If South Africa is to transform its educational landscape, access to higher education is crucial. However, if equity of access is not coupled with equity of success, participation, and relevance, access can become problematic.

The Information Systems Department at the University of Cape Town, South Africa, has been concerned for a number of years about both the relevance and coherence of its first year Information Systems course. In 2007, the Department re-conceptualized this course. This case study looks at the background to the problems and motivation for the change and the proposed changes and course redesign, as well as the limitations and anticipated future work.