HERANA III

Programme: HERANA III

Project Goals

  1. To institutionalise data collection and analysis that can contribute to evidence-based (research) information, and
  2. To contribute to a process to strengthen knowledge production in a group of emerging research-intensive flagship universities.

Project Objectives

The institutionalisation of six years of capacity building in performance data collection within the eight HERANA network universities, combined with the promotion of developing institution-specific policies to contribute to the institutions’ knowledge-producing capabilities. This will form part of a larger set of activities to develop a group of research-intensive flagship universities in Africa.

Proposed Activities

HERANA 3 will collect key performance indicator data for each institution, building on previous rounds of data collection in HERANA Phases 1 and 2. 

Each university will compile an institutional policy document. This document will also include selected comparative data, as published in the comparative analyses An Empirical Overview of Eight Flagship Universities in Africa: 2001-2011. The recommendations contained in the empirically-based policy document be presented at institutional forums, which will consist of a cross-section of academic and senior management. It is hoped that some of the policy proposals will be included in institutional strategic plans.

Sub-project on university-community engagement

CHET’s HERANA 1 research on development-related projects at eight African universities went some way in countering the paucity of empirical research on university engagement. In HERANA 2 the objective was to further elaborate and refine the Phase 1 methodology through an more in-depth study at two HERANA universities. The research culminated in the development of a measurement instrument that could be deployed by universities to assess their engagement activities in relation to the academic core. 

In HERANA 3, the focus is on institutionalising the collection of data on university engagement activities through the use of the HERANA engagement instrument so as to provide universities with a clearer picture of the extent to which engagement activities are strengthening research and teaching and learning.

Ultimately, the data and analysis provided the HERANA engagement instrument will inform the drafting of institutional policy that promotes and supports engagement activities that are for the benefit of society while at the same time ensuring the universities’ central role as knowledge provider.

NEW University-Community Engagement Assessment Instrument