The webinar explored the development, purpose, and implications of the national
framework for academics as university teachers. Drawing on their extensive experience, Prof Jo-Anne Vorster, Dr Kibbie Naidoo and Dr Xena Cupido reflected on the framework’s role in shaping academic development practices.

Dr Kibbie Naidoo started off the conversation by posing this question: What do you (the participants) understand by professionalising academics as teachers in HE? This reflection set the tone for a critical and nuanced discussion on the evolving expectations of academics in their teaching roles. The next presenter, Dr Xena Cupido, focused on the national projects by Staffing South Africa’s Universities Framework (SSAUF), outlining a strategic national approach to academic staff development (see image below).
Programmes such as the New Generation of Academics Programme (nGAP), NESP, and the TAU Fellowship were highlighted as key mechanisms to support the recruitment, development, and retention of a diverse and skilled academic workforce. She emphasised that professionalisation should not be viewed as a compliance requirement, but rather as a meaningful process of capacity-building and identity formation.

The four key competencies outlined in the HELM framework for professionalisation were also explored, namely:

1. Professionalisation of diverse roles, including teaching, leadership, and support;
2. Responsiveness to global and local contexts;
3. Commitment to continuous learning and ethical academic practice; and
4. A mindset of innovation and self-reflective evaluation.

The next part of the webinar touched on several professional development initiatives as examples of how these competencies are being nurtured within the higher education sector. Among these, the Postgraduate Diploma in Higher Education (PGDip HE) was foregrounded as a vehicle for transforming teaching practices and fostering academic identity. Prof Jo-Anne Vorster noted the value of such programmes in cultivating reflective 3 practice, building confidence in the university teaching role, and preparing academics to engage in scholarship of teaching and learning (SoTL).

However, the conversation also surfaced important challenges (see image below). These included the significant time investment required for meaningful engagement, initial discomfort with unfamiliar theoretical discourses, tensions between generic professional development and disciplinary teaching cultures, and the limited recognition often afforded to such efforts within institutions. The complexity of measuring the “impact” of professional learning – particularly in terms of personal growth, pedagogic transformation, and career progression – was also acknowledged.

Towards the end of the webinar, Prof Vorster challenged the audience with this provocative question: What does “professional” teaching look like in a resourceconstrained environment? Several comments were raised, such as the importance of context and communities of practice, and being open to change and willing to learn from others.

Finally, the role of academic developers was strongly affirmed. Presenters called on academic development practitioners to act as courageous advocates for professional learning, to design responsive and meaningful programmes, and to engage with leadership structures to advance the professionalisation agenda within their universities. The importance of communities of practice in such efforts was once again emphasised.

Feedback Received from Participants

The webinar was extremely well received, with 19 out of 78 attendees submitting feedback. All respondents rated the session as either “Good” or “Excellent,” reflecting a strong positive reception. Participants highlighted the clarity and engagement of the presenters, the relevance of the content, and the effective simplification of complex frameworks. Valuable aspects included discussions on professional identity, postgraduate development, and national frameworks. Suggestions for future webinars included deeper engagement with current themes, the inclusion of practical case studies, and expanded sector-wide dialogue. The feedback affirms strong interest in continued conversations and practical applications to advance professional learning in higher education.

Possible Ways Forward

• Institutional Reflection and Dialogue: conversations could be taken back to participants’ own institutions. It could involve departmental or faculty-level discussions on current professionalisation efforts. 
• Formation of Communities of Practice to continue exploring professionalisation. This CoP could: 1. Share case studies of successful institutional initiatives. 2. Discuss challenges (e.g. resourcing, recognition) and practical solutions. 3. Offer peer support for academic developers and early-career academics.
• Research and Publication Opportunities: further inquiry could be conducted into the impact of professionalisation initiatives; narratives of professional identity formation; and comparative institutional approaches to professional learning.

Conclusion

The webinar succeeded in creating a reflective space for dialogue, collaboration, and critical questioning. It highlighted the importance of contextual responsiveness, communities of practice, and strategic leadership in embedding professional learning into the fabric of academic work in South Africa.

Prepared by: Anthea H M Jacobs
Date: 21 May 2025