Overview

Following the FHS Transformation Report, the Mayosi Report, and the UCT Inclusivity Survey, the F-TEC held a strategic workshop to identify key transformation focus areas, and to explore how the work of the TEC will articulate with and support other transformation-focussed initiatives across the faculty, such as the DMC Strategic Projects. 

Following this engagement, three focus areas were identified:

  • Student Wellness
  • Staff Wellness
  • Faculty Culture

  • Student Wellness

    Student wellness includes all spheres related to the challenges facing undergraduate and postgraduate students in the faculty, including, but not limited to, relationships with supervisors, funding, victimisation, wellness, and a sense of belonging. The role of this sub-committee will be to take a holistic approach to supporting student wellness within the faculty, by identifying student-specific problems and challenges, developing strategies through consultation and collaboration, and monitoring processes in place that directly affect the wellbeing of students and to ensure that they are given priority within the Deanery.

    To achieve these goals, this Student Wellness portfolio will work with both FHS and institutional structures and stakeholders such as,

  • Staff Wellness

    FHS encompasses a broad range of staff portfolios, and at each level transformative action is required in order to enable staff to function optimally and flourish. Staff wellness is understood in the broadest sense, to encompass personal and professional wellbeing with regards to mental, physical, and emotional health, job security, career development processes and institutional hierarchies. The staff wellness subcommittee’s main function is to ensure that all FHS staff are aware of the services and support available to them at Faculty and University levels. From day to day operational and HR support to the more specialist organisational wellness level of support.

  • Faculty Culture

    The Faculty Culture portfolio is primarily focussed on issues related to harassment, discrimination, and gender-based violence. In addition, their role is to advise and support processes of re-memorisation and re-curation of meaningful spaces; Planning and organisation of ‘climate dialogue’ seminars and colloquiums, particularly related to significant calendar events; Policy development and implementation in priority areas such as sexual orientation, gender, language, and disability; and social responsiveness and engaged scholarship that influence Faculty culture.