Tshwane University of Technology (TUT) is a public university of technology in South Africa, recognised for its strong focus on applied learning, research, and innovation.
The institution is committed to producing graduates who are workplace-ready and equipped to respond to national development priorities. Within this environment, the Department of Geomatics plays a vital role in preparing students for careers in surveying, GIS, remote sensing, drones, laser scanning and related technologies. Its diploma, advanced diploma, bachelor’s and postgraduate qualifications are accredited by the South African Geomatics Council, ensuring that graduates meet national professional standards. A central component of the curriculum is ArcGIS, which underpins much of the department’s teaching and practical training.
Between 2019 and 2025, the Head of Department led an internal project aimed at gaining a clearer understanding of where students originate across South Africa. The initiative formed part of a broader reflection on transformation, equity and curriculum renewal. Rather than relying on assumptions, the department applied its own geographic expertise to map and analyse its student population. By using GIS the department was able to assess representation, identify geographic gaps and consider how to widen access to geomatics as a profession for future generations.
Academic staff analysed institutional enrolment data and translated it into spatial insights that could inform strategic planning. The mapping revealed that the majority of students came from Gauteng, Limpopo and a limited number of metropolitan areas. In contrast, many rural and historically disadvantaged regions were underrepresented. While the analysis clearly highlighted these gaps, addressing them required focused coordination, outreach and the effective use of university resources.
Guided by the evidence generated through the mapping process, the department implemented targeted outreach initiatives. In collaboration with the university’s marketing teams, academic staff, current students and the Geomatics Student Society, visits were conducted to schools and communities in underrepresented areas. These engagements introduced learners to geomatics as a dynamic and technology-driven career path, while also raising awareness about available study opportunities at TUT.
The project was implemented using ArcGIS Pro and ArcGIS Online. Spatial analysis and heat mapping tools were used to visualise patterns in student origins and to identify areas where recruitment efforts could be strengthened. The resulting maps now serve as a baseline against which progress can be measured over time, enabling the department to track the impact of its outreach and transformation initiatives.
Although modest in scale, this internal project has delivered meaningful impact. By leveraging GIS technology, the department moved beyond anecdotal evidence and grounded its recruitment and transformation strategy in clear spatial analysis. The initiative demonstrates how geographic thinking can support informed decision-making, promote greater equity in access to higher education, and contribute to building a more inclusive, representative and future-ready geomatics profession in South Africa.
