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BBC News
9 hours ago
- Business
- BBC News
University of Suffolk cuts jobs due to 'financial pressure'
A university under "considerable financial pressure" has cut 45 jobs. The University of Suffolk, based in Ipswich, said it made 26 redundancies and decided to close 19 vacant posts due to "the falling value of the student tuition fee, tightening of overseas visa rules and rising costs".It added that the redundancies were "mostly voluntary" and included a "mixture of academic, professional services, senior managers, support and technical staff".Job cuts were first proposed in May, as part of measures to save £3.5m. A spokesperson for the University of Suffolk said: "Like the majority of UK universities, Suffolk is under considerable financial pressure. "Following a wide-ranging consultation, we have restructured the university into two academic schools, reducing management and administration costs, and streamlined structures and processes across our professional services."It said it had been able to "minimise" the number of redundancies by some members of staff changing jobs or cutting their hours. The spokesperson said: "While the financial position remains challenging, we have been able to minimise the impact on our students and will continue to invest in providing a high-quality education and student experience." Follow Suffolk news on BBC Sounds, Facebook, Instagram and X.
BBC News
5 days ago
- Business
- BBC News
Bournemouth University cuts 200 jobs and scraps courses
A university has cut about 200 jobs, suspended 15 courses and cancelled three others ahead of the new academic University, which has about 17,000 students and employed about 1,600 staff, said the positions had been lost through voluntary redundancies.A spokesman said the other changes were part of a "regular review of the courses we offer".The university previously said it was "deeply saddened and devastated" about the staff losses, but it was "facing financial pressures with rising operational costs". The spokesman said academic staff were "no longer at risk of compulsory redundancies at this time"."Our academic teams are fully focussed on the year ahead and are looking forward to welcoming our new and returning students to BU," they said."As part of our regular review of the courses we offer, we suspended around 15 courses but only proposed to close three courses for this year's entry. "Many of these were similar to other, more popular, courses in the same subject areas which can be confusing to applicants."So whilst there may be slightly fewer courses on offer, we still offer students the chance to study the majority of subjects as before."Students across England, Wales and Northern Ireland are due to receive their A-level, T-level and BTec National Alison Honour, the university's vice-chancellor and chief executive officer, said it was looking forward to welcoming "thousands of new students".The University and College Union (UCU) previously said up to 10,000 university jobs could be at risk this academic year because of an "unprecedented crisis" in higher education. You can follow BBC Dorset on Facebook, X (Twitter), or Instagram.
Mail & Guardian
20-06-2025
- Politics
- Mail & Guardian
Advance academic excellence through transformation and internationalisation at SA universities
The brain circulation among academics is an international phenomenon that must be celebrated instead of being despised. In recent public discourse, questions have been raised about South African universities prioritising hiring foreign academics over local talent. These claims, though understandable in the broader context of our country's unemployment problem, require deeper interrogation and a nuanced understanding of the higher education landscape, history and its purpose. The little-understood or even misunderstood concept of internationalisation of higher education in South Africa also needs to be clarified. As context for our higher education system, South Africa is an open economy and an integral part of the global academic community. As the world becomes increasingly interconnected, our universities must remain at the cutting-edge of international developments to maintain their relevance in society, and to foster their excellence, globally, and general sustainability. In today's knowledge-driven economy, learning is no longer bound by geographical borders. Institutions of higher learning must therefore actively work with global scholarly pursuits to ensure South Africa remains locally relevant while retaining competitiveness in global research, innovation and intellectual contributions. Data from the Higher Education Management Information System shows that foreign nationals constitute just over 12% of academic staff at South Africa's 26 public universities, with higher concentrations in science, engineering and health faculties. Data on international mobility of European researchers in higher education in 2019 shows a decrease in the share of internationally mobile researchers from 2012 to 2019. For those mobile for three or more months, the share fell from 31% in 2012 to 27% in 2019. For short-term mobility, the decrease has been more dramatic, from 41% to 32% in the same period. Excellence in academia transcends national boundaries. Talented people from all backgrounds drive innovative research, scientific progress and interdisciplinary knowledge. This global collaboration is at the heart of what is known as the internationalisation of higher education — an intentional effort to integrate global perspectives into higher education. Such efforts aim to enhance the quality, goals, and delivery of higher education and research. Neglecting this international dimension risks stagnation and missed opportunities for growth. Cross-border partnerships offer access to cutting-edge expertise, diverse viewpoints, and varied learning methods, fostering the cross-pollination of ideas essential for advancing knowledge. South Africa has long embraced internationalisation as a mechanism to enrich its academic content and environment. Our institutions benefit from global networks that facilitate funding opportunities, research partnerships which seek to advance new knowledge and innovations, and scholarly exchange programmes — all critical components of a thriving higher education ecosystem. These international connections are not a luxury but a necessity in ensuring that South African universities maintain their standing in global competitiveness and intellectual discourse. The modern academic landscape is shaped by the seamless exchange of ideas, facilitated by technology and international collaborations. No country can develop its knowledge economy in isolation, and South Africa is no exception. Higher education must occur within an environment where leading experts share discoveries and emerging trends without geographical constraints. Transformation an imperative Several factors contribute to the current staffing situation within our institutions. First, under apartheid, the majority of South Africans were systematically excluded from pursuing qualifications and careers in fields such as science, engineering and medicine. The legacy of these discriminatory policies persists today, making it necessary for universities to rely on foreign nationals to fill critical academic roles. As a result, the importation of advanced skills remains an ongoing reality for South African higher education, notwithstanding the need for internationalisation to enhance quality higher education and development of local skills. Second, academic careers have not always appealed to local professionals, particularly when the private sector offers significantly higher salaries for roles requiring fewer qualifications. Additionally, the widespread use of temporary contracts — accounting for about half of universities' staff — creates uncertainty that discourages those seeking long-term job security for themselves and their families. These conditions have contributed to the fact that only just over half of academics at South African universities hold PhD qualifications, which is a necessity for development of new knowledge, growth of higher education and also still falling short of the National Development Plan's goal of 75% by 2030. The historical exclusion of the majority population led to legislation promoting employment equity and workplace transformation to which our universities remain compliant. While universities strive to attract and retain local academics in pursuit of diversity, equity, and excellence, the scarcity of qualified local candidates often makes international recruitment a necessary strategy. Benefits of internationalisation Internationalisation and the development of local academic talent are not opposing goals. Rather, they are mutually reinforcing: each enhances the other's value and effectiveness. Prioritising opportunities for local scholars should go hand in hand with recognising that their growth is strengthened through international expertise. The presence of foreign academics in our institutions fosters mentorship, collaborative research and skills exchange, ultimately benefiting both local scholars and students. The cross-pollination of ideas and methodologies enriches academic discourse and drives innovation that serves both South Africa and the global community. Moreover, internationalisation does not equate to sidelining South African academics. On the contrary, many of our brightest minds have flourished through international exposure, and our universities remain committed to nurturing local talent through initiatives such as grants, postdoctoral fellowships, and programmes like the New Generation of Academics Programme, Nurturing Emerging Scholars Programme, and Future Professors Programme. These initiatives specifically support historically under-represented groups. Furthermore, many South African scholars have gone on to contribute meaningfully to global scholarship. Thus, the current public discourse, which seeks to dismiss the importance of links to international academic risks leading the nation down a harmful path. We cannot forget the damaging effects of apartheid-era academic isolation. As we continue to rebuild from that legacy, we must resist being misled by those who, under the guise of protecting national interests, advocate for a narrow and inward-looking approach. Our goal should not be exclusion but integration — creating dynamic universities where diverse, talented minds converge to shape a better future. A collaborative future Instead of viewing internationalisation as a threat to local employment, we should see it as an opportunity for shared progress. South African universities must continue to cultivate local academic talent while embracing global perspectives that drive innovation, research, and thought leadership. The focus should be on merit, strategic value, and academia's role in tackling societal challenges. As South Africa competes in a global knowledge economy, our institutions must stay internationally connected to ensure students and scholars benefit from the best expertise, regardless of national origin. Integrating international knowledge is not a dismissal of local talent but a strategic move to enhance our intellectual capacity. We must remember that true academic progress does not thrive on exclusion; it flourishes through diversity, shared inquiry and an unwavering commitment to excellence. By welcoming global perspectives while fostering homegrown talent, South African higher education will continue to drive effective solutions, groundbreaking discoveries, and transformative leadership that benefit not only our nation but the world. The question is not whether we should work internationally; it is how boldly we will position ourselves as a knowledge powerhouse in the years to come, drawing on both local and international talent. South Africa's universities have a choice: to insulate themselves or to lead. The path forward is clear — leadership through knowledge, collaboration and a global vision. Dr Phethiwe Matutu is the chief executive of Universities South Africa.
The Guardian
12-06-2025
- Business
- The Guardian
Proposed Macquarie University restructure will ‘hollow out' humanities, academics say
Academics have accused Macquarie University of 'hollowing out' the humanities after the institution announced a restructure that would halve some arts faculties and drastically reduce course offerings for some degrees. Under the proposed changes, seen by Guardian Australia, 42 full-time equivalent academic roles in the Faculty of Arts and 33 in the Faculty of Science and Engineering would be cut, making about $15m in net savings. Curriculum changes would be made in 2026 and 2027, with mergers and reductions largely attributed to low enrolment figures. The proposal, released to staff on 3 June, said the prospect of international student caps and 'uncertainty' in domestic student growth meant Australian universities could no longer rely on boosting enrolments to ensure financial sustainability. 'The objective of the changes … is to resize the workforce in areas where current staff profile and capacity is not aligned to student demand.' Staff have less than a month to provide feedback about the cuts. A final decision is expected to be made in early July. A spokesperson for Macquarie said the proposed curriculum changes were designed to ensure education remained 'transformative' for students. 'The needs of employers and students are evolving and universities, including Macquarie, need to adapt to modern demands,' they said. 'While we are preserving traditional humanities subjects such as history, philosophy, and English literature, we are at the same time offering majors and courses that are focused on employability and meeting areas of student interest and demand.' Sign up for Guardian Australia's breaking news email President of the National Tertiary Education Union (NTEU) and academic at Macquarie, Dr Alison Barnes, said she had been receiving 'constant calls' from academics worried about changes at their institutions. More than a dozen universities are undergoing restructuring, including ANU, UTS, Western Sydney University and the University of Wollongong. The NTEU estimated that more than 1,000 roles were on the line, less than five years after more than 17,000 job cuts during the pandemic – or 13% of the workforce. 'Another round of job cuts is extremely damaging to people's wellbeing, they're living with systemic uncertainty,' Barnes said. 'It's also having a corrosive impact on students. They need to be able to study things that they are inherently interested in.' At Macquarie, ancient history and archaeology, creative arts, politics and international relations and the school of sociology would all lose up to, or more than, half of their FTE staff, while media and communications – which jointly operates the 2SER radio station with the University of Technology, Sydney – would be reduced by about one quarter under the proposed changes. Majors would also be discontinued in a string of study areas including politics, gender studies and performing arts, while a number of bachelor degrees would be abolished, including music, ancient history and archeology – which would be incorporated into a new bachelor of history. The number of media majors would also be reduced from six to three. Ten new research positions would be created in science and engineering, and two in education. Barnes said it 'shocked' her that the humanities was being particularly targeted. 'It's this hollowing out of our institutions. You've got people who've worked their entire lives in these disciplines, and then that knowledge is lost, which is why I think these decisions are so incredibly damaging and shortsighted. 'It's a travesty, and it's heartbreaking.' Acting president of the Australian Historical Association (AHA), Prof Kate Fullagar, said the cuts were part of the 'ongoing devaluation' of humanities at Macquarie and most Australian universities. 'What we're most concerned about is the reduction in unit offerings and staff – ancient history has been massively depleted, and that sector was clearly the best in the country,' she said. Sign up to Breaking News Australia Get the most important news as it breaks after newsletter promotion 'It took Macquarie 40 or 50 years to build up … it's the university's own investment that they're undermining, and it just seems like recklessness. 'Inevitably, what will happen is that with less offerings and less choices for the students, numbers go down, and then you get into this horrible cycle where they cut you further.' In an email sent to Macquarie students on 3 June, the deputy vice-chancellor (academic), Prof Rorden Wilkinson, said students may notice a 'more focused structure' to their course, major or units from 2026. 'The units you choose from will be based on the best education offerings in each faculty,' he wrote. 'Your study choices will be clearer. The curriculum you study will be more purposeful. Your pathway to graduation will be easier.' Associate professor in the department of history and archaeology at Macquarie, Paul McKechnie, who has worked at the university for almost 20 years, said it would be challenging to adequately cover teaching with 'so few staff'. McKechnie said he was 'skeptical' about Macquarie's claims that the cuts were being made because of falling student numbers. A change paper seen by Guardian Australia, which was published by the university and distributed to staff, last year, showed the arts generated $133m in annual profit but cost $48.6m to run. The vice-chancellor of Macquarie, Prof Bruce Dowton, said universities in Western democracies were facing a 'range of external pressures' and Australia was no exception. Macquarie has run a deficit for five of the past six years, including a $4m loss in 2024. It cut its workforce in 2020 and 2021 around the time of the Covid-19 pandemic. 'We understand that changes of this nature can be unsettling, and we do not take them lightly,' Dowton said. 'Our community can be assured that we are proposing these changes because they are needed.' NTEU branch president for Macquarie, and senior lecturer in quantitative sociology, Nicholas Harrigan, said the cuts were a 'disgrace'. 'That is simply stealing from students,' he said. The spokesperson said the proposed changes were the result of 'careful planning and reflection'. They said teaching overall was 'generally financially sustainable' but that wasn't 'uniformly true'. 'Courses and units with low enrolments are generally more likely to be loss-making after all costs are fully allocated,' they said. 'Strategic realignment allows us to focus on areas of sustainable strength, invest in emerging disciplines, and make choices to safeguard our future.'
News24
30-05-2025
- General
- News24
Academic excellence through mentorship
Strategic Mentoring Programmes Drive Academic Excellence and Transformation Grow your own timber. This philosophy, rooted in the commitment to invest in 'home-grown' academic talent, has seen the University of the Free State (UFS) continue to make remarkable strides in transforming its academic landscape through innovative mentoring initiatives. Building on five years of success, the university's comprehensive Transformation of the Professoriate Mentoring Programme has significantly enhanced research output, leadership capabilities, and institutional cohesion. MENTORSHIP AS A CATALYST FOR TRANSFORMATION At the UFS, the strategic implementation of structured mentoring has proven to be a powerful tool in building a pipeline of accomplished scholars who are ready to excel at the highest academic levels. This approach recognises that true transformation requires more than just appointments – it demands sustained development and support. A PORTFOLIO OF SPECIALISED PROGRAMMES Since launching its Transformation of the Professoriate Mentoring Programme five years ago, the UFS has expanded its initiatives to address the specific needs of academics at different career stages. The current suite of programmes now supports 165 staff members across four tailored interventions: THE FUTURE PROFESSORIATE PROGRAMME Targeting academics five to eight years post-PhD, this flagship programme focuses on developing scholars who are poised to become professors and associate professors. The two-year fellowship emphasises building international profiles, increasing research impact through quality publications, and achieving recognition as established researchers through NRF ratings. In total, 41% of the 2025 cohort are black South Africans, 41% are white South Africans, and 18% are foreign-born African scholars. Supplied THE EMERGING SCHOLAR ACCELERATOR PROGRAMME (ESAP) This programme supports academics one to four years post-PhD, helping them increase research productivity, prepare for NRF Y-ratings, develop postgraduate supervision capabilities, and advance to senior lecturer positions. ESAP provides crucial early-career guidance that establishes foundations for long-term academic success. In the 2025 cohort, 54% are black South Africans, 32% white South Africans, and 14% foreign-born African scholars. THE WISE PROGRAMME (WOMEN INFLUENCING SCHOLARSHIP AND EDUCATION) Recognising the unique challenges that mid-career women academics face, WISE provides targeted support to female scholars. The programme emphasises strategic career planning and creating pathways for advancement. Among its 23 participants, 61% are black candidates, reflecting the university's commitment to intersectional representation. THE RESEARCHER EXCELLENCE ACCELERATOR PROGRAMME (REAP) REAP supports staff members who are completing their PhD qualifications or have recently graduated. With 54 participants (54% black and 69% women), the programme focuses on successful PhD completion, publishing research findings, and developing scholarship of engagement skills. ESTABLISHED PROGRAMMES – EXCELLENT RESULTS The Future Professoriate and ESAP programmes have had a significant impact on the career progression and research productivity of candidates. The results after five years of structured mentoring speak volumes about the programmes' effectiveness: EMERGING PROGRAMMES – PROMISING RESULTS The REAP and WISE programmes launched in 2024 are gaining momentum and continue to effectively support members in achieving their career goals. Beyond these quantifiable achievements, the mentorship initiatives have also fostered a culture of collaboration and excellence that permeates the institution. COMPREHENSIVE DEVELOPMENT APPROACH The UFS mentoring programmes implement a holistic approach to academic development: Intensive Writing Support: Regular writing retreats provide dedicated time and space for focused research output, with guidance from experienced mentors and editors. Expert Mentorship: Participants benefit from both internal mentoring and connections with external mentors from leading South African universities, many of whom are A- and B-rated researchers. Tailored Workshops: Programmes offer customised workshops on supervision, academic leadership, grant writing, time management, and presentation skills. Peer Learning Communities: Strategic retreats and group sessions foster collaborative networks across departments and faculties, breaking down institutional silos. Individual Guidance: Each participant receives personalised career planning and progress monitoring towards specific milestones. Supplied ADDRESSING CHALLENGES PROACTIVELY While celebrating its successes, the UFS recognises the challenges facing emerging academics, and the toll that high academic output can take on scholars' health and family life. By identifying systemic barriers and providing targeted support, an environment is created where talented academics choose to build their careers at the UFS rather than seeking opportunities elsewhere. This proactive approach has proven effective in retention and succeeded in cultivating a strong community of emerging scholars committed to the institution's future. BUILDING ON SUCCESS As the UFS mentoring initiatives enter their next phase, the focus is on sustainability and expanding impact. Alumni of the programmes now serve as mentors themselves, creating a virtuous cycle of development and support. The university's Vision 130 strategy emphasises continued transformation of the professoriate, with these mentoring programmes serving as cornerstone initiatives. Through strategic mentorship, the University of the Free State is not only transforming its professoriate but also redefining what academic success looks like in the South African context – ensuring that excellence and representation go hand in hand. Contact Us: Bloemfontein Campus: +27 51 401 9111 Qwaqwa Campus: +27 58 718 5000 South Campus: +27 51 401 9111 info@ More information: URL ________________________________________________________________ UFS social media Facebook:
