2024 Annual Transformation Report

Annual Institutional Transformation Report 2024

Foreword from the Vice-Chancellor

PROFESSOR

CHRIS NHLAPO

The post-apartheid higher education transformation agenda continues to be shaped by foundational policy imperatives such as the Education White Paper 3: A Programme for the Transformation of Higher Education (1997) and the evolving frameworks of the Department of Higher Education and Training (DHET). These frameworks underscore the need to redress historical inequalities, expand access and success, foster inclusive institutional cultures, and respond proactively to the socio-economic realities and opportunities of our time.

At the Cape Peninsula University of Technology, transformation is not a peripheral mandate; it is a cross-cutting, integrated cornerstone that defines our Vision 2030 strategy of OneSmart CPUT. It permeates every layer of our institutional ecosystem, from the academic project design and governance to our research culture, digital strategy, student experience, and community engagement. The 2024 Annual Transformation Report reflects our commitment and effort to ensuring that transformation is both quantitatively measurable and qualitatively embedded, shaping not only outcomes but our institutional culture and lived realities.

We recognise, however, that transformation remains a national and institutional workin-progress. The 2023/24 Commission for Gender Equality (CGE) report on gender transformation at tertiary institutions reminds us that:

“Transformation in the workplace is a process of changing the racial, gender, and economic status of the workplace to reflect the South African population demographics. Legislative and policy gaps, the absence of enabling environments, and weak implementation continue to impede the full realisation of gender equity and social inclusion.”

(Commission for Gender Equality, 2024)

This sobering assessment calls for universities to take bold, concrete action beyond compliance towards changing the institutional culture, closing the gender equity gap, and making the promises of the Constitution real for every student and staff member.

This year’s report highlights the deepening of our transformation journey through the work of the Institutional Transformation Forum, guided by the Institutional Transformation Framework which serves as a coordinated mechanism for embedding transformation within the institution. Articulated through the seven (7) focus areas of the 2030 strategic vision, it reflects strides in advancing multilingualism and inclusive digitalisation to cultivating disability-responsive environments and gender equity in research and leadership. The report demonstrates a growing maturity in our institutional practices.

Importantly, the work of the Institutional Transformation Forum (ITF), the University Employment Equity Forum (UEEF) and the Institutional Gender-Based Violence Committee (IGBVC), which I chair underscores our whole-of-university approach to embedding equity, dignity, and social justice across academic and support structures.

As the Vice-Chancellor, I reaffirm that transformation at CPUT is everybody’s business. It is embedded in the performance metrics of the leadership, including my own, and remains central to the university’s quest to become a smart, people-centred institution that leaves no one behind.

I am proud to present this 2024 Annual Institutional Transformation Report, which not only reflects our progress and persistence but also our shared responsibility to transform lives and society through a higher education institution that is inclusive, innovative, and socially just.

Professor Chris Nhlapo Vice-Chancellor Cape Peninsula University of Technology

Foreword from the Chairperson of the Institutional Transformation Forum

PROFESSOR

ANDILE MJI

It is with a deep sense of purpose and collective responsibility that I present the 2024 Annual Institutional Transformation Report of the Cape Peninsula University of Technology. This report serves not merely as an account of activities, but as a mirror reflecting the evolving soul of our institution – a soul being shaped by inclusion, equity, innovation, and social justice.

Transformation at CPUT is not a destination, but a journey. It is a path walked collectively by students, staff, leadership, and our broader community, rooted in the urgent imperative to dismantle the legacies of inequality while forging new academic and social futures. This report affirms the reality that transformation must be systemic, intersectional, and unapologetically intentional.

The report demonstrates our commitment to aligning CPUT’s Vision 2030, OneSmart CPUT with national transformation imperatives, global justice agendas, and the lived realities of our diverse university community. From the advancement of digital inclusion and multilingualism to the strategic focus on decolonising curricula, gender equity, and disability access, we see clear evidence that transformation is being embedded across the institution. Notably, the work of the Institutional Transformation Forum (ITF), together with the University Employment Equity Forum (UEEF) and the Institutional Gender-Based Violence Committee (IGBVC), continues to scaffold a whole-of-university approach towards change.

Transformation, however, is never complete. This report highlights both the progress made and the persistent challenges we must confront including, racial and gender imbalances in senior appointments, unequal access to resources, and the slow pace of cultural reform in some quarters. These realities demand that we remain critically reflective, transparent, and accountable. The ITF recognises that transformation is as much about shifting mindsets as it is about altering policies, it must be lived, felt, and cocreated.

I wish to thank all faculties, centres, departments, structures and support units for their contributions to this report. Your honesty, innovation, and tireless efforts are what make the dream of a transformed university possible. May this report not only inform our planning but inspire renewed commitment, deeper collaboration, and bolder action.

Let us be reminded: transformation is everyone’s responsibility. It is our shared labour of hope.

Professor Andile Mji

Chairperson: Institutional Transformation Forum Cape Peninsula University of Technology

Acronyms

AR Augmented Reality

BB Ultra Blackboard Ultra

CDISC Centre for Diversity, Inclusivity and Social Change

CE&WIL Centre for Community Engagement and Work-Integrated Learning

CESAR Capacity-building in Environment and Sustainability through Action Research

COIL Collaborative Online International Learning

CPUT Cape Peninsula University of Technology

DHET Department of Higher Education and Training

DSA Division of Student Affairs

ECP Extended Curriculum Programme

ESIROI École Supérieure d’Ingénieurs Réunion Océan Indien

FAS Faculty of Applied Sciences

FBMS Faculty of Business and Management Sciences

FCHED Fundani Centre for Higher Education Development

FEBE Faculty of Engineering and the Built Environment

FID Faculty of Informatics and Design

FMRU Functional Materials Research Unit

FoE Faculty of Education

GBV Gender-Based Violence

HC Human Capital

HEMIS Higher Education Management Information System

HERS-SA Higher Education Resource Services – South Africa

ITC Information Technology and Communication

IFLA International Federation of Library Associations

IGBVC Institutional Gender-Based Violence Committee

Acronyms

IRD Institut de Recherche pour le Développement

ITF Institutional Transformation Forum

MCD Marketing and Communications Department

MQA Mining Qualifications Authority

NDP National Development Plan

nGAP New Generation of Academics Programme

NRF National Research Foundation

NSP-GBVF National Strategic Plan on Gender-Based Violence and Femicide

RTIP Research, Technology, Innovation and Partnerships

SASCE South African Society for Cooperative Education

SASL South African Sign Language

SIP Strategic Initiatives and Partnerships

SLCE Service-Learning and Co-operative Education Unit

SLTC Senate Learning and Teaching Committee

SOP Standard Operating Procedure

TDP Teaching Development Programme

THENSA Technological Higher Education Network South Africa

TIA Technology Innovation Agency

TTO Technology Transfer Office

UEEF University Employment Equity Forum

UPEC Université Paris-Est Créteil

UPLC Ultra-Performance Liquid Chromatography

VR Virtual Reality

WIL Work-Integrated Learning

Introduction

The 2024 Annual Institutional Transformation Report of the Cape Peninsula University of Technology provides an account of the institution’s transformation progress, priorities, and strategic alignment with its Vision 2030 agenda of OneSmart CPUT and the Department of Higher Education and Training Transformation Barometer. As a dynamic university of technology, CPUT continues to strengthen its commitment to diversity, equity, inclusion, belonging, and excellence ensuring that transformation goes beyond quantitative accounts and provides a qualitative view. This is to ensure that progress is clearly articulated in demographic shifts but embedded within the academic sphere, institutional culture, governance, and operations.

The report presents a consolidated narrative reflection across the seven focus areas outlined in the strategic vision 2030 of the university. The Institutional Transformation Framework serves as the guide towards implementing transformation within CPUT. The OneSmart CPUT vision is premised on seven (7) focus areas, namely:

Focus Area 1: Smart Information Technology Communication (ITC) Environment and Workforce

Focus Area 2: Smart Teaching and Learning Environments

Focus Area 3: Smart Research Technology Innovation and Partnerships (RTIP) that is relevant and excellent in its knowledge production

Focus Area 4: Smart Human Capital and Talent

Focus Area 5: Smart Internationalisation

Focus Area 6: Smart Engagements and Strong Links with Quintuple Helix Partners and Focus Area 7: Smart Student Engagement and Learning Experiences

Background

The Institutional Transformation Forum (ITF) aims to ensure alignment between the institution, national and institutional policies on overall transformation imperatives as it pertains to institutions of higher education. The forum functions as an oversight and coordinating body, committed to advocating for social inclusion, equity, social justice, and diversity across all university structures. Through its work, the ITF promotes inclusive practices, the eradication of discrimination and abuse, and the creation of fair opportunities for success for both staff and students. The ITF is the core committee dedicated at addressing all transformation related matters in the institution, supported by two other committees as indicated below:

• The Institutional Gender-Based Violence Committee (IGBVC) Chaired by the Vice-Chancellor, Prof Chris Nhlapho; and

• The Institutional University Employment Equity Forum (UEEF)

The ITF and IGBV Committee are spearheaded by the Centre for Diversity, Inclusivity and Social Change (CDISC) and the UEEF, led by the Human Capital (HC) office.

Guided by international, continental, and national imperatives such as the United Nations Sustainable Goals, The African Union 2063 agenda, the National Development Plan (NDP) 2030, the White Paper for Post-School Education and Training, Department of Education’s White Paper 3: A Programme for the Transformation of Higher Education, 1997 and the National Strategic Plan on Gender-Based Violence and Femicide (NSP-GBVF) 2030, and the Department of Higher Education frameworks linked to transformation. This report captures how the institution responds to South Africa’s socio-economic challenges through engaged teaching, impactful research, community engagement, student and staff centred development, and inclusive institutional culture.

This annual report also serves as a critical internal tool for reflection, planning, and strategic alignment, ensuring that the institution remains responsive, collaborative, and innovative in advancing its vision of becoming OneSmart CPUT to transform lives and societies.

Methodology

Drawing on qualitative and quantitative data from quarterly reports of all CPUT faculties, academic departments, support services divisions, centres, and units, this report highlights institutional successes, innovations, opportunities, and challenges. In addition, the CDISC has in some instances liaised directly with centres, departments, and units to obtain some of the required data to ensure holistic reporting. The list of representatives is attached (Appendix A). The report also reflects how transformation at CPUT is increasingly becoming systemic, with digitalisation, decoloniality, multilingualism, and inclusive excellence embedded across practices. It should however be noted that transformation is a process.

Finally, the report provides a summary of quarterly transformation reports submitted to the ITF. A standardised form is used to collect data where faculties, support services units, centres, and divisions are required to provide a summary of their transformation activities quarterly. The activities are listed under the 7 focus areas of the CPUT Strategic Vision 2030. Table 1 shows a list of faculties, support service units, centres, and divisions that submitted their reports, information shared on the CPUT website and other institutional platforms. A thematic analysis approach was used to analyse the reports and supporting documents. The Employment Equity Plan, policies aimed at advancing transformation which includes the People with Disabilities Policy, and the Language Policy were key in this process.

FACULTIES

Faculty of Applied Sciences

Faculty of Business and Management Sciences

Faculty of Education

Faculty of Engineering and the Built Environment

Faculty of Health and Wellness Sciences

Faculty of Informatics and Design

SUPPORT SERVICES UNITS, CENTRES, AND DIVISIONS

Centre for Diversity, Inclusivity and Social Change (CDISC)

Fundani Centre for Higher Education Development (CHED

Centre for Community Engagement and Work Integrated Learning (CE&WIL)

Co-operative Education and Service-Learning Unit (SLCE)

Advancement Department

Library Services

Marketing and Communications Department (MCD)

Human Capital Department

Division of Student Affairs

Summary of the work undertaken by departments, centres, units and faculties in alignment with the seven focus areas

The ITF quarterly reports focus on the seven focus areas, as discussed below using a thematic analysis approach

FOCUS AREA 1 Smart ITC Workforce and Environment

Smart ITC workforce and environment includes but is not limited to digital transformation initiatives that enhance access, success, diversity and inclusivity for students and employees.

The CPUT continues to make significant strides in realising its vision 2030 agenda through strategic digital transformation initiatives. These efforts reflect an institutional commitment to ensuring that technology becomes a central enabler of academic excellence, student success, and inclusive learning and working environments.

1.1 Enhancing Digital Infrastructure and Learning Platforms

Across faculties and departments, hybrid teaching models combining face-to-face and online engagements were adopted. These are especially tailored to support first-year students’ transition to university, while Blackboard Ultra (BB Ultra) ensures all students can access learning materials anytime. Student digital readiness is actively supported through departmental orientations, dedicated computer skills modules, and the use of communication tools like WhatsApp groups, Padlets, and SharePoint.

Innovative digital tools were used to enhance teaching and learning. The Mathematics & Physics Department uses Power BI dashboards to track academic progress and provide data-driven interventions. The Chemistry Department uses both face-to-face and online guest speaker engagements for lessons, while the Environmental and Occupational Studies Department integrates tutor pairing to support the Extended Curriculum Programme (ECP) and mainstream curriculum merging. In Biotechnology, practical training is augmented by industry-linked zoom workshops. Furthermore, the Siyaphumelela Project led by Fundani, coordinated by the Faculty Learning and Teaching Coordinator in the Faculty of Applied Sciences has resulted in the development of digital dashboards across the university, using HEMIS data to drive student success.

1.2 Promoting Digital Literacy

Promoting digital literacy among both employees and students is a key focus as outlined in Table 2. The Faculty of Business Management Sciences (FBMS), students were actively exposed to practical applications of digital tools, for example the:

• Marketing students used AI-driven platforms like In-video AI to create multimedia presentations for assignments, encouraging creative use of emerging technologies.

• Students in Business Computer Applications shifted from group to individualised real-time assessments to strengthen individual technical competency.

• Webinars on integrating AI into Blackboard Ultra, case-based teaching, and content delivery using LinkedIn Learning were organised for employees to build capacity in smart digital education.

Similarly, the Faculty of Informatics and Design (FID) championed digital engagement through initiatives such as the Huawei Cloud Computing Competition, encouraging students to apply cloud-based solutions in practical contexts, while fostering innovation and industry alignment.

Table 2: Digital Transformation to Enhance Access and Student Success Across Faculties, Departments and Units

FACULTY/UNIT KEY DIGITAL INITIATIVES

Business and Management Sciences

Education

Engineering and the Built Environment

Health and Wellness Sciences

Library Services

Community Engagement and WIL (CE&WIL)

The Division of Student Affairs (DSA)

Hybrid orientation, TikTok competitions, Google Ads & LinkedIn certifications, digital literacy workshops

Smart classrooms with Bluetooth speakers and tablets; HyFlex teaching model

Industry-aligned tools (AutoCAD, MATLAB, ArcGIS); digital research tools (Endnote, Mendeley)

Virtual avatar (@Play), MOOCs, multilingual health videos, analyticsbased EMS learning

Extended hours for 'Ask Us' platform; late-night and weekend library access

Digitised WIL placement tracking via Blackboard and SharePoint; real-time access to documentation

Offers an online application and residence placement service as well as other booking systems and consultations across the support departments and units.

SUPPORT SERVICES UNITS, CENTRES, AND DIVISIONS

Boosts first-year engagement, digital confidence, and job market readiness

Prepares future educators for tech-integrated classrooms and inclusive learning

Aligns academic training with workplace digital demands, enhances readiness

Promotes interactive, reflective learning and accessibility through multilingual content

Improves accessibility to academic support for remote and working students

Streamlines student placement, increases transparency and efficiency in WIL processes

Provides an alternative to students who prefers digital services and resources.

1.3 Digital Transformation Initiatives that Enhance Diversity and Inclusivity for Students and Staff

The Support Services divisions, centres and units are also championing inclusive digital solutions. The Disability Unit offers labs and a resources centre with assistive devices and equipment for students with disabilities. The Centre for Community Engagement and Work Integrated Learning (CE&WIL) enhances accessibility by digitising service-learning and co-operative education systems through SharePoint and Blackboard, making them available to staff and students regardless of location. The Marketing and Communication Department’s (MCD) new website development aims to serve as a more inclusive platform by improving navigation, accessibility features, and stakeholder engagement, reflecting CPUT’s commitment to digital inclusivity as a pillar of its transformation agenda.

Together, these initiatives demonstrate a university-wide shift towards embedding equity and inclusivity within digital transformation, ensuring all students and employees benefit from technological advancement regardless of their background or circumstance.

1.4 Towards a Digitally Enabled and Inclusive CPUT

Across faculties, departments, and support services units, digital transformation is not just about integrating technology but about reshaping the institutional culture to better support teaching, learning, research, and professional development. From hybrid learning environments and smart classroom innovations to inclusive platforms and multilingual digital health tools, CPUT is advancing a vision of technological transformation that is deeply student- and employee-centred. The university’s investment in digital literacy, academic analytics, and remote access tools ensures that success is not limited to physical spaces, but accessible to students and employees regardless of location or background. Importantly, employee development remains a key pillar in the transformation journey, with multiple academic and professional staff members pursuing or completing advanced degrees, enriching the institution’s intellectual and digital capacity.

FOCUS AREA 2 Smart Teaching and Learning Environment

Across all faculties, remarkable innovations in teaching and learning were evident. Six prevalent themes emerged prominently: First-Year Orientation; Institutional events; Language Development; Decolonisation; Digital Learning and Literacy; and Curriculum Design. These themes reflect CPUT’s commitment to creating an inclusive, responsive, and future-focused teaching and learning environment aligned with transformation and social justice imperatives.

2.1 Student Access

The student access data from 2022 to 2024 reflects steady progress in meeting enrolment targets across key categories (Figure 1). While overall headcount remained below target, the gap has narrowed each year, indicating improved student intake and retention strategies. Notably, first-time entering undergraduates have shown consistent growth, with provisional 2024 figures slightly exceeding the set target, suggesting enhanced outreach and admissions effectiveness.

In 2024, the institution achieved a total student headcount of 36,072, reflecting an increase from 33,762 in 2022 to 35,482 in 2023, although still below the 2022 target of 37,090. First-time entering undergraduates were 8,668, slightly below the 2023 actual of 8,905 and the 2024 target of 8,969. First-time entering occasional students increased to 13 in 2024, the highest across the three years, indicating growing interest in flexible study options. Foundation-level undergraduate entrants declined to 1,506 in 2024, falling short of both the 2023 actual (1,623) and 2024 target (1,872). Undergraduate enrolments rose to 33,119 in 2024, continuing an upward trend, while postgraduate enrolments dropped to 2,855, well below the 2024 target of 3,867. Occasional Course enrolments also decreased to 101 in 2024 from 126 in 2023. Overall, while gains were made in total headcount and undergraduate participation, some of the targets were not met in several categories, highlighting areas for strategic focus.

2.1.1 Student access by gender

The total student population reflected presents 36,072 (figure 2) registered students during the 2024 academic year, with a clear gender distribution trend. Female students account for the majority, representing 59.04% of the total, with 21,291 individuals. Male students make up 40.95%, which sums up to 14,772 individuals. A small, but significant inclusion of 12 individuals (0.03%) identified as “Other”, reflecting an initial step towards recognising non-binary and gender-diverse identities within the reporting framework.

This gender profile indicates a female-dominated demographic, which may need to be considered for gender-responsive planning, resource allocation, and the development of inclusive programmes and support systems. The inclusion of the “Other” category, although minimal, signals the need for broader gender identity data collection and sensitivity in the institutional reporting efforts.

2.1.2 Student access by nationality

In 2024, the institutional enrolment data reflects a student population that remains predominantly South African, with 98.08% of the undergraduate students and 92.83% of postgraduate students being South African citizens. While most of the student body is local, the university continues to attract a modest but meaningful cohort of students from the Southern African Development Community (SADC) region and other international contexts.

SADC nationals comprise 1.59% of the undergraduate population and 4.80% of the postgraduate cohort, indicating a higher concentration of regional students at the postgraduate level. Other foreign nationals account for 0.33% of undergraduate and 2.38% of postgraduate students, suggesting an upward trend in internationalisation at the postgraduate level, likely driven by the institution’s growing research footprint and targeted academic collaborations.

While the overall international student representation remains small, these figures signal opportunities for further strengthening CPUT’s Smart Internationalisation Agenda, in line with Focus Area 5. Targeted recruitment, scholarship support, and improved visa and residence support structures could further enhance access and retention of international students, particularly from the African continent. It is important to note that a negligible number (7) students are not accounted for in figure 3, compared to figure 2. It is assumed that students under “other” in figure 2, could be some of the students that have not been accounted for.

2.1.3 Representation of Students with Disabilities

The institutional policy on People with Disabilities was approved by the CPUT Council in September 2024. The policy process was championed by the CDISC, Human Capital and the Disability Unit. Through the implementation of the policy, the institution is committed to fostering an inclusive and accessible learning environment for students and employees with disabilities, guided by national legislation and human rights principles. The Disability Unit is a multi-functional support service point of the University that strives to implement an accessible and inclusive learning environment for students with disabilities. The institution actively promotes universal design for learning, facilitate Disability awareness and sensitisation sessions and campaigns and works to eradicate physical and systemic barriers across campuses. Collaboration with faculties, support units, and the Centre for Diversity, Inclusivity & Social Change ensures that disability inclusion is integrated into CPUT’s broader transformation agenda, enabling all students and employees to participate fully and equitably in university life.

While there are students with disabilities who choose not to disclose their statuses there has been a commendable increase in the number of students with disabilities who disclose, shifting from 325 students enrolled in 2023 to 490 students in 2024 (Figure 4).

Students with disabilities are represented across all faculties at CPUT, with the Faculty of Engineering and Built Environment leading with the most registered students with disabilities. The increase of students across the faculties are attributed to greater awareness and marketing of the Disability Unit and the Marketing and Communications Department. Outreach programs to schools, targeting learners with disabilities, CPUT’s annual Open Day and a comprehensive first year/ orientation program are major contributing factors to this upward curve.

Of the 490 students, 47% were Africans, followed by 32% Coloureds, 18% Whites, 2% Indians, and 1% others (Figure 4). Using a gendered lens, 53% were males and 47% were females. The collection of disaggregated data that includes non-binary is not standardised within the university, this therefore presents gaps in the collection of data in relation to gender diversity amongst students and employees.

6: Students with Disability Registration by Faculty

In 2023 there were 34 graduates with disabilities who registered in 2024 for postgraduate studies.

One of the many highlights for 2024 included a blind student, who graduated successfully with his Advanced Diploma: Quality Control. The commitment of the institution and the student’s resilience were major contributing factors.

Outside the classroom the Disability Unit participated for the first time in the Western Cape Universities Parasport workshop in collaboration with the CPUT’s Sports, Arts and Culture Department on 16 March 2024. This pilot initiative is offering great opportunities for growth and development going forward.

2.1.4 Master’s and PhD Enrolments 2024

In 2024, a total of 165 postgraduate students were enrolled across four qualification levels Doctoral, MTech, Master’s, and Professional Master’s degrees. The data reveals a significant gender and racial imbalance, with male students (109) out numbering female students (56) and African students (156) making up the overwhelming majority of the cohort (figure7).

The Doctoral Degree category had the highest enrolment, with 97 students, representing more than half of the total postgraduate population. Of these, African males (63) and African females (29) dominated, highlighting a strong presence of African scholars at the highest academic level, though still reflecting a gender gap in favour of males. Representation from other racial groups in doctoral studies was minimal, with only one student each from Coloured, Indian, and other backgrounds among male students, and one each from Coloured and Indian backgrounds among females.

At the master’s level, both the academic and professional streams showed similar patterns. The master’s degree (traditional academic stream) had 47 students, with African males (26) and African females (17) forming the bulk. A small number of Coloured, Indian, and White male students were also represented. The Professional Master’s Degree had a total of 14 African students, with 10 males and 4 females, indicating lower overall uptake and again a gender imbalance. The Magister Technology Degree recorded the smallest cohort, with only 7 African students 4 females and 3 males, further highlighting the limited participation in this specialised qualification type.

Across all degree types, the data underscores a strong representation of African students, accounting for 94.5% of total enrolments. However, there remains a clear underrepresentation of other racial groups, as well as a consistent gender disparity that favours male participation across all qualifications. These patterns suggest the need for targeted interventions to support and attract more female and racially diverse students, especially at the higher degree levels, to promote equity and inclusion in postgraduate education.

2.1.5 Undergraduate graduations

The undergraduate graduation statistics from 2022 to 2024 (figure 8) indicate a relatively stable trend with slight annual fluctuations across faculties. Business & Management Sciences consistently recorded the highest number of graduates, despite a gradual decline over the three years. Applied Sciences and Informatics & Design saw a steady increase in graduate numbers, with Informatics & Design showing a significant rise in 2024. In contrast, Education, Engineering & Built Environment, and Health & Wellness Sciences experienced minor declines. Overall, the total number of undergraduate graduations peaked in 2024 at 7,224, reflecting a modest overall growth since 2022. In interpreting the graduation statistics, the total enrolments for the years should be considered. It is critical to reflect on the causes of the declines in the faculties that have been experiencing a decline in graduation rates to ensure appropriate support is provided.

2.1.6 Postgraduate Graduations

The postgraduate graduation data from 2022 to 2024 (figure 9) reflects a steady upward trend, with total graduations increasing from 543 in 2022 to 1,150 in 2024. Business & Management Sciences consistently led with the highest numbers, followed by the Health & Wellness Sciences and Education Faculty. Applied Sciences and Engineering & Built Environment also saw significant year-on-year growth, while Informatics & Design remained comparatively low despite a doubling in 2024. Overall, postgraduate output more than doubled over three years, indicating strong progress in advanced academic achievement.

2.2 First-Year Orientation Initiatives: Advancing Smart Teaching and Inclusive Learning Environments

First-year orientation is a critical entry point for students transitioning into higher education. At CPUT, the orientation programme is not only designed to familiarise students with academic systems and support services, but also to embed principles of inclusivity, transformation, and digital readiness from the beginning of the academic journey. In line with Focus Area 2: Smart Teaching and Learning Environment, faculties implemented a variety of first-year initiatives that support student success, foster a sense of belonging, and promote social responsiveness. These initiatives reflect CPUT’s commitment to creating a teaching and learning environment that is accessible, equitable, and aligned with the institution’s transformative vision and national higher education priorities linking with USAf’s transformation barometer, theme one which focuses on institutional culture and redress matters in relation to social inclusion and student access and success.

In the Faculty of Health and Wellness Sciences, students benefited from tailored academic support sessions organised in collaboration with Fundani, Centre for Diversity, Inclusivity and Social Change and the Student Counselling Unit. These sessions focused on foundational academic skills such as time management, study techniques, and navigating the academic environment providing critical support early in the student lifecycle. Similarly, the Faculty of Business Management Sciences embedded the CPUT 101 and First-Year Experience (FYE) programme into all 17 academic programmes. A notable best practice was the inclusion of a mandatory Gender-Based Violence (GBV) module across the faculty, demonstrating CPUT’s zero tolerance approach to GBV as communicated in the institutional GBV position statement.

The Library Services played a central role in student onboarding. At the Wellington Campus, over 560 first-year students from 24 departments attended orientation sessions that introduced them to library services, academic resources, and digital tools. The Granger Bay Campus hosted parallel sessions for Maritime Studies and Hospitality Management students, ensuring field-specific engagement. In the Faculty of Education, early appointment of class representatives helped promote a sense of student voice, accountability, and connection laying the foundation for participatory governance and inclusive decision-making.

The Division of Student Affairs hosted welcoming events across campuses with departments and units participating in presentations and exhibitions. Students and their parents used this opportunity to engage directly with DSA staff members and to familiarise themselves with the services and resources on offer.

2.2.1 Innovative Digital Storytelling

The Wellington Campus Library in collaboration with the Faculty of Education coordinated a TikTok and Facebook storytelling initiative. First-year students shared their reflections on Youth Day and its meaning 30 years into democracy. This not only provided first year students a platform to express their voices but also positioned the university as a digitally responsive institution that values storytelling as a pedagogical tool.

The Faculty of Business and Management Sciences second year Business and Information Administration students, engaged in intergenerational conversations with ex-residents of the District Six and community members as part of the District Six Heritage project and shared their stories in digital videos, thus capturing and sharing their stories.

2.2.2 Gaps and Opportunities for Strengthening First-Year Orientation and Experience Programmes

There was limited evidence of orientation activities tailored for part-time, extended curriculum, or remote learning student’s groups that often face greater barriers to integration. While digital platforms were used effectively in certain cases, their adoption was inconsistent, with some departments relying heavily on traditional, face-to-face formats that may exclude students unable to attend in person. Furthermore, there appears to be a lack of systematic data collection on the longterm impact of orientation activities on student retention, wellbeing, or academic performance.

These gaps present clear opportunities for institutional enhancement in relation to first year experience programmes and orientation sessions. A more standardised, cross-faculty orientation framework anchored in digital inclusion, transformation, and support could provide consistency while still allowing faculties and departments to tailor their content to specific contexts. Developing inclusive digital toolkits and orientation packages for remote or non-traditional students would help ensure equitable access to key resources and institutional culture.

Extending the orientation experience beyond the first weeks into a semester long engagement through check-ins, peer mentoring, and mid-term academic reflection could better support students’ academic and psychosocial transition. DSA is already seeing the benefits of such a student-centred approach as it offers peer mentoring and regular check in sessions with students at risk. Finally, implementing post-orientation surveys and tracking data on academic performance could offer valuable insights to continually refine orientation design and delivery. This would contribute greatly to student success.

2.3 Decolonising Language Across Faculties and Departments

The institutional language policy was approved in 2019, the policy is currently under review. Through the promotion of multilingualism, the policy seeks to promote diversity and inclusion in learning, teaching and beyond. The policy seeks to redress historical linguistic imbalances by affirming the equal status of the province’s three official languages which as isiXhosa, Afrikaans, and English across teaching, learning, and administration. The revised policy will serve as a tool of communication, but as a powerful vehicle for decolonisation, equity, research and academic empowerment.

2.3.1 Decolonising Languages in the Classroom

As part of CPUT’s broader commitment to transformation and social justice, several faculties and departments have implemented initiatives aimed at decolonising language practices within the teaching, learning, and academic environments. These efforts seek not only to dismantle colonial legacies embedded in curriculum delivery but also to affirm indigenous knowledge systems, promote multilingualism, and foster greater inclusivity for a diverse student body.

For example, the Faculty of Applied Sciences focused on the development of multilingual glossaries in English, Afrikaans, and isiXhosa across its departments, these efforts contribute significantly towards decolonising language. By providing students with subject-specific terminology in multiple languages on the Blackboard Ultra, the faculty directly supports academic accessibility for students whose first language is not English. This initiative acknowledges the linguistic realities of the South African context and challenges the dominance of English-only scientific discourse. A part of the language decolonial agenda, the Department of Conservation and Marine Sciences, created multilingual glossary for Marine Science terminology. This effort expands the decolonisation agenda into traditionally english-centric scientific fields, ensuring that knowledge in marine and environmental sciences is accessible across linguistic backgrounds.

A notable milestone was achieved within the Department of Chemical Engineering, where the Process Control and Instrumentation subject guide was translated into isiXhosa and Afrikaans. This deliberate action, facilitated through a collaboration with Fundani, responded to student needs for more inclusive academic resources and represents a pioneering practice in engineering education within the institution. Similarly, in the Faculty of Education, the review of admission

requirements for the BEd programmes has taken language inclusivity into consideration. Benchmarking engagements with the Central University of Technology revealed models for adapting language requirements to better accommodate speakers of indigenous African languages. This initiative is not just about access but is framed within a decolonial approach to teacher education, further ensuring that linguistic diversity is recognised as a strength rather than a barrier.

Another milestone is the fact that the Disability Unit offers the services of a South African Sign Language Interpreter for students that are deaf and in need of this service within the classroom.

2.3.2 Beyond the Classroom: Cultural Engagement and Multilingualism as Catalysts for Decolonising Language

Beyond the formal curriculum, the Library Services have embraced decolonisation through cultural engagement. Events such as International Mother Tongue Language Day and Africa Day were commemorated through exhibitions, poetry displays, and student reflections that celebrated indigenous languages and African identities. These initiatives promoted dialogue about the importance of language in affirming cultural identity and resisting colonial erasures within academic spaces. The Language Unit at CPUT, under the Fundani Centre for Higher Education Development has developed the institutional language policy which is currently being implemented. The Senate Learning and Teaching Committee (SLTC), chaired by Fundani oversees the implementation and review of the language policy, ensuring the promotion of multilingualism, the development of isiXhosa and Afrikaans as academic languages, and the use of South African Sign Language (SASL) in institutional contexts. The SLTC monitors progress through regular reports and audits, further guiding language transformation in line with national and institutional goals. The policy plays a strategic role in aligning with national imperatives and institutional transformation goals. Importantly, the policy is scheduled for review in 2025, a milestone that signals institutional readiness to re-evaluate, improve, and recommit to the creation of inclusive academic environment that supports access, success, and equity for all. Collectively, these efforts across faculties and support departments illustrate that decolonising language at CPUT is an active and multi-faceted project. By promoting multilingualism, validating indigenous knowledge systems, and shifting linguistic practices within curriculum and support services, CPUT is moving towards a more inclusive, representative, and socially just academic environment.

2.4 Smart Digitisation, Digital Literacy, and Curriculum Design Initiatives

Several faculties and departments have embraced smart digitisation as a means of enhancing teaching delivery and supporting student success. The Faculty of Applied Sciences led efforts to integrate blended learning approaches across diploma and postgraduate offerings in Agriculture, making extensive use of Blackboard Ultra, WhatsApp communication groups, recorded videos, and online assessments. A new coding skills initiative was launched to equip the Advanced Diploma and Postgraduate Diploma students, as well as staff, with foundational programming knowledge, further recognising that basic coding literacy is increasingly essential in the era of Artificial Intelligence integration. Similarly, the Faculty of Engineering and the Built Environment embarked on an innovative partnership to explore the integration of Augmented Reality (AR) and Virtual Reality (VR) technologies into Mechatronics education. This project aims to create immersive learning experiences, promote flexible learning through digitised labs, and position CPUT at the forefront of Industry 4.0 education trends.

The Library Services also undertook a significant redesign of the Information Literacy Programme to incorporate more AIrelated components, ensuring that students gain relevant digital research skills that align with current technological trends.

Innovative curriculum design was evident across the following faculties FAS, FEBE, FoE:

• In Applied Sciences, the decolonisation of the Food Science curriculum introduced indigenous recipes and food practices into the academic programme, ensuring cultural importance alongside scientific rigour.

• The Faculty of Engineering and the Built Environment initiated a taught master’s in civil engineering with an emphasis on environmental engineering and waste management, responding to local sustainability challenges.

• The Faculty of Education reviewed admission requirements for BEd programmes, integrating multilingualism and language inclusivity into curriculum planning to foster equitable access and success.

• In addition, multiple departments across faculties strengthened Service-Learning integration into the formal curriculum especially in Food Science, Biotechnology, and Business Administration, linking community engagement to academic credit and preparing students for socially responsive citizenship.

Through a combination of smart digitisation, promoting digital literacy, and transformative curriculum redesign, the institution is actively creating a future-fit teaching and learning environment. These initiatives not only support academic success and industry readiness but also embed principles of social justice, inclusivity, and innovation within the educational experience.

FOCUS AREA 3

Smart Research, Technology, Innovation

and Partnerships

The Office of the Deputy Vice-Chancellor: Research, Technology Innovation and Partnerships (DVC RTIP) drives CPUT’s strategic agenda under Focus Area 3: Smart Research, Technology, Innovation and Partnerships. The office plays a pivotal role in building a dynamic and inclusive research ecosystem that supports high-quality, socially responsive research and knowledge production. The office leads efforts to strengthen postgraduate education, research ethics, and scholarly output, while advancing technology innovation, commercialization, and entrepreneurship. By fostering transdisciplinary research and managing strategic partnerships across industry, government, and civil society, the Office of the DVC RTIP enables impactful innovation that addresses societal challenges. Through national and global collaborations, research capacity development, and the promotion of intellectual property, the office ensures that research and innovation at CPUT is transformative, sustainable, and aligned with both the university’s OneSmart CPUT vision 2030 strategy and the broader national development agenda. The following section articulates how RTIP has been advanced institutionally.

3.1 Research Output Performance (2022–2024)

Figure 10: Research Outputs Source: (Research Unit, as of 12 September 2025)

Institution Research Outputs (2021–2024)

Between 2021 and 2024, the institution demonstrated consistent and substantial research productivity, with notable year-on-year variations across different publication types. The overall trend indicates a steady increase in total publication units, highlighting ongoing efforts to strengthen the institution’s research footprint.

Books and Book Chapters contributions remained fairly stable, ranging between 21.72 and 28.08 units. There was a slight dip in 2023 (21.72), followed by a recovery to 27.89 in 2024 almost matching 2021 levels. This suggests renewed scholarly engagement in longer-form research outputs. Conference Proceedings showed a positive trajectory, increasing from 15.48 in 2021 to 29.54 in 2023, before slightly moderating to 27.26 in 2024. This growth reflects heightened participation and visibility at academic and professional conferences over the period, indicating stronger knowledge exchange and collaboration.

Journal Articles consistently contributed the largest share of outputs, underpinning the institution’s research performance. While they dipped slightly in 2023 (257.89), outputs rose again to 293.55 in 2024, the highest level recorded in the fouryear period. This rebound reflects strengthened publication pipelines and the successful conversion of research into peer-reviewed outputs.

Consequently, total publication units rose from 353.98 in 2021 to a peak of 348.73 in 2024, showing resilience and growth after a slight decline in 2022 (329.21) and 2023 (312.15). This overall upward trajectory underscores the institution’s commitment to sustaining and expanding research excellence, even amid fluctuations in specific categories.

3.1.1 Research Publication Outputs for 2024

Figure 11-illustrates the distribution of publication output units. Journal articles dominate the outputs, representing nearly 84% of the total, followed by smaller contributions from conference proceedings (8%), books and book chapters at (8%).

3.1.2 Thematic and Strategic Research Focus Areas

During the reporting period, CPUT researchers produced peer-reviewed research outputs across various strategic focus areas aligned with institutional transformation and scholarly priorities (Table 3). It should be noted that some of the outputs have not yet been published, and some are in draft format. The outputs demonstrate a commitment to advancing knowledge, promoting inclusive practices, and contributing to societal development through academic inquiry. Most outputs are under the focus area on learning, with a broader focus on hybrid learning, AI education, and academic development. There is a great need to focus on interdisciplinary research, social justice, gender and disability research to cover transformation themed outputs. Another gap that has been identified is that social identities of the researchers are not included.

Table

3: Summary of thematic and strategic research focus areas

Source: Converis

3.1.2 Instruction/Research Staff Trends (2022–2024)

The analysis of Instruction/Research Professional Staff over the period 2022 to 2024 (figure 12) reveals several important staffing and academic qualification trends. For instance, the Headcount and Full-Time Equivalent (FTE) staff figures both show a consistent pattern of actuals falling short of set targets. In 2024, the provisional headcount stands at 813, compared to the target of 931, and the FTE staff dropped to 785.60 against a target of 1216. This shortfall may indicate staffing capacity constraints, potentially impacting workload distribution and teaching quality.

Despite these numbers, the staff qualifications show growth (see figure 12). The percentage of employees with doctoral degrees rose from 33.9% in 2022 to 38.3% in 2024, nearing the target of 39.9%. Similarly, the proportion of employees holding master’s degrees has consistently exceeded targets, peaking at 50.5% in 2023 and remaining at 47.7% in 2024. This suggests that while staffing quantity may be under pressure, staff quality in terms of academic qualifications is improving, which is a critical factor for research outputs and postgraduate supervision capacity. The trends highlight both opportunities and risks, the institution should seek to balance retention and recruitment of skilled academic staff while continuing to invest in academic development pathways to meet transformation and performance objectives. It should also be noted that the completion of qualifications and experience gained by the academics during their tenure at CPUT make their work attractive in the sector. Through this, the institution is thus cognisant of its role in the development of qualified academics.

3.2 Strengthening Research Capacity and Emerging Researchers

Across CPUT, significant efforts have been made to strengthen research capacity and cultivate the next generation of scholars and innovators. Faculties have prioritised structured mentorship programmes, postgraduate supervision support, and funding initiatives aimed at advancing early-career researchers.

3.2.1 Capacity Development to Strengthen Research

Several departments reported the successful integration of cohort supervision models, particularly within the Faculty of Business and Management Sciences, where monthly seminars and group meetings have been implemented to support Master’s and Doctoral students. Similarly, the Faculty of Applied Sciences demonstrated commitment to emerging researcher development by actively involving young black male and female academics in high-value research projects, providing them with co-supervision opportunities and guidance in grant writing. This initiative further highlights equity in research.

Through targeted initiatives such as the awarding of Thuthuka grants in the Department of Chemistry and the inclusion of early-career researchers in international collaborations, the institution is steadily building a pipeline of independent researchers ready to contribute to national and global knowledge systems. Faculties have also encouraged participation in postgraduate research conferences, internal research colloquia, and interdisciplinary research clusters, reinforcing a supportive environment for skill development, scholarly engagement, and academic excellence. Overall, the strengthening of research capacity and support for emerging researchers is not only critical to achieving CPUT’s Vision 2030 goals but also instrumental in promoting transformation, innovation, and sustainable academic growth across the institution.

3.2.2 CPUT Research Chairs

The institution continues to strengthen its research capacity and innovation leadership through the establishment of strategically aligned Research Chairs (Table 4). These Chairs, funded through the DSI-NRF South African Research Chair Initiative (SARChI), internal CPUT investments, and Sector Education and Training Authorities (SETAs) serve as key enablers under Focus Area 3 (Table 4). They are positioned across faculties to advance excellence in priority areas such as work-integrated learning, cardiometabolic health, biotechnology, oceans economy, sustainable tourism, energy, and innovation in society. Led by highly rated scholars and experts, these Chairs drive high-impact research, postgraduate supervision, capacity development, and collaborative engagement with industry and society.

DSI-NRF SOUTH AFRICAN RESEARCH CHAIR INITIATIVE (SARCHI)

FACULTY

CPUT-FUNDED RESEARCH CHAIRS

Faculty of Health and Wellness Sciences

Faculty of Applied Sciences

Faculty of Informatics and Design

RESEARCH CHAIR TITLE

Biotechnology

Oceans Economy

Innovation in Society (Service Design)

Faculty of Engineering & the Built Environment Energy

Faculty of Education

Faculty of Business and Management Sciences

SETA-FUNDED RESEARCH CHAIR

Literacy Development

Sustainable Tourism and Global Change

RESEARCH CHAIR TITLE

Work Integrated Learning

3.2.3 Transformation Theme and Community Responsive Research

RESEARCH CHAIR

Prof Jeanine Marnewick - NRF C1 rated

Dr Conrad Sparks (Acting CPUT Research Chair. Acting Director: Centre of Sustainable Oceans)

In progress

Prof Tariq Mahomed Kahn

In progress

In progress

Prof Nothemba Joyce Nduna (ETDP SETA)

A defining theme across CPUT’s faculties in 2024 has been the integration of transformation imperatives with communitybased and socially responsive research. Aligned with the institution’s Vision 2030 and national priorities, research activities increasingly reflect a commitment to addressing food insecurity, gender equity, sustainability, and the empowerment of marginalised communities through inclusive, locally grounded innovation.

In the Faculty of Applied Sciences, the Food Science and Technology and the Biotechnology departments have led several impactful projects aimed at local food innovation and security. These include the development of anchovy-based food products and a pickled mussel project in partnership with Weskusmandjie, designed to offer nutrient-dense, affordable food options for coastal communities. The Bambara Groundnut (BGN) project not only explores the commercialisation of this indigenous crop with the Technology Transfer Office (TTO) and Technology Innovation Agency (TIA) but also honours the agricultural knowledge of African women farmers and supports small-scale livelihoods.

3.2.4 Community-Based Research for Environmental Justice, Societal Impact and Cultural Empowerment

The Biotechnology Department extended its transformation efforts through a service-learning project in Oudtshoorn, focused on water quality awareness and protection of mountain water resources. This community-based initiative included collaboration with the Amy Foundation and engagement with local youth and families. Furthermore, recipe standardisation workshops were conducted to preserve the local food heritage of the St Helena Bay region, empowering women subsistence fishers and supporting cultural continuity.

The Department of Conservation and Marine Sciences further exemplifies transformation-responsive research by securing R900,000 in PGDip funding to support access for emerging researchers, many from underrepresented backgrounds. Their field-based learning and clean-up campaigns reinforce environmental justice and community involvement, particularly through collaborations with NGOs and coastal stakeholders.

Within the Faculty of Business and Management Sciences, transformation is reflected in the Entrepreneurship Department’s first-year projects and Gender-Based Violence workshops, which integrate research, teaching, and student well-being. The Amy Foundation extended its collaboration to the FBMS, where students and residents co-created food-

based micro-enterprise ideas, promoting research-based entrepreneurship as a tool for socio-economic upliftment. This featured as a key community project.

The Faculty of Education similarly contributes to this theme through its Service-Learning collaboration between BEd Honours students and teachers from both urban and rural schools in the Western Cape. Projects focused on teacher mentorship, stress management, and classroom professionalism, grounded in community needs and responsive to challenges facing the public education system.

In the Faculty of Health and Wellness Sciences, Prof Najaar’s Matric Life Sciences project, now in its ninth year, continues to demonstrate the sustained value of university-school partnerships. By providing academic enrichment to matriculants, the project supports equity in access to higher education and fosters long-term societal impact. The Emergency Medical Sciences Department has aligned its research agenda with national transformation goals, developing a national EMS research framework and collaborating with quintuple helix stakeholders to produce socially impactful knowledge.

3.2.5 nGAP-Aligned Initiatives Advancing Academic Transformation and Capacity Building

There are several initiatives that reflect the spirit and intent of the New Generation of Academics Programme (nGAP) in strengthening academic capacity, supporting emerging scholars, and advancing equity in academic staffing.

Notable initiatives that align with nGAP objectives include:

• Academic Staff Development Programme (FEBE): Six lecturers were appointed through external funding (Mining Qualifications Authority - MQA), placed in various engineering departments. This three-year structured initiative supports reduced teaching workloads, mentorship, and research development, with a goal of grooming participants into fully-fledged academics.

• Departmental Support for Emerging Researchers: Across multiple faculties especially in Applied Sciences, Health and Wellness Sciences, and Education, young and early-career academics are being supported to cosupervise, apply for grants such as the Thuthuka grant and participate in the Teaching Development Programme (TDP). These are transformation-driven interventions aimed at diversifying and capacitating the academic pipeline.

• Vice-Chancellor’s Prestigious Achievers Awards: Four bursaries were awarded in 2024 to contribute to the academic pipeline, specifically supporting the next generation of researchers and educators.

The data represents demographic data by gender and race (figure 13). There are 14 females and 12 males, indicating a slightly higher number of female representations. In terms of racial demographics:

• The majority of individuals are black (18 people)

• Followed by smaller, equal numbers for coloured (4) and white (4) participants.

Combining both gender and racial categories suggests that the population is small and predominantly black, with females being the majority. The Coloured and White communities are represented equally but form a minority.

3.3 Advancing Local and Global Research Partnerships

CPUT continues to strengthen its position as a globally engaged and locally responsive institution through a growing network of strategic research partnerships. These collaborations span across academic institutions, government bodies, industry stakeholders, and international agencies to enhance the university’s research impact, capacity, and relevance within both local and global contexts. In the Faculty of Applied Sciences, the Departments of Biotechnology and Consumer Sciences are actively engaged in research agreements and service-level partnerships with institutions such as the Agricultural Research Council, University of Cape Town, Stellenbosch University, Limaqua (France), and FH Münster (Germany). Notably, a Memorandum of Understanding was finalised with Montana State University, the department has plans to host Biotechnology exchange students from Erasmus Brussels, deepening cross-border mobility and academic exchange.

Further contributions come from the Department of Chemistry, which recently hosted Prof. Emmanuelle Maguin from INRAE, Paris, for a collaborative research exchange. This initiative reinforced CPUT’s visibility within European research networks and opened opportunities for co-publication and future joint ventures. Concurrently, the department is in the process of developing a Service Laboratory, aimed at fostering third-stream income while offering specialised analytical services to regional and national industry partners.

3.3.1 Global Collaborations Driving Sustainability and Public Health Research

In the Faculty of Engineering and the Built Environment, collaborative efforts extend to applied research in sustainability and innovation. A master’s student in Civil Engineering has partnered with a UKZN-based researcher using SimaPro software for a life cycle analysis of wastewater treatment repairs. FEBE departments also continue to engage with international forums such as ASOCSA, which provides insight into global construction and digitisation trends.

The Faculty of Health and Wellness Sciences has international engagement counterparts through the Utah Ventilation Research Summit (hosted by Utah Valley University, USA), further demonstrating CPUT’s growing footprint in global health research. These efforts are supported by a national research agenda in Emergency Medical Sciences that aligns with transformative public health goals and quintuple helix collaboration frameworks.

The Centre for Community Engagement and Work-Integrated Learning (CE&WIL) had multiple engagements with key industry and government partners. Notable examples include meetings with Mercedes-Benz (East London), the Western Cape Government, and the Department of Science and Innovation (DSI). These engagements focused on identifying industry innovation gaps, supporting vaccine and biotech development, and shaping CPUT’s role in regional economic development. CPUT hosted the SASCE WIL Africa Conference to further reinforce its stature as a convener of national and continental knowledge production and innovation dialogue. Collectively, these partnerships represent a significant advancement of CPUT’s strategic intent to foster Smart RTIP through multi-sectoral, cross-border, and socially relevant research collaborations. They position the institution as a transformative force in co-creating knowledge that addresses complex global and local challenges.

3.3.2 Advancing Inclusivity, Equity, and Gender Representation in Research

Embedding inclusivity, equity, and gender transformation within research ecosystem is critical to advance the institutional transformation agenda. Several faculties have introduced targeted initiatives to broaden access to research participation, support underrepresented groups, and foster the growth of a more diverse and representative academic cohort.

Within the Faculty of Applied Sciences, the Department of Chemistry has achieved gender parity among its active researchers for the reporting period, with women comprising 50% of the department’s 18 research-active staff. The Departments of Food Science and Biotechnology have integrated young Black male and female academics into highimpact research and innovation projects. These include the development of food security interventions such as pickled mussel production, recipe standardisation to preserve local food heritage, and the commercialisation of Bambara groundnut products. These projects provide real-world research experience also serve as platforms for historically marginalised researchers to co-lead innovation grounded in community needs and indigenous knowledge.

In the Faculty of Health and Wellness Sciences, the Department of Biomedical Sciences has aligned itself with the Black Women Academic Mentorship Programme, aimed at fostering professional and scholarly growth for Black women researchers through structured peer mentoring and career support. This initiative helps address the gender and racial gaps historically present in research leadership and supervision roles. Meanwhile, in the Dental Sciences Department, a Research Committee has been established to guide junior staff through their Master’s journeys, assist in proposal development, and embed a culture of research integrity. This committee serves as a capacity-building mechanism that nurtures internal academic development while widening participation in discipline-specific research.

The Faculty of Education also contributes meaningfully to transformation by prioritising the development of emerging researchers from diverse backgrounds. Through mentorship, research development initiatives, and inclusive supervision practices, the faculty is intentionally cultivating an academic pipeline that is socially responsive and reflective of South Africa’s demographic diversity. These faculty-driven efforts collectively demonstrate CPUT’s commitment to an inclusive research culture that goes beyond representation by enabling meaningful academic participation, professional development, and long-term transformation in the production of knowledge.

3.4 Strategic Research Infrastructure and Institutional Development

The institution has made strategic strides in strengthening its research infrastructure and institutional systems to support high-quality, sustainable research output. These developments are aligned with Vision 2030’s commitment to growing a responsive, innovation-driven academic environment that fosters third-stream income, interdisciplinary research, and increased postgraduate participation.

In the Faculty of Applied Sciences, the Department of Chemistry is leading efforts to establish a Service Laboratory, which aims to offer specialised analytical services to external stakeholders. This initiative is designed to generate thirdstream income, expand research impact beyond academia, and support industry collaboration. Preparatory work has included the finalisation of Standard Operating Procedures (SOPs) and equipment maintenance (e.g., gas installations for analytical instruments). Furthermore, the department has applied for an UPLC Triple Quadrupole instrument through the NRF NEP grant, alongside plans to acquire a fluorescence spectrometer, reflecting significant capital investment in analytical infrastructure.

The Faculty of Engineering and the Built Environment has a newly approved Functional Materials Research Unit (FMRU) which serves as a dedicated research entity in nanotechnology and materials science. Its establishment marks a critical institutional milestone toward consolidating advanced research capacity and enhancing CPUT’s visibility in global sustainability discourses, with alignment to multiple Sustainable Development Goals (SDGs). The unit provides a structured environment for interdisciplinary collaboration among researchers and postgraduate students, strengthening both capacity and institutional research identity.

Similarly, the Dental Sciences Department within the Faculty of Health and Wellness Sciences has institutionalised its research development efforts through the formation of the Dental Sciences Research Committee (DSRC). This internal mechanism supports research proposal development, ethics compliance, and postgraduate supervision planning, particularly for early-career academics. At the university-wide level, Library Services have continued to evolve their collection development strategy, placing greater emphasis on digital acquisitions and thematic alignment with equity and transformation-focused research. New e-books and curated materials supporting race, gender, and inclusivity themes were acquired, with public exhibitions promoting cross-disciplinary visibility of faculty research contributions. Collectively, these infrastructure and development initiatives position CPUT to not only expand its research output but also institutionalise support systems that enable quality assurance, innovation, and the commercial viability of academic work. By investing in both physical infrastructure and strategic internal mechanisms, the university is laying a solid foundation for long-term research excellence and sustainability.

3.5 Overall Successes, Opportunities and Gaps in Relation to the Implementation of SMART RTIP

CPUT’s Smart RTIP agenda reflects its commitment to advancing transformative, socially responsive, and innovation-led research (Table 5). In 2024, the institution focused on strengthening research capacity, expanding strategic partnerships, and investing in infrastructure to support impactful knowledge production. This section highlights the key achievements, opportunities, and ongoing challenges in building a sustainable and inclusive research ecosystem. The entries in the table are not listed in any specific order of priority or faculty hierarchy they are presented for illustrative purposes to reflect the three elements reflected below.

Table 5: Successes, opportunities and gaps in relation to Smart RTIP

Infrastructure Expansion for Research Excellence

The establishment of the Functional Materials Research Unit (FMRU) in FEBE marks a significant achievement, positioning CPUT as a leader in nanotechnology and SDG-aligned innovation.

Third-Stream Income Strategy through Service Labs

The Chemistry Department’s Service Laboratory is a promising model for generating income while enhancing industry-research collaboration.

Scaling Service Laboratories Across Disciplines:

There is potential to replicate the Chemistry Service Lab model in other faculties (e.g., Health, Engineering, Environmental Science) to further drive thirdstream income and applied research engagement

Formalising Internal Research Development Units Committees like Dental Sciences Research Committee (DSRC) can serve as templates for creating structured research support mechanisms across all departments/faculties especially those seeking to improve research productivity rates.

Uneven Development Across Faculties/departments:

While some departments (e.g., Chemistry, within FEBE) have advanced infrastructure plans, other areas show limited or no mention of laboratory development, third-stream strategies, or research governance structures.

Insufficient Institutional Coordination for Equipment Sharing Faculties/departments could explore shared use of infrastructure or explore institutional strategies to maximise return on investment for expensive equipment across faculties where possible.

High-Level Equipment Procurement and Maintenance

Successful application for major analytical instruments (e.g., UPLC Triple Quadrupole, fluorescence spectrometer) and maintenance of core lab systems (GC-MS infrastructure) show strong foresight and planning.

Digitally Responsive Library Services

Library Services aligned collection development with institutional transformation goals, investing in e-resources and inclusive scholarship materials, and curating exhibitions that promote interdisciplinary visibility.

Strengthening Postgraduate Research Infrastructure:

The newly approved research units, such as the Functional Materials Research Unit could be linked with postgraduate hubs or innovation incubators to enhance supervisory capacity, research mentorship, and interdisciplinary collaboration.

FOCUS AREA 4 Smart Human Capital and Talent – Employees and Inclusive Work Environment

Focus Area 4 centres on creating an enabling, inclusive, and high-performing institutional environment by investing in human capital, promoting equity and redress, and fostering staff wellbeing and development. The initiatives implemented across faculties, departments, units, and centres reflect a shared commitment to transforming the staff profile, supporting professional and academic growth, embedding diversity and social cohesion, and enhancing institutional responsiveness. The following four themes capture the core activities and progress made in building a smart, socially responsive, and inclusive workforce at CPUT.

4.1 Staff Profile

The University submitted the Employment Equity report to the Department of Employment and Labour in accordance with Section 21 of the Employment Equity Act No 55 of 1998, for the period from (01/10/2023 to 30/09/2024). The staff profile reflects a shift in representation with improvements in the designated groups (African, Coloured, Indian) at various levels. Table 6 shows that there is 55% representation of female and 45% male staff.

Table 6: Staff representation at all occupational levels (01/10/2023 to 30/09/2024)

As of June 2025, the staff composition reflects a total of 4637 staff, with 2585 as permanent staff and 2052 part-time staff, among permanent employees, there are 1,801 support and 784 academic staff. Similarly, for temporary roles, support staff also lead with 1,190, compared to 862 academic staff.

Females make up 54% of the workforce and males 46%, indicating a slightly higher representation of women across the institution. In terms of race and ethnicity, most staff are African (53%), followed by Coloured staff (25%), which represent the largest ethnic group by race. White staff account for 11%, Foreign Nationals for 8%, and Indian staff make up 3%. This demographic spread could be suggestive of meaningful progress toward equity and diversity goals and the university’s commitment towards implementation of the employment equity imperative.

Staff representation by gender

Staff with Disabilities

by ethnic group

Out of 10 staff members with disabilities (Table 7), 60% are female and 40% are males. None of them are represented at top management, senior management and unskilled and defined decision-making category. About 50% of the staff are represented in the skilled technical and academically qualified workers, junior management, supervisors, foremen, and superintendents. The institution has implemented an inclusiveness campaign to encourage employees with disabilities to declare their disabilities. Through this campaign the Human Capital department has noted an increase in declarations and consideration for reasonable accommodation requests.

4.2 Ad Hominem/Academic Promotions 2024

Currently CPUT has a promotion process for academics and none that specifically focuses on support and professional staff. A promotion call is made every two years, and the last one was in 2022. A new promotion policy was approved in 2024. The 2024 Ad Hominem Promotions process was formally initiated by the Institutional Promotions Committee through the Human Capital Department on 10 July 2024 and concluded in December 2024, inviting eligible academic and research-active staff to submit applications in accordance with the newly revised Policy on the Promotion of Academic Staff. The promotions process is undertaken biennially, and with most institutions, the promotion is currently only for academic staff.

The process is designed to ensure merit-based progression through clearly defined criteria aligned with the university’s strategic imperatives across four domains:

• Learning and Teaching.

• Research, Technology Innovation and Creative Scholarship.

• Community Engagement and Partnerships; and

• Leadership, Management, and Administration.

Clear instructions on the application process were provided, and to further support applicants, the university offered a series of voluntary online training workshops hosted on MS Teams, covering the newly approved institutional promotions policy, evaluation criteria, portfolio compilation, and submission procedures. These sessions aimed to promote transparency, consistency, and readiness among prospective candidates. The outcomes of the promotion will be issued in 2025. A total of 13 promotions were confirmed across ranks ranging from Senior Lecturer, Associate Professor and Full Professor.

4.3 Job Termination

Figure 15: Job terminations

In the year 2024, there were 155 job terminations (Figure 15). Terminations by pay grade at CPUT reveals that the highest number of terminations (38) occurred at pay Grade 8, which includes a large cohort of mid-level administrative, technical, or academic staff. The termination criteria include voluntary resignations (64) followed by retirements at (37), expired contracts (20) and dismissals (16), highlighting both routine fixed-term employment or conduct related exits. Notably, 12 staff deaths were recorded.

Other categories such as termination of service (5) and permanently boarded (1) are minimal but worth monitoring for specific Human Capital or Legal implications. Overall, the data suggests that resignation and retirement trends should be prioritised in workforce planning, while contract management and staff engagement strategies should be reviewed to improve retention and institutional workforce stability.

4.4 Staff Training and Development

Training for the university is coordinated through the Division of Human Capital, Learning and Development Unit. While the Learning and Development Unit offers training for all staff, there is also decentralised training at faculty level, units, and department.

In 2024, the Learning and Development Unit trained 2,017 staff in a diverse range of professional development programmes. The training data reflects strong participation by female staff (%), particularly African and Coloured women, aligning with the institutional transformation and equity goals. Male staff were more represented in technical training areas, while female staff engaged more in leadership and social justice programmes. Overall, the data shows inclusive access to training opportunities across race and gender, supporting a diverse, smart, and empowered human capital.

Female Male

Figure 16: Staff training by gender and race

The highest participation was recorded in Digital Tools training (721 staff), reflecting strong institutional emphasis on digital proficiency, this aligns well with the institution’s 2030 vision of OneSmart CPUT, and being technologically astute. This was followed by Leadership and Coaching development initiatives (337) and Human Capital -related training such as induction, grievance procedures, and employment equity (226).

Other significant types of training included Ethics and Compliance (179), Gender-Based Violence and Social Justice training (142), and Health and Safety courses (125), indicating alignment with institutional values around accountability and care. Training on financial systems and SAP (71) and communication skills (104) also supported the professional development of staff. These trends suggest a well-rounded, strategic investment in staff capacity building across technical, ethical, leadership, and social dimensions.

4.5 Staff Success through Graduations and Enrolments

The Faculty of Applied Sciences continues to demonstrate a strong commitment to academic development and research excellence (Table 8). In the Department of Environmental and Occupational Studies, one staff member successfully graduated in April 2024, while three others are in the process of completing their PhDs this year. The Department of Mathematics and Physics is fostering a robust research culture, with seven staff members having either started or continued their PhD journeys in 2024.

In addition, numerous staff members across faculties were enrolled in PhD and Master’s programmes (Table 9), for instance, in Biomedical Sciences, three junior lecturers are pursuing Master’s Degrees and two are engaged in Doctoral studies, while in Consumer and Life Sciences, academic and support staff are engaged in advanced studies in fields ranging from Consumer Science to Business Administration. These milestones highlight the faculty’s dedication to strengthening academic capacity and advancing scholarly achievement.

Table 8: Staff graduations

Environmental and Occupational Studies

staff graduated (April 2024) Environmental and Occupational Studies

staff completing PhDs (2024) Mathematics & Physics

Horticulture and Landscape

(Quarterly ITF reports)

staff started /continued PhDs (2024)

staff expected to complete PhD (2024)

Table 9: Staff enrolled in PhD, master’s programmes in 2024 by faculty and department

* Lecturer Development Programme (qualification unspecified) *Total for both FEBE programmes is 9 staff members

4.5.1 Advancing Equity, Redress, and Inclusive Representation

Efforts to transform staff demographics through employment equity, gender, and racial representation, and the “growing our own timber” strategy are demonstrated hereunder. Faculties have made deliberate appointments of women of colour, and international academics, while internal promotions and the recruitment of alumni into faculty roles reflect institutional redress. The use of targeted recruitment policies, and equity-focused advisory forums underpin these commitments.

Support departments and units have also played their part in advancing equity, redress and inclusive representation through the inclusion of the respective employment equity representatives in their recruitment practices and processes.

4.5.2 Employment Equity summary of key highlights across faculties, departments

• Employment Equity (EE) efforts are visible in the appointment of women of colour across departments within the Faculty of Applied Sciences, notably in Biotechnology, Consumer Science, and Chemistry.

• The “growing our own timber” approach is demonstrated through the internal recruitment of a female PhD graduates (Biotechnology) and alumni transitioning into academic roles.

• The Faculty of Engineering and Built Environment appointed diverse academic staff, including international candidates, enhancing cultural representation and global perspectives.

• The Faculty of Informatics and Design celebrated diversity and representation during its Women’s Day event, featuring inclusive programming and leadership voices.

• Probation review processes across departments (e.g., Mathematics & Physics, Chemistry) have supported staff retention and formalised equitable progression.

• Advisory Forums and Transformation Forums, such as the one held in Applied Sciences, included EE specialists addressing recruitment equity and policy implementation.

• Training of Employment Equity Representatives is undertaken by the Employment Equity Office to support the understanding of employment equity and the capacity for representatives who serve on selection panels.

• The Faculty of Business and Management Sciences celebrated the achievements of all staff members and students in various categories at the CTHS Hotel School at the FBMS Annual Achiever Awards.

4.6. Strengthening Staff Development and Academic Capacity

Multiple role players contribute to staff development at the institution, each playing a distinct but complementary role. The Human Capital Department is mandated to coordinate staff development to ensure effective and efficient staff performance. Their initiatives include centrally driven training sessions targeting various staff categories. The Fundani Centre for Higher Education Development contributes to academic staff development through structured interventions such as the Teaching Development Programme (TDP), Curriculum Development Programme, and workshops on pedagogical innovation and curriculum transformation. The centre also promotes the scholarship of teaching and learning. In addition, faculties independently run internally driven training interventions aligned with their disciplinary and operational contexts. These include workshops, short courses, and mentorship or peer-support initiatives, focusing on teaching enhancement, research development, and administrative effectiveness. Other centres and units also offer capacity-building initiatives that contribute to holistic staff growth, often in collaboration with internal or external stakeholders. This approach ensures a shared responsibility model for professional development across academic and support services staff.

4.6.1 Teaching Development Programme (TDP)

Across faculties, there has been a concerted institutional effort to invest in professional and academic development of both academic and support staff. The Teaching Development Programme (Table 10) offered through Fundani is widely used institutionally by faculties, with participation from all faculties. In the Faculty of Applied Sciences, short-term contract staff were successfully motivated to join the TDP, signalling a positive shift toward inclusivity in capacity-building efforts. Similarly, in the Faculty of Engineering, TDP participants attended retreats to develop their teaching portfolios, while in department of Industrial and Systems Engineering, completion of the programme was acknowledged as a key milestone. The table below reflects participation by faculty through the number of participants by race, gender and faculty.

Table 10: Summary of staff participating in TDP (Fundani)

Race: A=African, C=Coloured, W=White

The demographic data (Table 10) reflects a total of 41 individuals across six faculties, with the Faculty of Applied Sciences having the highest representation (13), followed by the Faculty of Engineering and the Built Environment, with 11 participants. Applied Sciences show notable diversity, with African students forming the majority (10), and a relatively balanced gender split (6 males and 4 females), along with coloured and white participants. FEBE is predominantly composed of African males (8), with limited female and coloured representation. The Faculty of Business and Management Sciences includes six participants, comprising African, Coloured, and White females and males, showing racial and gender diversity. The Faculty of Informatics and Design is male dominated, with four out of five participants being male and mostly African. All five participants in the Faculty of Health and Wellness Sciences are Coloured, with a balance of genders, while the Faculty of Education has a single African female. Across all faculties, African students make up the majority, while Coloured and White representation is concentrated in specific areas.

Table 11: Professional Development and Skills Training in 2024

FACULTY/DEPARTMENT

Faculty of Business and Management Sciences: Human Resource Management department

Faculty of Engineering and Built Environment: Industrial & Systems Engineering

Library Services

Faculty of Health & Wellness Sciences

Faculty of Education

PROFESSIONAL DEVELOPMENT ACTIVITIES

SAP HCM Training;8 staff achieved SABPP professional registration

TDP completion (Mr Rhulani Saka); participation in teaching portfolio retreat

Empower Her Mentoring; Webinars on Mental Health, Diversity, AI Ethics, Coaching

Workshops on clinical skills, digital pedagogy, LGBTQIA+ and disability inclusion

Blended learning workshops; Teaching Excellence Portfolio preparation

Faculty of Business and Management Sciences Financial preparedness sessions (retirement funds); Drumming wellness events

Centre for Community Engagement and WIL

Division of Student Affairs

WIL Induction Workshop; SL staff development training and project enhancement workshops

Student leadership training, GBV, social justice workshops, Empower Her and Amajita’s mentoring training, webinars on health and wellness, first responders training as well as Disability Awareness and Sensitisation training sessions occurred within the division.

Strategic initiatives such as the Academic Staff Development Programme (Table 11) in FEBE, funded by the Mining Qualifications Authority (MQA), supports six lecturer positions with reduced teaching loads to allow for research, mentorship, and academic growth. In a parallel effort, the Advancement Department secured an additional R2 million to support three more lecturer development candidates, most of whom are women, further strengthening the pipeline of future academics.

Participation in scholarship and leadership development programmes such as HERS-SA, SoTL (Scholarship of Teaching and Learning), and the EmpowerHER Mentorship Programme illustrates a broad institutional commitment to pedagogical enhancement and gender-responsive mentorship and leadership.

Furthermore, targeted workshops and webinars on online teaching, research methodologies, assessment, and digital literacy have been offered to enhance staff competencies in technology-driven environments. These include other notable initiatives by other faculties and units (table 11). These efforts not only support professional growth but also contribute to CPUT’s broader transformation and academic excellence.

4.7 Embedding Diversity, Wellbeing, and Social Cohesion

Faculties and departments actively foster inclusive work environments through wellness programmes, GBV and LGBTQIA+ sensitisation, gender-neutral facilities, and disability inclusion initiatives. Cultural and wellness events promote staff wellbeing and belonging.

Across faculties and departments, CPUT continues to foster a work environment rooted in inclusivity, mutual respect, and staff wellbeing. Notable strides have been made in embedding diversity and cultivating a sense of belonging through a range of targeted initiatives. The Faculty of Health and Wellness Sciences has demonstrated institutional leadership in LGBTQIA+ and disability inclusion. Emergency Medical Sciences introduced gender-neutral bathrooms, removed gender markers from administrative forms, and revised curriculum content to address the healthcare needs of sexual and gender minorities. Annual LGBTQIA+ and disability awareness sessions, alongside partnerships with NGOs such as Triangle Project and Gender DynamiX, further promote a safe, affirming environment for staff and students alike.

Cultural and gender equity celebrations have reinforced social cohesion across the university. Women’s Day events in faculties such as Health and Wellness Sciences, FBMS, and Informatics and Design (FID) created platforms for recognition and empowerment of staff. The FID event, themed around the transformative power of language and diversity, featured poetry, wellness talks, and a keynote by renowned author Dr. Sindiwe Magona, left participants inspired and deeply connected to their institutional community.

The Division of Student Affairs’ celebration of Africa Day during 2024 was one of the many significant events within the division that embedded diversity and social cohesion through the diverse presentations, attire of participants, food offerings and exhibitions on display.

4.7.1 Support Services Driving Wellness, Remembrance, and Inclusive Culture

Beyond the faculties, several support service units, centres, and divisions at CPUT have actively advanced diversity, wellness, and social cohesion through strategic programmes and inclusive engagements. The CDISC played a central role in sensitisation and training efforts. In collaboration with Human Capital, the CDISC facilitated capacity-building sessions for staff on Diversity, Inclusivity and Belonging, and Gender-Based Violence (GBV), through the Momentum Health Employee Assistance Programme. These sessions aimed to deepen institutional awareness and empower staff as agents of transformation.

Further reinforcing CPUT’s commitment to a socially just and supportive environment, the DSA maintained inclusive staff engagement through regular Transformation Forum meetings and project committee platforms. These gatherings promote inclusive participation and shared ownership, enabling staff voices to be meaningfully integrated into institutional planning and responsiveness.

The Marketing and Communications Department also contributed symbolically and emotionally to fostering a culture of remembrance and community solidarity. The relaunch of the CPUT Dome of Remembrance provided a space not only to honour the memory of departed staff and students but also to celebrate the living legacies and contributions of current staff, supported by new digital infrastructure and plans for interactive storytelling through touchscreens.

In Library Services, staff professional growth was linked directly to inclusion and mental wellbeing. Staff engaged in a range of webinars covering mental health, emotional intelligence, coaching, mentorship, and diversity in research. This aligns with the university’s strategic intent to create a knowledgeable, emotionally intelligent, and socially aware workforce.

These initiatives across support units illustrate a consistent institutional effort to embed inclusivity, wellness, and cohesion not only in teaching and learning spaces but in all corners of the university. Collectively, they contribute to an institutional culture where human dignity, psychological safety, and transformative engagement are integral to the staff experience.

FOCUS AREA 5

Smart internationalisation

The Strategic Initiatives and Partnerships (SIP) Unit plays a critical role in advancing institutional transformation and internationalisation by cultivating strategic relationships that align with the institution’s Vision 2030 and broader transformation agenda. SIP drives internationalisation through facilitating global and continental collaborations that enable staff and student mobility, joint research, and intercultural exchange contributing to the development of globally competent graduates and enhancing CPUT’s academic reputation. Focus area 5 (Smart Internationalisation) interfaces with focus area 3 (Smart Research, Technology, Innovation and Partnerships) as it seeks to address partnerships. Through its work, the directorate also strengthens partnerships with industry, government, and civil society to support socially responsive research and innovation that address national priorities and global challenges.

The CPUT continues to embed internationalisation to its transformation agenda by exposing staff and students to meaningful engagement across local, national, continental, and global platforms. These engagements are strategically aligned with the institution’s commitment to advancing the National Development Plan (NDP 2030), the African Union’s Agenda 2063, and the United Nations Sustainable Development Goals (SDGs). Through student and staff exchanges, collaborative research, servicelearning, and participation in international academic networks, CPUT strengthens its contribution to socially responsive knowledge production and global academic citizenship. The institution’s approach to Smart Internationalisation fosters mutual learning, cultural exchange, and inclusive development across disciplines and stakeholder groups.

5.1 Strengthening Global Academic Mobility and Partnerships

CPUT has significantly expanded its international footprint through formalised MoUs, staff and student exchanges, and institutional collaborations across Europe, Asia, Africa, and the United States of America. Faculties such as Applied Sciences, Business and Management Sciences, and Health and Wellness Sciences have renewed and established international agreements, enabling structured mobility with institutions like ESA (France), Polytechnic of Porto (Portugal), ESIROI (Réunion Island), and UPEC (France). Programmes such as the Erasmus+, ENVEST, and DAAD-funded CESAR project further support academic mobility and intercultural exchange. Notable examples include staff training in China, faculty exchange in India, and doctoral research collaboration in Spain.

5.2 Embedding Internationalisation into Teaching, Research, and Curriculum Development

The Collaborative Online International Learning (COIL) projects have been embedded across faculties to enhance digital pedagogy and cross-border classroom engagement. Departments like Consumer Science, Sport Management, Human Resources Management, and Tourism have implemented COIL-based modules with partner universities in the Netherlands, Germany, Russia, and Portugal. In parallel, international research collaborations such as seaweed nutrition with France’s IRD and solid waste research with the University of Mainz align with global sustainability goals. Graduate Attributes and SDG targets are also being consciously embedded into teaching and learning processes, supported by quality assurance and global benchmarking efforts.

5.3 Advancing Community Engagement and Social Impact through International Networks

CPUT has leveraged its global connections to advance local socio-economic development in alignment with the SDGs (Agenda 2030), the African Union’s Agenda 2063, and Cape Vision 2040. Initiatives such as the Weskusmandjie Service-Learning project, Honeybush Co-operative water quality analysis, and the Ikamva Youth Mentorship Programme bridge global learning with local impact. These initiatives are often funded or supported through international agencies such as the NRF, and or DAAD and contribute to both community upliftment and student experiential learning. International public lectures, youth development exchanges, and symposia such as the Africa Dental Symposium, Utah Ventilation Research Summit also enable reciprocal knowledge exchange between CPUT and the global community.

5.4 Extending Internationalisation through Strategic Institutional Units and Partnerships

Beyond faculty-level engagements, several institutional centres and support units at CPUT have actively contributed to advancing the university’s Smart Internationalisation agenda. These contributions reflect a commitment to building global partnerships, enhancing institutional visibility, and embedding the Sustainable Development Goals (SDGs) into strategic operations.

The CE & WIL strengthened regional and international collaboration through its participation in the DAAD-funded CESAR project alongside partners in Germany and Namibia. The Centre also played a critical role in CPUT’s Erasmus+ curriculum innovation application and continued its engagement with the Technological Higher Education Network South Africa (THENSA) Entrepreneurship Education project, aligning with global education reform and community-based learning models.

5.5 Institution-Wide Internationalisation through Leadership, Inclusion, and Knowledge Exchange

The Division of Student Affairs (DSA) engaged in strategic international dialogues, including a trilateral meeting with the University of Leeds and Higher Education Resource Services-South Africa HERS-SA, focusing on leadership development and gender equity in higher education. Additionally, the Library Services further supported global engagement through academic and professional exchange. Highlights include CPUT librarians contributing to an IFLA-hosted international webinar, a benchmarking research visit to Australia to improve data and library practices, and a faculty librarian presenting research on mobile technology for special needs learners at a conference in Portugal.

The CDISC positioned global equity and cultural diversity at the heart of institutional dialogue. It co-hosted a highimpact International Women’s Day event with HERS-SA and the DSA under the global theme “DigitALL: Innovation and Technology for Gender Equality,” reinforcing SDG 5. Additionally, CDISC’s Africa Day Public Lecture brought scholars and institutional leaders together to reflect on African cultural identity in higher education, further embedding African scholarship into global discourse. All these initiatives, and activities affirm that internationalisation at CPUT is institutionwide, extending well beyond student exchanges to include strategic leadership, service learning, community impact, gender inclusion, and academic visibility on global platforms.

FOCUS AREA 6

Smart engagement and strong links with quintuple helix partners

The institutional approach to transformation is strengthened through dynamic and reciprocal partnerships with academia, industry, government, civil society, and stakeholders reflecting the quintuple helix model. This focus area cuts across focus area 3 (Smart Research, Technology, Innovation and Partnerships) These partnerships are embedded in curriculum innovation, work-integrated learning, community engagement, applied research, and social responsiveness initiatives. By fostering collaboration across local, national, continental, and international platforms, CPUT contributes meaningfully to solving real-world challenges, promoting equity, and driving sustainable development. The institution’s engagements align with strategic frameworks such as the National Development Plan (NDP 2030), Agenda 2063, and the Sustainable Development Goals (Agenda 2030), ensuring that transformation is both contextually relevant and globally informed.

6.1. Strengthening Industry Partnerships and Work-Integrated Learning (WIL)

Across all faculties, CPUT demonstrates robust engagement with industry partners to enhance graduate employability and curriculum relevance. Notable examples include Golden Arrow’s customer satisfaction research project in Applied Sciences, student placements with Sweet-Orr and Radio KC107.7 in Business Management Sciences, and strategic partnerships with Mercedes-Benz, Aspen, and Biovac in Engineering and Built Environment and Health and Wellness Sciences. Many departments have formalised MoUs or are renewing them to support sustainable WIL, industry exposure, and joint curriculum development. CPUT continues to build and formalise strong partnerships with industry stakeholders to enhance curriculum relevance, student employability, and academic innovation. Faculties such as Applied Sciences, Engineering and Built Environment, and the Business Management Sciences have embedded WIL into their programmes, with numerous students placed across sectors including transport (Golden Arrow), horticulture, retail (Sweet-Orr), broadcasting (KC107.7), and biotechnology (UVUBio, Biovac, and GIZ). These engagements also generate third-stream income and stimulate applied research. Industry advisory board meetings, such as those hosted by Business Information Administration and Biotechnology, further align academic content with labour market needs and emerging trends.

A total of 21 service-learning (SL) projects were reported across academic departments in the Faculty of Health and Wellness Sciences, demonstrating sustained commitment to community-engaged teaching and learning (Table 12). These projects reflect various stages of the service-learning cycle such as the planning, implementation, and evaluation and are embedded in curriculumlinked student engagement. The projects are listed below.

6.2. Advancing Civic Engagement and Community-Based Learning

Service-Learning (SL) and civic engagement initiatives are embedded in multiple programmes. The Atlantis STEAM Project, Ikamva Youth Mentorship, South African Bone Marrow Registry partnerships, and Food and Beverage Management’s outreach to deaf learners reflect CPUT’s alignment with societal development and educational equity. Departments integrate SL in curriculum (e.g., pickled mussel evaluations, Lotus initiative, Life Sciences tutoring), with increasing efforts toward formal agreements and impact measurement through RIFTAL funding applications.

Service-learning and civic engagement are core to CPUT’s approach to transformation and social responsiveness. Across departments, initiatives like the Ikamva Youth Mentorship, Weskusmandjie seafood project, Life Sciences Tutoring Programme, and the Lotus Elderly Support Initiative promote social cohesion, learning through service, and graduate citizenship. The Faculty of Health and Wellness Sciences alone has over 20 Service-Learning projects in different phases of implementation, this is a commendable effort from the faculty. The Atlantis STEAM project, developed in partnership with ASEZ, and community health outreach activities such as one with Gift of the Givers demonstrate long-term, multistakeholder collaboration with direct community benefit.

The Cape Town Hotel School (CTHS) hosted an Ubuntu Foundation breakfast, whilst the CTHS staff members also participated in the “Cupcakes for Cancer” fundraising event held in Fishhoek. The event not only raised funds for cancer and research, but also created awareness.

6.3. Promoting Curriculum Innovation and Graduate Transformation

CPUT is leveraging its external partnerships to modernise curricula and equip students with future-ready skills. Examples include the Dual Higher Education model in Food Science, integration of Digital Twin technology in Engineering, interdisciplinary COIL projects addressing SDG-linked problems, and entrepreneurship challenges tied to real-world cases. The Faculty of Education’s collaborative research in STEM, vocational education, and e-learning highlights the use of partner-funded research to drive transformation in teaching and learning.

In response to rapidly changing industry demands, CPUT is reshaping its curriculum and pedagogical approaches through innovation-led partnerships. The Dual Higher Education Programme in Food Science blends academic content with structured workplace learning, while Engineering and Built Environment departments are advancing Digital Twin collaborations with DHBW Germany. In Entrepreneurship and Business programmes, students engage with SDG-aligned case studies and COIL projects that promote interdisciplinary thinking and global problem-solving. These initiatives directly contribute to CPUT’s transformation goals by equipping students with the tools, exposure, and mindset required for future-ready careers.

6.4. Embedding Multi-Stakeholder Collaboration in Social Impact and Policy Reform

Institution-wide collaboration with government such as the Western Cape Department of Education (WCED), SAPRIN, Department of Health), NGOs (such as Higher Health, Gift of the Givers), and civil society strengthens CPUT’s contribution to local development agendas. Strategic engagement with PRASA, Central University of Technology, and international partners supports innovation in public health, emergency response, gender inclusion, and leadership. The DSA’s gender summits, disability school outreach to three schools, and sanitary pad drives illustrate integration of civic and social challenges into transformation-led programming.

CPUT is embedding itself in broader ecosystems of change by partnering with government, civil society, NGOs, and other universities to address systemic social and economic challenges. The Faculty of Education’s research with the WCED and the DBE, the Biomedical Sciences’ work with the South African Bone Marrow Registry and Black Donors Save Lives, and the DSA’s joint summit with the University of Free State and Stellenbosch University all reflect high-impact collaborations. The Marketing and Communications Department’s outreach to Mfuleni and the Disability Unit’s school visits reinforce CPUT’s commitment to inclusive, human-centred engagement across all helix sectors.

In summary, CPUT continues to forge meaningful connections with quintuple helix partners to address local challenges and expand access to higher education. Participation in the DSD Career Expo in Delft and the Christel House Special Assembly strengthened community ties and visibility. Nationally, the university extended its access efforts through Schools Engagement roadshows in the Eastern Cape, Polokwane, and Mbombela engaging Education District HODs, principals, and Life Orientation teachers. These initiatives reinforced CPUT’s commitment to inclusive education, partnershipbuilding, and widening participation across diverse communities.

FOCUS AREA 7

Smart engagement and strong links with quintuple helix partners

Smart student engagement reflects CPUT’s commitment to cultivating a student-centred, inclusive, and socially responsive learning environment that advances access, equity, success, and human dignity. Through a cross-cutting approach that spans faculties and support services, the institution has implemented strategic initiatives to promote holistic student development, mental and academic wellbeing, safety, and leadership. These efforts are grounded in values of transformation, social justice, and the recognition of diverse student identities, ensuring that the university not only delivers quality education but also fosters socially conscious and empowered graduates. The DSA has a main mandate to shape student experiences through learning, listening and living spaces. Within the division student engagement are delegated as follows:

FACULTY

Student Counselling

NUMBER OF PROJECTS

Individual and career counselling, Wellness programmes, peer helper services, Student Life & Residences

Disability Unit

Sport, Arts & Culture

Student engagement and learning unit (Previously known as the HIV/Aids Unit)

Student Governance & Leadership Development SGLD)

Campus Health

Offers living, learning and listening spaces.

Support to students with disabilities (i.e., reasonable accommodations, exam concessions),

Awareness raising and sharing of best practices.

Resource Centre with short-term loan devices, and labs with specialised devices and software.

Offer both competitive and recreational sporting codes on all campuses and cater for all types of sportsmen and women.

In addition, the department offer information and workshops on healthy lifestyle issues such as healthy eating, how to overcome addictions, weight loss programs and stress relief.

They also offer visual arts, choir, music, debate, drama, book club, dance, poetry & story telling

Include a robust peer education program, Mobile Wellness Services, mass awareness campaigns as well as research and community engagement activities.

Co-ordinate the co- curricular programmes and community service activities on and off campus, for SRC’s.

Provide primary health care services to registered students at the University. One of its key focus areas is the promotion of healthy lifestyles and the prevention of illness.

7.1 Advancing Holistic Student Development and Academic Support

Faculties, departments, units, and centres contributed to institutional initiatives aimed at equipping students with academic, psychosocial, and leadership competencies. From blended learning strategies, mentorship, teaching assistants, and academic advisors to tailored support for or such as the Final Year Experience (FYE), CPUT is proactively nurturing student growth and success. Collaborative service-learning and Work-Integrated Learning (WIL) programmes further reinforce employability and

graduate readiness. CPUT has embraced a holistic approach to student development that prioritises inclusivity, equity, and dignity. Initiatives such as the “One Residence, One Garden” project, nutritious meal pilots, and collaborative food security interventions (such as Food Drive Fridays) reflect the institution’s responsiveness to socio-economic challenges that impact student wellbeing. Multilingualism and literacy programmes, GBV sensitisation, LGBTQIA+ inclusion dialogues, and anti-xenophobia campaigns are embedded across faculties and student support units, reinforcing CPUT’s commitment to human rights and social justice.

Student leadership is also nurtured through mentorship, peer-led support, and participation in civic initiatives like the Community Engagement Student Academy (CESA) and the #ChangeAgent social change projects. Events such as the District Six Museum site visits and diversity management workshops facilitate critical reflection on South Africa’s sociopolitical history, while inclusive sport and cultural activities build campus belonging.

7.2 Fostering Inclusive, Safe, and Responsive Campus Environments

Student wellbeing, diversity, and inclusion are institutional priorities. GBV awareness, disability inclusion, multilingualism promotion, and cultural sensitivity efforts, Human Trafficking awareness and prevention campaigns often led by CDISC, faculties, and support units reflect a commitment to student dignity, safety, and belonging. Peer-led leadership models, food security projects, and LGBTQIA+ sensitisation events deepen social cohesion and institutional transformation.

The university continues to improve academic support through a blend of technology-enabled resources, peer mentorship, and tailored interventions under Fundani such as the FYE programme, tutor training, and retention officer programmes. Faculties are implementing student success-focused teaching innovations such as smart attendance tracking, e-portfolio integration, and curriculum-aligned service-learning and work-based learning modules.

Students are exposed to industry through experiential learning, WIL placements, entrepreneurship support some include the (Entrepreneurship Tuesdays, Art of Pitching), and cross-institutional collaborations like the COIL projects. Faculty-specific career preparation efforts in the form of workshops on CV writing, digital marketing sessions, and brand activations complement national opportunities like SAGEA Virtual Grad Expos and SETA learnerships, improving graduates’ competitiveness in the job market.

7.3 Empowering Students Through Community Engagement and Leadership

Across faculties, students are empowered as change agents through participation in entrepreneurship projects, heritage preservation, financial literacy training, and civic engagement. Platforms like the Community Engagement Student Academy (CESA), class representative systems, and COIL projects foster leadership, social awareness, and real-world impact. These experiences align students’ personal growth with CPUT’s vision of socially responsive, globally competent graduates.

CPUT has taken deliberate steps to create an emotionally and physically safe campus culture through anti-GBV advocacy, gender sensitisation, and student safety campaigns. The integration of GBV modules in the curriculum, especially in FYE programmes, is a key institutional strategy that should be replicated across faculties. In addition, faculties have hosted panel discussions, public lectures, and commemorative events to raise awareness on GBV, student safety, and transformation, often in collaboration with partners such as Ilitha Labantu and Inclusive and Affirming Ministries (IAM).

The Faculty of Business and Management Sciences students engaged with A21 and created awareness in communities and on campus through posters, digital videos and silent protests, and joined in the annual Walk for Freedom which is an international day of global awareness of Human Trafficking.

Furthermore, inclusive infrastructure, such as the Eye Clinic’s social responsiveness projects and the Health and Wellness Sciences Department’s plans for gender-affirming practices, signal a shift toward culturally affirming education. The Library Services, CDISC, and DSA have also played a role by curating inclusive resources, offering poetry and cultural showcases, and supporting students with disabilities through peer mentorship and accessibility initiatives. These activities affirm CPUT’s ethos of oneness and its broader Vision 2030 commitments to belonging and transformation.

Recommendations

As CPUT advances its transformation agenda under Vision 2030, it is critical for institutional efforts across strategic focus areas to be increasingly integrated, intersectional, and equity driven. The university’s commitment to becoming OneSmart CPUT is based on the principles of inclusivity, innovation, social justice, and responsiveness. The recommendations are provided by each or under each focus area and are aligned to the Institutional Transformation Framework.

• Focus Area 1: Smart ITC Workforce and Environment , the institution has made good progress in digital transformation, which paves a strong foundation for smart learning. However, further embedding transformation requires expanding equitable digital access for all students. The institution could more accessible, multilingual digital platforms and tools that accommodate students with disabilities and diverse linguistic backgrounds. There is ongoing staff development in AI integration, inclusive digital training, and analytics could be prioritised.

• Focus Area 2: Smart Teaching and Learning Environments calls for the transformation of pedagogy, curriculum, and learning culture. To create truly inclusive and decolonial academic spaces, the university should consider institutionalising an orientation framework that spans the first semester and includes psychosocial support, digital readiness, gender-based violence prevention, and inclusive academic skills. Further, all faculties should consider expanding efforts to incorporate multilingual content, indigenous knowledge systems, and culturally responsive curriculum design. Building on successful models in the Applied Sciences and Engineering faculties, Teaching and Learning hubs that are transformative should be established to foster collaboration between students, lecturers, and support services in co-designing inclusive learning environments.

• Focus Area 3, centres on Smart Research, Technology, Innovation, and Partnerships (RTIP), is a critical pillar for realising CPUT’s Vision 2030 agenda and its goal of becoming a transformative, socially responsive university. While there have been notable achievements in expanding postgraduate enrolments, investing in infrastructure, and establishing community linked research projects, a more deliberate and inclusive approach is required to ensure that research excellence is deeply aligned with transformation imperatives. To advance this agenda, the institution is encouraged to strengthen its support for emerging researchers, especially those from historically marginalised backgrounds. Structured mentorship, targeted funding (such as Thuthuka and nGAP-linked bursaries), and participation in local and international research networks should be scaled up to develop the next generation of diverse scholars. Special attention must be paid to black women, early-career academics, and researchers with disabilities to ensure equitable representation and advancement within the institution’s research ecosystem. Further, the university should intensify its focus on transformation-themed and community-responsive research. Faculties and departments must be supported to embed research agendas that address social justice, gender equality, climate resilience, indigenous knowledge, and public health issues that resonate with both national priorities and global challenges.

• Focus Area 4: Smart Human Capital and Talent is central to achieving lasting transformation. While there has been progress in diversifying academic and support staff, significant work remains. CPUT should deepen implementation of the “growing our own timber” strategy by investing in the development and promotion of Black South African academics, particularly women, through targeted postgraduate support, mentorship programmes, and nGAP-aligned pathways. The expansion of inclusive professional development opportunities including the Teaching Development Programme (TDP), curriculum transformation training, and leadership mentoring will strengthen both equity and excellence. At the same time, staff wellbeing must be embedded into institutional culture through wellness initiatives, psychological support, and inclusive policy implementation. Special attention should also be given to supporting staff with disabilities and ensuring diverse staff representation across all occupational levels.

• Focus Area 5: Smart Internationalisation, CPUT must continue evolving from traditional mobility models to a transformationcentred approach to global engagement. Partnerships, African scholarship collaborations, and virtual exchange models such as Collaborative Online International Learning (COIL) should be prioritised to ensure that students and staff who are historically excluded are not left behind. Internationalisation strategies should explicitly embed the Sustainable Development Goals (SDGs) and AU Agenda 2063 into curriculum and research. Additionally, equity-driven mobility funding and inclusive participation in global opportunities must be monitored to ensure that transformation principles are upheld in international partnerships.

• Focus Area 6: Smart Engagement and Strong Links with Quintuple Helix Partners provides a critical platform for advancing social justice, community empowerment, and graduate readiness. The institution should formalise transformation-centred engagement strategies, ensuring all partnerships whether with government, industry, civil society, or communities promote equity, inclusivity, and mutual benefit.

• Finally, Focus Area 7: Smart Student Engagement and Learning Experiences remains at the heart of the transformation agenda. While CPUT’s support for student access and development has expanded, the institution should consider scaling and increasing holistic support services particularly in mental health, food security, disability support, and gender-based violence prevention. Strengthening of inclusive student structures, including LGBTQIA+ groups not only for students but include employees, women’s leadership collectives, and will create inclusive platforms for student voice and belonging. Furthermore, efforts to democratise leadership and career development opportunities especially for students from working-class, rural, and previously disadvantaged communities should be integrated into the broader student development strategy. Monitoring and evaluation mechanisms could be enhanced to track different student experiences and outcomes across demographic categories, informing evidence-based transformation planning.

Limitations

Despite the institution’s ongoing commitment to embedding transformation as a strategic imperative, one of the key limitations that persist is the way institutional transformation data is currently gathered and reported. The current reporting template limits holistic reporting that covers the four thematic areas of the DHET/USAf Transformation barometer. The Centre for Diversity, Inclusivity and Social Change with internal partners is in the process of reviewing the institutional transformation reporting template to ensure that it reflects the meaningful work done institution wide.

A further limitation is the inconsistent collection and availability of disaggregated data across the institution, particularly relating to gender identity and sexual orientation. While progress has been made in reporting male and female ratios, there are significant gaps in capturing the full spectrum of gender diversity, as well as the intersectional factors that shape students’ and staff members’ experiences. This, therefore, presents an opportunity to reflect on the current gaps and devise efforts towards holistic and accurate reporting that considers inclusion and representation, this will further enable the institution to plan and implement responsive and targeted interventions.

Conclusion

The 2024 Annual Institutional Transformation Report reflects CPUT’s unwavering commitment to embedding transformation as a strategic, systemic, and inclusive imperative. Through the seven focus areas of the Vision 2030, the institution has demonstrated meaningful progress in advancing digital inclusion, decolonised teaching and learning, socially responsive research, inclusive human capital development, internationalisation, multi-stakeholder engagement, and holistic student experiences.

While notable achievements have been made, such as the expansion of postgraduate enrolments, the establishment of research chairs, and the implementation of inclusive digital platforms, persistent challenges remain. These include uneven service-learning integration, gaps in disaggregated data collection, and the need for formalised partnerships and graduate tracking systems. Addressing these limitations will be critical to deepening institutional impact and ensuring that transformation is not only measurable but lived.

Transformation at CPUT is not a finite goal but a continuous journey. It requires collective ownership, bold leadership, and sustained collaboration across all university structures. As the institution moves forward, it must continue to centre equity, representation, and social justice in all its endeavours—ensuring that no student or staff member is left behind. By doing so, CPUT will not only fulfil its Vision 2030 aspirations but also contribute meaningfully to the broader national and global transformation agenda.

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