Research baselines for Law Review Committee of University of Zululand

1. The Role of Research in Policy and Practice Review
In yesterdays opening speech of the Universities Faculty of Commerce, Administration and
Law - Annual Conference, Dr Witness Simbanegavi of the National Treasury, described the
role of research as “one providing a base for thought leadership and a meaningful policy
brief to those considering policy decisions”.
This introductory research is generally focused, both internally and externally, in a broad
attempt to define the existing state of the Law Department. I would welcome specific
areas of interest for further exploration at the instruction of the Law Review Committee.

2. LAW REVIEW COMMITTEE STATED GOAL
“To establish the requirements of overhaul and realignment of
the Law Program for the establishment of an efficient, well
resourced and internationally benchmarked law school”.
RESEARCH STATEMENT
To provide leadership with an accurate empirical framework of
change upon which the following may be based.
•Strategic proposition of the proposed Faculty of Law
•Change programme schedule for above
•Define resource use and requirements
•Alternative scenario propositions for consideration

3. What is the existing and what is the required position that the Faculty
hopes to achieve?
Definition of the above position allows the formulation of a framework for
change aiming to achieve both the stated goals of the Law Department
and those of the umbrella organisation, Unizulu.
Much is already known of this desired outcome, particularly in terms of
strategic mission statements made by the Review Committee and Unizulu
leadership.
?
Consideration and definition of the
behaviour or expected behaviour of variables
and their dependants will allow a more
efficient design proposition for
organisational structure.

4. In order to collate data under a single framework of thought, a general
theoretical theme has been selected.
Dr Tony Ellsons work on ‘Culture and Positioning as Determinants of Strategy’
is relevant in provision of such a frame in the detail contained of both internal
workings of an organisation and stakeholder perceptions.
The Renewal Trajectory of the University of Zululand states two primary
objectives.
•Student centeredness.
•To become a University of choice.
As both these objectives focus on the achievement of a certain unique place
in the mind of stakeholders, Dr Elson's work is thought, by the researcher, to
be ideal.

5. Base proposition – Organisational beliefs and actions (Strategic Position) affect the
perceptions (Operational Position) of their intended audience. Organisations can be
structured to achieve a specific place in the minds of their stakeholders. A University of
choice? Student Centeredness?

6. STRATEGIC ALIGNMENT OF RESEARCH – Goals, Values &
Operational/Strategic Positional Alignment
EXTERNAL
RENEWAL TRAJECTORY
Student Centeredness
To be a University of Choice
Quality career-focused
programmes
Appropriate Research
Positive Image
Effective & Efficient
Caring Environment
INTERNAL
GOALS
UniZulu
Vision &
Mission
Innovation
Teamwork
VALUES
Accountability
Mutual Trust
CHALLENGES
Transform curricula
Centres of Excellence
Staff Engagement
Aging Infrastructure
Academic Enterprise
OPERATIONAL
POSITION
Unique position
in the mind of
stakeholders
The definition
of where we
are and where
we intend to
go provide
empirical
evidence of
the challenge
STRATEGIC
POSITION
Actions
Resource use
Engagement

7. CONCEPTUAL POSITION OF RESEARCH – within overall change
analysis framework
DEFINE
DESIGN
DEVELOP
Present Status
Future State
•Measured requirement
for change identified
•Priority areas?
•Identify & match
technical approach
needed
•Consider all implications
of the change process
•Resources available?
•Obtain Strategic input
from ALL stakeholders
Critical Areas?
Schedule?
Budget?
Responsibility?
•Confirm change
programme
coincidence with
target goals
•Must haves
•Nice to haves?
•Incremental
approach?
•Individual
•Functional Unit
•Organisational
•Systemic
External
Comparison
Communication
DELIVER
Implement
programme
Maintain and
monitor change
Measure & adjust
CONSISTENT COMMUNICATION OF INTENTION AND PROGRESS
SEEK FEEDBACK - ADJUST

8. Why Change Programs Don’t Produce Change
by Michael Beer, Russell A. Eisenstat, and Bert Spector
Harvard Business Review, November 1990.
While in some companies, wave after wave of
programs rolled across the landscape with little
positive impact, in others, more successful
transformations did take place. They usually
started at the periphery of the corporation in a
few plants and divisions far from corporate
headquarters. And they were led by the
general managers of those units, not by the
CEO or corporate staff people.
http://hbr.org/1990/11/why-change-programs-dont-produce-change/ar/1

9. Further research revealed that change happens most
efficiently at a local level — at the level of the frontline,
manager-led team. For an executive, the frontline team is
his or her direct reports, and for a plant manager, the
frontline team is the people he or she manages each day.
Studying great managers, Gallup scientists learned that
optimal decision making happens when information
regarding decisions is collected at a local level, close to the
everyday action.
Q12® Meta-Analysis:
The Relationship Between Engagement at Work and Organizational Outcomes
James K. Harter, Ph.D., Gallup: Frank L. Schmidt, Ph.D., University of Iowa: Emily A. Killham, M.A., Gallup:
Sangeeta Agrawal, M.S., Gallup
August 2009 – Gallup Inc.

10. STUDENT PERCEPTIONS
Review and analysis of the student body perceptions
in regard to their learning provides insight into the
viability of a Faculty of Law.
Achievement of the Renewal Trajectory of the
University states the following:
•Student Centeredness
•To become a University of choice.
The 2011 student survey data is reviewed with this
purpose in mind.
Reference - University of Zululand. Strategic Plan 2010-2013

11. 2011 STUDENT SURVEY
FACULTY OF COMMERCE, ADMINISTRATION & LAW
Data is presently only available for the faculty as a combined student
group. Work has begun on survey of past and present Students of
Law and will be provided to the Review Committee when available.
Question
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
192
155
305
39
51
288
4
1
349
10
0
349
334
2
6
1
0
6
0
349
97
4
162
68
7
6
5
349
196
141
2
0
349
F/Y/1
M/N/2
16
13
37
138
134
5
6
349
11
22
51
177
74
9
5
349
9
17
68
169
77
6
3
349
10
41
76
135
70
14
3
349
8
10
37
153
127
11
3
349
8
12
52
146
118
11
2
349
7
14
33
144
134
13
4
349
10
11
23
164
128
10
3
349
9
16
59
137
115
11
2
349
12
28
65
128
92
20
4
349
29
40
78
130
55
12
5
349
12
36
71
146
63
20
1
349
11
25
90
146
59
16
2
349
16
26
69
139
71
25
3
349
20
25
49
136
99
16
4
349
28
36
59
128
79
11
8
349
29
38
71
107
89
14
1
349
9
22
51
144
106
13
4
349
3
4
5
Empty
Unkw n
Total
12
0
349
25 26
PERCENTAGES
F/Y/1 %
55.0
87.4
14.6
95.7
27.8
56.2
4.6
3.2
2.6
2.9
2.3
2.3
2.0
2.9
2.6
3.4
8.3
3.4
3.2
4.6
5.7
8.0
8.3
2.6
3.4
M/N/2 %
44.4
11.2
82.5
0.6
1.1
40.4
3.7
6.3
4.9
11.7
2.9
3.4
4.0
3.2
4.6
8.0
11.5
10.3
7.2
7.4
7.2
10.3
10.9
6.3
6.9
0.0
1.7
46.4
10.6
14.6
19.5
21.8
10.6
14.9
9.5
6.6
16.9
18.6
22.3
20.3
25.8
19.8
14.0
16.9
20.3
14.6
19.2
0.0
0.3
19.5
39.5
50.7
48.4
38.7
43.8
41.8
41.3
47.0
39.3
36.7
37.2
41.8
41.8
39.8
39.0
36.7
30.7
41.3
40.1
0.1
0.0
2.0
38.4
21.2
22.1
20.1
36.4
33.8
38.4
36.7
33.0
26.4
15.8
18.1
16.9
20.3
28.4
22.6
25.5
30.4
26.9
Empty %
0.6
1.1
2.9
1.7
1.7
3.4
1.4
2.6
1.7
4.0
3.2
3.2
3.7
2.9
3.2
5.7
3.4
5.7
4.6
7.2
4.6
3.2
4.0
3.7
3.2
Unknow n % 0.0
0.3
0.0
0.0
1.4
0.0
1.7
1.4
0.9
0.9
0.9
0.6
1.1
0.9
0.6
1.1
1.4
0.3
0.6
0.9
1.1
2.3
0.3
1.1
0.3
Total
100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
F
M
F
M
M
F
M
F
M
F
M
F
F
M
M
M
F
F
M
F
M
M
M
F
F
F
F
M
F
F
M
M
F
M
M
M
M
F
F
F
M
M
M
M
M
M
F
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
Y
N
N
N
Y
Y
N
N
N
N
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Y
N
N
N
Y
N
N
N
Y
Y
Y
Y
N
N
N
N
N
N
N
N
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
5
4
3
3
4
Y
Y
Y
N
Y
3
3
3
3
4
3
3
3
3
3
1
1
3
1
1
N
N
N
Y
Y
Y
Y
N
N
Y
Y
4
3
4
3
3
3
3
3
1
3
4
1
1
3
1
3
3
3
3
4
3
1
4
3
Y
Y
N
N
Y
Y
Y
N
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
N
N
Y
N
N
N
N
N
Y
N
3
1
4
4
5
4
5
4
4
4
1
2
4
5
3
5
5
3
5
x
5
3
4
4
1
3
5
5
4
5
4
5
4
4
5
4
4
1
5
5
2
4
4
3
3
4
2
4
4
4
4
5
5
4
4
4
4
5
4
5
1
4
4
4
2
3
3
4
2
4
3
5
4
5
4
5
4
4
5
5
3
4
5
5
4
4
4
x
5
4
4
4
5
4
4
4
4
4
4
4
2
5
3
3
5
2
5
3
4
3
3
3
2
4
4
4
4
4
3
5
2
5
4
3
4
4
5
1
3
5
1
4
3
3
3
4
1
4
4
4
4
5
4
4
3
3
4
4
3
5
2
4
4
4
4
4
5
5
5
4
2
5
3
5
5
1
3
5
3
3
2
3
5
4
5
4
3
3
2
4
2
4
4
3
4
4
4
1
2
3
1
4
4
3
4
5
5
5
4
3
5
4
5
4
4
4
5
3
5
5
4
4
4
5
4
5
1
4
4
4
4
5
x
4
4
4
4
3
4
4
4
5
5
4
4
4
5
2
4
5
1
5
4
5
5
3
4
2
4
3
2
3
5
4
3
4
4
4
3
4
5
5
4
1
3
3
4
3
4
x
4
4
5
4
4
4
4
4
4
4
5
5
3
4
5
3
5
1
5
5
5
4
4
4
x
4
5
4
4
x
3
4
4
4
4
4
5
5
5
1
4
x
4
3
5
5
5
4
5
4
4
4
4
4
4
4
5
4
5
5
5
5
1
5
4
4
4
4
5
2
5
3
5
5
4
4
4
2
5
4
4
4
4
5
5
1
4
4
4
4
5
5
4
4
3
4
4
4
4
5
4
4
3
5
3
4
4
3
5
x
4
5
4
4
4
4
5
4
3
5
3
3
2
3
3
5
4
4
4
4
3
4
4
4
2
4
4
2
4
1
2
5
5
5
3
4
5
3
5
3
5
4
5
4
4
5
4
5
3
5
4
4
4
4
4
5
3
4
3
4
3
2
3
4
4
4
4
4
5
1
1
1
1
2
3
3
2
4
3
3
2
4
4
3
3
3
5
4
4
2
1
4
4
4
5
5
5
4
3
2
2
2
3
4
4
3
4
5
1
2
3
1
4
4
3
5
4
5
5
4
4
5
4
2
3
5
1
3
5
5
5
3
5
4
4
4
3
3
5
3
4
4
4
4
2
2
4
4
4
4
5
4
4
3
4
1
3
3
3
5
4
5
5
4
3
4
5
4
4
3
5
4
4
4
5
4
4
4
4
4
5
3
3
2
3
1
3
5
5
4
4
3
4
3
3
5
3
5
4
3
4
3
2
4
3
5
4
4
4
2
2
5
2
4
3
5
3
5
3
4
4
4
3
4
4
1
3
4
2
3
4
1
3
2
4
4
4
4
4
1
3
5
2
4
4
3
4
27
28
29
30
31
56
50
32
70
59
38
49
45
51
27
242
1
349
247
0
349
251
1
349
255
0
349
271
0
349
16.0
14.3
9.2
20.1
16.9
10.9
14.0
12.9
14.6
7.7
12
24
67
140
94
11
1
349
4
3
5
2
4
4
5
4
4
4
5
4
4
4
3
4
4
5
4
4
4
4
5
5
4
3
4
2
4
4
5
5
3
4
3
4
3
2
5
1
5
4
4
2
2
2
5
2
3
3
3
4
2
3
5
3
4
3
2
1
3
5
1
3
5
3
3
4
4
4
4
4
1
3
4
4
5
4
5
4
3
2
x
1
5
2
2
5
5
5
1
3
4
3
4
3
5
5
4
2
1
3
4
1
3
4
3
4
1
2
5
1
5
3
5
3
3
x
3
4
5
5
69.3
70.8
71.9
73.1
77.7
0.3
0.0
0.3
0.0
0.0
100.0 100.0 100.0 100.0 100.0
1
5
4
4
4
4
3
5
2
5
3
4
3
5
3
5
x
3
5
3
5
4
3
3
5
5
4
4
4
2
1
5
4
3
3
4
4
5
1
3
5
2
2
2
2
5
2
2
2
5
2
1
4
4
3
4
5
5
5
1
2
4
1
3
2
3
4
2
4
4
4
2
1
4
4
3
4
5
5
5
4
2
3
3
4
4
3
5
4
N
N
N
N
N
N
N
N
N
N
Y
Y
Y
Y
Y
N
Y
N
Y
N
Y
N
Y
N
N
Y
N
Y
Y
Y
N
N
N
N
N
Y
N
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
Y
Y
N
Y
N
Y
Y
Y

12. DIVISION OF THE RESULT
INTO SPECIFIC AREAS
PROVIDES A RELEVANT
FRAMEWORK FOR
ANALYSIS
200
180
160
STUDENT
NUMBERS
140
AGREE
120
100
80
STRONGLY
AGREE
60
NEUTRAL
40
DISSAGREE
20
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
STRONGLY
DISAGREE
19
QUESTIONS - Your opinion of your degree/diploma study as a whole

13. Student self
perception on
own learning
engagement
Acquisition of
work place
relevant skills
Engagement
between
teaching staff and
student
Environmental
quality
contribution to
work place
preparedness
AGREE
STRONGLY
AGREE
NEUTRAL
DISSAGREE
STRONGLY
DISAGREE

14. Student self
perception on
own learning
engagement
Acquisition of
work place
relevant skills
Engagement
between
teaching staff and
student
Environmental
quality
contribution to
work place
preparedness
AGREE
?
STRONGLY
AGREE
NEUTRAL
DISSAGREE
STRONGLY
DISAGREE

15. Student self
perception on
own learning
engagement
Acquisition of
work place
relevant skills
The questions relate to students
having time AND understanding to
complete workload. Perhaps a time
management course will help add to
positive student engagement
Engagement
between
teaching staff and
student
Environmental
quality
contribution to
work place
preparedness
Low student opinion that teaching
staff communication did not meet
their expectations.
Reasons for this are not defined as
yet, but consideration beyond stated
external blame should be made.
Could both issues highlighted on this
slide be related?
AGREE
STRONGLY
AGREE
NEUTRAL
Who to train? Students or Staff?
Could communication methods or
an alternate solution meet the
challenge?
DISSAGREE
STRONGLY
DISAGREE

16. Student self
perception on
own learning
engagement
Acquisition of
work place
relevant skills
Engagement
between
teaching staff and
student
Earlier comments are
confirmed in the
spread of student
responses to:
Student beliefs are
I thought the
strongly positive in helped
environment
regard to relevant work
me learn effectively
skills provision.
(left arrow)
The University
prepared me well for
the work place (right
arrow)
Environmental
quality
contribution to
work place
preparedness
AGREE
STRONGLY
AGREE
NEUTRAL
DISSAGREE
STRONGLY
DISAGREE

17. The preparation for a survey specifically designed for students of Law is
near complete. Such survey will be designed to highlight matters of
relevance to the Faculty Review Committee.
The compilation of survey questions in regard to this will considered in the
light of avenues of research highlighted during discussion by the Review
Committee.
Mechanisms are already in place for such survey. This will involve the
coordination of survey by the UniZulu Student Survey Services. Survey is
not advised by electronic means and will require the use of a facility in
which Law students may be gathered.

18. 180
160
140
120
100
80
60
40
Ll.D
20
Ll.M
0
First
Time
First
YEAR 1
Entry
Time
U/G Entry P/G
Llb
Llb
YEAR 2
Ll.M
YEAR 3
Law Department
Student Numbers
YEAR 4
Ll.D
First Time Entry First Time Entry
YEAR 1 YEAR 2 YEAR 3 YEAR 4
U/G
P/G
Ll.D
4
Ll.M
1
1
1
Llb
142
17
110
170
166
TOTAL
142
18
115
170
166
GRAND
TOTAL
4
3
605
612

19. 6000
LAW STUDENT ACADEMIC PERFORMANCE
(ALL MODULES)
5000
4000
STUDENT
NUMBERS
2009
2010
2011
3000
2012
2000
1000
0
FAIL
NO EXAM
PASS
DISTINCTION
DESTINCTION
GRADUATION

20. STUDENT ACADEMIC PERFORMANCE INDICATORS
ANNUAL DISTINCTIONS ACHIEVED
DISTINCTION PERFORMANCE
450
7.0%
6.325%
6.5%
5.5%
350
300
6.455%
6.0%
250
6.050%
200
386
392
150
370
150
5.0%
4.906%
4.5%
4.0%
100
136
50
0
2009
2010
2011
2012
2009
2010
2011
2012
MODULE REGISTRATIONS
MODULE PASS RATE
85%
80%
projected
existing
400
6800
83%
6600
77%
6706
6400
6374
75%
6200
70%
71%
68%
6187
6000
65%
60%
5824
5800
5600
2009
2010
2011
2012
2009
2010
2011
2012

21. POST GRADUATE STUDENTS
The Law Department has produced one Phd Student since 1998 – Presently
employed within the Law Department.
There are presently four Lld (Phd) students and three Masters level
students within the faculty.

22. RESEARCH
A limited amount of accredited research is carried out by members of the
Law Department Academic body.
The 2011 University of Zululand research report contains two accredited
entries for research by a single member of the Law Department. Further
statistics have not yet been released to the researcher at this time.
Personnel produce papers for local publication and distribution. This weeks
annual Faculty Conference saw 17 Law specific papers presented by Staff
and Students.
During staff interview a number of personnel mentioned that they do not
have sufficient time for applied research due to their teaching load.
Whilst not counting toward accredited research five members of staff are
presently at various stages of Phd studies.

23. THE CENTRE FOR LEGAL SERVICES
The Legal Services Centre is located on main campus and states two
primary aims and objectives.
To provide legal aid assistance to the poor and needy in the surrounding
communities.
To provide training and practice to the law students.
Average quarterly community provision for the past year of the Legal
Services Centre is as follows:
•Number of consultations 106
•Number of new cases opened 19
•Number of cases finalised 15
The Centre for Legal Services provides the delivery of the Legal Practice
Course to final year LLB students. There are presently 132 students newly
enrolled in this course. Moot and mock trials are predominant in the
delivery of practical learning.

24. FACILITIES
Library facilities used by the Law Department are presently split between
three Locations. Main Library. Law Dept on main Campus and a small
archive at the Richards Bay facility.
Comment from University Librarian - “Faculty establishment will require
two identically stocked storage and research areas. Perhaps a new building
would solve that. However a School of Law is not beyond existing space
resource constraints but will require selection of an area of focus by the
School leadership.”
The Law Department presently shares classrooms with a number of other
units within the University. Classrooms are generally in a poor state of
maintenance. New facilities have reduced the pressures somewhat.
Student accommodation within the main campus is designed for 3500. The
facilities presently require some maintenance and repair.
Much of the Campus maintenance appears to be contained within existing
budget figures.

25. STAFF COMMENT
The “wish list” of personnel within the Law department included the
following
•Single core specialisation for Academics plus perhaps one other subject
•A maximum class size of 100 students (Presently 150-250 per class)
•Two modules per lecturer per semester
•Time for research
General comments by staff – a selection
•The fall back position for staffing provision is to recruit on a part time
basis.
•Our challenges are, staff maintenance, management ability, salaries and
facilities provision.
•It might be a good idea to have full time teaching staff for foundational
learning.
•Our practical instruction on how to do things is unique to UniZulu.
•The legal clinic could have more to do with the community, perhaps with
emphasis on impact litigation.

26. CURRICULUM
The UniZulu Law Department Curriculum is described as unique in its
approach to practical instruction.
Comparison and discussion of the curriculum to another well known
university (WITS)

27. STUDENT SELECTION
The Law Department is presently not meeting the “University of Choice”
strategic intent.
Students are selected on the basis of having achieved a minimum rating of
32 points. However there is some flexibility in this selection process.

28. MEDIA
The Media have over the past few years been covering the debate on what
has been headlined as the “Graduate attorney skills gap”
Primary participants quoted in the debate in various media are members of
the SA Law Deans Association (SALDA) and the Law Society SA (LSSA)
The focus of the debate in the media seems to be on the provision of
vocational skills training. The LSSA describes these as “research, computer
work, literacy and numeracy”.
SALDA state that. “Skills and abilities required for entrance into the study
of law are in many cases not sufficiently developed in the secondary
education phase”.
As a side note it is perhaps worth noting that the LSSA run their own School
For Legal Practice with ten regional branches .

29. LLB STANDARD GENERATING BODY
In meeting the National Qualifications Framework Standards Generating
Bodies have been formed to define the standards required for LLB and other
programmes at South African Universities.
The LLB standard has yet to be established and published.

30. Summary
•The Faculty presently does not meet the University of Choice renewal trajectory
•Student Centeredness is certainly evident amongst Academic Law Staff.
•Academic Staff qualifications are moving toward additional Phd qualified
members.
•Academic staff are highly motivated to teach and do so with gusto, innovation and
determination.
•Staff retention and development is a challenge of strategic importance.
•The LLB programme has been modified to meet many of the 2007 LLB external
review recommendations. A new review is near due.
•The LLB Standards Generating Body has not yet completed its task.
•Facilities in terms of classrooms, moot court, and staff offices limit expansion of
the programme and require maintenance.