features of university of technology programmes that have enabled student success. ‘flagship’ Project members and staff on the progammes received training by Dr Lori Breslow ‘flagship’ (Director of the Teaching and Learning Laboratory, MIT) to implement an innovative approach (‘Strategic Teaching’) that has been used successfully by universities of technology internationally to achieve distinctive teaching and, through this, key attributes and outcomes in graduating students. The focus of Phase 1 (2014) was the identification of university of technology ‘flagship’ programmes in terms of their structural and contextual features. Flagship programmes are those that show areas of strength with regard to the attainment of graduate attributes, and the following were selected: CPUT: Food Technology, Nature Conservation and Chemical Engineering • TUT: B Tech Pharmacy and Graphic Design (Diploma) • DUT: Public Relations Management and Fashion (diploma and BTech) • CUT: Hospitality Management and Tourism(diploma) and Events Management • MUT: Nature Conservation and Accounting • VUT: Power Engineering and Metallurgy • The contextual and structural features of flagship programmes were developed into a grid’. The first project output was the collaborative development of ‘distinctiveness instruments to identify programmes and the contextual and structural features that ‘flagship’ enable their success. This has been achieved. Members of the team contributed a range of ideas about what should be included in the grid’, focussing on the structural ‘distinctiveness and contextual features in order to make the grid widely applicable across different institutions. Team members consulted with Prof Karl Maton (University of Sydney), during his visit to CPUT in November 2014. During this visit he assisted the grant holders with the development of a questionnaire, based on the five of Legitimation Code Theory ‘dimensions’ (LCT) to uncover what counts as valued in ±15 programmes at six ‘distinctiveness’ ‘flagship’ Universities of Technology. Because describing institutional distinctiveness is extremely complex, it was felt that all five LCT dimensions: autonomy, density, temporality, semantics and specialization would be necessary in order to counter-balance over-simplified and blind’ understandings of differentiation in the South African higher education ‘knowledge system. The questionnaire thus has a strong theoretical basis, and will be able to produce robust data on institutional distinctiveness. Table 2.2 University of Technologies’ Distinctiveness Grid
features of ‘flagship’ university of technology programmes that have enabled student success. Project members and staff on the ‘flagship’ progammes received training by Dr Lori Breslow (Director of the Teaching and Learning Laboratory, MIT) to implement an innovative approach (‘Strategic Teaching’) that has been used successfully by universities of technology internationally to achieve distinctive teaching and, through this, key attributes and outcomes in graduating students. The focus of Phase 1 (2014) was the identification of university of technology ‘flagship’ programmes in terms of their structural and contextual features. Flagship programmes are those that show areas of strength with regard to the attainment of graduate attributes, and the following were selected: • CPUT: Food Technology, Nature Conservation and Chemical Engineering • TUT: B Tech Pharmacy and Graphic Design (Diploma) • DUT: Public Relations Management and Fashion (diploma and BTech) • CUT: Hospitality Management and Tourism(diploma) and Events Management • MUT: Nature Conservation and Accounting • VUT: Power Engineering and Metallurgy The contextual and structural features of flagship programmes were developed into a ‘distinctiveness grid’. The first project output was the collaborative development of instruments to identify ‘flagship’ programmes and the contextual and structural features that enable their success. This has been achieved. Members of the team contributed a range of ideas about what should be included in the ‘distinctiveness grid’, focussing on the structural and contextual features in order to make the grid widely applicable across different institutions. Team members consulted with Prof Karl Maton (University of Sydney), during his visit to CPUT in November 2014. During this visit he assisted the grant holders with the development of a questionnaire, based on the five ‘dimensions’ of Legitimation Code Theory (LCT) to uncover what counts as valued ‘distinctiveness’ in ±15 ‘flagship’ programmes at six Universities of Technology. Because describing institutional distinctiveness is extremely complex, it was felt that all five LCT dimensions: autonomy, density, temporality, semantics and specialization would be necessary in order to counter-balance over-simplified and ‘knowledge blind’ understandings of differentiation in the South African higher education system. The questionnaire thus has a strong theoretical basis, and will be able to produce robust data on institutional distinctiveness. Table 2.2 University of Technologies’ Distinctiveness Grid
RPT_CPUT%20QEP%20Report%20Phase%201_%2020160117.docx