conference

Role 4 Scholary Service to Community

50

3.11 Patent registered

3.9 Creative outputs Music, Fine Arts, Drama (Input x5) 0

0

3.3 Non-accredited publications

70

100

3.1 Accredited publications: ISI/IBSS

50

From To

0

Role 3 Scholary Research Activities

2.7 Internships and post docs

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0 0 0

6.3.3 Managing internal and external clients

6.3.5 Managing processes

6.3.7 Managing results (indicators of outputs)

Total Score (save to recalculate)

Score and Comments

0

6.3.1 Leading

10

10

10

10

10

10

8 0 0 0

0 0 0

Score

8

From To Value

Role 6.3 Subject co-ordinator

0

0

10

6.2.9 Small (1), Medium (2) or Large (3) Department

0

0

0

6.2.7 Managing results (indicators of outputs)

0

0

0

6.2.5 Managing processes

0

0

0

10

Score

0

6.2.3 Managing internal and external clients

10

0

6.2.1 Leading

30

30

0

From To Value

Role 6.2 Vice-chair of department of Program Director

30

1

30

6.1.9 Small (1), Medium (2) or Large (3) Department

0

0

0

6.1.7 Managing departmental results (indicators of outputs)

0

0

0

0

0

6.1.5 Managing processes

30

0

6.1.3 Managing internal and external clients

20

Score

20

0

30

From To Value

6.1.1 Leading the department

Role 6 .1 Departmental chair or QwaQwa faculty coordinator

2146

6.3.8 Responsibility for satellite campus

6.3.6 Managing staff

6.3.4 Managing information

6.3.2 Strategic planning

Roles

6.2.8 Responsibility for satellite campus

6.2.6 Managing staff

6.2.4 Managing information

6.2.2 Strategic planning

Roles

6.1.8 Responsibility for satellite campus

6.1.6 Managing staff

6.1.4 Managing information

6.1.2 Strategic planning

Roles

0

0

0

0

From

0

0

0

0

From

0

0

0

0

From

30

10

10

10

To

30

10

10

10

To

100

30

30

30

To

0

0

0

8

Value

0

0

0

0

Value

0

10

10

10

Value

0

0

0

8

Score

0

0

0

0

Score

0

10

10

10

Score

442

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443

444

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5.7 Winter School Programme

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ARCHITECTURE WINTER SCHOOL 1. BACKGROUND The Architecture Winter School will take place in Bloemfontein from 13 to 14 July 2016 (Wednesday and Thursday) and will be presented by the Department of Architecture at the University of the Free State.

Learners interested in architecture as a career will be exposed to the profession and architectural studies. This is an opportunity to gain a more intimate perspective on architecture as a career option.

Attendance of the winter school is not a requirement for selection into the architecture course.

Information regarding the architectural profession will be disseminated through talks by lecturers and professional architects, demonstrations, site visits and a visit to a prominent architectural firm. Learners will have a chance to communicate with students, lecturers and professional architects. This should help to clear up misconceptions about the student life of architecture students and architecture as a career. The main aim is to assist learners to make informed decisions on their future careers.

2. PROSPECTIVE AUDIENCE Learners in Grade 11 or 12, interested in architecture, are welcome to attend the winter school. Degree courses in architecture build upon the secondary school curriculum of Mathematics. Learners who do not present Mathematics as a subject do not qualify to study architecture here and will unfortunately not be allowed to attend the winter school.

The course will be presented in Afrikaans and English. A good comprehension of both is necessary.

Learners are welcome to use their preferred language during question and answer sessions.

3. INFORMATION The cost to attend the Architecture Winter School is R950.00 per course attendee. This includes transport during the lectures. This includes all required materials and equipment (paper, pencils, erasers, paper knives, cardboard, polystyrene etc.).

Learners have to travel at their own cost to and from the Department of Architecture at the University of the Free State in Bloemfontein. Please see the attached map of the campus in Bloemfontein.

No accommodation is provided. Please note that accommodation may be relatively scarce during the Free Arts Festival which is taking place at the same time.

No food is provided, though attendees are welcome to visit the various food stalls functioning on campus during the arts festival.

Any correspondence or enquiries can be directed to the departmental secretary: Ms Yolanda Pretorius, Secretary: Department of Architecture. Please note that the enquiries office is th only operational until Friday, 08 July 2016, 12:00. After the 8 of July 2016 the enquiries on the answering machine will be dealt with on an ad hoc basis.

Tel: Fax: E-mail: Postal address:

051 401 2332 051 401 7139 PretoriusY@ufs.ac.za Ms Yolanda Pretorius [Winter School] Department of Architecture University of the Free State P O Box 339 Bloemfontein 9300

As a result of the limited number of participants, you have to contact the above mentioned office first to book your place. Please fax or e-mail the fully completed application forms [p. 3, 4 + 5], to Ms Yolanda Pretorius at 051 401 7139 or PretoriusY@ufs.ac.za marked “Architecture Winter School 2016”. Please ensure that all information is correct and that the parents or guardian of the applicant together with the applicant signed. After receiving the completed application forms we will provide you with an invoice for payment. Payment should be done within 2 days after receiving the invoice. Please send the proof of payment to BronkhorstZ@ufs.ac.za

Departement Argitektuur/Department of Architecture 205 Nelson Mandela Drive/Rylaan, Park West/Parkwes, Bloemfontein 9301, South Africa/Suid-Afrika P.O. Box/Posbus 339, Bloemfontein 9300, South Africa/Suid-Afrika, !+27(0)51 401 2332,

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Winter School Programme

4. LINKS Here are a few links that you might find useful.

Universities: University of Pretoria: University of Cape Town: University of Witwatersrand: Nelson Mandela Metropolitan University: University of Kwazulu-Natal: University of the Free State

www.up.ac.za www.uct.ac.za www.wits.ac.za www.nmmu.ac.za www.nu.ac.za www.ufs.ac.za

Technological Universities: University of Johannesburg: Cape Peninsula University of Technology: Durban University of Technology: Nelson Mandela Metropolitan University: Tshwane University of Technology:

www.uj.ac.za www.ctech.ac.za www.dut.ac.za www.nmmu.ac.za www.tut.ac.za

Other: SA Council for the Architectural Profession: www.sacapsa.com SA Institute of Architects [SAIA]: www.saia.org.za Free State Institute of Architects [FSIA]: www.saia.org.za International: Namibian Institute of Architects: Royal Institute of British Architects The International Union of Architects Commonwealth Association of Architects The American Institute of Architects

www.nia.org.na www.riba.org www.uia-architectes.org www.comarchitect.org www.aia.org

5. PRELIMINARY PROGRAMME Day 1: What + How does an architect?

Wednesday 08:00 – 09:00 Registration at the Department of Architecture, UFS 09:00 – 09:50 Lecture1: This is Architecture 10:00 – 10:15 Lecture 2: This is the problem/project 10:25 – 13:00 Work session 13:00 – 14:00 Lunch Visit the Red square 14:00 – 14:45 Lecture 3: This is what other have done 15:00 – 17:00 Work session 2: Studio 17:00 – 19:00 Supper 19:00 – 20:00 Architect reflecting on his work Day 2: Why + Where does an architect?

Thursday 09:00 – 10:50 Work session 3: Studio 11:00 – 11:30 Work session 4: Prepare exhibition 11:30 – 13:00 Report back 13:00 – 14:00 Lunch Visit the Red square 14:00 – 15:00 Site visit 1 15:00 – 16:00 Site visit 2 16:00 – 17:00 Visit to practice 17:00 – 19:00 Supper 19:00 – 20:00 Architect reflecting on his work 20:00 – 20:15 Conclusion

First Lecturer First Lecturer First Lecturer Second Lecturer Second Lecturer First Architect

Third Lecturer Third Lecturer Third Lecturer Fourth Lecturer Fourth Lecturer Fourth Lecturer Second Architect

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6. WINTER SCHOOL APPLICATION FORM Full name + Surname:

.................................................................................................

Know as:

……………………………………………………………………...

Identity number:

.................................................................................................

Telephone number:

.................................................................................................

Postal address:

.................................................................................................

E-mail:

.................................................................................................

Language preference: Afr. / Eng.

.................................................................................................

Verstaan jy Afrikaans?

.................................................................................................

Do you understand English?

.................................................................................................

School name:

.................................................................................................

Signature [Applicant]

.................................................................................................

Signature [Parent/Gardian ]

…..............................................................................................

7. WINTER SCHOOL WAIVER OF LIABILITY AND INDEMNITY Full name + Surname:

.................................................................................................

The following words shall have the meanings set out opposite them: “UFS” the University of the Free State and will include employees, contractors and agents of the University; “the winter school” the winter school as presented by the Department of Architecture, UFS “the department” Department of Architecture DECLARATION BY STUDENT / LEARNER / PARTICIPANT I, the undersigned, hereby waive any and all rights, claims, demands and causes of action which I may have against the UFS arising from my participation in or travelling during the course of the winter school including without limitation, any claim for damages to my property or property in my possession or under my control, and/or damages resulting from my personal injury or death.

I furthermore hereby indemnify the UFS against any and all liability, loss, damages and legal costs which the UFS may incur or sustain as a result of any claims, demands or causes of action which any person (including without limitation, if applicable, my spouse, children or dependants) may have or purport to have to the extent that the same have arisen from, have occurred during or are in any way related to my participation in or travelling during the course of the winter school.

I hereby acknowledge that I am aware of the risks and dangers inherent to my participation in and travelling during the course of the winter school including the risk of potential damage to my property or property in my possession or under my control and/or my personal injury or death.

I undertake to familiarise myself with all rules and regulations of the UFS and/or the department regarding off-campus travelling, as well as specific instructions and travelling arrangements given by the

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Winter School Programme

department regarding the winter school. I furthermore agree to obey all the said rules, regulations and/or instructions, including safety rules.

I acknowledge that I have read this document, understand its contents and agree to its terms and conditions. I further acknowledge that I am signing this agreement freely and voluntarily.

I hereby declare my age on the date of signature hereof to be _________ years.

Signature [Applicant]

.................................................................................................

Date:

.................................................................................................

If a student’s current age is under 21 years, this indemnity should be co-signed by his/her guardian.

DECLARATION BY GUARDIAN (In the event of the above signatory being a minor) I hereby declare I am the legal guardian of the above minor signatory, and I hereby assist, approve, ratify and agree to the above minor signatory signing this document (Waiver of Liability and Indemnity).

I hereby waive any and all rights, claims, demands and causes of action which I may have against the UFS arising from the above minor signatory’s participation in and travelling during the course of the winter school, including without limitation, any claim for damages to my property or any property in the above minor signatory’s possession or under his/her control, and/or damages resulting from his/her personal injury or death.

I furthermore hereby indemnify the UFS against any and all liability, loss, damages and legal costs which the UFS may incur or sustain as a result of any claims which may be instituted by the above minor signatory (after reaching the age of 21 years or while still a minor, with the assistance of his/her guardian) to the extent that the same have arisen from, have occurred during or are in any way related to his/her participation and/or travelling during the course of the winter school.

Signature [Parent/Guardian]

.................................................................................................

Date:

.................................................................................................

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UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | ALS Brochure

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The architecture programme consists of Bachelor, The Honours architecture and Master’s programme in Architecture consists of programmes, Bachelor, Honours and Master’s in Architectu Visiting Academic as well as Research Master and Doctoral programmes. as well as Research Master and Doctoral programmes. + We facili Founded on the taxonomy of the educational psychologist Founded Benjamin on the taxonomy Bloom, theof programme the educational is formulated psychologist Benjamin Bloom, theofprogram staff, v as an experiential and learning growth sequence. as Starting an experiential with a keyand focus learning on individual growth sequence. experiencesStarting with a key focus exposed on indivi and intuitive reactions to place, the programme systematically and intuitivemoves reactions toward to place, expanding the programme the student’s systematically moves toward expand + The natio analytical understanding and ability to synthesise analytical and evaluate understanding different elements and ability of Architecture. to synthesiseInand evaluate different elements o annually the last year of Bachelor studies complex societalthe relationships last year ofwithin Bachelor challenging studies complex urban spaces societal are relationships within challenging u made a c investigated. The core modules Design, Construction, investigated.

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During the first year, focus is placed on the individual’s During the interaction first year, with focus the islandscape. placed onContext the individual’s is interaction with the lands Excursions instrumental to the course and different landscapes instrumental are explored to the from course a first andperson different perspective. landscapes are explored from a first per + Each yea Attention is given to the personal act of dwelling. Attention is given to the personal act of dwelling. importan In the second year the emphasis shifts to the group’s In the interaction second year with the emphasis edge of the shifts city.toInstitutional the group’s interaction with the edge of the During to architecture in the urban landscape is explored. The architecture influence of in the urban environment landscape is explored. and how The to influence of the urban architect environm respond appropriately is investigated. respond appropriately is investigated. + The desig In the graduating year the group’s interaction with complex In the graduating realities within year the thegroup’s city is considered. interaction with Social complex realities within the citythe is c Over spaces and the questioning of thresholds to create transitional spaces and the spaces questioning from public of thresholds to private are to create closelytransitional spaces from public to to p related investigated. Attention is placed on the act of publicinvestigated. place makingAttention in the urban is placed landscape. on the act of public place making in the urban landsca Community Advanced studies during the honours year focus on Advanced the architect’s studies ethical during responsibility the honours year towards focusthe on the architect’s ethical responsib + Through o human ecological landscape contexts, culminating in human a miniecological dissertation. landscape contexts, culminating in a mini dissertation. in comm At master’s level the candidates are expected toAt research, master’ssynthesise level the candidates and evaluate arethe expected making toof research, synthesise and evaluat complex building in a specific human ecological landscape. complex building in a specific human ecological landscape.

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Department of Architecture 205 Nelson Mandela Dr. Parkby West, Bloemfontein 9301 itate regular special lectures. Special + Lectures We facilitate are presented regularby special students, lectures. members Special Lectures are presented students, members P.O. Box 339 mme is formulated visiting academics, or architects. Through these of staff, special visiting lectures academics, students or architects. and staff are Through these special lectures students and staff are Bloemfontein 9300 Africa of Architecture. idual experiences to a wide range of concepts, approaches, participants exposed to ain,wide and range theories of concepts, of Architecture. approaches, participants in, andSouth theories

ding the student’s T: 051 401Exhibition 2332 onally and internationally revered Sophia+ Gray TheMemorial nationally Lecture and internationally and Exhibitionrevered is hosted Sophia Gray Memorial Lecture and is hosted F: 051 401 7139 of Architecture. In by the Department of Architecture. Each year annually a different by the South Department African architect of Architecture. who hasEach year a different SouthE:African architect who has pretoriusy@ufs.ac.za urban spaces are considerable contribution to Architecture presents made a the considerable lecture and contribution exhibition. to Architecture presents the lecture and exhibition. ry of Architecture www.ufs.ac.za/architecture es horizontallyActivities (AAA) introduce ustare Architecture + The national August andArchitecture international Activities architects (AAA) to the introduce national and international architects to the mmes build on the ent of Architecture. Through the AAA, ties with Department international of Architecture. architects and Through academics the AAA, ties with international architects and academics ted. are created.

scape. Context is Excursions rson perspective. ar-group undertakes annual study tours. + These Each organised year-grouptours undertakes introduce annual students study totours. These organised tours introduce students to nt examples of architecture and urban designimportant set in major examples cities in and of architecture around South and Africa. urban design set in major cities in and around South Africa. city. students Institutional ours, interact with other schools of During architecture, tours, students academics, interact and with well-known other schools of architecture, academics, and well-known mentpractices. and how to tural architectural practices.

gn and construction programmes include + site Thevisits design andand visits construction to the builtprogrammes environment. include site visits and visits to the built environment. considered. course of aSocial few days, students analyse theOver livedthe experience course ofora construction few days, students processes analyse the lived experience or construction processes private arevisited. closely o the sites related to the sites visited. ape.

Community bility towards the our UNESCO accredited Earth Unit, students + Through are offered our the UNESCO opportunity accredited to be Earth involved Unit, students are offered the opportunity to be involved munity-based projects and engage in community in community-based service learning.projects and engage in community service learning. te the making of

Department of Arc 205 Nelson Mande Park West, Bloemf P.O. Box 339 Bloemfontein 930 South Africa

T: 051 401 2332 F: 051 401 7139 E: pretoriusy@ufs

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What are the values of the UFS Department What are of theArchitecture? values of the UFS Department of What Architectur does a

The Department of Architecture is underpinned by The a critical Department inquiry of into Architecture meaningfulisplace underpinned making. by Wea critical inquiry into meaningful An architect is pc believe that the purpose of architecture is to aid people believe in their that the quest purpose to findof their architecture place in the is to world. aid people In in their questbuildings, to find their plac structu order to fulfil this purpose, the way in which people order exist and to fulfil dwell this in purpose, the worldthe is investigated. way in whichApeople personexist and dwell in athe world isofinves plurality idea exists in relation to people, other beings, productsexists of nature, in relation and products to people, of other man. beings, It is within products these of nature, and products of man. natural and manm multiple relationships that networks are formed where multiple individual relationships but interdependent that networksand areinseparable formed where individual but interdependent elevations, sectio beings dwell together. Each project investigates beings a specific dwellnetwork together. called Eachthe project human investigates ecological a specific network called thethro h and executed landscape. The dialectic engagement between personhood landscape. andThe thedialectic hybrid human engagement ecological between landscape personhood and the hybrid human eco is always unique and specific. is always unique and specific.

When and w Within this scholarly milieu, students are charged with Within care this and scholarly respect milieu, for difference students and are the charged different with care and respect for difference interrelationships in the human ecological landscape, interrelationships and explore the in the multidimensional human ecological character landscape, of and explore the multidimensio Each year the D architecture. architecture.

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Con +

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TEACHING

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+

Apart from minim COMMUNITY the UNESCO accredited Earth Unit+andCOMMUNITY community service the UNESCO learning accredited Earth Unit and community service learni

+ Achieve unconditional validation as a South + African PRACTICE Architectural unconditional Learning validation Site, as a South African Architectural Learnina locally by South African Council for the Architecturallocally Profession

by South | SACAP African andCouncil for the Architectural Profession + Achieve a internationally by the Commonwealth Association ofinternationally Architects | CAA by the Commonwealth Association of Architects + Achieve The Department’s approach to the human ecological The Department’s landscape is approach critical rather to the than human normative, ecological landscape is critical rather a investigative rather than prescriptive, process oriented investigative rather than rather result thanmotivated, prescriptive, andprocess ethical oriented and rather than result motivated + Participat inclusive. Through the integration of design, construction, inclusive.theory, Through and thehistory integration we aim of to design, sensitively, construction, theory, and history we ai critically, and sustainably learn to provide meaningfulcritically, places inand the sustainably South African learn andtointernational provide meaningful context.places in the South African and inte +

PRACTICE

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UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | ALS Brochure

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A person as related to social, cultural and historical a plurality phenomena, of ideas related the lived to social, experience, culturaland andthe historical phenomena, the lived experience, and the It is within these graduating you register as a cand made context.

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UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | ALS Brochure

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What does the selection process involve?

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Bachelor of Architecture | BArch

or Admission

Application for Admission

wnload the Application for Admission Form (DV1A) Download from thethe UFSApplication website: for Admission Form (DV1A) from the UFS website: rch www.ufs.ac.za >>> select the link Students >>> search then www.ufs.ac.za select the link UFS >>>Application select the link Forms Students >>> then select the link UFS Application Forms then select Application for Admission Form (DV1A). >>> then select Application for Admission Form (DV1A).

Application for Admission Form must be submitted ThetoApplication Student Academic for Admission Services, Form University must be submitted to Student Academic Services, University he Free State, on or before 31 May of the year preceding of the Free intended State, study. on or before 31 May of the year preceding intended study.

er receiving the completed Application for Admissions After receiving Form, thethe information completedisApplication captured onfor Admissions Form, the information is captured on UFS system by Student Academic Services after which the UFSyou system will receive

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enquiries regarding receipt of the ApplicationFor forenquiries Admission regarding Form, the receipt capturing of theofApplication a for Admission Form, the capturing of a didate’s data, or student numbers, please candidate’s contact Student data, Academic or studentServices numbers, at please contact Student Academic Services at lications@ufs.ac.za | 051 401 3696 | 3693 applications@ufs.ac.za | 051 401 3696 | 3693

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Selection Form outlines the requirements for the Theselection Selectionprocess Form outlines and offers the arequirements series of for the selection process and offers a series of ative exercises you have to complete. creative exercises you have to complete.

cannot submit the Selection Form unless you have You received cannot submit a unique theUFS Selection Student Form number unless you have received a unique UFS Student number ference Number) from Student Academic Services.

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mplete and physically submit the Selection FormComplete on or before and 31 physically August to submit the Department the Selection Form on or before 31 August to the Department Architecture. The selection committee will critically of Architecture. review all Selection The selection Formscommittee submitted,will critically review all Selection Forms submitted, centrating especially on the creative exercises. Aconcentrating background inespecially art, graphics on the or engineering creative exercises. A background in art, graphics or engineering jects is not a requirement for completing the Selection subjects isForm. not aCreativity requirement is not forthe completing same the Selection Form. Creativity is not the same being able to draw, but has more to do with the inventive as being way able to you draw, look but at ahas problem more and to do the with the inventive way you look at a problem and the nner in which you solve it. We are interested manner inin your whichthinking you solve process, it. We yourare interested in your thinking process, your ical reflection and how you present your problemcritical solving reflection thoughtsand in ahow creative you present manner.your problem solving thoughts in a creative manner.

most resourceful candidates are preliminarily The selected mostand resourceful invited to candidates attend a Selection are preliminarily selected and invited to attend a Selection erview.

Interview.

Selection Interviews will take placeStep during twothe September The Selection or October Interviews school will take breakplace and during the the September or October school break and the e will be confirmed by the Department. At the Selection date will Interview be confirmed you must by the present Department. a Creative At the Selection Interview you must present a Creative tfolio of your work. You will also be asked to writePortfolio aptitude of tests.You your work. must You arrange will also thebewriting asked to write aptitude tests.You must arrange the writing he aptitude test with Student Counselling & Development. of the aptitude Information test with on Student the minimum Counselling & Development. Information on the minimum uirements for the Creative Portfolio is meticulously requirements communicated for the in Creative the Selection Portfolio Form. is meticulously communicated in the Selection Form.

pete for selection based on creativity, Candidates design dexterity, compete and for selection inventiveness. based on Make creativity, sure that design dexterity, and inventiveness. Make sure that e represented in the creative exercises these in aspects the Selection are represented Form as in well theascreative in the extensive exercises in the Selection Form as well as in the extensive o and Selection Interview. The exercises Creative do Portfolio not require anda Selection background Interview. in art orThe engineering exercises do not require a background in art or engineering her creativity. Hard work, commitment subjects, andbut design rather insight creativity. is communicated Hard work, commitment through the and design insight is communicated through the s of the Selection Form and the Creative creative Portfolio exercises at the ofSelection the Selection Interview.

Form and The the Department Creative Portfolio at the Selection Interview. The Department ds of applications of which a maximum receives of 55hundreds candidates of are applications selected of forwhich the programme. a maximum of 55 candidates are selected for the programme.

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458

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Special Lectures

5.9 Special Lectures

OPERATIN G_UNIT 1 1 1 1

FACULTYD EPT DESCRIPTION 090:129 Natural Achitecture Agricultural 2 Science 090:129 Natural Architecture Agricultural Science 090:129 Natural Architecture Agricultural 3 Science 090:129 Natural Architecture Agricultural 4 Science

FUNDING FOR EQUIPMENT

YEAR 2017 2017 2017 2017

BUDGET BUDGET ALLOCON MOTIVATION REASON ONCEOFF REPEAT CEOFF Updated computers for computer lab Recommended 500000 0 300000 Operational A3 scanner (40 000), Color printer for Cad Lab (40 Recommended 000) and interactice screen 130000 (50 000) 0 130000 Operational Model building Workshop - 10 cabinets complete Recommended with crafting tools x 30300000 000 per cabinet 0 300000 Operational Studio equipment: work tables, Pin up boards, White Own funds boards and storage400000 lockers (4 studios0 x R100 000 0 each) Operational

TIPE

APPROVED ONCEOFF 300,000 130,000 240,000 670,000

APPROVED REPEAT 75,000 32,500 60,000 167,500

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Financials

5.10 Financials 459

Assets Total Assets Prepaid Debtors Assets Prepaid Debtors Total Expense

Sum of AMOUNT GROUP ACCOUNT Assets

SUMMARY OF 04911

Architecture Dept Fund

ACCOUNT

1512 1514 1521 1522 1531 1541 1551 1552 1553 1554 1561 1562 1571 1572 1574 1592 1611 1615 1617 1618 1619 1641 Printing External Translation and Editing Stationery Purchased Stationery Issued Photocopy Expenses Registration Fee Courses Flight Tickets:Taxable Travel Cost Priv Car (km-claim Travel Costs Car Hire Travel Costs New Appointments Accommodation Costs Accom Cost Allow National Ext Entertainm Refresh and Mea Florists Souvenirs and Gifts Small Alterations Duplicate Keys Maintenance Painters Maintenance Buildings Maintenance Electric Maintenance Equipment Cleaning Material

5955 Sundry Debtors Control Accoun

5542 5552 5612 5632

ACCOUNT DESCR Additions Equipment Above R500 Add Pc Hardware Above R5000 Add Small Equipment Additions Furniture

189,00 800,00 3 243,30 13 621,42 287,53

62 184,39 4 779,99 737,70 15 141,36

12 012,02 252,72 2 005,45 2 400,00 520,00

2013 17,00 210 301,50 2 935,70 0,00 213 254,20 0,00 0,00 52 053,08 10 000,00 18 065,96 19 154,23 6 497,16

YEAR

3 138,79 1 304,42

31 756,36 117,75

49 810,39 61,40

125 450,48 3 968,09

613,01 26 271,64 29 834,35 17 326,87 40 984,32 263,20 48 211,20 366,00 56 485,94

255 027,84 0,00 0,00 4 534,94

2016 0,00 223 035,30 31 992,54

2 263,71 5 692,20 150,32

18 659,30 24 740,00 170 504,57 6 985,90 3 220,00 5 247,93

42 726,29 69,96 18 913,77

7 874,22 18 825,50 17 727,09

982,68 0,00 16 983,60 0,00 0,00 16 806,24

2015 16 000,92

3 036,92

147 753,86 4 051,31 350,53 66 312,81

11 470,89 20 357,49 9 021,88 5 749,64 34 364,91 2 566,08 26 007,28 7 901,08 3 209,54

2014 58 841,10 0,00 2 868,42 16 398,00 78 107,52 0,00 0,00 74 994,52

460

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Financials

Expense Total

1661 1664 1681 1693 1694 1695 1696 1705 1707 1709 1711 1712 1721 1734 1735 1762 1771 1773 1783 1784 1786 1793 1802 1803 1805 1806 1811 1812 1821 1823 1825 1902 1906 Small Equipment Current <R5000 Consumer Items Advertisements General Crockery and Cutlery Groceries Used Linen Packaging Used Exhibitions Licence Fees Miscellaneous Expenses Performances Photography and Filming Fuel Laboratory and Research Curr E Medicine and Med Consumable Ar Affiliat Member and Guarantee Bank Charges Visa Cost Consultation Fees Education Costs and Training Protection Services Freight Costs Telephone Allocation Expenses Telephone Calls Telephone Rent SMS/Data Bundles Purchase Bad Debts: Student Bad Debts: Commercial Rent Of Buildings And Halls Rent Of Equipment Rent Other Input Vat Other Customs Vat Other 428 264,84

0,00

1 069,21

541 677,46

0,00 1 850,02 5 508,53 1 400,00 0,00

350,00 10 976,02 10 613,60 2 401,54 2 685,98 472,90

1 100,00

15 775,52

9 211,19 11 916,90 2 652,13 2 514,02 500,00 0,00 9 120,00

43,25

522 082,88

0,00

7 877,19 17 222,44

4 180,27 9 447,56 534,11 3 091,36

34,48 1 728,00 1 300,00 11 244,61

4 385,00 24 950,00 9 541,25 100,00 588,82

15 044,24

13 768,38 315,26 263,64 19 704,26 910,35 5 000,00 1 400,00 2 118,89 3 219,44 678,32

92,45 4 103,71 48 474,10

7 766,04 108,19

108 225,38 19,35

50,05 27,99

750,00 8 194,33 512,99

3 492,79 1 534,87 19 534,01 640,06 8 578,74

0,00 0,00 550 423,83

21 248,91

3 321,85

6 642,11 6 867,48

8 717,88

22 573,08 3 388,57 6 750,00

12 685,94

386,67 9 402,06 37 550,53

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Financials 461

OpeningBalance Total

InternalAccounts Total OpeningBalance

Income Total InternalAccounts

Income

293 5541 5545 5551 5555 5611 5631 6014 6103 6104 6111

2001 2041 2051 2057 2101 2102 2126

183 198 202 210 221 228 229 244 267 291 292 297 401

Book Value of Fixed Assets Sol Opening B Equipment Above R500 Opening B Acc Dep Equipm R5000 Opening B Pc Hardw Above R500 Opening B Acc Depr Pc Above 50 Open Bal Small Equipment Opening Balance Furniture Petty Cash Opening Balance NonTaxable Opening Balance Taxable Retained Earnings

Internal Vechile Pool Expenses Internal Photocopy Expenses Internal Service Expenses Internal Service Income Interest Paid Internal Loan Amortise Paid Internal Loan Internal Tender Sales Cr

UFS Workshop,Congress,Seminar Private Inc Not Contracts Sponsorships For Adverts Hotel: Sundries Services Bad Debt Recovery: Commercial Output Vat Private Income Claim Input Vat CY Donations Of Fixed Assets ShortTerm Interest Rec Ufs Proceed Sell Fixed A Non Taxab Proceed Sell Fixed Asset Taxab Output Vat Sell Of Fixed Asset Output Vat: Taxable Income

17 539,61 0,00 247 505,05 -9 690,00 292 664,08 -10 625,31 167 540,66 6 896,15 500,00 -626 993,72 -194 501,96 60 837,32 -65 867,73

0,00 0,00 -17,00 -2 754,47 -10 029,44 -3 304,00 405,75 0,00 -39 169,36 885,00 9,90 2 282,00 -1 400,00 1 886,84 13 875,87

0,00 -2 412,30 -21 057,90

247 522,05 -9 690,00 502 965,58 -10 625,31 170 476,36 6 896,15 500,00 -626 993,72 -194 501,96 -240 893,74 -154 344,59

25 867,96

863,60 14 945,93

9 463,43

306 363,15 -9 690,00 502 965,58 -10 625,31 173 344,78 23 294,15 500,00 -626 993,72 -194 501,96 -335 112,80 -170 456,13

26,94 2 609,86 -85,09 14 524,21

0,00 -28 361,35 2 720,00 3,50 9 249,00

-6 361,35

-3 502,02 -8 285,99 1 017,58 0,00 -68 365,87 595,00

0,00

-22 000,00

0,00

-42 000,00 -6 475,44 -9 120,00

322 364,07 -9 690,00 502 965,58 -10 625,31 174 327,46 23 294,15 500,00 0,00 0,00 -1 291 650,17 -288 514,22

-17,54 7 459,46

72,00 7 405,00

0,00 -18 212,76

-7 212,76

0,00

-11 000,00

462

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Financials

Transfers Total Grand Total

Salaries Total Transfers

Salaries Examiners Travel and Acc Co Standard Salar Term App Edu Skills Developm Term Ap Edu R Unemployment Ins Term Ap Edu Standard Salaries Office Cler Skills Development Levy Off

2503 Transfer of Funds (dt) 2509 Transfer of Funds (cr)

502 544 573 574 715 733

-711 751,15 -711 751,15 -154 344,59

1 765,00 1 200,00 12,00 4,00 400,00 4,00 3 385,00 7 253,39 4 000,00 -604 652,00 -600 652,00 -170 456,13

7 253,39

-645 593,00 -645 593,00 -288 514,22

2 305,57

2 305,57

3 940,90 2 660,84 -781 041,00 -778 380,16 -268 255,11

3 940,90

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Financials 463

Income Total

Expense Total Income

Summary of 04912 Student Fund Sum of AMOUNT GROUP ACCOUNT Allocations Allocations Total Assets Prepaid Debtors Assets Prepaid Debtors Total Expense

ACCOUNT

90 99 198 267 401

1512 1521 1540 1541 1551 1552 1553 1561 1571 1572 1705 1709 1721 1783 1784 1793 1823 1825 1902 Fees Short Certificate Courses Eduloan: Interest Private Inc Not Contracts ShortTerm Interest Rec Ufs Output Vat: Taxable Income

Printing External Stationery Purchased Miscellaneous Congress Expense Registration Fee Courses Flight Tickets:Taxable Travel Cost Priv Car (km-claim Travel Costs Car Hire Accommodation Costs Ext Entertainm Refresh and Mea Florists Exhibitions Miscellaneous Expenses Fuel Consultation Fees Education Costs and Training Freight Costs Rent Of Equipment Rent Other Input Vat Other

5955 Sundry Debtors Control Accoun

ACCOUNT DESCR 2507 Allocation Recurring (cr)

2013

2014 2015 R -61 348,75 R -61 348,75 R R R R R 12 562,13 R 556,00 R 367,20 R 1 431,00 R 4 500,00 R 124 506,28 R 22 815,90 R 14 313,50 R 19 895,54 R 1 033,32 R 2 912,88 R 83 435,00 R 83 628,94 R 95 718,38 R 109 321,30 R 151 415,84 R 136 066,10 R 17 046,06 R 12 666,43 R 21 400,45 R 240,70 R 2 019,60 R 12 834,54 R 11 005,04 R 1 100,20 R 2 964,00 R 11 400,57 R 6 080,66 R 4 758,47 R 1 466,71 R 570,00 R 2 900,00 R R R R 259 694,28 R 417 783,36 R 295 455,10 R R -364 400,00 R R -175,44 R -3 249,16 R -1 319,86 R -771,27 R -3 404,68 R R R -365 719,86 R -946,71 R -6 653,84

YEAR

2016 Grand Total R -61 348,75 R -61 348,75 R R R 13 118,13 R 1 798,20 R 4 500,00 R 124 506,28 R 13 042,58 R 70 067,52 R 3 946,20 R 50 900,00 R 313 682,32 R 86 296,00 R 483 099,24 R 2 853,35 R 53 966,29 R 240,70 R 2 019,60 R 23 839,58 R 1 100,20 R 2 964,00 R 11 400,57 R 12 305,84 R 570,00 R 2 900,00 R R R 153 091,93 R 1 126 024,67 R R -364 400,00 R -3 424,60 R -29,41 R -5 525,22 R R -29,41 R -373 349,82

464

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Financials

Salaries Total Transfers Transfers Total Grand Total

OpeningBalance Total Salaries

InternalAccounts Total OpeningBalance

InternalAccounts

Examiner Fee Remuneration Examiners Travel and Acc Co Skills Development Levy Edu R Standard Salar Term App Edu Skills Developm Term Ap Edu R Standard Salaries Office Cler Skills Development Levy Off

Open Bal Small Equipment Opening Balance NonTaxable Opening Balance Taxable Retained Earnings

2509 Transfer of Funds (cr)

501 502 527 544 573 715 733

5611 6103 6104 6111

2001 Internal Vechile Pool Expenses 2091 Internal Royalties Expenses

R 163,10 R 4 643,33 R 11 894,22 R 46,43 R 118,94 R 6 236,22 R 62,36 R 27 460,94 R 12 013,16 R -331 301,25 R -331 301,25 R -73 740,39 R -37 540,58

R 3 678,56 R -48 880,00 R -40 053,13 R 90 078,82 R 4 824,25 R 16 309,50

R R R 3 678,56 R -48 880,00 R -40 053,13 R 11 514,18 R -73 740,39 R 232,50

R 3 678,56 R R R -158 066,79 R -154 388,23

R 10 575,36 R 232,50 R -416 479,27 R -416 479,27 R -154 388,23 R -1 093,21

R 10 514,31 R 61,05

R 255,00 R 3 678,56 R -48 880,00 R -40 053,13 R 47 713,99 R -37 540,58

R 255,00

R 255,00 R R 255,00 R 14 714,24 R -146 640,00 R -120 159,39 R -8 759,80 R -260 844,95 R 16 309,50 R 232,50 R 163,10 R 27 051,86 R 226,42 R 6 236,22 R 62,36 R 50 281,96 R -747 780,52 R -747 780,52 R -266 762,41

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Financials 465

Summary of 04916 Community Service Bosman G Sum of AMOUNT GROUP ACCOUNT ACCOUNT DESCR Assets Additions Buildings Assets Total Expense Accommodation Costs Consumer Items Freight Costs Input Vat Other Laboratory and Research Curr E Maintenance Equipment Miscellaneous Expenses Small Equipment Current <R5000 Travel Cost Priv Car (km-claim Expense Total Income ShortTerm Interest Rec Ufs Income Total OpeningBalance Opening Balance Buildings Retained Earnings OpeningBalance Total Transfers Transfer of Funds (cr) Transfers Total Grand Total ACCOUNT

2013

R 2 500,00

2014

R 3 005,10 R 3 905,10 R -530,01 R -530,01 R 7 289,78 R -30 365,94 R -23 076,16 R R R -19 701,07

2015 2016 R 7 289,78 R R 7 289,78 R R 102,40 R 1 030,40 R 900,00 R 150,00 R R 7 854,50

R 1 280,00 R R 2 111,52 R 2 500,00 R 12 528,82 267 R -782,51 R -870,82 R -508,89 R -782,51 R -870,82 R -508,89 5511 6111 R -29 568,54 R -44 015,05 R -42 385,87 R -29 568,54 R -44 015,05 R -42 385,87 2509 R -13 664,00 R -13 664,00 R -44 015,05 R -42 385,87 R -23 076,16

1561 1664 1793 1902 1734 1619 1709 1661 1552

5512

YEAR Grand Total R 7 289,78 R 7 289,78 R 102,40 R 1 930,40 R 150,00 R R 7 854,50 R 2 500,00 R 1 280,00 R R 5 116,62 R 18 933,92 R -2 692,23 R -2 692,23 R 7 289,78 R -146 335,40 R -139 045,62 R -13 664,00 R -13 664,00 R -129 178,15

466

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Financials

Summary of 26685 Architecture Allocation (SNF) Sum of AMOUNT GROUP ACCOUNT ACCOUNT ACCOUNT DESCR Assets 5612 Add Small Equipment Assets Total Assets Prepaid Debtors 5955 Sundry Debtors Control Accoun Assets Prepaid Debtors Total Expense 1512 Printing External 1515 Page Fees 1541 Registration Fee Courses 1542 Seminar And Registration Fees 1551 Flight Tickets:Taxable 1552 Travel Cost Priv Car (km-claim 1553 Travel Costs Car Hire 1561 Accommodation Costs 1562 Accom Cost Allow National 1563 Accom Cost Allow International 1571 Ext Entertainm Refresh and Mea 1663 Books and Journals 1673 Insurance Buildings Excluded 1708 Magazines And Newspapers 1721 Fuel 1762 Affiliat Member and Guarantee 1773 Visa Cost 1792 Postage 1793 Freight Costs 1902 Input Vat Other Expense Total Income 198 Private Inc Not Contracts 267 ShortTerm Interest Rec Ufs 401 Output Vat: Taxable Income Income Total R 0,00 R 52 812,07 -R 350,88 -R 0,41 R 0,00 -R 351,29

R 94,80

R 2 200,60 R 500,00

R 3 917,79

R 3 864,55 R 8 671,26 R 1 260,00

R 6 537,07 R 750,00 R 4 970,00

2013 R 0,00 R 0,00 R 0,00 R 0,00 R 20 046,00

YEAR

R 185,00 R 0,00 R 33 196,98 -R 982,48 R 0,00 -R 982,48

R 0,00 -R 657,90

R 715,00

R 675,00

R 570,00

R 69,01 R 163,11 R 0,00 R 185 154,89 -R 657,90

R 2 527,39 R 2 494,00 R 630,00 R 504,10

R 0,00 R 0,00 R 1 125,00 R 16 500,00

R 0,00 R 0,00 R 52 337,52 R 427,59 R 35 007,48 R 8 997,76 R 41 799,50 R 5 999,40 R 12 568,53 R 21 629,50 R 4 946,88 R 8 480,10

2015

2014

2016 Grand Total R 0,00 R 0,00 R 0,00 R 0,00 R 73 508,52 R 24 485,00 R 41 412,59 R 41 544,55 R 200,00 R 14 894,64 R 10 243,87 R 65 493,47 R 2 118,76 R 8 118,16 R 60,50 R 16 493,58 R 1 350,00 R 32 220,76 R 1 260,00 R 5 375,00 R 5 375,00 R 2 484,40 R 8 929,58 R 2 494,00 R 1 305,00 R 504,10 R 2 200,60 R 500,00 R 715,00 R 163,81 R 348,11 R 0,00 R 0,00 R 46 317,53 R 317 481,47 -R 1 991,26 -R 0,41 R 0,00 -R 1 991,67

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Financials 467

Transfers Total Grand Total

Salaries Total Transfers

OpeningBalance Total Salaries

InternalAccounts Total OpeningBalance

InternalAccounts

Examiner Fee Remuneration Skills Development Levy Edu R Standard Salar Term App Edu Skills Developm Term Ap Edu R Unemployment Ins Term Ap Edu Standard Salaries Prof Spes Standard Salaries Office Cler Skills Development Levy Off Unemployment Ins Office

Open Bal Small Equipment Transfer Of Opening Balances Opening Balance NonTaxable Opening Balance Taxable Retained Earnings

Internal Vechile Pool Expenses Internal Flight Insurance Internal Service Income Internal Congress Expenses

2503 Transfer of Funds (dt) 2509 Transfer of Funds (cr)

501 527 544 573 574 635 715 733 734

5611 6101 6103 6104 6111

2001 2002 2057 2061

R 20 000,00 -R 212 645,67 -R 192 645,67 -R 429 516,71

R 345,00 R 2 896,83 R 0,00 -R 180 421,16 -R 3 290,89 -R 108 861,60 -R 289 676,82

-R 250,00

R 595,00

R 13 740,79 -R 224 937,69

R 4 366,24 R 13 740,79

-R 180 421,16 -R 3 290,89 -R 248 701,49 -R 429 516,71 R 2 985,18 R 29,86 R 1 351,20

R 1 550,00 R 1 975,00 R 2 896,83

R 425,00

-R 21 843,94 -R 21 843,94 -R 149 003,52

-R 180 421,16 -R 3 290,89 -R 44 122,47 -R 224 937,69 R 9 458,06 R 69,22 R 44 439,42 R 192,20 R 192,20 R 8 928,18 R 2 239,53 R 22,40 R 22,40 R 65 563,61

R 2 896,83

-R 19 500,00 -R 19 500,00 -R 122 020,99

R 0,00 R 0,00 -R 151 900,35 -R 149 003,52

R 165,00 R 2 896,83

R 165,00

R 1 020,00 R 165,00 -R 250,00 R 1 550,00 R 2 485,00 R 11 587,32 R 0,00 -R 541 263,48 -R 9 872,67 -R 553 585,91 -R 1 093 134,74 R 12 443,24 R 99,08 R 45 790,62 R 192,20 R 192,20 R 8 928,18 R 2 239,53 R 22,40 R 22,40 R 69 929,85 R 33 740,79 -R 253 989,61 -R 220 248,82 -R 925 478,91

468

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Financials

Department of Architecture 205 Nelson Mandela Dr. Park West, Bloemfontein 9301 P.O. Box 339 Bloemfontein 9300 South Africa T: 051 401 2332 F: 051 401 7139 E: pretoriusy@ufs.ac.za www.ufs.ac.za/architecture