Three academics from Durban University of Technology (DUT)’s Faculty of Management Sciences recently participated in the Erasmus+ Staff Mobility Programme in Spain. The initiative aimed to promote teaching exchange and collaboration between the University of Huelva in Spain and DUT. The participating academics were Dr Itumeleng Maome and Mr Pradeep Ojageer from the Department of Entrepreneurial Studies and Management, and Dr Catharina Womack from the Department of Applied Law. They were accompanied by DUT’s Registrar, Dr Maditsane Nkonoane, and International Education Officer, Ms Carol Newman.
The trio was motivated to take part in this initiative driven by the desireto expand their professional horizons and become enlightened about innovative research and teaching approaches. The opportunity to form global partnerships and participate in cross-cultural interactions also played a big role in their decisions to participate in this mobility. It was interesting for them to see and interact with peers from different academic and cultural backgrounds.
“The programme allowed us to share best practices in teaching and student engagement approaches, collaborative teaching and research. The purpose of the experience was to create lasting international professional networks in addition to offering insights into innovative techniques for teaching,” said Dr Maome.
They viewed the program as a means of transforming their teaching methods, seeing how learning challenges are handled in a different setting, and returning to DUT with new perspectives. “We wanted to expand our networks, collaborate and engage with academics and researchers from various universities and countries around the world who participated in the University of Huelva Staff Training Mobility International Week,” added Dr Maome.
It was the first time these academics participated in an academic exchange initiative. However, because of the Global Business and Technology Association (GBATA) Conference in Portugal which Dr Womack attended last year she of her own accord networked with Professors from the Polytechnic University of Leiria and they have submitted a preproposal and is hoping to participate in an international LEAP-SE three-year project, which if successful will start next year. “I am hopeful that, if the current application succeeds, I will apply next year for an Erasmus+ Staff Mobility Programme in collaboration with Portugal, Nigeria, and Romania, building upon this initiative,” said Dr Womack.
This experience has exposed them to innovative teaching strategies that prioritise student engagement and active learning, providing new insights into their teaching methods. They witnessed how the incorporation of technology, including collaborative online tools such as open UJU and interactive digital platforms, like the Dimpe Multipro web app: A collaborative augmented training App, flipbook, immersive AR scenarios, improved student participation in the classroom. They were particularly intrigued by the flipped classroom approach and plan to implement it at DUT.
“In addition to improving class participation, the flipped classroom method gives students the confidence to take charge of their studies and the impact of students in their practical fields. Education must play a visible role along with other areas of public policy to foster social cohesion and respect for diversity, international co-operation and global advocacy,” said Mr Ojageer.
The three colleagues intend to gradually introduce technology-enhanced pedagogy, new impact models and active learning strategies into their classes. For example, they plan to use the flipped classroom approach to rebuild some of their course modules and include group projects, challenge-based, service-based learning and problem-solved processes, new understanding of social innovation in addition to technological innovation that resemble the effective techniques they saw throughout the programme.
“Our ultimate goal is to initiate a more extensive conversation on curriculum innovation and international cooperation at DUT, establishing the foundation for upcoming collaborations and exchanges. To develop our learners as future change agents, enable them to adapt to change and build resilience. Help them develop new competencies in a changing world, develop metacognitive skills,” said Dr Maome.
They expressed interest in establishing a similar Erasmus+ exchange programme in Durban, South Africa-positioned as the “Heart of Africa”—to bridge academia and society. This initiative would involve international students serving as cultural ambassadors of Durban in their home countries, promoting sustainable tourism and fostering connections with local initiatives and businesses. The concept draws inspiration from the “Pioneering Practice: Erasmus Ambassadors and Erasmus Looks” presented by the Provincial Chair of Huelva, positioning Huelva as a cultural hub in the Heart of Europe.
Reflecting on the challenges faced during this expedition, language was initially a significant obstacle. They overcame it by attending beginner Spanish classes, using translation apps, and relying on their hosts’ patience and friendliness. On a professional level, adjusting to new academic structures demanded flexibility; however, open communication helped bridge these gaps effectively.
Through this mobility experience, their understanding of the importance of international intellectual interchange has been radically expanded. It confirmed that interactions across cultures enhance both professional and personal development. They acknowledge that these interactions are essential for developing networks that go far beyond the boundaries of the specific institution, encouraging innovation, and future local tertiary education planning by keeping abreast of challenges and threats such as new technologies, de-globalisation, rising global conflicts and shifts in policy priorities-public spending and worldwide responses and developments in education. They highlight that through this experience, the value of accepting diversity in academic settings has been emphasised, which helps to create more dynamic and inclusive learning environments globally.
Their time in Spain was also enriched by various cultural experiences. They had an opportunity to tour historical sites such as Muelle de las Carabelas in La Arabida, Christopher Columbus’s expedition for the East Indies and the Americas in 1492; and museums, such as the Huelva Museum, which was one of the highlights, as it enhanced their understanding of Spain’s rich cultural legacy. Through cultural outings, such as their visit to Doñana National Park the dunes, fauna and flora and El Rocio, they had a chance to engage with the local community outside of the university setting.
“We also had the opportunity to directly experience local dance, music, and cuisine, such as the welcome drink hosted by the University of Huelva, that we enjoyed, at “El Desembarque De La Ria (Paseo de Le Ria, Kiosco I) and at the dinner, flamenco show and Mobility Documents Ceremony held at Casa Hemandad de Emigrantes,” recalls Dr Womack.
The programme has paved the way for several exciting partnerships. The trio has explored possible partnership prospects, such as webinar participation, international advisory board members meeting invitations, and guest lectureships. To support initiatives for remote learning, they have started discussions about collaborative research projects, one of which is centred on the use of digital tools in education.
“We have started emailing academics at the University of Huelva and at other universities who attended the International Staff Mobility Exchange Programme as well as international officers from the various represented universities to establish possible collaboration, COIL/Virtual Exchange, supervision, co-supervision, external examiners of Masters and PhDs, joint research and co-publications,” concluded Mr Ojageer.
Pictured: DUT representatives at the Erasmus+ Staff Mobility Programme in Spain.
Zandile Mahlobo
