Transformation: Carnegie Diversifying the Academy welcomes 2024 recipients
- Wits University
Eight PhD students and postdocs were inducted into the programme run by the Wits Transformation and Employment Equity Office (TEEO).
The Carnegie Diversifying the Academy (CDTA) Programme is an initiative that diversifies the pipeline of early and mid-career academics and supports the development of academic leaders.
Hosted by Programme Manager, Lethu Kapueja and Professor Toni Wadley, Head of Academic Support and Coaching at Wits University, the induction marked the beginning of a transformative journey. New recipients engaged with the programme's mission and their own aspirations.
The day commenced with a spirited orientation presentation by Kapueja, emphasising the desire to understand recipients’ journeys beyond their deliverables.
“It is crucial for us [CDTA Team] to understand your journey and experiences within the University system,” Kapueja affirmed, highlighting the programme's commitment to understanding enabling and limiting structures and experiences that impact early career academics.
Underscoring the novelty of the programme, Wadley drew attention to the programme mission to give more than just funding.
“We are dedicated to supporting your personal and professional growth throughout your grant journey,” she emphasised, highlighting the various opportunities for growth including workshops, peer mentoring, and one-on-one coaching sessions.
The induction saw current recipients like Chia-Yu Chen, Monare Thulo and Kofi Aning (postdocs) and Matshidiso Sello (a PhD student) shared their journeys. Chia-Yu Chen, who has nearly completed her Post Doc at the National Institute of Communicable Diseases, expressed gratitude for the workshops and networking opportunities afforded by the CDTA. Matshidiso Sello from the School of Social Sciences, credited the grant for enabling conference participation and paper publications.
In an exercise aimed to examine the concept of transformation broadly, recipients divided into groups to articulate their visions for the personal and institutional transformation they wanted to see over the course of the grant. Lerato Mompati voiced aspirations to combat imposter syndrome and enhance her academic confidence, “My doctorate journey took longer than it should have because I suffered from imposter syndrome. I used to hold on to my research work and not send it to my supervisor because I believed it was not good enough. This is an area I am constantly working on. I hope to transform this aspect of myself through this journey.”
Another recipient, Aretha Mazingi expressed her hopes for her journey, saying, “I aim to stay true to my personal values, even when it feels counterculture or career-limiting. I want to learn skills and strategies to maintain overall well-being while producing quality work. I aspire to thrive, not just survive. I want to make the best use of every opportunity and be at peace with saying 'not now' to certain demands on my time and energy. Most of all, I want to view research and academic writing differently.”
Dr Kofi Aning Jnr, CDTA postdoctoral researcher emphasised to the new recipients the need for better time management and workload balance, resonating with concerns about mental health support within academia.
The institutional transformation the new cohort wanted to see included prioritisation of research time for early-career academics, fostering gender equality in leadership, reduction of bureaucratic barriers, and enhancing support structures for mental health and well-being. These aspirations reflect a unified desire to reshape academic culture and practices for greater inclusivity, well-being and effectiveness.
As the CDTA 2024 recipients embark on their transformative journey, their induction sets the stage for a future where academic excellence converges with equitable opportunities. The CDTA has supported 62 recipients since 2020 in this phase of funding, and with a clear vision for personal and institutional change, these academics are poised to redefine the landscape of higher education in South Africa and beyond.