Dr Nosisa Mayaba, University of Fort Hare, reflects on leading institutional transformation to improve student success and learning quality

When I began my journey at the University of Fort Hare (UFH) in 2017, the institution was navigating deep structural and governance challenges. Planning was fragmented, quality assurance systems were weak, and decision-making processes often lacked coherence. These challenges were not abstract; they directly affected students’ learning experiences, progression, and success.

Today, as the University’s first Principal Fellow, I reflect on what sustained, strategic leadership can achieve when it is grounded in evidence, collaboration, and a commitment to equity.

One of the most important lessons I’ve learned is that institutional challenges are rarely isolated. At UFH, issues with curriculum quality, student success, and teaching environments were symptoms of deeper systemic misalignment. Planning, budgeting, quality assurance, and governance were not speaking to each other.

Rather than addressing these challenges in isolation, I focused on building a coherent institutional system, one where strategy, resources, and academic priorities were aligned. This meant introducing structured planning cycles, strengthening quality assurance processes, and embedding evidence-informed decision-making across all levels of the university.

A key intervention was the introduction of an integrated Planning and Budgeting Cycle. This created a predictable rhythm for the institution, linking strategy, resource allocation, and performance monitoring.

• Faculties could align their teaching and learning priorities with available resources
• Student support services became more coordinated and responsive
• Risks to student success were identified earlier and addressed proactively

The impact was tangible. Student success rates improved, dropout rates declined, and, critically, students experienced fewer disruptions to their studies. Stability, often overlooked, became a powerful enabler of learning.

Another critical area of focus was quality assurance (QA). When I arrived, QA systems were inconsistent and often perceived as compliance-driven rather than developmental.

We transformed this by:

• Building institutional QA capacity
• Standardising programme review processes
• Embedding QA into planning and monitoring cycles

Importantly, we shifted the culture. QA became something academics engaged with, not because they had to, but because it supported better teaching and learning.

This led to stronger curricula, more coherent programmes, and improved accreditation outcomes. For students, this translated into clearer learning pathways and more reliable academic experiences.

Over-enrolment was another significant challenge. Large class sizes placed pressure on staff and compromised teaching quality.

Through data-informed enrolment planning and collaborative governance, we stabilised enrolments and improved the student/staff ratio. This had a direct impact on teaching quality, assessment turnaround times, and student engagement.

Sometimes, improving quality is not about adding more, but about aligning what you have more effectively.

Perhaps one of the most significant structural changes was the unbundling of the Academic Affairs portfolio into two dedicated areas: Teaching and Learning, and Research, Partnerships and Innovation.

This created clearer accountability and allowed for focused leadership in both domains. The results included:

• Improved coordination of teaching and learning initiatives
• Stronger postgraduate support and supervision
• Increased research outputs and academic capacity

For students, this meant access to more vibrant research environments, better supervision, and enhanced opportunities to engage in knowledge production.

Across all these initiatives, the most important question was always: what difference does this make for students?

The changes resulted in:

• More stable and predictable academic environments
• Improved access to digital learning tools and resources
• Stronger academic support systems
• Higher success and progression rates

Students reported increased trust in institutional processes and greater confidence in their learning journey. These are not small gains, they are foundational to student success.

Looking back, a few key lessons stand out:

• Systems matter: Sustainable change happens when institutional systems are aligned and mutually reinforcing.
• Data is powerful: Evidence-informed decision-making enables proactive, rather than reactive, leadership.
• Collaboration is essential: Change cannot be imposed; it must be co-created.
• Leadership is not positional: It is about aligning people, processes, and purpose toward a shared goal.

These lessons shaped my approach to leadership and underpin my journey to becoming a Principal Fellow.

Achieving Principal Fellowship is not simply a personal milestone, it is recognition of sustained, strategic impact on teaching and learning at an institutional level. At UFH, this journey has been about restoring stability, strengthening systems, and ultimately improving the conditions in which students learn and succeed. However, the work is never complete. As higher education continues to evolve, the challenge remains: how do we create institutions that are not only effective, but also inclusive, responsive, and future-focused?

What changes in your institution have had the greatest impact on student success, and how are you sustaining them?

Dr Nosisa Mayaba is Director of Planning and Quality Assurance and former Interim Deputy Vice-Chancellor at the University of Fort Hare. She is the institution’s first Principal Fellow, with expertise in strategic leadership, governance, and quality enhancement in higher education