COVER PAGE FOR SUBMISSIONS TO FORMAL STRUCTURES UNIVERSITY OF KWAZULU-NATAL

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1 COVER PAGE FOR SUBMISSIONS TO FORMAL STRUCTURES UNIVERSITY OF KWAZULU-NATAL SUBMISSION IDENTIFIERS: Title Reporting to Senate and Council on formation of new Schools in the College of Author and position Prof T.S. Pillay, DVC APPROVAL HISTORY Structure consulted Date Outcome College Exco 1 February 2011 College staff 15 February 2011 College staff 22 February 2011 Faculty Board, FHS 28 February 2011 Approved Faculty Board, NRMSM 28 February 2011 Approved College AAQB 1 March 2011 Approved Special Senate 18 March 2011 Approved CMC 11 April 2011 Approved Faculty Board, NRMSM 11 April 2011 Approved College staff 14 April 2011 Approved Faculty Board, FHS 19 April 2011 Approved College & Task team 20 April 2011 College Exco 3 May 2011 Approved Senate 11 May 2011 All but 3 Schools approved. 4 th School was approved after further consultation SUBMISSION CONTENT Proposal This report is for the Senate meeting on 11 May 2011 describing the formation of the new Schools for formal recommendation to Council. Motivation The composition of the new Schools has been guided by the recommendations and report of the panel of the College Model review and the EMC implementation plan which have previously served at Senate. The College of had the task of forming 4 Schools from the pre-existing 10 Schools, in order to implement the recommendations of the review and the implementation plan. Financial implications TBA Attachments 1.Rationale and Motivation for the new School structures and compositions 2. Names and composition of the new Schools

2 Rationale and Motivation for the new School Structures and composition in the College of The composition of the new Schools has been guided by the College Model review and the EMC implementation plan which have previously served at Senate. The College of had the task of forming 4 Schools from the pre-existing 10 Schools. The guiding principles for the formation of the Schools included the following: 1) Similarity and structure of disciplines 2) The number of academic staff 3) Number of students 4) Research productivity and excellence 5) National and international practice in the grouping of disciplines Based on these principles, the following 4 Schools emerged from the discussions and consultations: 1) Clinical 2) Laboratory and Medical 3) 4) Nursing and Public The 4 Schools are designed to overcome many of the obstacles found in the dual faculty/campus structure that is currently in place and create better interaction and synergy than is found in the current structure. In the current structure, the College is a two Faculty two campus model with the Nelson R. Mandela occupying the campus in Umbilo and the Faculty of located on the Westville campus. In addition, the Faculties are headed by Faculty Deans. Following the merger, the faculties have tended to operate as two autonomous campuses and there has been very little crosscampus interaction. In deciding on the new School structure, it was pointed out to staff that eventually the College would be located in the new Academic complex and this additional factor had to be borne in mind when considering the School structures. Rationale behind the proposed Schools: The Clinical The Clinical encompasses almost all of the clinical disciplines and incorporates the old Clinical Disciplines. It is also the School that will engage with the undergraduate curriculum and training to the greatest extent in terms of years of exposure of the students. Furthermore, the Head of this School could continue to represent the the institution at the level of the Committee of Medical Deans. Although this School appears to contain the largest number of disciplines, it should be borne in mind that this is artificial since many of these are sub-divisions and would not be stand-alone departments in other institutions. Eg. Cardiology would be part of Internal etc. General Cardiology Dermatology Geriatrics Infectious disease Endocrinology Gastroenterology Nephrology Pulmonology Rheumatology Formation of Schools, College of, Prof. T.S. Pillay, DVC, 1

3 Psychiatry Obstetrics & Gynaecology Paediatrics and Child Anaesthetics Radiology General Surgery Cardiothoracic Surgery Neurosurgery Ophthalmology Orthopaedic Surgery Otorhinolaryngology Paediatric Surgery Plastic and Reconstructive Surgery Urology The Laboratory and Medical In South Africa, clinical laboratory disciplines are grouped together because of academic coherence in the training structures and also because of the role of the parastatal structure, the National Laboratory Service (NHLS) in the academic pathology and laboratory medicine sector. Under the direction of the DVC, the University is about to conclude the bilateral agreement with the NHLS. Most of the academic staff within this School would be joint UKZN/NHLS employees, in the same way as UKZN/DOH joint appointments are implemented. The name Pathology was decided against because of the connotations it carries for Anatomical Pathology. Often, the perception of pathology revolves around Anatomical or Histopathology and there is a lack of recognition of the contribution of other clinical laboratory disciplines. This School would also incorporate the old Laboratory disciplines. The Medical will be incorporated into this School because of the coherence between Medical Biochemistry and Chemical Pathology, on the one hand and Anatomy and Anatomical Pathology, on the other hand. Physiological relate to pathophysiology and therefore would relate to the Pathology disciplines. (Following further deliberation and consultation with the leadership and staff within this School, the name Laboratory and Medical was arrived at.) Anatomical Pathology Chemical Pathology Forensic Pathology Haematology Medical Microbiology Infection Control Virology HIV Anatomy Medical Biochemistry Physiology Biomedical Resource Unit Optics and Imaging Formation of Schools, College of, Prof. T.S. Pillay, DVC, 2

4 The The incorporates all disciplines from the Faculty of, with the exception of the old Nursing and the Medical.This School also makes it possible for the Head of this School to continue representing the institution at the level of the Committee of Deans. It has been proposed and has been widely accepted that the discipline of Therapeutics should become part of the structure of Pharmacy and Pharmacology. Pharmacy and Pharmacology Therapeutics Dentistry Audiology Occupational therapy Speech language pathology Optometry Physiotherapy Sports Science The Nursing and Public The original proposal from the old Nursing was for a stand-alone Nursing. However, upon analysis of the numbers and sizes of the Schools, it was apparent that this proposed Nursing would not be large enough to be a single school. Based on the principles of academic coherence, it was proposed that the disciplines from the old Public be incorporated. The relationships between the practice of Public health and preventive medicine and Nursing is extremely strong and this relationship is exploited in the formation of this structure and will enhance the synergy and interation in a more profound way. Nursing Public health Occupational & Environmental Behavioural Centre for Rural Family medicine Telemedicine & Telehealth Other considerations: 1) The Clinical and Laboratory allows the latitude of continuing to use the Nelson R. Mandela name. In this instance, the name of the structures could be the Nelson R. Mandela School(s) of. 2) The Medical Education: This structure has not operated with the coherence of a School and therefore there appeared no concrete reason for retaining this as a School. Furthermore, in terms of national best practice, there are no undergraduate education units functioning as Schools or Departments. This School will be incorporated into an Education Unit, under the portfolio of the College Dean of Teaching and Learning. Formation of Schools, College of, Prof. T.S. Pillay, DVC, 3

5 Summary The schematic illustration overleaf exemplifies the new potential interactions and synergies which have hitherto not been possible in the College of and shows a new structure of the best possible fit for implementing The recommendations of the College Model review. SUMMARY Clinical General Cardiology Dermatology Geriatrics Infectious disease Endocrinology Gastroenterology Nephrology Pulmonology Rheumatology Psychiatry Obstetrics & Gynaecology Paediatrics and Child Anaesthetics Radiology General Surgery Cardiothoracic Surgery Neurosurgery Ophthalmology Orthopaedic Surgery Otorhinolaryngology Paediatric Surgery Plastic and Reconstructive Surgery Urology Laboratory and Medical Anatomical Pathology Chemical Pathology Forensic Pathology Microbiology Infection Control Virology HIV Anatomy Medical Biochemistry Physiology Biomedical Resource Unit Optics & Imaging Pharmacy and Pharmacology Nursing & Public Nursing Therapeutics Public health Dentistry Occupational & Audiology Environmental Occupational therapy Behavioural Speech language Centre for pathology Rural Optometry Nursing Physiotherapy Public health Sports Science Occupational & Environmental Behavioural Centre for Rural Family Telemedicine & Telehealth Existing NRMSM Existing FHS Formation of Schools, College of, Prof. T.S. Pillay, DVC, 4

6 Name of School Clinical Laboratory and Medical Current School Clinical Disciplines Laboratory Disciplines Medical Current discipline (if appropriate) COLLEGE OF HEALTH SCIENCES academic staff support staff student FTEs Postgrads (annual average) PUs ( )(total) No of staff with PhDs All current All, including Optics and Imaging Unit All, including BRU RAM allocation (2011)(%) Nursing & Public Dentistry Physiotherapy, Sport Science & Optometry Audiology, Occupational & Speech therapy Pharmacy & Pharmacology Nursing Public All current excluding Nursing & Medical, includes Therapeutics All All excluding Therapeutics, Includes Telemedicine * Undergraduate Education will be absorbed into an Educational Unit under the College Dean of Teaching and Learning.