Reflecting on the 9th Annual UKZN Teaching & Learning in Higher Education Conference
21-23 September 2015
By Siyabonga Ntombela
Background
Recently, the UKZN teaching and learning office hosted international, regional and national academic delegates of higher education at the 9th Annual Teaching and Learning in Higher Education Conference. Hosted at the Elangeni Hotel, Durban, this year’s conference theme was titled, “Re-imagining Higher Education Policy Implementation: Can Policy Learn from Practice?” Delegates were tasked to unpack this theme, and more specifically they were challenged to drill down the bedrock around the complexities, challenges and possibilities in higher education policies and practices. Amongst those who were tasked with a responsibility of setting the conference tone, and leading the engagement as keynote speakers were none other than the following: Professor Adam Habib (Vice Chancellor and Principal of the University of the Witwatersrand); Professor William Tierney (Co-director of the Pullias Centre for Higher Education at the University of Southern California); Professor Narend Baijnath (Pro Vice Chancellor of the University of South Africa); and Professor Herbert Chimhundu (Zimbabwe’s foremost Linguist and Corpus Lexicographer and Senior Fulbright Research Scholar at the University of Florida).
This auspicious event brought a humbling moment for a township product like me, to especially meet in person such world renowned scholars in their own academic specialisations. I was amazed by their grounded humour which they portrayed even in their highest status. Having been entrusted with the responsibility of receiving the keynote speakers for the duration of the conference, I found it easy to converse with them as I ushered them into the keynote venue. Minuscule as this may seem, it was one of those opportunities that one ought not to take lightly for they may happen once in a lifetime. As an intern at the UTLO (UKZN Teaching and Learning Office), opportunities are never concealed, but rather they are created. This is by no means to say opportunities are handed over or made readily available. Instead, the academic prospects are brought closer so they even they can be accessible to the interns.
Project under study
When I first joined UTLO at the end of April 2015 I was awarded with a mammoth task of working on a project called, the ECA2 (Early Career Academics 2). This is a continuation of ECA1 (Early Career Academics 1). The ECA2 focused specifically on the teaching experiences of Developmental Lecturers (DLs). The title of the pilot study that was carried-out by UTLO interns was “Conduction and Induction Experiences of UKZN Developmental Lecturers: A Pilot Study”. The purpose of the study was to understand how DLs are recruited into the academy and socialised into their teaching profession. The study aimed to ascertain available forms of teaching support for the DLs. During the research, it became evident that such a study is by no means foreign to my own experiences as I see early career academia within my own path.
Conference Proceedings
The preliminary results of this study were presented at a workshop within the main conference. For about 2 hours, there was intense dialectical engagements and comments. Presenting the findings were myself (Development Studies student) and Ms Nolwazi Nzama (Population Studies student), both of whom have a background within SoBEDs (School of Built Environment and Development Studies). I found myself in such a volatile space as a novice researcher and presenter and the experience gave me mixed feelings of anxiety and excitement. The audience did not make it easy either; they were ‘testing us with fire like gold’. It was not a matter of emerging victoriously for any of us from the experience. Rather, we challenge conventional ideas of teaching and we hope to push the epistemological boundaries in academia. Such an exercise exposed me to the ‘eye of academic storm’.
The most important aspect of this exercise was that it gave me an opportunity to re-evaluate my position in academia as an aspiring academic. I asked myself, ‘If this is part of what academia is about, am I ready to be an academic?’ After experiencing the rigour that comes with conducting research and defending my findings in the presence of those who are leading in their respective areas, it was a blessing. Now that I think about it, I guess it is the reason why I decided to pursue postgraduate studies. The most remarkable thing is the support and nurturing environment that I receive from both departments / units (UTLO and SARCHi) where I work. I would like to think of it as ‘shaping my being like clay in the hand of a potter’. I can safely say that I am experiencing UKZN’s transformation under a constructive inter-departmental assemblage geared towards a mission of empowering young black aspiring academics. Therefore, I plan to seize any opportunity that seeks to develop me academically and personally as this conference has. In conclusion, presenting at the conference gave me exposure to the real world of academia as well as what it means to be a researcher.
Brief Author’s bio
Siyabonga Ntombela is a graduate from the University of KwaZulu-Natal, holding a Bachelor of Social sciences degree in Geography and Environmental Management. He is in a process of completing his two year Masters degree in Development Studies. Apart from being a research assistant with the South African Research Chair Initiative (SARCHi) in Applied Poverty Reduction overseen by Prof Bracking, he also interns for UKZN Teaching and Learning Office (UTLO) under the DVC of Teaching and Learning (Prof Vital). Perhaps, it is his love for assisting students with their studies as he had tutored undergraduate modules that keeps him drawn to the teaching environment. Although he remains rooted in climate change and poverty reduction related research work with the SARCHi. Possibly, in 2016 his area of interest will be unveiled as he pursue a PhD.
Contact Details
e-mail: ntombelas@ukzn.ac.za
siyabonganto@gmail.com