Stellenbosch University’s (SU) new Deputy Vice-Chancellor: Academic, Prof Liezl van Dyk, sees patterns everywhere: in 14-year chapters, prime numbers and the arc of a 42-year academic journey. Behind these numbers lies a leadership philosophy grounded in listening, connection and long-term impact.

Van Dyk stepped into her new role at SU on Wednesday, 1 July. Reflecting on her career, she describes it as a series of chapters that have shaped her path in academia and leadership.

“I am now two-thirds into my academic career,” Van Dyk reflects. “If you think of an academic career as roughly 42 years, I spent 14 years at the University of Pretoria and Stellenbosch University, teaching and working on the academic ‘shop floor’; 14 years at North-West University, gradually becoming part of the ‘design room’, involved in planning, leadership and execution; and now I have another 14 years ahead of me to contribute to strategic change.”

The number 14, she notes, is more than coincidence.

“I’ve always enjoyed looking for patterns,” she says. “Fourteen marks each chapter of my career, and as someone who loves mathematics – particularly prime numbers – I find something rather satisfying about that.”

For Van Dyk, however, these patterns are simply a way of reflecting on what lies ahead.

“The next 14 years are an opportunity to really leave a legacy.”

Building a legacy

That sense of legacy is closely tied to Stellenbosch University’s Vision 2040, which extends well beyond a typical DVC term.

“I’m working on a vision that stretches further. That’s important to me – to be part of changes that will outlast me.”

Van Dyk brings extensive experience in higher education to the role. She is a full professor, an NRF-rated researcher and a professionally registered industrial engineer with more than 27 years’ experience in the sector. She holds a PhD in industrial engineering from SU.

Before joining SU, she served as Executive Dean of Engineering at North-West University, where she was responsible for academic governance, enrolment planning, financial sustainability, infrastructure development and faculty transformation.

Despite stepping into a role with significant strategic responsibility and action, Van Dyk says her first priority is not to arrive with immediate answers, but to understand the institution, its people and its priorities.

“I intend to use the first few weeks to listen,” she says. “In my interview, I worked around the number 10: I had 10 minutes to present, I shared 10 priorities, I said I’d use 10 weeks to listen and 10 months to start delivering on a legacy that will stretches beyond 10 years.” For Van Dyk, listening is essential to enabling meaningful change. This emphasis reflects a broader view of leadership: Universities succeed when their different parts are connected, work together and move towards a shared vision.

Priorities: aligning structure and strategy

One of her first priorities is to ensure that the University’s organisational structure supports its strategy. While this may cause disruption, she sees disruption as an opportunity to strengthen the institution. “As an industrial engineer, I see universities as complex systems. The challenge is to balance innovation with preserving what works, while leveraging inevitable disruption to facilitate positive change.”

Navigating a changing higher education landscape

Van Dyk’s arrival at SU coincides with a period of significant change in higher education, both nationally and globally. She views this evolving environment not only as a challenge, but also as an opportunity for universities to rethink how they serve society. “Rapid technological changes, shifting expectations of the world of work, continuous learning and even geopolitics all affect universities.”

She also highlights shifts in the higher education ecosystem, including the rise of private universities, evolving funding models and growing demand for lifelong learning. These developments require careful consideration of the University’s size, shape and strategic positioning.

Against this backdrop, Van Dyk welcomes the realignment of the DVC: Academic portfolio at SU, which brings undergraduate teaching and learning together with postgraduate and higher-degree studies. “That says something about the strategic direction of the University as a research-intensive institution and about ensuring that the entire student pipeline is deliberately designed and managed.”

Student success beyond the degree

For Van Dyk, student success extends beyond completing a qualification. It involves preparing graduates to succeed in the workplace, make a meaningful impact and contribute positively to society. She believes this responsibility begins before students arrive at university, through stronger engagement between schools and higher education institutions to support academic preparedness, particularly in mathematics and science.

“The preparedness of many first-time entrants is a global challenge,” she says. “In South Africa, the level of preparation in mathematics and science is of particular concern, and that directly affects student success.”

She also emphasises the importance of supporting first-generation students, who may lack access to networks and guidance that others take for granted. “We are seeing more students who don’t have that natural support system,” she says. “That relates to finances, but also to role models, advice and career guidance. As we pursue transformation, we need to be mindful of this and find ways to fill those gaps through mentorship programmes, student support, peer role models and more.”

At the same time, she cautions against viewing university as the only post-school pathway. A strong higher education ecosystem requires more vocational routes and diverse learning trajectories.

Transformation and the power of role models

As a woman in engineering and senior university management, Van Dyk is often approached by younger women seeking career advice. Her daughter, Karla, graduated earlier this year with a degree in industrial engineering from North-West University, having completed the programme Van Dyk helped establish. She is now pursuing a master’s degree in industrial engineering in the field of health systems engineering.

“I never thought of myself as ‘a woman in engineering’ or ‘a woman in management’,” she says. “But I realise I am seen in that way, and it’s a privilege to be a role model. Role models are extremely powerful.”

For Van Dyk, transformation goes beyond representation. It is about creating an environment where every student and staff member has the opportunity to succeed. This includes continually reassessing whether what and how universities teach remains relevant, ensuring curricula reflect both global and African perspectives, embracing digital innovation where it adds value, and fostering a culture where excellence, inclusion and social justice reinforce one another.

“Transformation is about opening doors,” she says. “Bursaries are part of that, but so are visible role models, supportive environments and creating opportunities for people to realise their potential.”

Building partnerships and connections

Internationalisation is another key focus area. Van Dyk sees opportunities to strengthen global partnerships and alumni relationships through joint degrees, shared supervision and collaborative research projects involving postgraduate students.

Returning to Stellenbosch, returning to change

Van Dyk is no stranger to Stellenbosch. She served as a senior lecturer in the Faculty of Engineering and as Senior Advisor in e-Learning at the Centre for Teaching and Learning from 2006 to 2013. Her son, Tobias, now a second-year industrial engineering student, was also born in Stellenbosch. She is married to Prof Tobie van Dyk, an applied linguist who currently heads the Higher Education Sector Support Programme (HESSP) at the South African Centre for Digital Language Resources (SADiLaR).

However, she returns to an institution – and a higher education landscape – that have changed significantly and continue to evolve.

“I’m back, and I’m going to be part of change.”

Looking ahead, Van Dyk says she sees her role as connecting dots, building relationships and working across functions. Working across different silos in a university is becoming increasingly important and remains challenging, but it is also something she believes she can do well and is looking forward to. 

Ultimately, she is committed to ensuring that these connections and collaborations contribute to a lasting legacy aligned with Stellenbosch University’s Vision 2040, one that strengthens the institution’s impact for generations to come.