teaching and learning at uct: a report on the · pdf fileched and institutional planning...

VER Council 2 October 2010

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TEACHING AND LEARNING AT UCT: A REPORT ON THE 2009 ACADEMIC YEAR CHED AND INSTITUTIONAL PLANNING DEPARTMENT AUGUST 2010


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Contents Foreword by the Vice Chancellor .................................................................................... 4 Preface by the Deputy Vice Chancellor ........................................................................... 5 A Reflective Piece on Important Graduate Attributes by the Students‟ Representative Council of 2010 – I am UCT ............................................................................................ 7 Introduction...................................................................................................................... 9 Executive Summary ...................................................................................................... 10 Chapter One: University-wide interventions to improve the quality of teaching and learning ......................................................................................................................... 16

1.1 Improving the quality of teaching and learning through academic staff development ............................................................................................................. 16

1.1.1 Informal programmes offered for academic staff by HAESDU ................... 16 1.1.2 Informal programmes for academic staff offered by CET .................. 18 1.1.3 Formal programmes offered for academic staff by HAESDU .................... 19 1.1.4 The 2nd UCT Teaching and Learning symposium ..................................... 20

1.2 Improving the quality of teaching and learning through postgraduate development ............................................................................................................. 20

1.2.1 Socialising PhD students into the doctoral community .......................... 20 1.2.2 Supporting postgraduates in their writing of research ............................ 21

1.3 Improving the quality of teaching and learning through the residences ......... 22 1.3.1 Co-curriculum ........................................................................................ 23 1.3.2 Academic support .................................................................................. 23 Table 1: MAM Target Courses for 2009 .............................................................. 24 1.3.3 Kopano case study ................................................................................ 24 Conclusion .......................................................................................................... 25

Chapter Two: A high level summary of quantitative indicators ...................................... 26 2.1 Students ........................................................................................................ 26 2.2 Academic staffing and student:staff ratios (permanent and T3 staff only, GOB and soft funded) (see Tables 8 – 11 of the Appendix) .............................................. 29 2.3 Teaching and learning ................................................................................... 29

Chapter Three: Feedback from students ....................................................................... 37 3.1 Feedback from Faculty Councils ................................................................... 37 3.2 Feedback from Class Representatives and Faculty Councils in the Student Quality Forum ........................................................................................................... 39

Chapter Four: Recognition of excellence in teaching .................................................... 42 4.1 Distinguished Teachers Awards .................................................................... 42 4.2 Council for Higher Education award for teaching excellence ......................... 43 4.3 CHED awards for collaborative educational practice in 2009 ........................ 43

4.2.1 David Priilaid and Stuart Hendry: Post Graduate Diploma in Entrepreneurship – an Action Learning Framework ............................................ 44 4.2.2 Nisreen Narker; Gideon Nomdo; Moragh Paxton; Cathy Hutchings; Tracey Dennis : ECO1110H: Language & Communications ............................... 46 4.2.3 Dr Rachel Weiss and Dr Arlene Archer: The Patient Information Leaflet (PIL) project in Health Sciences: teaching design and interrogating multimodal assessment ......................................................................................................... 47

Chapter Five: Reflections on developing distinctive UCT graduate attributes ............... 48 5.1 Background ................................................................................................... 48

5.2 Desired attributes of UCT graduates ......................................................... 49 Preparing UCT graduates for a global workplace .......................................................... 50


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Providing opportunities for more breadth within our undergraduate curriculum ............. 50 Ensuring graduates are critical thinkers and stimulating interest in postgraduate research ........................................................................................................................ 51 Promoting democracy, respect for human rights and commitment to social justice....... 51

5.3 Initiating debate about the implications of the revised mission and the strategic goals for thinking about the curriculum ...................................................... 51 5.4 Analysis of the think-pieces ........................................................................... 53 5.5 Engaging with graduate attributes: reflective think-pieces ............................. 61

5.5.1 Don Ross:Wheeling, dealing and learning: the Applied International Trade Bargaining course ..................................................................................... 61 5.5.2 Stephen Inggs: Vision, Imagination and Perception-Desired attributes of graduates in Fine Art ........................................................................................... 63 5.5.3 Harsha Kathard: Reflections on implementing a curriculum of relevance in the School of Health and Rehabilitation Sciences ........................................... 66 5.5.4 Carrol Clarkson: The Aesthetics of Justice - Towards an Argument for Teaching-led Research ....................................................................................... 69 5.5.5 Jenni Case & Brandon Collier-Reed: Embedding and Assessing Graduate Attributes in Engineering Curricula at UCT .......................................... 72 5.5.6 Steve Reid: Personal reflection on producing socially responsive Health Science graduates............................................................................................... 75

Chapter Six: Progress report on the Academic Reviews .............................................. 78 6.1 Introduction ......................................................................................................... 78

6.2 Academic Reviews ........................................................................................ 78 6.2.1 Teaching and Learning .......................................................................... 78

6.2.2 Research ................................................................................................... 79 6.2.3 Social Responsiveness ......................................................................... 79 6.2.4 Transformation ...................................................................................... 80

6.3 Institution-wide issues identified by the Review Panel ................................... 80 6.3.1 Postgraduate and postdoctoral issues ................................................... 80 6.3.2 Interdisciplinary Teaching ...................................................................... 81 6.3.3 Learning Resources .............................................................................. 81 6.3.4 Staff Development ................................................................................. 81 6.3.5 Soft Funded Posts ................................................................................. 81 6.3.6 Governance and Management .............................................................. 82

6.4 Role and Impact of International Reviewers .................................................. 82 6.5 Analysis of Improvement Plans ..................................................................... 83


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Foreword by the Vice Chancellor In 2009 the University of Cape Town agreed a new mission and strategic plan. In line with the University‟s long-standing commitment to excellence in teaching and research, it affirms these as the core business of the institution and commits UCT to conducting both at a very high level. In addition, the plan addresses itself to the issue of what is distinctive about UCT in the higher education landscape and questions what it is about the institution that will make it the destination of choice for students and researchers in South Africa, the rest of Africa and globally. Among UCT‟s strategic goals is to enhance graduate attributes, the skills, demeanour and values we hope students will have acquired by the time they leave UCT. On graduating we aim to have equipped students not only with a highly respected academic degree but also the foundational knowledge and analytical skills that make them sought after employees; and the values derived from immersion in the tradition of critical enquiry and liberal values for which UCT is renowned. In addition, a UCT education is increasingly marked by an understanding of continent-wide and international contexts and debates; our foregrounding of social responsiveness and the opportunity for engaged citizenship. For this reason I am particularly pleased that the 2009 Teaching and Learning Report, produced by the Institutional Planning Department (IPD), together with the Centre of Higher Education Development (CHED), has graduate attributes as a key focus. As one of three Reports that provide yardsticks against which we assess what we have achieved in terms of our core functions and strategic aspirations, the Report is an important qualitative and quantitative measure of progress. The others are the Research Report and the Social Responsiveness Report, areas that closely align to our mission to be research-led and socially engaged in our teaching. The Teaching and Learning Report provides the quantitative data that allow us to analyse trends, particularly in relation to student achievements and UCT‟s throughput rates. We have cause to celebrate an improvement in performance for our senior undergraduate courses but not with regard to entry-level and second year courses. A continued and in some instances a widening gap between the success rates of different categories of students requires of us serious reflection with regard to our goal to transform the institution. The Report allows us to critically reflect not only on outcomes but also the suitability of our teaching methods, the nature of our support for students and the extent of our academic development. UCT can boast excellent practice but we need to find ways to take this to scale across all parts of the University. These challenges notwithstanding, the Report offers inspiring examples of innovation and dedication to the teaching and learning experience in 2009. The Distinguished Teachers Award continues to highlight examples of excellence in teaching. The role of the residences as places of learning is most gratifying. Efforts to integrate teaching and learning strategies and academic development initiatives into faculty plans have clearly borne fruit. These and other initiatives profiled in this report, including student engagement with quality assurance, are welcome contributions to our on-going efforts at fostering quality teaching and a stimulating learning environment. I trust you find the report useful.

Dr Max Price Vice-Chancellor


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Preface by the Deputy Vice Chancellor The University of Cape Town seeks to deliver teaching of the highest quality while at the same time producing excellent research. There are inevitable pressures associated with doing both well and it is testimony to the professionalism and dedication of our academic staff that we are by and large successful in this regard. The Teaching and Learning Report allows us to measure progress as we strive to grow graduates who are valued in the work place as analytically astute and professionally qualified, and who also espouse ethical values and a socially responsive disposition. A review of the quantitative data provided in the Report shows that UCT remains among the best in the South African higher education sector at undergraduate level. However, whereas in 2008 we saw continued improvement in success rates for 100 and 200 level courses, it was not sustained in 2009. This suggests we need to continue asking ourselves the difficult questions about student and staff preparedness for an increasingly diverse student body, the „size and shape‟ of the University, and what else has to be put in place to enhance the delivery of its core teaching and learning function. More positively, success rates in the 400 level courses have improved somewhat, which may suggest that UCT‟s academic development and student support initiatives are beginning to bear fruit. At postgraduate level there has been a slight improvement on the time to completion for Masters degrees as compared to 2008. However, despite the impressive range of initiatives aimed at supporting doctoral research students at UCT, those completing in 2009 took longer than those who completed in 2008. In addition to quantitative data that allows analysis of trends, the Teaching and Learning Report provides qualitative reporting that highlights initiatives that support teaching, academic development and other initiatives to improve student performance and encourage teaching excellence. The Distinguished Teacher Awards and innovations in teaching practices are highlighted, while the 2009 Report also profiles efforts by a number of academics to address the issue of graduate attributes. It becomes clear on reading these accounts, which relate both to standard and innovative practice, that addressing graduate attributes is not simply an optional extra but a core ingredient for engaged learning. The Report includes personal reflections by staff and students. It profiles new initiatives for post-graduate researchers, as well as expanding opportunities for undergraduates, for example, the development of the residences as learning spaces. After reading the 2009 Report one is left in no doubt that UCT constitutes a vibrant teaching and learning environment.That said, many challenges remain. Performance in 100 and 200 level courses suggests that efforts to improve the first year experience have become a matter of urgency. The difference in student success and completion rates by race remains a matter of grave concern. We need to double our efforts to keep pace with the challenge of growing enrolments, including improved learning spaces for day students, and taking advantage of the opportunities offered by advances in educational technology. The 2009 Teaching and Learning Report is the work of the Institutional Planning Department and the Centre for Higher Education Development. I thank all those who


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have been involved in its production and commend to the reader a significant document that makes a valuable contribution to how we understand and take forward higher educational development and the core business of quality teaching and learning practice at UCT.

Professor Jo Beall Deputy Vice-Chancellor


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A Reflective Piece on Important Graduate Attributes by the Students’ Representative Council of 2010 – I am UCT1 I have undergone a metamorphosis since arriving at UCT. I have transformed from one unsure of what direction to take, to one sure that, whatever direction I take, I will reach the destination. I have changed from one who found security in surety, to one who finds surety in facing the unknown. In succeeding, I have not learned anything more than how to learn, nor have I failed any more than the amount necessary to learn this. I have fallen and risen and fallen again; laughed and cried and laughed again. I have done more than I came here to do. I am UCT. I have learned to deal with pressure. As a member of this prestigious institution, the pressure to succeed was greater than I could have imagined. Week in and week out, the constant deadlines kept my mind on the future. The pressure of a family‟s hopes, the pressure of being around an abundance of talent, the pressure of demanding more from myself everyday and the pressure of wanting to expand the limits of human capability weighed in on me, everyday. To graduate is to have learned to overcome this pressure. I am UCT. I have understood my position in the global whole. I have learned about the world and therefore understood my position in it. I have realized, as my fellows have travelled to every continent, and as those unknown to me have arrived on my doorstep, that my graduation unlocks the world to me. I have felt my words change yet seen my sentiment stay the same and felt my outlook change even as my surroundings have remained constant. I am a student of the world. I am UCT. Yet, as I have heard the world‟s countless stories, South Africa has remained my narrator. I leave UCT cognizant of the history of this land, embedded in all its beauty, and all its tribulation, in the walls of every classroom. I have seen inequality, heard animosity and smelled adversity. Yet I have touched opportunity and tasted possibility. I leave this place with a deep understanding of what this nation has been through and what it has the ability to become. I am UCT. I have done more than study. I have connected with my community, preserved my continent and protected my environment. I have advocated for causes and I have caused advocacy. I have learned about the interrelations between people by leading and also expanded my

1 This piece was presented at the 2010 Teaching and Learning Symposium as a contribution of the SRC to

the debates on distinctive UCT graduate attributes. The QAWG felt that it should be located at the beginning of the report. Acknowledgement to Mothei Borole: UCT Third Year Film and Media Student for the title of the piece


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understanding of the world by following great leaders. I have made connections with those destined for greatness and they have made connections with me. I have met adversaries and been ridiculed but persevered to find friendship and love. I have learned more than the equations of sociology or the art of physics. I am UCT. Yet I have learned the most in solitary moments facing a book, when all else faded into the background but the new knowledge before me. In the moments that I have changed a perception, strengthened a belief or shattered a paradigm, I have transcended myself. I have learned how to complete a journey and I have reached the end of this journey because I am UCT.


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Introduction

The aims of the Teaching and Learning Report are to:

o Report on trends with regard to student profiles and outputs and academic staffing in fulfilment of accountability obligations

o Promote continuous improvement in teaching practices and the quality of the student experience through profiling exemplars of good teaching practices and stimulating debate about strategic issues related to teaching and learning

o Report on interventions designed to improve the quality of teaching and learning and the outcomes of the academic reviews

o Report on student feedback on the quality of teaching

This report is organised into the following chapters:

Executive Summary Chapter One: Progress report on university-wide interventions to

improve the quality of Teaching and Learning in 2009 Chapter Two: A high level summary of quantitative teaching and

learning indicators Chapter Three: Feedback from students on the quality of teaching Chapter Four: Excellence in teaching Chapter Five: Reflections on developing distinctive UCT graduate

attributes Chapter Six: Progress report on the academic reviews


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Executive Summary The structure and content of the Teaching and Learning Reports over the past five years has changed considerably. Prior to 2005 the Teaching and Learning Report only included information on quantitative indicators related to student and staff profiles, and student performance. This format was primarily informed by the need for the university to fulfil its accountability obligations to Council and the Department of Education. In 2005 the Senate Academic Planning Committee motivated for the inclusion of information related to the enhancement of teaching and learning in order to provide a more comprehensive account of teaching and learning at the university. Accordingly the last two reports have incorporated chapters on university wide initiatives aimed at improving the quality of teaching and learning and profiles of innovative teaching practices. The last three reports have recorded progress made in addressing the teaching related sections of the University‟s Quality Improvement Plan. For the past two years when the reports have been presented to Senate for debate questions have been asked about how the university measures the quality of teaching and learning. Underlying these questions have been concerns about reducing considerations of quality to a set of quantitative indicators. Questions were also raised about the absence of standards against which comparisons about the quality of UCT‟s programmes could be made. These concerns resonate with similar concerns raised internationally in Australia, the United States of America and Europe (See Chapter Five). Definitions of quality in higher education historically have centred on the following considerations: Quality as exceptional: suggesting that quality is only attainable in exceptional circumstances;

Quality as perfection: where quality is linked to specifications or the absence of defects;

Quality as fitness for purpose: where quality is defined in relation to a specified purpose or institutional mission;

Quality as value for money: where quality is defined in relation to an assessment of how well state resources are used; and

Quality as transformation: where quality is defined in relation to the empowerment of participants in the learning process (Harvey & Green, 1993).

The Council for Higher Education drew on these definitions in developing a framework for Quality Assurance in South Africa as can be seen in the Founding Framework of the Higher Education Quality Committee where quality was defined as:

Fitness for purpose in relation to a specified mission within a national framework that encompasses differentiation and diversity;


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Value for money judged in relation to the full range of higher education purposes set out in the White Paper. Judgements about the effectiveness and efficiency of provision will include but not be confined to labour market responsiveness and cost recovery.

Transformation in the sense of developing the capabilities of individual learners for personal enrichment, as well as the requirements of social development and economic and employment growth.

Quality was also located within a fitness of purpose framework based on national goals, priorities and targets (CHE, 18: 2004).

In seeking to contribute to the debate about the measurement of quality at UCT for the 2009 report we have drawn on the concept of „fitness for purpose‟ in deciding to use UCT‟s revised Mission and Strategic goals as a key dimension for reflecting on the quality of teaching and learning at UCT.

At the beginning of 2009 the Vice Chancellor initiated processes to review the University‟s mission and formulate new strategic goals. The latter together with a new Mission Statement were approved by Council in December 2009. The revised mission commits the university to producing graduates “whose qualifications are internationally recognised and locally applicable, underpinned by values of engaged citizenship and social justice” (UCT, 2009). The approved strategic goals contain a number of strategies aimed at enabling the institution to achieve its mission. Future Teaching and Learning Reports will include an assessment of progress made against the indicators identified for evaluating the impact of the strategic plan. This was not done for this report as the institution is still in the process of finalising the framework to be used for monitoring progress.

In order to contribute to the debate about how to assess the quality of teaching and learning at UCT we have included a chapter on „Reflections on developing distinctive UCT graduate attributes‟, highlighted in the Mission and strategic goals (fitness for purpose). The high level summary of quantitative indicators enables the institution to evaluate the efficiency of teaching and learning at UCT and to monitor progress with regard to the equity profiles of our staff and students, as well as the size and shape of our student profile in relation to resource utilisation and national goals. In previous reports the quantitative indicators have been supplemented by an analysis of trends in relation to feedback provided by graduates on the quality of the student experience and their future destinations. A report on the graduate destination survey for 2009 is not included in this report as it was felt that it would be more useful to compare trends over the next couple of years. Currently there are no national standards against which to compare the learning outcomes of UCT graduates. Informal benchmarking takes place through the use of external examiners, the involvement of national and international reviewers in internal academic reviews, accreditation exercises and the many bilateral discussions which take place between institutions all the time. At this stage we do not have a formal way of benchmarking the quality of our educational programmes (quality as exceptional) but where possible, we have incorporated comparative data from other institutions for the


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purpose of benchmarking. A report on the role of the residences in improving the quality of the student experience is provided, given the strong focus on the student experience in UCT‟s mission. The chapter on student feedback provides valuable information on students‟ perceptions of aspects of the teaching and learning environment requiring attention.

Major positive features in student performance in 2009 are:

76% of the Commerce and the BA 2005 cohorts had graduated by the end of 2009.

Success rates at the 300- level remained level at 88% in 2009. The success rate in 400- level courses recovered to 91% in 2009, largely because of improvements in success rates in Humanities and Science courses at this level.

The success rates in 400- level courses amongst black and coloured students improved markedly between 2008 and 2009.

The average time to completion amongst master‟s graduates has dropped very slightly to 2.4 years in 2009.

But there are some areas of concern:

The difference between white (at the upper extreme) and black (at the lower extreme) success rates in 100-level courses increased from 13% in 2008 to 17% in 2009.

A decrease of 1% in the success rate of the 2005 cohort as opposed to the 2004 cohort.

The gap between completion rates amongst white and black students remained large: 82% of the white 2005 first-time entering (FU) cohort in comparison with 52% of the equivalent black FU of 2009.

There has been a very high cumulative rate of academic exclusion amongst black students entering the EBE and Science Faculties (43% of the 2005 cohorts in each case).

Only 69% of the 2005 first time entering cohort had completed a degree/diploma by the end of 2009.

A marked decrease in the completion rate amongst the BSocSc cohort (71% in comparison with 82% amongst the 2004 cohort).

The average time to completion amongst the 2009 doctoral graduates was 5.2 years (in comparison with an average of 4.8 years in respect of the 2008 doctoral graduates).

Size and shape

A total of 24 012 students (16 924 undergraduates and 7 088 postgraduates) enrolled at UCT in 2009. The 2009 enrolment represented a 6,2% increase on the 2008 figure, exceeding the former 2005 peak by 2070 students. The 2009 enrolment in every faculty was larger than that in 2008. The proportion of postgraduates increased from 28% to 29,2% in 2009. In 2008, only Stellenbosch University had a higher proportional enrolment of master‟s and doctoral students (19%) than UCT.

Equity and international student profile


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South African black, coloured and Indian students together made up 43% (40% in 2008) of the total 2009 enrolment. At the undergraduate level, the proportion of white enrolments dropped from 37% in 2008 to 35% in 2009. At the postgraduate level SA black, coloured and Indian students made up 32% (31% in 2008) of the enrolment in 2009.

The proportional enrolment of international students from the rest of Africa dropped slightly to 11% while that from the rest of the world remained level at 5-6% of the total enrolment over the 2005 – 2009 period.

The proportion of international postgraduate students from the rest of Africa increased from 12% of the total enrolment in 2008 to 17% of the total enrolment in 2009. International students from the rest of the world made up 7% (6% in 2008) of the 2009 enrolment.

Academic staff

In 2009 there were in 2009 834 (836 in 2008) permanent or T3, full-time academic staff in the teaching ranks spread across the 6 faculties, the GSB and CHED. UCT‟s permanent and T3 academic staffing complement thus grew by 4,8% between 2007 and 2009. The growth in academic staffing was markedly lower than that in student headcounts (12,1%) over the same period.

There has been a marked increase in the proportion of staff aged 39 years and below (from 21% of the total in 2007 to 27% of the total in 2009).

There have been small increases in the number of South African black, coloured and Indian staff over the last three years but the proportion of SA white academic staff remained constant at 55% of the total over the 2007 – 2009 period.

Course success rates

The overall undergraduate course success rate in 2009 was 84,1% (85,4% in 2008).

In 2009 the overall success rates undergraduate courses at the important 100-level dropped to 80% (from 83% in 2008). This overall decrease resulted from a 10 percentage point drop in the success rates in 100-level courses in the Science Faculty, and a 3 percentage point drop in courses in EBE. The success rates in 2009 level 200 courses also dropped to 84% (from 85% in 2008). Success rates at the 300- level remained level at 88% in 2009. The success rate in 400- level courses recovered to 91% in 2009, largely because of improvements in success rates in Humanities and Science courses at this level.

The success rate in 100- level courses amongst black students dropped from 76% in 2008 to 71% in 2009. In 2008, the difference between white (at the upper extreme) and African (at the lower extreme) success rates at the 100-level had dropped to 13% (down from 14% in 2005); the difference in 2009 climbed back up to 17%. At the 200-level, this differential was 16% (18% in 2008). The success rates in 400- level courses amongst black and coloured students improved markedly between 2008 and 2009, although the difference between success rates between white students (at the upper extreme) and black students (at the lower extreme) was significant at 15%.

Undergraduate cohort success rates

Analyses of the longitudinal progress of first-time entering students within the 2001 - 2005 entry cohorts showed that 69% of the 2005 FU cohort (in comparison with 70% of the 2004 cohort) had completed a degree/diploma by


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the end of 2009. The highest completion rates amongst the 2005 FU entrants were observed in the Commerce cohort and the BA cohort where 76% (in each case) of the entering cohorts had graduated by the end of 2009. There was a marked decrease in the completion rate amongst the 2005 BSocSc cohort (71%, in comparison with 82% amongst the 2004 cohort). Within the Law Faculty, the 63% completion rate amongst the 2005 FU cohort was 4% lower than that amongst the 2004 cohort

The gap between completion rates amongst white and black students remained large: 82% of the white 2005 FU cohort in comparison with 52% of the equivalent black FU of 2009.

Longitudinal performance within the extended programmes varied widely by year and by programme: no clear trends emerged in any of these programmes. 42% of the 2005 intake had completed a qualification by the end of 2009, and 15% were still busy with their studies.

Particularly large proportions of the 2005 GEPS (Science) and ASPECT (EBE) cohorts (45% in each case) had been excluded from UCT on academic grounds by the end of 2009.

There has been a very high cumulative rate of academic exclusion amongst black students entering the EBE and Science Faculties (43% of the 2005 cohorts in each case).

Postgraduate cohort success rates

69% of the 2003 master‟s intake and 61% of the 2004 intake had graduated by the end of 2009. Small proportions of each cohort (2% of the 2003 intake and 3% of the 2004 intake) were still busy with their studies. Cohort completion rates varied by faculty, and were highest in the GSB (mostly in excess of 80%) and the Faculty of Law (in excess of 70% for each cohort in most cases).

By the end of 2009, 62% of the 2003 doctoral entry cohort had completed their studies and 9% were still busy. The potential completion rate amongst this cohort is therefore 71%. 27% of this cohort had dropped out of their studies.

The average time to completion amongst master‟s graduates has dropped very slightly to 2.4 years in 2009. The average time to completion amongst the 2009 doctoral graduates was 5.2 years (in comparison with an average of 4.8 years in respect of the 2008 doctoral graduates).

The above points suggest that there is a need for research on the reasons for the reversal of the trend towards a narrowing gap between the success rates of black and white students. The decrease in the 100 level success rates amongst black students highlights the importance of developing proposals for improving on the quality of the first year experience. The reasons for the high drop-out rates at both the master‟s and doctoral levels are not understood and therefore require further investigation.

The reflective „think-pieces‟ provide illustrative portraits of how academics from different faculties are grappling with appropriate ways of developing „graduate attributes‟ which they regard as important. The analysis of the pieces is intended as a contribution to the debate about the usefulness of the notion of graduate attributes in shaping the curriculum and pedagogical choices. Several of the contributions were presented at the 2010 Teaching and Learning Symposium. In concluding the symposium the Vice Chancellor suggested that we


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should not make an artificial dichotomy between the teaching of disciplines and the development of graduate attributes articulated in our mission statement. He argued that it should be possible to do both simultaneously and in multiple and flexible ways. He motivated for more discussion within UCT about the usefulness of using the graduate attributes specified in UCT‟s mission and foundation statement to enrich the curriculum and the quality of the student experience at UCT. The report on the academic reviews which took place in 2009 indicates that the panels were impressed with the quality of the programmes. However governance and management related issues were cited as requiring attention.


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Chapter One: University-wide interventions to improve the quality of teaching and learning This report summarises a range of institution-wide initiatives to improve teaching and learning that span across a wide spectrum of units and departments. Some of these initiatives support the implementation of Goal Two on Transformation in UCT‟s strategic plan while others form part of achieving Goal Five focussed on the quality of UCT‟s graduates. Currently the management of teaching and learning at UCT is the responsibility of each Faculty and there is no single university-wide structure to oversee the design, implementation and evaluation of these initiatives. Within each faculty there is a system of committees that oversees different aspects of the teaching process such as admissions, curriculum change, examination and graduation. It is hoped that the recent appointment of Professor Jo Beall as DVC with responsibility for teaching and learning will lead to greater oversight of the teaching and learning process and enable us to plan strategic initiatives in this regard. In this chapter we provide details of projects launched as university-wide initiatives by central providers such as CHED and Student Affairs Department. The report does not include the many practices and projects at faculty and departmental level.

1.1 Improving the quality of teaching and learning

through academic staff development One of the thrusts in improving teaching and learning is to provide opportunities that support academic staff in the development of their teaching at UCT. Responsibility for this lies primarily with the Centre for Higher Education Development (CHED). Key academic staff development projects are run by the Higher and Adult Education Studies and Development Unit (HAESDU) and the Centre for Education Technology (CET) with some faculty based activities being run by staff in the Academic Development Programme (ADP).

1.1.1 Informal programmes offered for academic staff by HAESDU

The New Academic Practitioners’ Programme (NAPP) assists new academics in settling into UCT and managing the competing demands that they experience in their work. HAESDU staff co-ordinate the programme and take responsibility for designing and delivering teaching development activities. An external evaluation of the programme has been initiated for the period 2004-2009 and will be reporting in mid 2010. Thirty-nine (39) new academic staff participated in the programme during 2009 (Table 1).

Year COM EBE HS HUM LAW SC CHED TOTAL

2004 4 4 4 7 1 10 0 30

2005 8 5 2 5 3 7 2 32

2006 3 2 2 3 7 1 18

2007 3 5 5 2 2 5 3 25

2008 9 7 3 2 1 5 5 32


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2009 5 7 6 5 6 9 1 39

TOTAL 32 30 22 24 13 43 12 176

Table 1: NAPP participation by faculty 2004-9

In its current form the programme is offered twice a year and comprises four days of workshops spread out across a semester. The following sessions on teaching form part of the NAPP programme:

Designing teaching with learning in mind

Micro-teaching practical exercise

Understanding diversity in the classroom

Teaching with Technology

Assessment – three workshops

Course Evaluation – two workshops HAESDU‟s staff provided support for tutor development opportunities in the Faculties of Humanities, EBE, Law and the Departments of Botany and Zoology (Table 2). Several academic staff took advantage of this developmental opportunity. Tutor training was also conducted independently by the Commerce Education Development Unit.

Faculty / Department Date Staff Tutors

Humanities 2009 (February) 7 65

Humanities 2009 (August) 7 55

Chemical Engineering 2009 (February) 6 70

Botany & Zoology 2009 (April) 3 35

Law 2009 (February) 2 8

Totals 25 233

Table 2: HAESDU Tutor development workshop statistics 2009

HAESDU‟s Short Course on Teaching is aimed at supporting lecturers who wish to innovate or address a key challenge in their teaching. The five participants in 2009 were supported in addressing the following challenges: a) Facilitating classroom discussion in an Honours course (Anthropology) b) Handing over responsibility to co-teachers in Design studio (Architecture), c) Coping with large class teaching with students from two disciplines (Med School) d) Working with demonstrators in running effective first year Biology practicals

(Zoology) e) Ending chalk & talk and make teaching more fun (Const Economics and

Management) During 2009 there was a substantial increase in departmental and faculty based workshops provided by HAESDU aimed at supporting academic staff in improving teaching and learning. Approximately 20 such events were organised, which took the form of several workshops within a single department or faculty to address a particular concern. For example two workshops were held with the Botany department around the assessment of the Honours oral presentation, and four workshops were run to assist the Faculty of Law with a curriculum development challenge. HAESDU also contributed to the Academic Heads of Department‟s (HOD) Development programme by running a workshop on Managing Teaching and Learning.


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There was also a substantial roll out of workshops across the university around using the new VULA student course evaluation tool and teaching portfolios (Table 3).

Topic Department/faculty No. of participants Date

Using teaching portfolios

Law 10 23 April

EBE 15 5 May

Humanities 20 29 May

Commerce 20 9 June

CHED 5 10 July

FHS 20 3 August

Using the VULA Course monitoring tool for course evaluation

Law 15

Commerce 15

FHS 20

EBE 20

Table 3: HAESDU faculty workshop statistics 2009

1.1.2 Informal programmes for academic staff offered by CET

The ‟Teaching with Technology‟ project of the Centre for Educational Technology (CET) works to enhance the capacity of teaching units at the UCT to make effective use of educational technology. The CET staff development team has adopted a multifaceted approach including face-to-face workshops, online presence and activities, project partnerships and a seminar series where invited academics present on their teaching with technology. Activities in 2009 included workshops on Podcasting, Open Education Resources and Using Images in Teaching. Seminars on Mobile Learning, Facebook, Teaching Virology with Technology and Technology and Maths were all well attended. Furthermore the roll-out of Vula continued to account for a significant share of CET activity.

Workshop Attendance Seminar Attendance

Faculties 2007 2008 2009 2007 2008 2009

CHED 21 17 13 34 25 42

COM 11 14 17 15 11 14

EBE 17 24 24 29 23 40

HEALTH 37 101 42 53 40 49

HUM 19 22 23 31 32 31

LAW 6 12 8 14 6 6

SCI 14 13 13 28 25 34

UCT Depts

BREMNER 6 7 6 12 3 4

ICTS 3 8 21

LIB 21 10 11 21 15 33

UCT 152 220 160 237 188 274

Table 4: UCT staff who participated in CET workshops and seminars in 2009


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During 2009 we saw an increase in the total number of participants (not unique individuals) to all events (700 versus 613). In 2009 the attendance at workshops went down from 310 to 235 total participants (this total includes students and non-UCT attendees). The „unique participants‟ in seminars decreased from 220 to 160 last year largely due to the decrease in Health Sciences faculty participants. CET promotes a model of an educational technology workshop that extends beyond technical training or episodic engagement with possibilities for course intervention. The workshops are mostly designed as a combination of two laboratory based face-to-face meetings of two hours each and an intervening period of online interaction. In 2009 CET ran 19 workshops with an average attendance of 12 persons. There were significant changes in participation across faculties between 2007 and 2009. Despite a dramatic decrease in workshop participation the faculty of Health Sciences accounted for the largest group of workshop participants. The decrease was caused by the fact that workshops were run in the faculty by the Health Sciences Education Development Unit. The other faculties remained consistent. The difference across faculties probably reflects a bias towards certain disciplines in the workshops that were offered. The CET 2009 seminar series consisted of a range of content from cross-faculty events to department specific uses of Technology. In total there were 465 (headcount) seminar participants, a significant increase from the 2008 figure of 303. Of the 313 individuals (includes students and non-UCT participants) who attended the seminars, 82 attended two or more seminars. Individual one-on-one sessions were held with 14 academics. These sessions ranged from helping first time users of Vula to helping more advanced users engage with more interactive tools. A partnership has been formed with the members of the French Department involved in the teaching of the module on technology and French teaching.

1.1.3 Formal programmes offered for academic staff by HAESDU

Higher education Studies programme (HES) HAESDU convenes a Postgraduate Diploma as well as a Masters in Higher Education Studies offered through the School of Education. The goal of this programme is to professionalize teaching practices within UCT (and more widely in the region), and to develop a growing body of scholarship on teaching, learning & assessment in Higher Education rooted in the complexities of the South African context. Approximately two-thirds of HES course participants since inception in 2001 have been UCT staff (Table 12). About two-thirds of the UCT participants only register for one or two courses as occasional students and do not complete the full qualification. In contrast the majority of participants from other institutions enrol for the full qualification. The core module of the Postgraduate Diploma, Learning and Teaching in Higher Education is also offered as a standalone course for staff wishing to develop a set of theoretical tools with which to reflect on and improve their teaching practice. Table 11: HES Course registrations 2009


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Code Title # registered # completed

EDN5000Z Learning and Teaching in Higher Education

14 13

EDN6075S Globalization, University and Academic Work

9 7

EDN6100F Assessment and Evaluation in Higher education

6 5

Table 12: HES student registrations 2001-2009

Occasional Students

PG Dip Masters Total

Con Qual Con Qual

UCT staff 42 3 5 2 10 60

Other institutions 3 7 3 4 6 23

Total 45* 10 8 6 16 83

* It is not clear how many of these will register for the PG Dip in the future.

1.1.4 The 2nd UCT Teaching and Learning symposium

The UCT Teaching and Learning Symposium was held on Tuesday, 08 September 2009 as a collaboration between the Department of Institutional Planning Department (IPD) and CHED (Centre for Higher Education and Development). The symposium was an opportunity to celebrate and learn from the achievements in innovative teaching practice at UCT. It consisted of presentations by the winners of the 2008 CHED Collaborative Educational Practice Award and case studies of innovative practice selected from the 2007 Teaching and Learning report. About forty five people attended.


through postgraduate development

1.2.1 Socialising PhD students into the doctoral community

CHED is currently working on developing a number of projects aimed at assisting PhD students starting off on the PhD journey and in the final writing up and submission stage, as well as interviewing a number of students to collaborate on developing a digital resource for postgraduate students. Every year CHED invites PhD students registered in their second year of the degree, to a residential doctoral retreat. The aim of the retreat is to stimulate the development of a vibrant intellectual community of postgraduate students across disciplinary and institutional lines at UCT. In 2009 24 PhD's in their second year of registration attended the retreat. The retreats have highlighted a number of problems facing PhD students, especially for students new to UCT. Administrators at UCT realised that a host of challenges faced international students who had to adapt to a new country, language and


21

customs, as well as the rigours of postgraduate studies in a foreign and new institution. By including a range of staff members (both academic and administrative) in the activities staff have heard first hand from the students and as a result have become more aware and conscious and have made minor but significant changes where this has been possible. A spin-off activity has been arranged.

Staff involved in the postgraduate literacies project are liaising closely with

EDUfilms, an educational film company that specializes in the production of educational development films for schools and universities with the aim of producing a digital resource on the postgraduate journey, which will highlight key moments in the journey (from initial application to after graduation). The footage will provide a reference point for the ongoing development of resources related to key moments in the journey. These resources will initially relate to the „literacies‟, but will over time include psycho-social support, support for international students etc and will draw on strategies and suggestions put forward by other (successful) postgraduates and will attempt to raise awareness of what students can expect and highlight existing resources and links available for postgraduates.

1.2.2 Supporting postgraduates in their writing of research

The Postgraduate Writing Project (PGW) was initiated in 2005 to support postgraduates in their writing of research. It is located in the Language Development Group in CHED, and complements the „drop in‟ service offered to individuals by the Writing Centre. Activities include the following: a) Writers’ Circles - postgraduates come together on a multidisciplinary or cohort specific basis to share ideas and writing concerns, receive peer review, and develop self-confidence in presenting their work and voicing their views, before taking their issues into more challenging environments; b) Support for Masters’ and Honours curricula - a tailor-made service for specific Honours or Masters classes to support student writing processes from coursework through to the research stage. Interventions are designed together with course lecturers; c) Seminars and workshops - a generic seminar and workshop on aspects of writing for students across faculties is offered on request. Topics include research proposals, literature reviews, citation and voice, and arguing with numbers; d) Research and Development - this component is concerned with understanding the various literacy „surfaces‟ (writing, numbers and ICTs) and how they come together to constrain or enable students in their writing of research. During 2009, sabbatical leave and the departure of one member of staff halved the staff available to support the project. In spite of this, the four main activities continued although with reduced levels of activity. Five writer circle groupings were administered but the writers‟ circles or workshops were not actively advertised. The weekly multidisciplinary „Thursday circle‟ continued throughout the year as did the fortnightly cohort for the Mellon Mays Undergraduate Fellowship (MMUF) scholars. Other circles were more seasonal. In total there were approximately 53 writers‟ circles in the year


22

(in contrast to 89 in 2008) with an estimated 370 attendances across the circles. Some of the circles from previous years were transformed into occasional workshops. Intensive tailor-made interventions were designed for the Masters in Public Health (2 workshops), Maternal and Child Health (2 workshops), Landscape Architecture (3 workshops) and City and Regional Planning (4 workshops) and were all well received. A highlight was the proposal writing workshops offered to the Masters students in Public Health, which included an assignment based on a mock proposal, and an exam question based on writing skills. The programme was offered for the fourth consecutive year and is an example of best practice in the way it is supported by the Department of Public Health, and how the writing-based curriculum has evolved. An innovation in 2009 was the „Postgraduate Writing Skill Set‟ workshops offered in the EBE faculty to block release students in Property Studies and Project Management. These highlighted the writing challenges experienced by professional Masters‟ students returning to study in semi-distance mode. Eleven „generic‟ workshops were offered to students, mainly in conjunction with the Postgraduate Students Association (PGSA) in the faculties of EBE, Science and Health Sciences. As in previous years, students were typically at proposal or „writing-up‟ stages of research, which is when students in the sciences tend to engage most intensively with writing. For the third year running, a workshop was run as part of the CHED Doctoral Retreat. Workshops were also offered to academics on the national Carnegie Library Academy programme, and to UCT staff participating in the Emerging Researchers Programme. The research and development arm of the project received significant support from a Carnegie-funded grant as part of the PERC (Project for the Enhancement of Research Capacity) programme in the Research and Innovation Office at UCT. The award will be used to bring local and international scholars together to research the relationship between risk and writing at postgraduate level, with the outcome of a book publication in 2011. The project continues to develop a better understanding of the writing-related challenges for postgraduates, in particular, the difficulties faced by „international‟ and „block release‟ students at UCT. Priorities for 2010 are to strengthen our capacity in the crucial area of writing in the quantitative disciplines, and to review our core activities and consider new interventions that have more visibility in the light of UCT‟s strategic goals for postgraduate provision. In addition the plan is to consolidate postgraduate contributions in CHED through building on synergies with CHED‟s initiatives to socialise PhD students into the academic community (see above) and Equity Development programmes such as the MMUF.


through the residences Learning encompasses both the academic and social needs of students in residences. The residences are governed by house committees which together with the warden oversee the needs of their residents. The Residence Academic Affairs Committee (RAAC) and the Residences Tutors Council (RTC) offer academic related programmes.


23

The RAAC seeks to bridge the divide between residences and faculties to provide academic support to students. The RTC offers a range of informal support and enrichment services that add value to promoting a positive learning culture in residences. Learning in the university context can be divided into classroom learning (academic) and out of the classroom learning (co-curriculum). The residences learning environment is largely driven by the latter. Where funding and expertise is available then programmes are arranged that offer direct academic support.

1.3.1 Co-curriculum

Capacity building programmes in the following four areas provide students with the opportunities to learn about themselves, their peers, the residence system and their specific roles and responsibilities.

The Orientation programme assists new students with their successful transition from high school into the living and learning environment.

Governance and leadership training focuses on empowering house committees and sub wardens to fulfill their role in the system.

Social development programmes engage senior students in capacity building activities which aim to assist all students, particularly first year students. Basic counselling skills training are offered in this respect. Programmes include residence sport, social outreach initiatives and the residence drama festival, which uses popular learning methods such as dramatic performances to bring awareness about issues of human rights.

Academic development programmes offer a range of intellectually stimulating activities either directly related to the curriculum, or for enrichment purposes. A tutor training course builds capacity amongst students to offer informal academic tutoring. Cluster tutorials and hot seats augment the residences tutorial scheme through providing inter-residential support. Exam preparation talks assist students with exam related needs such as the acquisition of time and stress management techniques. An isiXhosa course promotes multi-lingualism by offering conversational skills. Inter-residential events such as debates, public speaking, quizzes and writing competitions provide opportunities for students to develop their oratory, persuasive and creative writing skills.

1.3.2 Academic support

The Residence Academic Affairs Committee (RAAC) has a broad mandate to oversee the diverse academic activities of students who live in UCT residences. While the residences have resident tutors under the Residence Tutor Council (RTC) program, these student volunteers are normally busy with their own studies most of the time and hence would not normally be able to offer the required assistance to huge volumes of their peers at a given time. The RTC tutors thus work more or less like the hot-seat tutors on upper campus and offer specialized help to small groups of students at a time. The RAAC identified courses that were known to present major challenges for UCT resident students and then designed appropriate intervention mechanism to help the students to successfully navigate through such courses. During 2009 it


24

was decided that the highest risk students were those taking first and second years Maths classes and hence intervention mechanisms were designed to support the following courses.

Table 1: MAM Target Courses for 2009

MAM1000W Mathematics 1 MAM1003W Mathematics for Engineers I MAM1004H Mathematics 104 MAM1005H Mathematics 105 MAM1006H Mathematics 106 MAM1010F Mathematics for Commerce MAM1012S Mathematics for Commerce MAM2080W Mathematics for Engineers II

A different approach was used each semester. In the first semester of 2009, hot-seats were arranged on the night before each class test. The aim was for students to work through their respective courses and study material beforehand and bring to the hot-seats only those “few” outstanding questions that they could not resolve on their own. They were encouraged to work on these in groups and to call for help from one of MAM representatives present when the group could not solve these problems. In the second semester of 2009, tutorial sessions were arranged for every Saturday morning. Students in all the target courses were strongly encouraged to attend all the Saturday sessions simultaneously. The aim was for students to have a forum to clear any outstanding weekly issues they might have encountered in their respective courses before embarking on new material in the following week. On average, the late night hot-seats in first semester sessions were better attended than the Saturday tutorials in the second semester. This may have been due to the venue used on Saturdays. Saturday morning tutorials usually recorded spikes in attendance on the weekends before tests related to any of the target courses. The outcomes of these interventions were mixed. It was difficult to obtain the necessary experienced help for the late night hot-seats and these hot-seats tended to come much too late to help those who really needed an intervention.

1.3.3 Kopano case study

The warden plays an important role in creating the living and learning context by devising residence specific strategies. The following example, taken from Kopano residence, illustrates the types of interventions that took place on 2009. Kopano prides itself in promoting the ideals of a balanced lifestyle with academic excellence as the cornerstone. To this end, the residence employed a number of initiatives to give meaning to the vision of residences as an extension of the teaching and learning space:

Strengthening the academic and student development portfolios: Over the past two years, the portfolios of the House Committee and Sub-wardens have been


25

amended to ensure that the vision for academic excellence and student development in a broader sense is realized. The House Committee's Academic Affairs and Student Development Portfolio, works hand in hand with the Student Development Portfolio in the sub-wardens team. The alignment of these portfolios has ensured a purposeful and streamlined approach to addressing academic and student development initiatives in the residence.

Academic Room: Kopano has made provision for a dedicated study space in the Residence through the creation of an Academic Room. The purpose of this room is to give students access to a quiet study venue for both individual and group study. The Saunders Room (House Committee Boardroom) is also used as an additional academic space, and with the support of the House Committee various options are being considered to further improve these facilities.

Tutoring system: A tutoring system is in place to ensure that students are supported academically especially in subject areas that prove to be challenging. The focus of this intervention is currently first year students, and these include workshops being held in the lead up to major tests and exams. These initiatives are both in-house and by linking Kopano students with opportunities external to the residence. Tutors are available on an appointment basis to assist students as problems arise.

Academic Dinner and Academic Excellence Awards: The Warden hosts an annual academic dinner to promote academic excellence, and to recognize top achievers through the Warden's Award for Academic Excellence.

High Tables: High Tables are held in partnership with Baxter and Graca Machel Residences to promote a culture of academic discussion and debate.

One-on-one consultations: After the mid-year examinations the wardening team meets with each student identified as at risk to ensure that issues which may need to be addressed to ensure success, are identified and actioned. This involves effective referrals to either a Faculty Student Advisor or the Student Wellness Centre.

Mentoring: A mentoring system was launched in 2009 to support first year students. Mentors are senior students trained in peer mentoring, and also in effective referral.

Room allocations in support of mentoring/ peer support: In 2009 Kopano changed its room allocations system to better integrate and provide support to especially first year students. The new system, to be introduced in 2010, prevents returning students from taking up 100% of any given floor and introduced a 60%/40% ratio of senior and junior students per floor. The rationale being to enable senior students to provide informal peer support/ role modelling opportunities to first years.

Conclusion

The report in this section reflects a significant improvement in the capacity of central units at UCT to provide support for the improving teaching and learning. However there is still the perception that UCT‟s culture does not sufficiently acknowledge and reward the time and resources invested in improving teaching and learning and there is need for a more co-ordinated and strategic approach.


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Chapter Two: A high level summary of quantitative indicators

The following key aspects of teaching and learning at UCT are apparent in the Appendix of Tables to the 2009 Teaching and Learning Report: (Please note that South African students have been grouped according to self-classified race – black, coloured, Indian and white – whereas international students have been reflected as those from the rest of Africa, and those from the rest of the world.)

2.1 Students

2.1.1 Enrolments and Enrolment Profiles (see Tables 1- 8 and Table 14 of the Appendix)

A total of 24 012 students (16 924 undergraduates and 7 088 postgraduates)

enrolled at UCT in 2009. The 2009 enrolment represented a 6,2% increase on the 2008 figure, exceeding the former 2005 peak by 2070 students. The average annual growth rate between 2005 and 2009 was 2,3%. The rates of growth in undergraduate and postgraduate enrolments were almost identical: undergraduate enrolments grew at 2,2% per annum over this period whilst postgraduate enrolments grew at an average rate of 2,5% per annum. The postgraduate proportion of the enrolment (including the postgraduate diploma and honours level) increased from 28% to 29,2% of the total enrolment in 2009. UCT is the 14th (out of 25) largest South African higher education institution and is of a similar size to the NMMU and the Durban University of Technology.


27

Total, undergraduate and postgraduate headcount enrolments 2005 -

2009

0

5000

10000

15000

20000

25000

2005 2006 2007 2008 2009

UG PG TOTAL

Humanities remains the largest faculty: 6790 students (28% of the total) were enrolled for Humanities programmes in 2009. The 2009 enrolment in every faculty was larger than that in 2008. However, enrolments in two of the Faculties (Law and Commerce) decreased over the 2005 – 2009 period (by 2,1%, 0,2% per annum respectively). In the case of Commerce, the smaller number reflects a decrease in enrolments at the undergraduate level. In the case of Law, the net decrease was due to a 12% decrease in postgraduate enrolments (not including the postgraduate LLB) between 2005 and 2009. Table 14 shows that the decrease at the postgraduate enrolments in Law was due to smaller enrolments at both the postgraduate diploma and master‟s level.

UCT‟s proportional head count enrolment in the SET faculties (EBE, Health Sciences and Science) made up 41% of the total enrolment in 2009. The 2009 SET proportion equals the 2010 target agreed with the Department of Education. The 2009 proportional enrolment within the Business/ Management area (27%) was somewhat higher than the DoE agreed target of 25%. At the same time, the proportional enrolment in the broad humanities (32%) was slightly lower than the target of 34% agreed with the DoE.

Amongst the group of South Africa universities, only Wits University had a higher proportion of SET enrolments in 2008 (46%).

South African black, coloured and Indian students together made up 43% (37% in 2005) of the total 2009 enrolment. The proportional enrolment of international students from the rest of Africa dropped slightly to 11% while that from the rest of the world remained level at 5-6% of the total enrolment over the 2005 – 2009 period. The proportion of South African white students dropped by 6 percentage points to 37% between 2005 and 2009.

At the undergraduate level, the proportion of white enrolments dropped from 37% in 2008 to 35% in 2009. At the postgraduate level SA black, coloured and Indian students made up 32% (31% in 2008) of the enrolment in 2009. The proportion of international postgraduate students from the rest of Africa increased from 12% of the


28

total enrolment in 2008 to 17% of the total enrolment in 2009. International students from the rest of the world made up 7% (6% in 2008) of the 2009 enrolment.

The overall number of SA black, coloured and Indian enrolments increased from 8050 in 2005 to 10 321 in 2009, or by 28%.

Enrolments by race, 2005 - 2009

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

Black Coloured Indian White Int - Rest of

Africa

Int - Rest of

World

2005

2006

2007

2008

2009

UCT is one of 7 universities offering only contact programmes; the others in this

group are the University of Johannesburg, the University of Limpopo, the University of Venda, the University of Stellenbosch, Wits University and the University of Zululand. Amongst this group, Wits University and Stellenbosch are regarded as key competitors. In 2008, Stellenbosch had 13% black students and 16% coloured students. In the same year, Wits had 51% black students and 3% coloured students. These figures include international black and coloured students. The equivalent figures for UCT for 2008 were 29%black and 15% coloured students.

The first-time entering undergraduate (FU) intake in 2009 (3884) was the largest in UCT‟s history. Slightly more than two thirds of the 2009 FU intake (67%) had achieved notional A or B matric aggregates (the equivalent proportion amongst the 2008 intake was 66%). The significant number amongst this intake (12% of the total) with unknown matric aggregates derives largely students who completed their schooling outside South Africa.

Enrolments in three-year bachelor‟s degrees and professional first bachelor‟s degrees made up 30% and 32% respectively of the 2009 enrolment. There were almost 400 additional three year bachelor‟s enrolments and 327 additional professional first bachelor‟s enrolments in 2009 (in comparison with 2008). There were 331 more postgraduate diploma enrolments and 217 more master‟s enrolments in 2009, in comparison with 2008.

Enrolments at the honours level remained almost constant (1068 in 2008 and 1062 in 2009). Enrolments at the doctoral level however grew by 28 students between 2008 and 2009.

Masters plus doctoral enrolments have consistently made up 18% of the total enrolment at UCT. This is 1% lower than the 2010 target agreed with the Department of Education.


29

In 2008, only Stellenbosch University had a higher proportional enrolment of master‟s and doctoral students (19%) than UCT.

2.2 Academic staffing and student:staff ratios (permanent and T3 staff in the teaching ranks only, both GOB and soft funded) (see Tables 8 – 11 of the Appendix)

There were in 2009 834 (836 in 2008) permanent or T3, full-time academic staff

in the teaching ranks spread across the 6 faculties, the GSB and CHED. UCT‟s permanent and T3 academic staffing complement thus grew by 4,8% between 2007 and 2009. The growth in academic staffing was markedly lower than that in student headcounts (12,1%) over the same period.

The proportion of academic staff holding doctoral degrees remained relatively constant over the 2007 – 2009 period. In 2009, 61% of the permanent and T3 academic staff held doctoral degrees and a further 30% were qualified at the master‟s level. Over 90% of the academic staff therefore held at least a master‟s degree. In 2008, UCT‟s proportion of academics with at least a master‟s degree was the highest amongst all universities.

The proportions of staff in the various academic ranks have changed somewhat over the last three years: the proportion of lecturers increased from 21% on 2007 to 27% in 2009 and at the same time, there were smaller decreases in the proportions of professors, associate professors and senior lecturers. These figures suggest that departing senior academic staff have largely been replaced with more junior staff.

Table 11a shows the distribution of academic staff by age group and shows that there has been a marked increase in the proportion of staff aged 39 years and below (from 21% of the total in 2007 to 27% of the total in 2009). At the same time, the proportion of staff aged 50 years and higher dropped from 50% in 2007 to 45% in 2009.

Table 11b, which shows the distribution of academic staff by race (extracted from HEMIS, separating South Africans by race and including all internationals within a single category) shows that there have been small increases in numbers of SA black, coloured and Indian staff over the last three years but that the proportion of SA white academic staff remained constant at 55% of the total over the 2007 – 2009 period. Table 11c shows that although the proportion of female academic staff however increased by 2 percentage points between 2007 and 2009, more than 60% of all academic staff in 2009 were male.

2.3 Teaching and learning

2.3.1 Graduates and Success Rates (see Tables 15 to 17 of the Appendix)

The ‟graduation rate‟ is an index used for benchmarking purposes by the

Department of Higher Education (DHET); it is defined as the ratio of the number of graduates for a given qualification in the reporting year to the number of students registered in that year for that qualification. It is valid as a measure of success only for qualifications begun and completed in the reporting year, and as a measure of relative success in steady state conditions, i.e. when the relationship between the number of finalists to the number enrolled is constant over time.


30

Enrolments and graduates by qualification type: 2009

0

1000

2000

3000

4000

5000

6000

7000

8000

U/grad

diplomas

3yr

bachelor's

degrees

Prof

bachelor's

degrees

Postgrad

diplomas

Honours Master's Doctors

Enrolled

Graduated

The ‟graduation rates‟ for master‟s and doctoral degrees for 2009 were 26,3%

(27,1% in 2008) and 16,8% (14,7% in 2008) respectively. These graduation rates higher than the national averages (18% and 12% respectively) but are markedly lower than the NPHE benchmarks (33% and 20% respectively). The latter discrepancies exist because:

at the master‟s level, many MMed candidates successfully complete the fellowship examinations but do not graduate. This will however change substantially going forward. At the same time up to 4% of each entering cohort of master‟s students upgrade to doctoral candidacy without graduating;

there has been marked growth in PhD enrolments over the last four years; this will lead to more doctoral degrees in time but for the present has the effect of depressing the ‟graduation rate‟ (although the 2009 graduation rate was higher than the equivalent rates in 2006, 2007 and 2008).

UCT‟s proportion of master‟s and doctoral graduates in 2008 (18%) was smaller only than that at Stellenbosch (19%), and was markedly higher than the national average of 7%.

UCT‟s master‟s level ‟graduation rate‟ in 2008 (27%) was exceeded only by that at Rhodes University (28%). In the same year, UCT‟s doctoral level graduation rate (15%) was equalled only by the University of Johannesburg and was markedly above the national average (12%).

The overall undergraduate course success rate in 2009 was 84,1% (85,4% in 2008). UCT‟s undergraduate course success rate in 2008 (85%) was equalled only by Rhodes University, the national average being 77%.

Table 16a shows that in 2009 the overall success rates undergraduate courses at the important 100-level dropped to 80% (from 83% in 2008). This overall decrease resulted from a 10 percentage point decrease in success rates in 100-level courses in Science and a 3 percentage point decrease in success rates in these courses in EBE.


31

This suggests that students completing the NSC are less well prepared for tertiary level mathematics and related subjects. Similarly, the success rates in 2009 level 200 courses dropped to 84% (from 85% in 2008). Success rates at the 300- level remained level at 88% in 2009. The success rate in 400- level courses recovered to 91% in 2009, largely because of improvements in success rates in Humanities and Science courses at this level.

Table 16b reflects a marked decline in the success rate in 100- level SET courses between 2008 and 2009 (from 81% down to 76%). There were also smaller decreases in the success rates in business/commerce and broad humanities courses. The success rate in 200- level courses in business/commerce dropped from 87% in 2009 to 83% and there was also a 2 percentage point drop in SET course success rates at this level. A significant (21 percentage points) increase in the success rate in 400- level courses in Education appears to account for the increase in the success rates in such courses in the Humanities Faculty.

Table 16c shows that the success rate in 100- level courses amongst black students dropped from 76% in 2008 to 71% in 2009. There were smaller decreases in the 100-level success rates amongst coloured, Indian and white students, whilst the success rate amongst international students remained level at 83%. In 2008, the difference between white (at the upper extreme) and African (at the lower extreme) success rates at the 100-level had dropped to 13% (down from 14% in 2005); the difference in 2009 climbed back up to 17%. At the 200-level, this differential was 16% (18% in 2004). The success rates in 400- level courses amongst black and coloured students improved markedly between 2008 and 2009, although the difference between success rates between white students (at the upper extreme) and black students (at the lower extreme) was significant at 15%.

Success rates in 100-level courses, by race: 2005 - 2009

70%

75%

80%

85%

90%

95%

2005 2006 2007 2008 2009

Black

Coloured

Indian

White

International

All Students

Undergraduate Academic Progress Code Analysis (see Table 17 of the Appendix)

In 2009, 87% of all undergraduates were ‟successful‟ where the measure of success is completion of a degree/diploma or meeting at least minimum readmission requirement (in which cases a CONT progress code is given). 13% (10% in 2008 –see


32

Table 17a) failed to meet minimum readmission requirements: almost one third of these (8% of all undergraduates) were given concessions to continue; the proportion excluded on academic grounds was 5% of all undergraduates (4% in 2008).

While 13% of all undergraduate students failed to meet minimum readmission requirements, the proportion failing to do so of

Black undergraduates was 21% (17% in 2008)

coloured undergraduates was 12%(same as in 2008)

Indian undergraduates was 13% (10% in 2008)

white undergraduates was 7% (5% in 2008)

9% of black undergraduates, 5% of coloured undergraduates, 5% of Indian undergraduates and 2% of white undergraduates were excluded on academic grounds.


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Undergraduate Cohort Analysis (see Tables 19 and 20 of the Appendix)

Analyses of the longitudinal progress of first-time entering students within the 2001 - 2005 entry cohorts showed that 69% of the 2005 FU cohort (in comparison with 70% of the 2004 cohort) had completed a degree/diploma by the end of 2009. The highest completion rates amongst the 2005 FU entrants were observed in the Commerce cohort and the BA cohort where 76% (in each case) of the entering cohorts had graduated by the end of 2009. Completion within successive BSc FU cohorts has remained quite level at around 64-66% of each entry cohort. There was a marked decrease in the completion rate amongst the 2005 BSocSc cohort (71%, in comparison with 82% amongst the 2004 cohort). This was due to increases in the cumulative proportions of drop-out in good academic standing and academic exclusion within the 2005 cohort. Within the Law Faculty, the 63% completion rate amongst the 2005 FU cohort was 4% lower than that amongst the 2004 cohort largely because of an increase in the cumulative proportion of drop-out in good academic standing.

Cohort completion rates across the 2001 - 2005 entry cohorts varied widely in relation to entry faculty and race. The gap between completion rates amongst white and black students remained large: 82% of the white 2005 FU cohort in comparison with 52% of the equivalent black FU of 2009. Table 18b shows that there has been some improvement in the rate of drop-out in good academic standing amongst black students (7% of the 2005 cohort left UCT in good academic standing without completing a degree/diploma), but the rate of exclusion on academic grounds (31% of the 2005 entry cohort) has remained quite static and the proportion still busy with their studies has increased to 10% amongst the 2005 cohort. If one treats those still busy with their studies as potential completers, the potential completion rate within the 2005 black FU cohort climbs to 62%, and that amongst the equivalent white cohort rises to 85%. The very high cumulative rates of academic exclusion amongst black students entering the EBE and Science Faculties (43% of the 2005 entry cohorts in each case) are nevertheless of concern.

The completion rate amongst the successive coloured FU cohorts ranged between 57% (in respect of the 2001 cohort) and 66% (in respect of the 2001, 2002 and 2005 cohorts). A far smaller proportion of the 2005 coloured cohort (9%, in comparison with 15% of the 2001 cohort) had left UCT in good academic standing and without completing an undergraduate qualification.

The completion rates amongst successive Indian cohorts ranged between 55% (in respect of the 2001 cohort) and 73% (in respect of the 2003 cohort). As was the case with the coloured cohorts, a far smaller proportion of the 2005 Indian cohort (8%, in comparison with 19% of the 2001 cohort) had dropped out in good academic standing.

The cohort completion rate amongst the 2005 white cohort was 82%, which was 4% higher than that amongst the equivalent 2001 cohort. The improved cohort completion rate reflects improvements in the drop out and academic exclusion rates within successive intakes.


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Academic progress of 2001 to 2005 FU cohorts

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001 intake 2002 intake 2003 intake 2004 intake 2005 intake

Refused readmission

Dropped out

Busy

Graduated

Longitudinal performance within the extended programmes varied widely by

year and by programme: no clear trends emerged in any of these programmes. 42% of the 2005 intake had completed a qualification by the end of 2009, and 15% were still busy with their studies. The potential completion rate within the overall 2005 extended programme cohort is therefore 57%. The rate of drop-out in good academic standing to date within the 2005 cohort (9%) is very small in comparison with the cumulative academic exclusion rate (35%). Particularly large proportions of the 2005 GEPS (Science) and ASPECT (EBE) cohorts (45% in each case) had been excluded from UCT on academic grounds by the end of 2009. The Science Faculty regards the first year of the GEPS programme as a selection year and anticipates a high attrition rate given that it admits students with matric points well below the normal cut-off (in this range of matric points there is very poor correlation with performance at UCT).

Postgraduate (Master’s and Doctoral) Cohort Analysis (see Tables 21 and 22 of the Appendix)

The 2003 to 2007 new intakes of master‟s and doctoral students were tracked until the completion of the 2009 academic year. Tables 20 and 21 show the status of the intake of each cohort, by faculty, as at the end of 2009.

Table 21 shows that 69% of the 2003 master‟s intake and 61% of the 2004 intake had graduated by the end of 2009. Small proportions of each cohort (2% of the 2003 intake and 3% of the 2004 intake) were still busy with their studies. Cohort completion rates varied by faculty, and were highest in the GSB (mostly in excess of 80%) and the Faculty of Law (in excess of 70% for each cohort in most cases).The relatively low completion rates within Health Sciences reflects the large numbers of MMed students (registrars) who do not complete the dissertation component of the master‟s programme, which has not been required in order to practice as a specialist,


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and therefore do not graduate. These students appear under the row heading “dropped out” in this analysis.

Up to 13% of each master‟s cohort in the Faculty of Science and up to 8% of each master‟s cohort entering the Health Sciences Faculty had upgraded to doctoral study. Smaller proportions of those beginning master‟s degrees in the EBE Faculty upgraded to doctoral study. Elsewhere, upgrades were rare.

Between 24% and 27% of the successive 2003 – 2007 master‟s entry cohorts had dropped out of their studies by the end of 2009. By the end of 2009, 62% of the 2003 master‟s entry cohort had graduated and 9% were still registered; the potential completion rate within this cohort is therefore 71%.

Academic progess of 2003 to 2007 new master's intakes

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Refused readmission

Dropped Out

Transferred to Other Prog

Still Busy

Upgraded

Graduated

By the end of 2009, 62% of the 2003 doctoral entry cohort had completed their

studies and 9% were still busy. The potential completion rate amongst this cohort is therefore 71%. 27% of this cohort had dropped out of their studies.

Retention and completion patterns varied widely across the faculties: the problem of drop-out appeared to be a particular problem within the Commerce Faculty. Completion rates within the 2003 doctoral cohort were highest in the Faculty of Science (70%) and Health Sciences and Humanities Science (61% in each case).

The reasons for the high drop-out rates at both the master‟s and doctoral levels are not understood and therefore require further investigation.


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Academic progress of 2003 to 2007 new doctoral intakes

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Refused readmission

Dropped Out

Transferred to Other Prog

Still Busy

Graduated

Table 23 of the Appendix shows that the average time to completion amongst master‟s graduates has remained dropped very slightly to 2.4 years in 2009. The average time to completion amongst the 2009 doctoral graduates was 5.2 years (in comparison with an average of 4.8 years in respect of the 2008 doctoral graduates and 4.3 years in respect of the 2007 doctoral graduates).


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Chapter Three: Feedback from students When the 2007 Teaching and Learning Report was presented to the Senate Executive Committee concern was raised about the absence of a student voice in the report. Hence this year the report contains a section on feedback from students derived from three sources:

o Feedback from Faculty Councils on issues pertaining to teaching and learning o Feedback from Class Representatives and Faculty Councils at the Student

Quality Forum

3.1 Feedback from Faculty Councils A letter was written to the Chairs of the Faculty Councils requesting them to provide feedback for the 2009 Teaching and Learning Report on several points. The remarks below are based on reports received from the Health Sciences, Science, Humanities and EBE Faculty Councils.

3.1.1 Challenges and achievements associated with the web-based student course evaluation system

The EBE Faculty Council reported that students complete their course evaluations towards the end of the first term and that students do not receive feedback. As a result many students are not motivated to complete the forms. They propose that students should receive feedback at the beginning of the second term.

The Health Sciences Faculty Council reported that as students have become more comfortable with the web-based course evaluations, the system is easily accessed and used by students. However they are concerned that the clinical year students, who are based at various sites around Cape Town, are not easily able to access the web-based forms. They therefore propose that written evaluation sheets should be used for the clinical students based at satellite venues, without web facilities.

The Humanities Faculty Council reported that the challenge with web-based course evaluation is getting students to actually log onto Vula and answer the questionnaire. They believe that the reason for this apathy is due to the belief that suggestions made are not taken into consideration, as they don‟t see changes thereafter. They believe that it is necessary to pay more attention to the post-evaluation period as students need to be actively reassured that their issues are being addressed. The positive thing about the web-based course evaluation tool is that it has the ability to reach all students unlike the course evaluation sheets handed out in the lecture theatres when half the students are not there.

The Science Faculty Council reported that the web-based system has made it much easier for students to complete evaluations. However because students are expected to complete the forms in the their own time may do not complete the forms. They propose that there should be a system where the course evaluation form pops up on the course tab on Vula and that students should not be able to access information about the course until they have completed the forms.


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3.1.2 Comments on the effectiveness of the role of class

representatives and faculty councils

EBE reported that the Dean meets on a quarterly basis with the class representatives and the faculty council. Minutes are taken and processes are in place for ensuring adequate follow-up. The dean works closely with the council to meet strategic goals and supports the council‟s initiatives/forums. However the role of the class representatives is not as effective as it should be. Most students do not even know who their class representatives are.

The Health Sciences Faculty Council reported that class representatives have been very effective in dealing with a number of issues pertaining to their specific classes. Due to the structure of the Health Sciences Faculty, with a number of off-site teaching facilities, class representatives have played an invaluable role in dealing with issues directly with the relevant structures. The Health Sciences Faculty Council has worked well with the class representatives at different levels, initiating a proactive relationship with faculty staff and various structures in order to improve the teaching and learning environment for both students and staff.

The Humanities Faculty Council believes that class representatives will only ever be as effective as the faculty wants them to be. The council proposes that class representatives should actively seek to know the concerns of the students and should take initiative in this regard. Secondly, that course conveners should be in constant contact with the class representatives so that they keep abreast of any grievances. They believe that the effectiveness of the councils depends on what they actually do to improve the quality of the students‟ experience. They feel that there is a need to strengthen the commitment of the councils to serve the interests of the students more proactively.

The Science Faculty Council reported that the class representatives and the faculty council provide an effective link between lecturers and students. However many students and staff do not appreciate the value of these structures and so do not fully utilise them.

3.1.3 Proposals for strengthening the role of class

representatives

The EBE Faculty Council proposes the establishment of a forum where all class representatives can meet with the academic representative on the faculty council. The purpose of the forum would be for the council to learn about problems on the ground and to take issues to another level where appropriate. The Science Faculty Council proposes that the position of class representatives should be fomalised in order to enhance their role.

3.1.4 Comments on major initiatives introduced by the faculties to

improve the quality of teaching and learning in 2009


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The EBE Faculty Council reported that the faculty had semesterised courses and had introduced Saturday classes for first year students doing maths and physics. The council felt that semesterisation was a good initiative, because it enables the students to progress to the next year whilst still carrying a semester course. However the students who decanted from maths are struggling with some second year courses because they haven‟t completed the two maths semesters in their first year and the lecturers assume that they have.

The Health Science Faculty Council reported that the class representatives and the council are in the process of endorsing a collaborative initiative with Harvard University. This initiative involves the establishment of an online networking teaching and learning platform, along with other top universities around the world, to improve the learning process of the students in the faculty.

The Humanities Faculty Council established a new initiative, namely the 'Student for a day' Programme. This programme serves to provide high school learners with the opportunity to experience what the university is like by spending a day at the university and attending lectures with a student studying their particular field of interest. They propose that the faculty investigates how they can support this initiative in future years as a key strategy for dispelling the perception of the university being 'wonderland' to many high school learners.

The Science Faculty Council reported that some of the maths lecturers are now recorded so that people can review the lectures in their spare time. In addition some lecturers are using tablet computers as opposed to chalk boards. This makes it possible for the students to focus on listening in the lectures rather than taking notes as they can get the exact notes later.

3.1.5 Proposals for improving the quality of teaching and learning at UCT

The university needs to communicate more effectively about the various forms of support available to students, so that students know where they can go for particular forms of support. The EBE Faculty Council also proposed that all students should be assigned to a staff member who will act as a mentor for particular students. The Humanities Faculty Council proposes that the quality of teaching and learning at the university can be improved through perpetual monitoring and introspection by the university. The university needs to focus on improving the relationship it has with its students so as to fully understand what the concerns of students are.

3.2 Feedback from Class Representatives and Faculty

Councils in the Student Quality Forum In 2009 a Student Forum on Quality Assurance was launched as a collaboration between the Students‟ Representative Council (SRC), the Department of Student Affairs (DSA) and the Institutional Planning Department (IPD). The aim of this forum was to provide students with a platform to discuss issues related to Quality Assurance, and to empower students to play a stronger role in helping to


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improve the quality of the teaching and learning at UCT. As such, student leaders from across the student governance were invited, including class representatives. Twenty five students were in attendance. In addition, the forum was attended by: Acting Deputy Vice Chancellor, Prof. Crain Soudien who chaired the first session, Deputy Vice Chancellor, Prof. Joe Beall, Dean of CHED, Prof. Nan Yield and the Executive Director: DSA, Ms. Moonira Khan. Other senior staff in attendance included Ms. Judy Favish, Director: IPD and Ms. Edwina Goliath, Director: Student Development. In session one, the forum was addressed by Mr. Theo Bhengu, Deputy CEO of the HEQC. He highlighted the importance of student participation in issues of quality assurance. Dr. June Pym presented ideas for thinking about ingredients of a good learning and teaching environment, again highlighting the role of students in shaping the learning and teaching environment. Session two focussed on students discussing their role in quality assurance and identifying problems with respect to various sectors of the University. Students were divided into various commissions according to the student constituency they represent. Issues raised in the commissions were: Commission 1: Teaching and Learning at UCT

Privileging of research over teaching

No motivation or benefits for lecturers to improve teaching methods or to

seriously engage with student input

Inadequate training for faculty councils

There should be mentorship programmes in all faculties similar to the one in

Health Sciences

Need for standardization of academic support programmes and formalization of

the EWS accelerated

Tutors should only be drawn from students who are at a higher level of study.

Commission 2: Postgraduate experience

Postgraduates should be allowed to lecture so as to get exposure to being

academics

The mechanism of the Memorandum of Understanding needs to be reviewed

as it is not working effectively across the university

Opportunities for postgraduate students to do exchanges overseas and other

parts of Africa should b e created

There are more students from African countries coming to UCT but fewer UCT

students going to these countries


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The transformation objectives of the university need to be communicated more

effectively to academics

Funding needs to be made available for bursaries to address scarce skills

In several honours programmes students are repeating what they covered in 3rd

year

There is still not a PGSA in every faculty and this is an indication that faculties

and student do not value this structure. A major revitalization of the PGSA

needs to take place.

Commission 3: Governance

The role of class representatives needs to be defined especially in relation

to Student Faculty Councils

The handover process for faculty councils needs to be improved

Deans need to communicate more regularly with faculty councils and

develop mechanisms or channels for ore being accessible to students

support for faculty councils needs to be strengthened

In closing proceedings, the SRC President, Mr. Chris Ryall, highlighted the importance of the initiative and the critical role that students play in quality assurance. The various discussions from the commissions were noted. Key in this was the need for future discussions/ training around quality assurance to be offered earlier in the terms of student leaders, possibly during induction programmes and also for such discussions to be tailored towards the needs of various sectors within student governance, for example: residence related issues to be discussed within the residence sector, academic issues with class representatives and student faculty councils, etc. Feedback received from students highlighted the importance of the Forum in shaping their own

understanding of quality assurance.


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Chapter Four: Recognition of excellence in teaching There are two sets of awards at UCT that recognize excellence in teaching. The Distinguished Teacher Award (DTA) is the highest accolade given to teaching staff at all levels within the university and recognises excellent teaching and has been in existence since 1992.

The Collaborative Educational practice award was initiated by CHED in 2008 and seeks to reward excellent sustainable innovations involving teams of academic staff working together to address educational challenges.

4.1 Distinguished Teachers Awards

In 2009 awards were made to the following staff:

Associate Professor Carrol Clarkson, of the Department of English

Language and Literature

Carla Fourie, of the Education Development Unit: Commerce

Associate Professor Gary Marsden, of the Department of Computer Science

Associate Professor Melissa Steyn, of the Department of Sociology

They all have their own takes on teaching, but the four lecturers named as the winners of the 2009 Distinguished Teacher Awards (DTA) have at least two things in common: they really like being in a classroom packed with students, and they have, according to the DTA committee, set the bar for teaching at UCT. Here we offer a glimpse into their teaching lives and philosophies.

Associate Professor Carrol Clarkson, of the Department of English Language and Literature, teaches a range of material at all levels, from Jane Austen through to critical theory and postcolonial South African fiction. Together with Drucilla Cornell she taught an MA course in the Law Faculty: Revolution in Law and Literature. She also supervises several MA and PhD students. "I try to create an atmosphere of intellectual adventure," says Clarkson, and believes the classroom experience should stand apart from any other learning occasion. "I don't think that a classroom event can or should be substituted by any other form of learning - whether that's reading a book from the library, or Googling something on the internet, or even picking up the lecture notes on Vula." Teaching offers a privileged opportunity to share with others the great ideas, books and artworks that she values in life, Clarkson says.

Carla Fourie, of the Education Development Unit: Commerce, has been teaching financial accounting and financial reporting to first-year students on the Bachelor of Commerce academic development programme for the past nine years. In 2010, she'll teach on the BBusSc academic development stream as well. It's a demanding task, working as she does with students who come to university hamstrung, often, by poor schooling and having to learn in English, a second language for many. But Fourie takes the glass-half-full approach. "I believe that if provided with appropriate support, each student has the potential to succeed," she says. "The greatest challenge when teaching


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is to be able to identify and create the appropriate environments in which a student's potential can be unlocked and stimulated." Working with and in young people's lives comes with responsibility and accountability, but also rewards. "I often walk out of a lecture knowing more than I did when I walked in, and for me this is the beginning of true learning."

The DTA is not the first teaching award that Associate Professor Gary Marsden, of the Department of Computer Science, has received. In 2008 he was named an Apple Distinguished Educator, in recognition of how he uses technology in his classes. He's also picked up a raft of accolades for his work in mobile interaction design, which looks at how the design of mobile technology - think cell phones and iPods - keeps the user in mind. Marsden lectures on second- and third-year courses, and to sizeable honours classes. What's his golden rule of teaching? "You have to be absolutely passionate about what you're teaching." And he has to get his students equally excited about the subject at hand. Working in a field where textbooks age quicker than the technology they cover, he also has to think on his feet. So while there's due attention paid to the stock-in-trade theory, students can also expect to learn of plenty of hot-off-the-press developments.

Associate Professor Melissa Steyn, of the Department of Sociology, started her UCT teaching career back in 1988, running courses to senior undergrads and postgrads in what was then the Professional Communication Unit. Since then, she's co-developed and taught on a score of programmes in the Faculty of Humanities, lecturing on topics such as diversity and power dynamics. These are the same issues she also lectures on these days on the full- and part-time MBA courses at the Graduate School of Business. She grounds her teaching on the maxim that people do their best in settings in which they feel supported, respected, and where limiting assumptions are uncovered through "incisive conversation". Given the topics she covers, that ambition takes on new meanings. "In all my teaching I attempt to give students the opportunity to express their views, to be heard, to listen, and to revise their thinking in light of what they are hearing," she says. "Often, this is especially empowering for students from marginalised groups."

4.2 Council for Higher Education award for teaching

excellence Vanessa Burch, MBChB Programme Manager, was awarded the Council on Higher Education (CHE)‟s National Excellence in Teaching and Learning Award in 2009.

4.3 CHED awards for collaborative educational practice in

2009

During 2007 Higher the Centre for Higher Education (CHED) award for collaborative educational practice (CEP) was launched open to groups of two or more UCT staff members who have collaborated on a particular project to enhance the teaching and learning environment. The aim of the award is to:


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a. recognise and promote collaborative approaches to enhance the teaching and learning environment.

b. provide additional resources for groups of academics to innovate in their teaching programmes and courses.

c. publicise successful collaborative projects as examples of good practice in developing teaching and learning.

d. assist in developing and articulating the research-led nature of the teaching and learning approaches employed.

The awards were made to the following here groups of staff at UCT in 2009:

4.2.1 David Priilaid and Stuart Hendry: Post Graduate Diploma in Entrepreneurship – an Action Learning Framework

Since its inception in 1993, the Postgraduate Diploma in Entrepreneurship has delivered an innovation curriculum seeking to equip young graduates with the skills requisite of a changing and challenging business environment. Its focus today rests on entrepreneurship. Employing an action-learning based curriculum the core thrust of the diploma challenges the orthodox view that entrepreneurship is mostly about spreadsheets and cash flow projections. Instead the PDE encourages students to see themselves as change-agents, artists, creators, and visionaries. The PDE is driven primarily by an action-learning based philosophy whereby, in groups of six or seven, students start up and run their own businesses for the duration of the academic year. These are real, not virtual, businesses, involving real money. Through this process students come to locate their authentic inner voices, learn to be proactive, and begin to take on the practice of artistry, inter-alia. These are all constituent parts of the entrepreneurial mindset, a construct better discovered than taught. Collaborative learning accrues, therefore, through a host of participants including lecturers, facilitators, volunteer business men and women, including past PDE graduates and, most importantly, the students themselves. The PDE seeks to synthesis and integrate content across courses (a) within its own jurisdiction (e.g.: BUS 4049W, BUS 4078F and BUS 4073S) – and (b) within the School of Management Studies (e.g.: BUS 4050W and BUS 1004W). So doing, it has developed synergies and developed strategies of collaboration between its current and past students – between staff in the faculty and between experts, practitioners and academics in the field. PDE is founded on the theories of Action and Organisational Learning and is thus predicated on the prior work of researchers like: Argyris (1974), Revans (1980, 1982), Marquard (1999, 2004) and Senge (1991), inter-alia. Components of the various PDE courses have been incorporated into a number of Commerce Faculty courses, namely: BUS1004W, BUS 4050W and BUS 4075S. Additionally it has served as a template to other entrepreneurship training initiatives, most especially those run at Tsiba and the Allan Gray Orbis Foundation.


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The PDE remains a one year diploma designed along two parallel tracks. The first is the full-year action learning programme known as Genesis (BUS 4049W) in which students run their own businesses for the duration of the academic year. The second component is a set of functional theory courses typical of any commerce or even MBA-type degree. These courses are taught on a semester basis and are aimed at assisting students in the practice of better running their businesses. In this sense the theory of each course is positioned to solve the real life problems; and not merely conceptual “puzzles”. Together these courses map out the functional requirements of the commercial discipline and probably constitute what could be considered as the equivalent of half an MBA. However, without the Genesis course there is little integration, and no application. Connected to the action learning component of the course, concepts taught on these theory courses find immediate application. Thus, for example, through their learnings on the finance module, students are able to account for and report on the money making activities of their Genesis businesses. This is important, since groups are required to produce comprehensive financial feedback to their Genesis directors with whom they meet on a monthly basis. Thus where ordinarily constructing a cash flow statement might be construed as merely ‟puzzle solving‟, the rigours of the Genesis project imply a more serious ‟problem‟ requiring attention. In this sense the inter-locking integrative nature of the programme creates an additional level of learning whereby students can hold up theoretical constructs and test their applicability in real time with real people and real money. Coupled to Genesis is a theory course called Entrepreneurial Strategies (BUS4078F) which teaches something of the theory of entrepreneurship. Specifically it aims (1) to teach the entrepreneurial mindset; (2) to provide insight on what is required to develop ideas, insights and innovations, and (3) how we might then move to market and monetize these as enterprises. The course teaches that entrepreneurs (1) need to locate their authentic inner voices, (2) need to be proactive, (3) should not be afraid to spend time away from the herd and (4) need to take on practice of artistry, inter-alia. Put together these factors constitute the state of being an entrepreneur. The technical details and planning requisite of the act of entrepreneurship follows thereafter, but not before. On the Entrepreneurial Strategies course (ES) students are taught using what one might call a philosophy of ‟horizontal engagement‟; in other words students are treated as equals. So doing, students are required to challenge themselves. On a course aiming to instil as sense of entrepreneurship and self awareness, students are taught not to memorise facts but rather to enquire, to engage, to think, to listen to themselves thinking, and to be aware of their thinking. Lectures are not merely “delivered” from a lectern in a traditional chalk-and-talk ‟top-down fashion‟. Rather a Socratic approach is employed whereby open-ended questions are asked so as to provoke class-room discussion. The tone is more casual than formal. First names are used by all. Throughout the teaching objective is to lodge an intent not in the mind; but in the heart.


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4.2.2 Nisreen Narker; Gideon Nomdo; Moragh Paxton; Cathy Hutchings; Tracey Dennis : ECO1110H: Language & Communications

This project is an example of a cross disciplinary collaboration which has addressed the challenge of integrating academic literacy teaching into an academic discipline such as Economics at UCT. The collaborative work has been as follows: The extended course in Economics ECO1110 H has been redesigned to include three written assignments which are developed collaboratively between the convenor of the Language and Communications module (L&C) convenor and the convenor of the Economics course. These essay tasks focus on aspects of the Economics curriculum which are conceptually demanding such as economic systems, the production possibility curve and supply and demand theory, so that students learn and consolidate their learning through writing. Students are encouraged to submit essay drafts as part of the writing and learning process. During the first semester, in two weekly Language and Communications tutorials which are compulsory for all students doing the ECO1110 H course, students are taught the literacy practices (problem solving, discussion, reading and writing) required for succeeding in Economics. The L&C convenor and the Economics convenor collaborate in the design of these essay tasks, finding appropriate readings and drawing up the marking criteria for each task. The Economics convenor holds workshops where she teaches the language tutors the Economics content knowledge required for teaching in an integrated intervention such as this. The L&C convenor runs marking workshops where Economics tutors and language tutors together decide on what constitutes a good, medium and weak essay and how the marking criteria will be weighted. In the process, Economics tutors learn about marking and giving feedback. The L&C Reader is designed by the language tutors to assist in the development of reading and writing in Economics. It too is a collaborative project in that the reader combines Economics articles and extract from Economics textbooks with guidelines for reading these texts and worksheets which are designed to develop writing competence. For instance, these worksheets focus on the use of modals, coherence and cohesion and referencing in Economics writing. Each year the Economics course convenor, the Economics tutors and the Writing Centre consultant in Commerce EDU receive copies of this Course Reader. Monitoring and evaluation systems have been established in this project so that participating staff engage in a mode of critical reflective practice that informs and feeds into a continuous system of evaluation.


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Academic Literacy research in the Language Development Group has informed both the design of the Language and Communications module and the materials used. This embedding of academic literacy in the Economics curriculum is based on theory that sees literacy as a social practice (Gee 1998, Street 1999) that is embedded in context. This project has been operating for 13 years and has gone through a number of experimental designs and applications, and the current module has proved to be effective and sustainable. The synergy created through all of these different inputs is a steering force behind the collaboration. It allows all of the different players to have a sense of mission and also the means with which to move closer to and realise that mission.

4.2.3 Dr Rachel Weiss and Dr Arlene Archer: The Patient design and interrogating multimodal assessment

This project involves collaboration between a Patient Information Leaflet (PIL) project in Clinical Pharmacology and the „Multimodality in Education‟ research group in CHED. The PIL project involves the design and teaching of a module which centres on pamphlets used to educate patients suffering from common chronic conditions such as diabetes and epilepsy. Patient cooperation is an essential component of chronic disease management; therefore, students need to communicate in ways that are both empowering and socio-culturally appropriate. Students learn to design a coherent message for a specific audience, using multimodal resources (such as colour, layout and image) as well as language-based resources (such as diction and register). They also learn to reflect on the design and the use of their own pamphlet as tried out in a „patient encounter‟. In making pamphlets for a specific „target audience‟, students use a „language of design‟ as a vehicle for reflecting on socio-cultural group identities and the role of language use during patient-doctor encounters. The overall aim of the project is to develop students‟ communicative competence as an aspect of professional growth and development. In this presentation, we will report on some of the complexities of developing assessment criteria for these highly complex multimodal texts. The assessment rubric developed attempts to make provision for the creativity and variety represented in the pamphlet designs. Using this rubric, students evaluate their own pamphlets in terms of their design choices, ethical considerations, and designing processes. The assessor then triangulates this reflection with the overall assessment. This attempt to assess a creative process as well as a product is fairly unique in the Health Sciences context. The project was designed to develop students‟ communication skills as part of professional behaviour; however, in the process students have produced pamphlets that have attracted attention from the public and health workers. A portion of the prize money will be used to reproduce some pamphlets for distribution and use in community health initiatives, such as WREMS (Waiting-room Education by Medical Students) and SHAWCO clinics.


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Chapter Five: Reflections on developing distinctive UCT graduate attributes

5.1 Background In 2008 UCT approved Guidelines for Academic Planning. The guidelines, which were developed as part of UCT‟s Quality Improvement Plan, recognised that academic planning in a public university is embedded within national and institutional and national policy frameworks and that these should therefore help to inform academic planning (UCT, 2008). UCT‟s earlier Mission Statement, adopted in 1996, committed the institution to “producing graduates who are lifelong learners capable of critical, creative and flexible thinking, who can contribute to economic and scientific development, meet diverse social and cultural needs, build a vibrant civil society and consolidate democracy” (UCT, 1996). UCT‟s Living Transformation Plan, released by the Vice Chancellor in 2005, recognised the relevance of curricula as key to the transformation towards which the university strives. The plan committed the university to providing curricula that would equip graduates to cope with changing social contexts and shifting cultural emphases, and to engage with South African and African social issues and problems wherever possible (UCT, 2005). Whilst acknowledging the importance of the university-wide graduate attributes listed in the Mission Statement and implied in the Living Transformation Plan, the Guidelines for Academic Planning reflected the view that when developed beyond basic levels, generic graduate attributes could take on different meanings, shaped by the different disciplinary or professional contexts in which they are developed (UCT 2008). For this reason in 2009 the Senate Academic Planning Committee (SAPC) decided that each faculty at UCT should develop its own set of „graduate outcomes‟ that would be aligned with UCT‟s mission statement and the transformation objectives and which would help shape the curriculum and assessment practices of every programme offered. During 2009 the SAPC accordingly established a task team to oversee the process of engaging with faculty reports on how they were planning to implement the guidelines. The reports from most of the faculties highlighted concerns about the appropriateness of specifying graduate outcomes at faculty level and very little enthusiasm for participating in university wide discussions about graduate attributes. The faculties proposed that engagement around graduate attributes should more fruitfully take place at departmental level given the need to contextualise the development of generic skills within disciplines. In the light of the feedback received the SAPC decided not to proceed with an institution wide initiative to facilitate more debate and monitor progress on developments with regard to graduate attributes.


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5.2 Desired attributes of UCT graduates At the beginning of 2009 the Vice Chancellor, Dr Price, launched a process to develop a new strategic plan for the university and to revise the1996 Mission in the light of fresh strategic goals. The revised mission and strategic plan were adopted at the end of 2009. This new mission committed the university to producing graduates “whose qualifications are internationally recognised and locally applicable, underpinned by values of engaged citizenship and social justice” (UCT, 2009). The foundation statement underpinning the mission committed the university to providing a superior quality educational experience for undergraduate and postgraduate students through, amongst other things:

stimulating the love of life-long learning;

the cultivation of competencies for global citizenship;

supporting programmes that stimulate the social consciousness of students;

exposure to the excitement of creating new knowledge;

offering access to courses outside the conventional curricula; guaranteeing internationally competitive qualifications (UCT, 2009).

The goal of enhancing graduate attributes links to other UCT strategic goals, including internationalising UCT via an Afropolitan niche. In short this means ensuring that UCT graduates are prepared to live and work in a global world and that academic staff are equipped to prepare them for this future. It also implies that all our graduates should have a strong understanding of Africa and the continent‟s position in the world; are able to make connections between global issues and the impact of these on their local environments; and that they can exercise critical analysis in all respects. In practical terms, students need to be familiar with the key debates of our time and the range of view points on them. Preparing our graduates to engage internationally also includes the acquisition of digital information and communication skills.

The six approved goals contain a number of strategies aimed at enabling the institution to achieve the graduate outcomes we espouse to in our mission and stipulated in strategic goal five on graduate attributes. References to desired graduate attributes are highlighted in italics in the extracts from the strategic goals reproduced below.

Internationalising Graduate Attributes UCT will seek to ensure that its graduates have the competencies to study in an electronic and global age, that they have the capacity for critical comparative thinking, and that they acquire effective cross-cultural communication skills. These will be introduced through methodologies and modalities used in the normal course of delivering the curriculum. We will promote the teaching of foreign languages, and where demand indicates, develop courses in languages spoken on the continent and of relevance to Africa, Asia and Latin America. UCT aims to increase study-abroad opportunities for its postgraduate students so that they experience other ways of life and are exposed to new knowledge systems and perspectives.


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Providing inclusive curricula and engagement with African voices Transformation in a university context must also touch the substance of what we learn, teach and research. Students in post-apartheid SA must have a critical knowledge and understanding of the country’s history and the experience of its citizens. The implications of this history must be made relevant to their fields of study and future work. Students should gain an understanding of how ways of thinking and bodies of knowledge may be embedded in historical power relations. They should engage with debates on the extent to which, in some disciplines, the hegemony of Eurocentric approaches to knowledge, history, value systems and belief systems may have influenced or undermined African world views and perspectives. Research and teaching should give more space and acknowledgement to African voices, and particularly African intellectuals, who should merit the same critical engagement as those from the west. Bringing research into teaching To be a research-led university, our research must inform our teaching. All UCT students must experience the importance of creating new knowledge by virtue of the fact that their teachers infuse their courses with the results of their research. We must multiply the incentives for research to be fed into all levels of teaching and for encouraging research by all students. In this regard it is important to revisit the documents on the linkage between research and teaching that have been developed in UCT in the recent past, in order to develop a comprehensive strategy for integrating research into teaching. Preparing UCT graduates for a global workplace Universities are ever more networked internationally while their graduates are increasingly mobile. UCT has to ensure its graduates are well prepared for that future. Providing opportunities for more breadth within our undergraduate curriculum Currently there is a misconception that the general academic bachelor‟s degree is a three-year degree. Analysis of cohort success rates indicates that the majority of students are not graduating within three years. There is also a concern that it is not possible to provide sufficient breadth within the structure of the three-year degree because we have to deal with diversity in educational background as well as provide disciplinary foundations for further study. As a result, we are struggling to find time in the undergraduate curriculum to: accommodate opportunities for students to develop skills for active local and global citizenship; acquire a better knowledge of the African continent so that our graduates are able to bring a contemporary African focus to their future professional work; gain basic competence in other languages, especially in indigenous South African languages and major languages spoken in other parts of Africa; and have more time for problem-based research projects. We will consider different models for three- and four-year bachelor degrees in order to formulate a clear set of proposals for submitting to the Department of Education. In the meantime, in order to improve on the breadth of the undergraduate learning experience, the university will encourage students to do subjects outside their chosen disciplinary/professional field where


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the curriculum allows for this. We will explore how to offer more flexible programmes such as summer schools, vacation-based service learning, additional courses in normal curriculum, parallel additional enrichment or honours programme. Ensuring graduates are critical thinkers and stimulating interest in postgraduate research If UCT‟s mission is to produce the next generation of academics, recruiting from its own undergraduate pool is an important source of researchers. UCT graduates should have an understanding of the contested nature of knowledge in their disciplines, be competent in using a range of information sources and evaluating the reliability of those sources and in the context of an undergraduate curriculum that is up-to-date and, where appropriate, informed by the research of academic staff. We should explore the opportunities of allowing students in certain programmes to undertake or assist with research projects, or even to offer an elective research paper in lieu of a semester course. Promoting democracy, respect for human rights and commitment to social justice UCT believes that opportunities for student engagement with external constituencies, afforded by service-learning programmes, can be important vehicles for inter-disciplinary learning, enhancing the breadth and diversity of the students‟ educational experience and producing graduate citizens capable of reflecting on the implications of living and working in different social contexts. We will expand opportunities for students to get involved in community-based projects in which community engagement, a focus on social justice issues and students‟ learning are integrated into the formal teaching and learning process. We will explore the feasibility of establishing a social justice and community-engaged teaching and learning project in CHED to provide staff development for service learning initiatives. UCT will develop an appropriate reward and recognition system as part of promoting student leadership and student volunteerism initiatives that benefit internal and external communities.

5.3 Initiating debate about the implications of the

revised mission and the strategic goals for thinking

about the curriculum

Given the strong emphasis on developing distinctive attributes amongst UCT graduates in the revised Mission Statement and Strategic Goal Five, and the evidence of an increasing international focus on the part of many premier universities, university associations, and national funding and Quality Assurance Agencies, and given the potential impact on assessing and improving the quality of learning outcomes of graduates, the Quality Assurance Working Group(QAWG) re-opened the debate on graduate attributes. In formulating an approach for UCT to engage with the new Mission and Strategic Goals QAWG was mindful of the need to be sensitive to the concerns that had previously been raised by most of the


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faculties about the value of identifying generic graduate attributes. QAWG therefore proposed that the SAPC should facilitate debate on the implications of the strategic goals and the new mission for thinking about the curriculum at UCT by drawing on the experiences of academics on the ground, who were grappling with the challenges of designing curricula that would develop particular kinds of graduate attributes. The SAPC decided to use the 2010 Teaching and Learning Symposium and the 2009 Teaching and Learning Report for this purpose. The SRC and the Deans were requested to nominate people to write reflective pieces on how they used graduate outcomes to inform the design of their curricula and pedagogy. A task team comprising members of QAWG selected four presentations for the Symposium. Several additional pieces were chosen for incorporation into the 2009 Teaching and Learning Report. One of the presentations made at the symposium was not included in the report as it was intended as an introduction to other pieces which were ultimately not used in the symposium. The writers were all given the following brief.

“In strengthening the focus on teaching many top universities in the world have chosen to identify distinctive graduate attributes, beyond the content knowledge and disciplinary expertise that is taught. Whilst UCT has not tried to identify distinctive attributes which we would like all UCT graduates to exit with, our mission highlights attributes which we value. Our mission is to educate students who will have a broad foundational knowledge that goes beyond the immediate requirements of their professional degree or major discipline; who will be equipped to compete in a globalised workplace; who will have a spirit of critical enquiry through research-led teaching; and who will have an understanding of the role they can play in addressing social justice issues. The Senate Academic Planning Committee at UCT has decided to use the 2009 Teaching and Learning Report which is being prepared at the moment to stimulate debate about how a focus on graduate attributes has informed the design of mainstream curricula in various parts of the university. You have been nominated by your faculty to write a two page reflective paper on how you have integrated thinking about desired graduate attributes into your curriculum. The think piece should also contain information on how you evaluate the competencies of students with respect to these graduate attributes and should outline any challenges you have experienced in seeking to nurture the desired graduate attributes. A small task team will select the pieces for inclusion in the report”. The following pieces are included in the report:

Don Ross: Wheeling, dealing and learning: the Applied International Trade Bargaining course

Stephen Inggs: Vision, Imagination and Perception - Desired attributes of graduates in Fine Art

Steve Reid: Reflections on producing socially responsive Health Science graduates

Harsha Kathard: Reflections on implementing a curriculum of relevance in the School of Health and Rehabilitation Sciences


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Carrol Clarkson: The Aesthetics of Justice – Towards an Argument for Teaching-led Research

Jenni Case & Brandon Collier-Reed: Embedding and Assessing Graduate Attributes in Engineering Curricula at UCT

5.4 Analysis of the think-pieces

The reflective ‟think-pieces‟‟ provide illustrative portraits of how academics from different faculties are grappling with appropriate ways of developing graduate attributes‟ which they regard as important. The analysis that follows is designed to contribute to the debate about issues and challenges that surfaced through the pieces The think-pieces provide evidence of a strong focus on providing opportunities for students to develop capacities for critical and analytical thinking, lifelong and independent learning, creativity and innovation. Two of the pieces describe how issues pertaining to social justice are embedded in the curriculum. None of the pieces refer explicitly to the ways in which space for an African voice is provided in the curriculum. One of the pieces describes a project through which students gain insight into the ways in which different countries are affected by, or influence, global trade. The pieces reveal the impact of different conceptual frameworks, disciplinary contexts, and world views as well as external influences in the case of the professional disciplines, on the manner in which academics engage with graduate attributes. Significantly none of the pieces refers directly to the influence of the revised mission or the strategic goals on their conceptualisation of the curriculum despite the fact that the purpose of commissioning the pieces, as outlined in the brief given, was for academics to reflect on how they were engaging with the desired attributes listed in the mission. The engineering piece illustrates how the university is adjusting and modifying its curriculum in response to the requirements of the professional body for universities to enhance the employability of graduates by providing opportunities for students to develop the competencies needed to cope with diversity in the workplace, be innovative, work in teams, apply theory to solve problems and behave ethically. New projects and assessment exercises have been specifically introduced to foster these attributes. The Applied International Trade Bargaining course is explicitly geared to developing independent learning and research skills using a real-life simulation. The self-directed research project which the students undertake is intended to enable students to become creators of their own learning. The re-curriculation of the Allied Health and Rehabilitation Programme was informed by the perceived need to inspire socially just practices amongst


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graduates. The piece describes a process of designing a curriculum based on the specification of desired outcomes, and the goal of producing „change agents‟. Given the focus on trying to develop graduates who will function as change agents there is a strong emphasis on enabling students to become creators of knowledge. The approach to the design of the curriculum and choice of teaching methods and curriculum used in the Fine Arts programme is influenced by the need to accommodate the fact that graduates are being prepared for multiple careers in a rapidly changing world, but one in which complex information is increasingly conveyed through visual forms. Exposure to a range of different kinds of projects is designed to help students develop their creativity and ability to empathetically work in different kinds of social contexts. The piece on teaching literature to undergraduate students is informed by a desire to inspire a spirit of enquiry in the students and to empower them to become creators of new knowledge. The case illustrates the critical role of particular kinds of teaching methods in enabling students to learn how to challenge the boundaries of disciplines and thereby inspire students to want to become creators of new knowledge. Texts are presented and discussed in ways that students are provided with opportunities to develop their capacity to reflect on social injustice and citizenship.

Selecting and using graduate attributes to shape the curriculum

Given the emphasis in the revised mission on attributes related to lifelong learning, global citizenship, social consciousness and the creation of new knowledge, the focus of the analysis is on how these particular attributes are being addressed.

All the pieces depict an explicit focus on developing skills for lifelong learning and inspiring students to become critical thinkers and creators of new knowledge. For this purpose students are required to complete research projects. In addition the goal of producing critical independent learners has influenced the choice of particular pedagogical practices. Examples include:

self-directed research in which students have the opportunity to integrate and apply what they have learned and are required to create and manage their own learning;

the use of assessment exercises involving conscious reflection on the learning process;

formulating explicit learning outcomes related to the students‟ capacity to reflective on their learning, and aligning the assessment exercises with this outcomes; and

the use of teaching-led research methods in which students are invited to push the boundaries of a discipline.

In describing the success of the Trade Bargaining course Ross suggests that the explicit link between the desired learning outcomes and the choice of pedagogy


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contributes to the high levels of student satisfaction with the course and the successful attainment of the learning outcomes.

“I believe there are several basic reasons why the course works so well. First, it transforms the learning dynamic into one that people find natural and that they enjoy: essentially, that of sport. Second, it gives students wide scope to be active, and to exercise control over their outcomes. Third, it encourages the students to be creative and to develop personalized work deliverables, in the context of a discipline, economics, that isn’t generally known for travelling far from standard textbooks. What makes all of this so satisfying is that the knowledge and capacities the course develops in the students are exactly the ones it was designed to emphasize. A student who does well in the course has necessarily demonstrated sustained commitment to hard work and significant investment in a task; strong interpersonal, especially bargaining, skills; ability to do self-directed research and extract information for use in real time; skill in strategic analysis and foresight; and ability to produce a well-organized and well-written report. Most importantly in the context of specific knowledge relevant to their programme, they have had to negotiate the subtle interrelationships between economic analyses and real-time political processes, in which trade-offs among ideal outcomes are essential.”

Three of the pieces provide pointers to how the curriculum can be used to raise awareness of issues related to social justice and citizenship. The Allied Health case depicts an explicit focus on creating awareness of power relations and inequality in society by fostering capacities related to „political reasoning‟, the exploration of interrelated personal, professional and political values and structuring debate about issues of power and inequality and their impact on the accessibility and nature of services provided by allied health professionals.

“Traditionally, students were trained to do clinical reasoning and procedural reasoning as part of a medical model which taught them to solve problems about a disease/disorder. While such reasoning is important it can mask issues of social justice because it is narrowly focussed on the specific condition e.g. a hearing loss or a spinal cord injury with little consideration of the person/people in context. The curriculum now includes an integrated layer of political reasoning which sensitises students to key issues of equity, justice and social inclusion – a political consciousness in their practice learning. The process involves in-depth exploration of interrelated personal, professional and political values. Students are able to interrogate the potential conflict or/and cooperation between values systems, the choices they have (as citizens and professionals) and the actions they could take. By expanding their thinking and reasoning frames beyond the technical dimensions of professional practice, students are encouraged to consider what their next actions might be. This type of reasoning encourages them to consider new or different actions thereby creating the opportunities for change.

The classroom has become a critical space to engage students of diverse backgrounds. Some students report that they haven’t had the opportunity to interact with students of backgrounds different to their own. The process is not without


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challenge as we are discovering through our “diversity and equity dialogues” during which students actively debate issues of prejudice, stereotyping within the context of professional learning. Managed skilfully, the diverse classroom offers opportunity for fostering respect for varied experiential knowledge, managing power and dominance, appreciating different histories, and valuing multiple ways of understanding issues.”

The English case is indicative of how opportunities in the formal curriculum can be created for raising awareness of issues related to social justice without making this a formal part of the curriculum.

“While I was preparing the Dickens lectures, I came across photographs of nineteenth-century London, and was struck by the similarity of some of the inner-city Johannesburg photographs I had taken, and those taken in London more than a hundred and fifty years ago. In my Bleak House lectures, I show the students photographs of London, but unbeknown to them, I slip in two of the Hillbrow photographs. A passage from Dickens’s novel has a striking resonance when it is read alongside the photograph of a deserted alley in Johannesburg, with its derelict buildings and slimy effluent on the street itself:...When the students realize that some of the photographs are of contemporary Johannesburg, and not of nineteenth-century London, then all the questions that Dickens asks about social justice and responsibility, about poverty, about housing, about sanitation and disease, suddenly bear striking relevance to our lives in contemporary South Africa.”

The Engineering case outlines the changes to the curriculum in response to feedback from employers that graduates from universities were not entering the labour market with the kinds of attributes required to cope with a rapidly changing world and the need for a stronger emphasis on sustainable development. However the piece does not provide details on whether they see a link between building the capacity of students to be sensitive to the impact of particular projects on the society and deepening the students‟ understanding of social justice issues.

“In the Mechanical Engineering, a triad of activities have been integrated into the fourth-year “capstone” project course where students are required to critically engage with this outcome. Firstly, each student must complete an ethics questionnaire which must be approved before they collect any data for their project. This compels a student to consider the ethical implications of the work that they are doing and the impact of what they are doing may have on a community. Secondly, a risk assessment form must be completed by each student for any new activity related to the practical aspect of their project. In this way students are made to consider the occupational and public health and safety requirements for any activity that they are involved in during their project. Finally, students are required to write a short essay that critically considers the impact of their project on society. Assessment is conducted by examiners (including an external examiner) using their professional judgement as to whether a student has satisfactorily managed to demonstrate satisfactory performance in this outcome.”


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The student‟s poem on graduate attributes featured at the beginning of this 2009 Teaching and Learning Report illustrates the critical role of opportunities for community service as part of the overall student experience in helping to create an awareness of social issues.

“I have done more than study. I have connected with my community, preserved my continent and protected my environment. I have advocated for causes and I have caused advocacy.”

Reid‟s paper suggests that the explicit articulation of learning outcomes and values does not necessarily impact on the curriculum. Conscious attention is needed for them to be embedded in the curriculum

Apart from the Economics course which is organised around a simulation of a World Trade Organisation, none of the other pieces contained examples of how competencies related to global citizenship are being addressed through the curriculum.

Explicit or implicit focus on graduate attributes?

In the 2010 Teaching and Learning Symposium one of the presenters questioned whether an explicit focus on generic attributes in the curriculum was necessary in order to equip graduates to promote social justice. It was suggested that providing graduates with a solid disciplinary foundation would best ensure that they have the necessary knowledge to contribute to economic and social development and that there was insufficient space in the undergraduate curriculum to provide an adequate foundation in the discipline and explicitly focus on developing generic competencies. Other participants in the symposium articulated the view that generic competencies are best acquired in the context of mastering the foundations of disciplinary knowledge.

This view is shared by many academics all over the world who as Harvey and Knight (1996) report cannot understand why so much attention is increasingly being paid to it and argue that competencies like critical and analytical thinking have “always been at the heart of the academic process... and that higher education has always produced all these things ... [and so] there is no need to identify them as separate entities, they are implicit in, indeed the essence of, the undergraduate experience in the learning curriculum” (Harvey and Knight, 1996: 64). However, they also acknowledge that surveys in different parts of the world of employers‟ perceptions of graduates suggest that this view is not shared by employers (ibid).

“Employers want graduates who are adaptable and flexible, who can communicate well and relate to a wide range of people, who are aware of, but not indoctrinated into, the world of work and the culture of organisations, and who, most importantly, have inquiring minds, are willing and quick to learn, are critical, can synthesize and are innovative (Harvey and Knight, 64: 1996)


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Similar studies done in Canada, Australia and South African have yielded the same results (Brennan, 2010; Griesel & Parker, 2009; Global Human Resource Centre Services, 2004). For example, Brennan‟s survey of graduate attributes among about 600 employers in the UK found around three quarters cited graduates‟ employability skills and positive attitudes as the most important factors in recruitment; just over a half ranked relevant work experience as important, but only four in ten considered the subject of the degree as important, though this varied by area of employment (Brennan, 2010).

Whilst recognising that it would be inappropriate for universities to design their curricula in response to the needs of the world of work, Harvey and Knight suggest that few academics would argue that the learning outcomes listed above constitute a compromise with traditional academic values and expectations (Harvey and Knight, 1996). In their view the differences centre on the learning process and its goals. “Many academics tend to see these as „spin-offs‟ from developing subject knowledge whilst employers want the skills and abilities as explicit outcomes of the programme of study” (Harvey and Knight, 64:1996).

Harvey and Knight have argued that making generic graduate attributes or learning outcomes explicit could help to empower students to take more control over their own learning because they would be encouraged to students to reflect on the development of these attributes and comment on how effectively the curriculum and the total student experience helps them develop these. Building the students‟ reflective capacities it is suggested is a critical component of equipping students to deal with change and an unknown future. Specifying these outcomes more explicitly would help address the findings from many surveys of levels of satisfaction of students with their studies which highlight the importance students attach to receiving clear and coherent information on the objectives, structure and content of the curriculum and the methods of assessment. Transparency would help to empower students to take more control over their learning as often what is expected of students is obscure and implicit (Harvey and Knight, 1996; Kuhn and Ewell, 2010).

This approach was supported by several participants in the Teaching and Learning Symposium who argued that it was desirable to place a stronger emphasis on developing the so-called generic attributes in order to better equip graduates to work in a rapidly changing world and thereby enhance their employability. The EBE contribution illustrates how a stronger focus on graduate attributes can enhance the programme coherence by strengthening the articulation between course-level objectives and programme-level outcomes and the alignment of programme design and assessment with the desired outcomes.

Conclusion

A stronger focus on learning outcomes which are clearly articulated is in line with an increasingly strong emphasis internationally on developing clearer mechanisms


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for evaluating the quality of higher education programmes and the quality of learning outcomes of graduates. (AUQA, 2009; QAA, 2009; AAC&U, 2007) The shift towards a stronger focus on assessing the quality of learning outcomes is exemplified by the following international initiatives. At the end of 2008, the Report of the Review into Higher Education in Australia recommended to the Australian Government that there was a need for increased attention to standards and, most pertinently, to the need to assess and compare learning outcomes across universities nationally. In 2008 the Australian Universities‟ Quality Agency established an expert group to develop ways of measuring and reporting on standards of academic achievement for Australian Higher Education. In 2006 the United States of America, the Spellings Commission on the Future of Higher Education recommended that accrediting agencies pay more attention to this. In 2007 a consortium between the Association of American Colleges and Universities (AAC&U), the American Association of State Colleges and Universities (AASCU) and the National Association of State Universities and Land-Grant Colleges (NASULGC) launched a project to collectively build campus leadership and capacity to implement meaningful student learning assessment approaches and use assessment results to improve levels of student achievement with a particular focus on generic learning outcomes or graduate attributes . In the United Kingdom, the head of the Quality Assurance Agency (QAA) announced early in 2009 that the QAA would investigate how to make more explicit and comparable statements about achievement standards at various levels of the qualification framework i.e. across disciplines. In 2006 the Organisation of European Community Development (OECD) Ministerial Conference in Athens, launched a project on Assessing Higher Education Learning Outcomes (AHELO) in response to concerns of OECD ministers of education over the lack of mechanisms for assessing and comparing graduate learning within Europe despite the Bologna process. A review of the literature suggests that much of the research on graduate attributes, and the work of quality assurance agencies have tended to focus on attributes related to independent learning, creativity, critical and analytical skills and communications skills – attributes which enhance the employability of graduates and equip students for postgraduate studies. Relatively less attention has been devoted to assessing different ways of preparing graduates for their future role as critical citizens with a social conscience. AAC&U‟s Liberal Education and America‟s Promise (LEAP) initiative provides a much wider perspective in that it explicitly addresses the role of universities in equipping students for civic engagement. In addition the approach is based on a commitment to enabling students to reflect on their own learning which is critical for empowering students to become independent lifelong learners. For this purpose they have developed a set of e-portfolios/rubrics to measure and assess learning in a way that addresses the needs of multiple audiences. The rubrics cover intellectual and practical skills, personal and social responsibility including civic engagement and ethical reasoning, and integrative and applied learning. “The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can be shared nationally through a common dialogue and

http://www.aacu.org/leap/index.cfm

http://www.aacu.org/leap/index.cfm


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understanding of student success. Each of the rubrics provides illustrative examples of work that students could submit for assessment purposes” (AAC&U, 2007).

The wider range of graduate attributes covered in the rubrics is more in line with the spirit of UCT‟s Mission Statement which commits the University to enhancing the employability of graduates whilst nurturing a social conscience and building their capacity to become lifelong learners. It is also in line with South Africa‟s conceptualisation of quality which is rooted in the idea of the relationship between education and qualitative change. The Higher Education Quality Committee‟s (HEQC) definition of quality embodies the notion that the educational process should help students „influence their own empowerment‟ and enable them to develop capacities for social development, and economic and employment growth with quality education being viewed as an emancipative socio-political change process (Lange and Singh, 2010).

The analysis of the think-pieces suggests that developing the capacities of students for social development, and nurturing a social conscience amongst graduates, does not necessarily happen through the teaching of disciplines. A more conscious orientation towards enhancing the students‟ understanding of social justice issues is required.

In concluding the Teaching and Learning Symposium the Vice Chancellor suggested that we should not pose as incompatible the teaching of disciplines and the development of graduate attributes as articulated in the mission statement. He argued that our aim should be to do both simultaneously and to do so in multiple and flexible ways. He motivated for more discussion within UCT about the usefulness of fostering the graduate attributes specified in our mission and foundation statement, in order to enrich the curriculum and the quality of the student experience at UCT.

References

Association of American Colleges and Universities, 2007: A Report on College Learning for the new Global Century, a report from the National Leadership Council for Liberal Education prepared for the Association of American Colleges and University

Australian Quality Agency, 2009: Setting and Monitoring Academic Standards for Australian Higher Education. A discussion paper. May 2009

Brennan J & David M, 2010: Teaching, learning and the student experience in UK higher education, in Higher Education & Society: A research report, Centre for Higher Education Research and Information, March 2010, Open University

Global Human Resource Centre, 2004: Post-secondary Graduate Follow-up Surveys in Canada: A comparative review of best practices, March 2004. Report prepared for Saskatchewan Learning


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Griesel H & Parker B, 2009: Graduate attributes – a baseline study on South African graduates from the perspective of employers, Higher Education South Africa & South African Qualifications Authority, Jan 2009

Harvey R & Knight PT, 1996: Transforming Higher Education, the Society for Research into Higher Education, SHRE and Open University Press, Buckingham

Kuh G D & Ewell P T, 2010: The state of learning outcomes assessment in the United States, in Higher Education Management and Policy, Jnl of the Programme on Institutional Management in Higher Education, Vol 22/1, 2010, OECD

Lange L & Singh M, 2010: Equity issues in Quality Assurance in South African Higher Education, in Equity and Quality Assurance – a marriage of two minds, edited by M Martin, International Institute of Education Planning, 2010

Quality Assurance Agency, 2009: Thematic enquiries into concerns about academic quality and standards in higher education in England, final report, April 2009

University of Cape Town, 2009: Mission Statement, UCT

University of Cape Town, 2009: The Strategic Goals for the University of Cape Town 2010-2014, UCT

University of Cape Town, 2008: Guidelines for Academic Planning, UCT

http://www.oecd.org/document/22/0,3343,en_2649_35961291_40624662_1_1_1_1,00.html http://aacu-secure.nisgroup.com/press_room/press_releases/2007/fipsegrant.cfm, http://www.bing.com/search?q=spellings+commission&src=IE-SearchBox&Form=IE8SRC

http://www.auqa.edu.au/qualityenhancement/academicstandards/discussion-paper.pdf

http://www.qaa.ac.uk/academicinfrastructure/evaluation09/default.asp

5.5 Engaging with graduate attributes: reflective

think-pieces

5.5.1 Don Ross:Wheeling, dealing and learning: the Applied International Trade Bargaining course

Since 2000, Applied International Trade Bargaining, ECO3025S, has served as the capstone course for the Philosophy, Politics and Economics (PPE) Bachelor‟s degrees in the Faculties of Commerce and Humanities. It is also taken as an elective by about 50 students each year from outside the PPE streams, which brings its total annual enrolment to about 175. The majority of students in each cohort that has taken it has reported afterwards that it was both the course they most enjoyed during the degree, and also the one in which they think that they learned the most. The course is especially popular with foreign exchange students.

http://www.oecd.org/document/22/0,3343,en_2649_35961291_40624662_1_1_1_1,00.html

http://aacu-secure.nisgroup.com/press_room/press_releases/2007/fipsegrant.cfm

http://www.bing.com/search?q=spellings+commission&src=IE-SearchBox&Form=IE8SRC



http://www.qaa.ac.uk/academicinfrastructure/evaluation09/default.asp


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At a superficial level of description, ECO325 is easy to characterize: it‟s a simulation of a World Trade Organization bargaining round. Students are randomly drawn to represent countries as trade representatives. After performing self-directed research to establish their countries‟ interests and goals, and to master the structures and issues of the WTO, they then bargain with each other, both cooperatively and competitively, to try to secure the best outcomes that they can for their respective countries. About 40% of the bargaining occurs in face-to-face settings where it is governed by rules and monitored by lecturers or tutors. The other 60% occurs online in a structured VULA web village we created, and in coffee shops and pubs on and off campus. At the conclusion of the course, students must each write a 40-page detailed report to their Minister of Trade, explaining why and how they accomplished whatever they did, justifying the concessions they were required to make, and indicating why some goals were not achieved. 60% of each student‟s final grade is based on evaluation of this report. Given only this surface account, someone might question the relevance of the course in 2010. The then-new WTO seemed, back in 2000, as if it would radically transform the domain of international trade. It has not. Although it continues to perform the very useful role – especially for poorer countries – of maintaining a rule-based system for trade in manufactured goods, since its creation in 1995 all efforts to extend its scope beyond this limited aspect of trade have failed. Thus the bargaining processes our students simulate each and every year have never had any impact on the global economy. WTO policy is not remotely as important as domestic policy-making within the major countries and the European Union. Yet the course goes on as it were still 2000. Why? The explanation for the course‟s continuing existence and high popularity is that in its deeper pedagogical aims, it isn‟t mainly about the WTO; that is just a vehicle, an economic bargaining setting that happens to be on the right scale of participant numbers and scope for 175 students and a duration of one semester. The true point of the course is to confront students with the need to integrate and apply the skills and knowledge they have learned, and to create an environment in which they must be highly active as creators of their own learning. A secondary goal is that they experience, as opposed to just read and hear lectures about, the political constraints under which developing and poor countries labour. Students are informed at the beginning of the course that they will be graded on the basis of what they accomplish for their countries. They‟re told that high achievement will require intensive research into not only their own countries, but also on those with which they bargain. A few believe us and get cracking on their research right away. Most do not. But then they discover that although bargaining requires them to behave diplomatically, and to build and maintain effective coalitions, it is also intensely competitive. If others come to know more about the global economy, or more about country contexts than they do, their lack of preparation will be exploited. In consequence, by the mid-point of the course very few students are not relentlessly hunting down useful information. We see the fruits


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of this in their final reports: 8-10 each year are so professionally done that they could pass for real WTO delegation briefings. The rest fall short of that extreme standard, but nevertheless reflect prodigious levels of work. Most are also, quite evidently, labours of love rather than onerous sweats, because they are accounts of the student‟s own, unique, record of self-organized research, strategizing, wheeling, dealing and PR. 70% of reports are unabashedly proud documents. I have lectured at all undergraduate and postgraduate levels in four countries for 24 years. After all that, my ten best and most effective teaching experiences are the 10 editions to date of ECO3025S. I believe there are several basic reasons why the course works so well. First, it transforms the learning dynamic into one that people find natural and that they enjoy: essentially, that of sport. Second, it gives students wide scope to be active, and to exercise control over their outcomes. Third, it encourages the students to be creative and to develop personalized work deliverables, in the context of a discipline, economics, that isn‟t generally known for travelling far from standard textbooks. What makes all of this so satisfying is that the knowledge and capacities the course develops in the students are exactly the ones it was designed to emphasize. A student who does well in the course has necessarily demonstrated sustained commitment to hard work and significant investment in a task; strong interpersonal, especially bargaining, skills; ability to do self-directed research and extract information for use in real time; skill in strategic analysis and foresight; and ability to produce a well-organized and well-written report. Most importantly in the context of specific knowledge relevant to their programme, they have had to negotiate the subtle interrelationships between economic analyses and real-time political processes, in which trade-offs among ideal outcomes are essential. We don‟t make it easy for them. Reports are graded stringently and externally examined. Many students report that, because of its competitive dynamic, it demands as much time as all their other courses put together, even if all they aim for is a solid second-class pass. Yet after ten years I‟ve never heard this expressed in the form of a complaint.

5.5.2 Stephen Inggs: Vision, Imagination and Perception-Desired attributes of graduates in Fine Art

As contemporary fine art has changed, so have the needs of students and the demands they place on developing skills in understanding forms of representation and the visual world. The techniques and concepts of artistic practice have evolved alongside teaching methods and theory, and successful art schools reflect those changes while preserving a continuity of practice and values that connects with a


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long tradition. Upholding core values is important to sustain distinctiveness, as is curriculum development and innovation, if teaching and learning are to remain relevant, especially when only a few graduates will have lifelong careers as professional artists. Therefore, students need to be educated for multiple careers with a range of knowledge, skills and attributes to handle constant change. If the primary function of an art school is to educate the next generation of creative and cultural professionals, then it is crucial they are prepared for a visually rich world in which complex information is increasingly conveyed through visual forms. Through reassessing curricula and focussing on significance and distinction, courses can give students access to modes of learning through the engagement with and manipulation of the material world. This process helps students develop an understanding of empathy that can lead to the development of more responsible citizens no matter what career path they choose. Although delivery of content knowledge and disciplinary expertise are central to teaching within our programme, an art school is also a place for thinking and learning that can lead to numerous desired attributes adding important value to an education in Fine Art.

Vision, imagination and perception – Forming images and concepts are central to the practice of making art. By helping students develop creative ideas and bring them into being through materials also impacts on their perceptions when faced with challenges outside the academy. When evaluating creative work, vision, imagination and perception are evident in the levels of interpretation of ideas and concerns expressed.

Looking and problem solving – In addition to developing skills and finding solutions to visual representation, making students understand, through the experience of making, the central role of contingency in the production of art. Evidence of creative problem solving can be found in varying levels in the way in which a work of art is manifested.

Exploiting creativity through improvisation –Thinking about and making intelligent use of materials to transform and innovate visual forms are essential to creativity and improvisation. Creative intelligence shifts the interpretation of the familiar revealing something new about the world we inhabit.

Curiosity – Developing a sense of inquisitiveness and a desire to know more about the material world is an accepted attribute of thinking and learning in relation to the practice of art.

Situational sense making – Socially responsive project assignments encourages students to work outside of the lecture


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theatre, studio and workshop, by engaging with many facets of the city visiting museums, exhibitions, sites of heritage and public interest, as well as informal settlements and industrial locations. Through this process of engagement, students work in complex situations finding solutions for many of the conceptual, material and social aspects related to projects. For example, students are exposed to topical events and issues in an ever-changing social and cultural context when making artwork such as a conceptual intervention in the city that sets up challenging situations for the reception of the work.

Respecting difference - Giving students access to modes of learning through the engagement with the material world, assists them to understand how this process develops an understanding of empathy that can lead to the development of more responsible citizens no matter what their chosen field of study. Several creative projects specifically draw on individual student life histories for the conceptual context. These projects, when presented in the context of seminars, encourage and develop understanding and respect for difference through discussion and critique.

Reciprocity and the ability to collaborate – Understanding and exchanging ideas, skills and privileges are at the centre of discourse and work processes in contemporary art production, often necessitating the ability to collaborate as a key attribute in realising what is in the imagination. Many workshop based projects encourage students to work in concert with one another in developing highly technical skills and solutions for creative projects.

Pursuit of excellence – The very nature of creative work encourages an engagement with and the pursuit of mastering concepts, techniques and materials to produce work to the highest possible standard. Students‟ ability to critique the visual, including their own production, to be attentive to detail, to understand that the visual is a powerful site of meaning and knowledge, develop an understanding of and engender excellence.

Collective moral values – By revealing through courses how we are all a product of our traditions of art and ideas, and how visual representations of our world reflect our values, ideas, prejudices and freedoms. Giving students a heightened awareness and appreciation of beauty and what this means in different contexts, can also lead to a sense of justice (Elaine Scarry). In all projects students develop ways of empathising, not only materials but also subject matter. This quality of empathy and heightened awareness of the place of both objects and people, for example draw on the creative, religious and cultural traditions of family. The communal realm of the creative process and discourse bring about an awareness of how they have been shaped.


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We should not judge our educational achievement only by our graduates who find commercial success, but also by those who innovate and question, those who are prepared for an active life, not just a productive career. By giving students a sense of the richness of creative work through the study and practice of art is a means of enhancing their understanding that the visual is a powerful site of meaning and knowledge. Our graduates will ideally become agents of knowledge production who bring about diversity and intercultural dialogue whilst facilitating a more open sense of the world.

5.5.3 Harsha Kathard: Reflections on implementing a curriculum of relevance in the School of Health and Rehabilitation Sciences

In this think piece‟‟ I offer personal reflections on aspects of the curriculum process that the School of Health and Rehabilitation Sciences has undertaken since 2003. It provides an excerpt of the graduate outcomes/attributes and then considers educational opportunities supporting the development of these outcomes/attributes. The elements of the curriculum process I reflect on are embedded in a questioning of the future of health and health care in the 21st century. Why did we embark on this curriculum process? The programmes recognised the dire need for change as traditional/historical professional and educational practices have contributed to social inequities. Our taken-for-granted practices were rooted in a medical model and benefitted a privileged minority. Changes in curriculum were therefore necessary to inspire a socially-just practice. As part of these deliberations we drafted a profile of core competency/outcomes and graduate attributes common to the professions of Occupational Therapy, Speech-language therapy, Physiotherapy and Audiology. We recognise that these competencies/outcomes and attributes are both contested and provisional, and will be shaped through further dialogue. An excerpt of graduate competencies/outcomes: Graduates should demonstrate knowledge, values and skills:

Empathy, caring, compassion, patience, gentleness, cultural and gender sensitivity, acceptance of diversity, respect for patient‟s dignity, privacy and confidentiality, personal honesty, open communication with and responsiveness to patients of all age;

An understanding of the total spectrum of health needs of the country and recognition of their duty to commit themselves to the service of society.

Knowledge of the historical, cultural, socio-political, economic and environmental factors that influence health and well-being in the South African population;


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Ability to plan, implement and participate in health promotion programmes as a team in relation to profession, including the ability to advocate on behalf of the health needs of the individual, family and community.

In short, graduates are required to become professionals who are change agents - an extraordinary challenge. What kind of educational process would support this extraordinary challenge? Equity & Diversity Was a change in the equity and diversity profile of students necessary in promoting a curriculum of relevance? After intense debate we agreed that it was unjust to implement an equity-driven curriculum when the student profile itself did not reflect the equity and diversity. The classroom as a place of learning – can only be enriched if students had the opportunity to appreciate issues of equity, diversity and difference in their immediate learning environments. We resisted the forced choice between equity and excellence and considered equity as excellence. Therefore, the School changed the admission criteria to allow access to students who would otherwise be excluded while at the same time making provision for additional learning support to be successful at university. Has this change in student profile benefitted the learning process and do they help to achieve graduate attributes? Our initial reflections suggest that they have. The classroom has become a critical space to engage students of diverse backgrounds. Some students report that they haven‟t had the opportunity to interact with students of backgrounds different to their own. The process is not without challenge as we are discovering through our “diversity and equity dialogues” during which students actively debate issues of prejudice, stereotyping within the context of professional learning. Managed skilfully, the diverse classroom offers opportunity for fostering respect for varied experiential knowledge, managing power and dominance, appreciating different histories, and valuing multiple ways of understanding issues. Political reasoning If we are expecting graduates to be change agents – what opportunities are there to develop skills for critical reflection? Traditionally, students were trained to do clinical reasoning and procedural reasoning as part of a medical model which taught them to solve problems about a disease/disorder. While such reasoning is important it can mask issues of social justice because it is narrowly focussed on the specific condition e.g. a hearing loss or a spinal cord injury with little consideration of the person/people in context. The curriculum now includes an integrated layer of political reasoning which sensitises students to key issues of equity, justice and social inclusion – a political consciousness in their practice learning. The process involves in-depth exploration of interrelated personal, professional and political values. Students are able to interrogate the potential conflict or/and cooperation between values systems, the choices they have (as citizens and professionals) and the actions they could take. By expanding their thinking and reasoning frames beyond the technical dimensions of professional practice, students are encouraged to consider what their next actions might be. This type of reasoning encourages


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them to consider new or different actions thereby creating the opportunities for change. To illustrate: During an aural rehabilitation programme the students asked participants (not patients) with hearing aids what they would like as the next outcome in the intervention process. Far from the usual answers about changing hearing aid settings and how to listen better in noise, the participants said they would like access to the cinema (social inclusion). The students were then challenged- through this dialogue - to consider how the environment could become more inclusive and proceeded to negotiate with cinema to install wireless FM systems which connect to hearing aids. The cinema was further convinced to screen movies with subtitles (special showings) to create further opportunities for inclusion. Through such engagement students begin to understand their roles as advocates and change agents. They also had opportunity to understand that while impairment (hearing loss) is a medical/biological condition which results in difficulties with communication, it is the loss of opportunity for social inclusion which creates disability and isolation. Assessment changes Assessment, as part of the learning cycle, has been a crucial dimension of curriculum change. With a curriculum intending to encourage lifelong learning, value shifts, and independent practice, we are challenged to develop assessment methods which promote these outcomes/attributes. Some of the questions we deliberated on include: What range of assessments would effectively promote a curriculum of relevance? Where and how do we assess content, procedural and political knowledge? Is the assessment policy of the University was aligned with the intentions of changing curriculum? In the senior years of study we are requiring students to:

use a variety of resources for independent case management,

demonstrate value shifts;

think deeply to formulate innovative strategies for case management

apply and integrate knowledge. The traditional time-bound examination format is therefore not useful for some courses. Assessment methods are under review throughout the curriculum with new/revised methods being introduced continually. As example, a “take home case study exam” has been tried in some courses. While it presents challenges, this type of assessment has provided an opportunity for students engage with deep learning. We have found that student responses to South African challenges have been rich, innovative and individualised. This approach to assessment provides opportunity to value diverse responses to a problem rather than a “one right answer” approach. Students have demonstrated their willingness and eagerness to explore interventions that extend beyond traditional practices (they are more willing to take risks), thereby fostering their development as change agents. In preparation for such assessments, students are given formative tasks which ensure that they develop the necessary academic skills to be successful.


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Research: Students as knowledge producers The professions have always been wise in including research is part of the curriculum. We recognise that knowledge to support local practice is unavailable. While the texts from abroad are used, their exclusive use would result in a prescriptive and inappropriate practice. The need for ongoing contextually-relevant knowledge for future practice is paramount. As a key attribute, the graduate must be a knowledge producer to be an agent of change. Research is embedded in the curriculum to two ways. Firstly, the curriculum has a research thread from first year to final year. In their final year, students are expected to conduct a research study and write a report. A key outcome of the project is that students must demonstrate skills to produce knowledge and to critique existing bodies of knowledge. Secondly, lecturers/researchers are including their research and as well as other local/contextual research in the curriculum as part of a purposive initiative to extend the local evidence-base. These strategies help in integrating research into the curriculum to enable the graduate to become a clinician-researcher – a key attribute of the UCT graduate. The practice of heightening the awareness of research in the curriculum is helping to graduates to see themselves as knowledge producers and has increased the demand for postgraduate studies. Conclusion There are many other issues which influence the implementation of a curriculum of relevance. It is clear that for as long as the world is changing and remains uncertain, the curriculum will always be in process. The issues I have highlighted illustrate our initial attempts at providing educational opportunities which promote the development of the graduate as a change agent. We have more questions than we have answers and that too is a good thing.

5.5.4 Carrol Clarkson: The Aesthetics of Justice - Towards an Argument for Teaching-led Research

The mission statement includes the desire to develop postgraduate students „who will have a spirit of critical enquiry through research-led teaching; and who will have an understanding of the role they can play in addressing social justice issues‟. These are the central concerns of this paper – but with a twist: instead of „research-led teaching‟, I would like to broach an argument for „teaching-led research‟, not only as a way of developing a spirit of critical enquiry amongst students, but also as a way of sensitizing students to questions of social justice. Many of my colleagues, across different departments and faculties, have spoken of the difficulty of attracting postgraduate students to their specialized areas of research: at undergraduate levels we often find ourselves giving introductory or mainstream classes in our respective disciplines, sometimes with little chance of bringing our own research interests and strategies to the attention of the students; at postgraduate level it is as if we suddenly expect a long-term commitment from students to a line of research inquiry that they have never been exposed to before.


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In making the argument for the impact of teaching-led research on postgraduate students, I highlight a teaching strategy at undergraduate level. I refer specifically to two courses I have taught in the English Department: third-year lectures on J.M. Coetzee‟s Disgrace, and second-year lectures on Charles Dickens‟s novel, Bleak House. A few months before I took up my post at UCT in 2005, I received a phone-call from the English Department asking me to give three lectures on J.M. Coetzee‟s Disgrace to third-year students. Not wishing to upset my would-be employers, I agreed – but with some trepidation: I had read Disgrace, but at the time, it was the only Coetzee novel I had read! I gave the three lectures, and the following year a handful of Honours and Master‟s students chose to write dissertations on Coetzee. A few PhD students soon joined the ranks, and to ease my growing supervision load, I started a Coetzee discussion group. In turn, the discussion group attracted international attention, and soon friends and colleagues from all over the world were asking to present papers to the „Coetzee Collective‟. We now have over 100 participants on our mailing list representing thirteen different countries. Please visit our website, www.coetzeecollective.net. My engagement with Coetzee‟s Disgrace, and the rest of his oeuvre, has culminated in the publication of my own book: J.M. Coetzee: Countervoices. What happened in those third-year lectures on Disgrace? Reflecting on it now, I realize that because I knew so little about Coetzee myself, I had to pitch all my research energies and strategies into the lecture-room, even though this was not my own research area at the time. The distinction I am making is a subtle, but important one: to bring a research strategy to the classroom, rather than a research field. I now do this as a matter of course: I take undergraduate students to the brink of what I know myself within the prescribed topic of the lectures, so that when I ask a question, the enquiry is genuine, and students have the sense that they are active participants in pushing the boundaries of the discipline: it is not that they are simply giving the „right‟ or „wrong‟ answer to something that I have seemingly always known in advance. It is when students realize that lecturers don‟t always have all the answers yet – that they begin to appreciate their own potential to make a valuable contribution to their field. Research is an intellectual adventure, and students need to sense this at an early stage if they are to become good researchers themselves. I would go so far as to say that instilling the excitement of a spirit of enquiry should take precedence (even over funding questions) when it comes to attracting strong postgraduate students. A few years ago I was preparing my second-year lectures on Charles Dickens‟s 1853 novel, Bleak House, and at the same time I was teaching second-year seminars on post-apartheid South African fiction. In 2004 I had walked through the streets of Hillbrow with author, Phaswane Mpe, retracing the footsteps of the characters in his novel, Welcome To Our Hillbrow. I took several photographs along the way in black and white film. While I was preparing the Dickens lectures, I came across photographs of nineteenth-century London, and was struck by the similarity of some of the inner-city Johannesburg photographs I had taken, and those taken

http://www.coetzeecollective.net/


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in London more than a hundred and fifty years ago. In my Bleak House lectures, I show the students photographs of London, but unbeknown to them, I slip in two of the Hillbrow photographs. A passage from Dickens’s novel has a striking resonance when it is read alongside the photograph of a deserted alley in Johannesburg, with its derelict buildings and slimy effluent on the street itself:

Mr Snagsby passes along the middle of a villainous street, undrained, unventilated, deep in black mud and corrupt water – though the roads are dry elsewhere – and reeking with such smells and sights that he, who has lived in London all his life, can scarce believe his senses. (Dickens, Bleak House, Chapter 22)

Again, I show a photograph of a completely gutted, but clearly inhabited apartment building in Twist Street, Hillbrow. I read a passage from Dickens‟s novel:

It is a black dilapidated street, avoided by all decent people; where the crazy houses were seized upon, when their decay was far advanced, by some bold vagrants … (Dickens, Bleak House, Chapter 16)

When the students realize that some of the photographs are of contemporary Johannesburg, and not of nineteenth-century London, then all the questions that Dickens asks about social justice and responsibility, about poverty, about housing, about sanitation and disease, suddenly bear striking relevance to our lives in contemporary South Africa. The lectures led to a publication of my own („Fever and AIDS: Teaching Bleak House in South Africa‟). But further, the juxtaposition of the photographs, spanning two seemingly discrete courses (nineteenth-century British literature, and post-apartheid South African fiction) has led to several postgraduate student projects in our department specifically addressing questions of social justice, and the role that literature and the arts more generally might play in dealing with issues such as reconciliation, and personal, cultural and political trauma. Much of my own teaching at postgraduate level is now interdisciplinary – perhaps most notably the course I have taught in the Law Faculty together with Drucilla Cornell, „Revolution in Law and Literature‟. To conclude: it is vital to bring one‟s research energies and strategies – if not one‟s usual research field – into the classroom. This has the potential to generate further research areas of one‟s own – thanks to the teaching opportunity. At the same time, it has the potential to inspire the next generation of socially responsive and passionate researchers. References Clarkson, C. „Fever and AIDS: Teaching Bleak House in South Africa‟ in Approaches to Teaching Dickens’s Bleak House, eds. J. Jordan and G. Bigelow (New York: MLA, 2008), 149-56. Coetzee, J M. Countervoices (Houndmills: Palgrave, 2009). Coetzee, J.M. Disgrace (London: Secker & Warburg, 1999). Dickens, C. Bleak House (London: Penguin, 1971). Mpe, P. Welcome To Our Hillbrow. (Pietermaritzburg: University of Natal Press,

2001).


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5.5.5 Jenni Case & Brandon Collier-Reed: Embedding and Assessing Graduate Attributes in Engineering Curricula at UCT

Engineering programmes across South Africa are accredited by the Engineering Council of South Africa (ECSA), a statutory body which represents the profession. In 1998, ECSA adopted an outcomes-based framework for accreditation, in line with the Washington Accord, a system of mutual accreditation across similar professional bodies in a range of countries including the USA, UK, Australia and Canada. Accreditation takes place on a 5 yearly cycle, and UCT underwent its first outcomes-based accreditation in 2000, followed by 2005. Preparation is currently underway for the 2010 accreditation due to take place later this year. In the 2000 accreditation, ECSA was still „feeling its way‟ through this new system and thus much of the accreditation followed the traditional content-based mode. In 2005 there was an intensified demand for us to demonstrate that our courses and programmes were structured along outcomes-based lines. In 2010 there will be a strong requirement for us to show that our assessment systems are able to ensure that each graduate meets the prescribed outcomes. The programme-level outcomes central to ECSA‟s accreditation process can be seen as analogous to graduate attributes in so far as they are the “qualities, skills and understandings ... students would desirably develop during their time at [an] institution and, consequently, shape the contribution they are able to make to their profession and as a citizen” (Bowden, Hart, King, Trigwell, & Watts, 2000). ECSA describe these capabilities in terms of Exit Level Outcomes (ELOs). Neither content nor structure of a programme is prescribed and it is satisfying these generic ELOs which form the cornerstone around which engineering programmes develop their own unique curricula. In a 2001 article our colleague Jeff Jawitz (CHED) argued that the ECSA shift to outcomes-based accreditation offered unique opportunities for engineering educators, which he summarised as follows:

It has brought key educational issues, namely the relationship between learning objectives, the learning process and assessment, to the fore for discussion in engineering departments.

It allows much greater freedom for programmes to define their own content as the emphasis has shifted from what students know to how students can use what they know.

It is focussing attention on how we assess our students.

It requires that our programmes have in place systems of continuous evaluation and improvement, a healthy change from the ad-hoc approach that we currently depend on, and one that will force us to apply in our educational design the same principles that we teach our students to adopt in their engineering design.

(Jawitz, 2001, pp. 175-176) In this reflective piece we consider the ways in which the UCT engineering curricula have developed over the last decade in order to be able to more clearly develop


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and assess our desired graduate attributes. Engineering curricula have traditionally been focused on problem-solving, application of scientific and engineering knowledge, engineering design, laboratory work, and engineering tools. There has also been a focus on professional and technical communication. In this piece we will thus focus particularly on those attributes which have traditionally been less emphasized in engineering programmes, viz. 1. impact of engineering activity, 2. individual, team and multidisciplinary working, 3. independent learning ability, and 4. professionalism. Although we might have always thought that our programmes in at least a serendipitous manner would have developed these competencies, we are now required to show explicitly that we do develop them across a programme, and moreover that we are able to assess them – a considerable challenge for each programme. In this short piece we are not able to cover the full range of curriculum modifications that we have made; rather we highlight in each instance exemplar innovations from the programmes where we have been most closely involved. We particularly focus on the assessment of what ECSA terms „Exit Level Outcomes‟. Impact of engineering activity This outcome requires that graduates are able to „demonstrate critical awareness of the impact of the engineering activity on the social, industrial and physical environment‟. This broad-ranging statement includes those aspects of engineering curricula that have traditionally focused on safety and risk assessment, but now also includes an engagement with environmental and social impacts. In the Mechanical Engineering, a triad of activities have been integrated into the fourth-year “capstone” project course where students are required to critically engage with this outcome. Firstly, each student must complete an ethics questionnaire which must be approved before they collect any data for their project. This compels a student to consider the ethical implications of the work that they are doing and the impact of what they are doing may have on a community. Secondly, a risk assessment form must be completed by each student for any new activity related to the practical aspect of their project. In this way students are made to consider the occupational and public health and safety requirements for any activity that they are involved in during their project. Finally, students are required to write a short essay that critically considers the impact of their project on society. Assessment is conducted by examiners (including an external examiner) using their professional judgement as to whether a student has satisfactorily managed to demonstrate satisfactory performance in this outcome. In a final year course in Chemical Engineering, students have to analyse and describe the social and environmental considerations in a new process industry project. They have to discuss approaches for engaging with the conflicting interests of multiple stakeholders. They also need to demonstrate that they appreciate the role of the process engineer in responsible value-creation and preventing harm. Individual, team and multidisciplinary working This outcome requires that graduates are able to „work effectively as an individual, in teams and in multi-disciplinary environments‟.


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In Chemical Engineering there is a strong emphasis on group work throughout the programme. The final year Design Project takes place in a randomly assigned group of 6 students while the Research Project is conducted in a self-selected pair. The assessment of the Design Project includes both individual and group submissions. Both courses make extensive use of individual oral presentations to also assess individual competence. In Mechanical Engineering, multidisciplinary working has been integrated into the final-year design course as there are typically both mechanical as well as electro-mechanical students in each project team. Students are able to work across disciplinary boundaries (the mechanical/electrical boundary) in the development of the solution to their design problem. Independent learning ability Here graduates are required to be able to „engage in independent learning through well developed learning skills‟. In Mechanical Engineering this outcome is assessed in, amongst others, the fourth-year project. Here, students are given the opportunity to demonstrate that they are effective learners by showing that they can determine learning requirements and strategies by sourcing and evaluating information. Furthermore, projects are constructed in such as way as to require students to access, comprehend and apply knowledge acquired outside formal instruction, and then critically challenge assumptions they may have and embrace new thinking. Chemical Engineering uses problem-based learning in one final year course to provide students with the opportunity to demonstrate their ability to learn independently. In this case, the mode of learning is limited lecturer input, with students learning through engagement with real-world problems. The assessment of problem-based learning activities takes place through the monitoring of performance in regular examinations, as well as through the reflective learning journals that students submit for assessment. In these journals, students are required to evaluate what they have learned and how they have learned it. Professionalism ECSA requires that graduates are able to „demonstrate critical awareness of the need to act professionally and ethically and to exercise judgment and take responsibility within own limits of competence‟. Throughout their final year Mechanical Engineering project, students are required to behave in a professional manner in their relations not only with the technical and workshop staff, but also their supervisor and peers. This outcome is assessed by the supervisor (the internal examiner) qualitatively in the form of a report they compile of a student‟s performance. In this report, the supervisor is required to give evidence to what extent they believe that a student has accepted responsibility for their actions, displayed judgment in decision making, limited their decision making to their area of current competence, and discerned their boundary of competence in their project. Similarly, in the Chemical Engineering Research Project, students are


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explicitly assessed on their professionalism by the course coordinator as well as their supervisors. Jeff Jawitz (2001) highlighted some specific opportunities afforded to engineering departments as ECSA moved to formally accrediting programmes in terms of what they refer to Exit Level Outcomes – and what we argue are notionally equivalent to the graduate attributes developed through an engineering programme. The exemplars presented above have hopefully illustrated how two departments have made use of this opportunity by ensuring the articulation between course-level learning objectives, programme level outcomes, and assessment. A focus on „educational design‟ has emerged as an integral part of our programme planning and the „ad hoc‟ approach referred to by Jawitz is slowly having less of an influence on the way we operate. What remains is to recognise that what ECSA (and thus industry) may require and what UCT may view as important generic graduate attributes are not necessarily a perfect match. Our programmes will continue to evolve to ensure that every student graduating not only meets ECSA‟s Exit Level Outcome requirements, but also the generic graduate attributes that emerge from within the University‟s structures. Acknowledgement In preparing this piece we have drawn extensively on documentation compiled by Prof Duncan Fraser. Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN university graduates. Retrieved November, 15, 2002. Jawitz, J. (2001). Priorities for the new engineering education movement in South Africa. Australasian Journal of Engineering Education, 9(2), 173-177.

5.5.6 Steve Reid: Personal reflection on producing socially responsive Health Science graduates

Having joined UCT recently I have had the privilege of “outsider status” for the first few months of my appointment, during which I have been able to gain a bird‟s-eye-view of the approaches and activities of the Health Sciences faculty and been able to assess its strengths and weaknesses. The reflections that I make here are the result of 6 months of interactions with key informants both within the faculty and outside of it, in the light of my own experience in rural KwaZulu-Natal and as a medical academic at UKZN. The UCT Faculty of Health Sciences stated some 10 years ago that primary health care should be the faculty lead theme to guide teaching and research activities. So a well-written mission statement signed by the senior academics at the time spells out the intention to pursue equity and social justice as central issues, and produce health science graduate who are socially responsible. In interacting with key informants I have asked how that stated intention has been translated into practice in teaching and learning, research and clinical practice, and I have received a wide range of responses which have been illuminating.


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Firstly, my sense is that there is some conceptual confusion around what primary health care actually means in a medical and clinical context. Primary health care very simply means health for all, not just health for a privileged few: not health for those that can afford it, but health for everybody. Those who gain access to health care and present themselves as patients are a small sub-set of those who need care, who may be termed the “population at risk”. Amongst the population at risk we find those who are not yet ill, those who don‟t know that they are at risk, as well as those who are too poor or live too far to access the care they know they need. Extending clinical care beyond the individual patients who present themselves, to those in the community who do not present for care, is a crucial conceptual step that addresses the challenges and barriers of access to care. These barriers are directly related to the notions of equity and social justice, and need to be addressed as part of the professional responsibility of every clinician. Primary health care is therefore a very appropriate lead theme for the production of socially responsive graduates in the health sciences. Traditionally clinical teaching and learning has taken place almost exclusively within large urban hospitals where the “medical model” roles and patterns are entrenched, and the population at risk is to all intents and purposes, out of sight and out of mind. The teaching platform has to be extended to include more primary care and rural sites, so that the context of all the people of South Africa, and indeed the rest of Africa, can directly inform the type of clinical learning that takes place. I have found at UCT some amazing and inspirational examples of clinicians who understand the bigger picture and are deeply involved in bringing about change at a population level as well as the individual level. These champions of socially responsive medicine are however somewhat isolated, and are not coordinated into a systematic faculty-wide strategy for promoting equity and social justice in the clinical context. Medical and health science graduates from UCT are highly regarded internationally for their clinical skills and technical excellence, but this is generally not matched by their capacity and preparedness for working in an African context, where resources are scarce and patient numbers are large. Clinicians have to be prepared and able to think critically and act at the higher level of health systems and leadership in order to effect change beyond the individual patient, and address the central issue of access to care. Although the faculty‟s intended output as stated in the “MBChB Graduate Profile” includes professional values and public health skills amongst the 7 domains, there is no explicit integration with the clinical role to enable clinicians to act on the priority issues at a population-wide level. So we have embarked on two parallel processes: firstly augmenting community-based learning and extending the teaching platform into rural areas beyond Cape Town. And secondly a further curriculum revision that aims to integrate appropriate expressions of social responsibility into the teaching and assessment of routine clinical methods. When health science students graduate they face their compulsory year of community service, a deep-end exposure to the public service that is unique to


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health sciences. This in itself provides a testing ground for initiatives by graduates to engage in societal issues beyond the individual patient. After community service, they are faced with career choices between public and private sector, going overseas and staying in South Africa, rural versus urban positions, as well as which specialty to choose. This career crossroads provides a useful opportunity for some educational outcome measurements, and we are currently busy with a national study that will enable interesting comparisons to be made between health science graduates of different universities. Ultimately however, the extent to which UCT graduates practice in a socially accountable manner, will be seen in the differences that they make in the communities in which they operate. Since health outcomes as measured by health status or mortality figures are determined by a multitude of factors, this is much more difficult to measure.


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Chapter Six: Progress report on the Academic Reviews

6.1 Introduction This section provides a summary of the findings of the academic reviews conducted between April and October 2009. Five academic reviews were conducted across three Faculties namely: School of Public Health and Family Medicine (SoPHM), the Department of Anaesthesia, The Department of Physics, the Department of English Language and Literature and the School of Education. The main purpose of the report is to bring to highlight positive elements and challenges identified by the reviewers in relation to the core functions of the university namely: Teaching and Learning, Research and Social Engagement. Transformation will also be included since it forms a critical component of the teaching and learning environment. The report will also look at institution-wide issues identified by review panels, the role of international reviewers and the impact that they have had on the reviews.

6.2 Academic Reviews

6.2.1 Teaching and Learning

A key point emerging from the reports is a high level of satisfaction with the quality of teaching provision by departments reviewed. For example, the Department of Physics was commended by the review panel for the innovative and research-led approach of the first year Physics major course which draws directly on research carried out by Allie and Buffler on more effective ways of teaching numerical techniques at first year level. According to the review panel the standard of courses offered by the Department of Physics is amongst the strongest in the country. The international reviewer felt that the content of the courses, particularly third year courses, were in line with international standards. However the department was encouraged to conduct a formal benchmarking exercise - measuring both the depth and breadth of the Physics Major Courses to assist in setting exit standards for the third year major course.

The review panel commended the Department of Anaesthesia for its undergraduate and postgraduate high quality texts. The texts were reviewed and acknowledged as comprehensive and of considerable academic value.

The School of Education was also commended for the unique character of its Advanced Certificate in Education course provision, due to the quality of school based support provided, and the extension of the curriculum beyond subject areas in schooling.

The Department of English Language and Literature was commended by the reviewers for the provision of an intensive tutorial-based programme for first year students, and for giving undergraduate and Honours students opportunities to learn through a seminar-based teaching model. The reviewers encouraged the department to undertake a curriculum review, with a focus on strengthening the coherence of the curriculum across the three undergraduate years, interrogating the social and intellectual implications of the divided major, and to consider a


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compulsory African Literature core course at second year. This according to reviewers would enhance students‟ exposure to theory in the undergraduate curriculum, and strengthen the coherence between core courses and electives.

The reviewers were impressed with the predominant teaching methodologies used both at undergraduate and postgraduate level in the School of Public Health and Family Medicine. According to the reviewers the seminar based teaching and problem based learning approach were highly valued by students interviewed since they allow for more classroom interaction and promote a learner-centred focus.

6.2.2 Research

The review panel commended the Department of Physics for its research in Applied Physics which represents a new area of research in a strategically important direction, with significant opportunities for growth. The research in Obstetrics and Trauma was identified as excellent work by the reviewers. However, the review panel felt that the principle of research and audit should be instilled at an early stage in the registrars‟ training by the Department of Anaesthesia.

The School of Education was commended by the reviewers on the quality and the impact of its research output. However, the review panel suggested that it would be beneficial if the School were able to identify a unifying focus of research for the school. It was suggested that the School should consider developing a proposal for a Research Chair in Primary Education for submission to the National Research Fund (NRF).

The review panel commended the Department of English Language and Literature for its sustained and diverse research activity, for its recent attention to the creation of a cohesive postgraduate community and for attracting good postgraduate students, and in gratifying numbers. However the panel recommended that the department considers strengthening its international reputation by through building research niche areas and a common vision for the department going forward.

The School of Public Health and Family Medicine research output was commended by the review panel. Outputs are published in an extensive array of international journals including leading journals in medicine such as The Lancet and Journal of the American Medical Association, and key journals in specialist areas covered by the School.

6.2.3 Social Responsiveness

It was recognised by the reviewers that the input of members of the Department of Anaesthesia in the greater community are important and beneficial to medical services in South Africa. For example the development of the World Health Organization (WHO) safety check list utilized within Groote Schuur Hospital was widely praised by the surgical clinicians interviewed. The input by Professor Rob Dyer into the National Committee for Confidential Enquiry into Maternal Mortality (CCEMM) was also commended.


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6.2.4 Transformation

Concern was expressed by the panel about the slow pace of transformation in the Department of Anaesthesia. This was discussed with members of the department, and it was felt that transformation is an important issue that needs to be systematically addressed as a priority with faculty input.

The School of Public Health and Family Medicine was commended by the review panel for its transformation related initiatives at both the micro and macro levels. These include creating a portfolio for Transformation and Equity on the SoPHM Executive Committee that deals with compliance issues such as the setting of equity targets as well as with attempting to makes changes to the institutional culture. With regard to the latter, efforts have been at the levels of both public input as well as using internal forums such as staff meetings to address issue of race and diversity for both academic and PASS staff. In respect of academic staff it is noteworthy that models of mentorship have been explored together with CHED and that two Mellon awards are presently available for use by black and female academics with regard to career mentorship towards PhD study. However, the review panel felt strongly that there were issues born of the interplay of the current post and demographic structure that need to be addressed if progress is to be made and sustainability assured. The review panel therefore suggested that the School and Health Sciences Faculty identify a post structure and initiate a university wide fund raising programme to overcome generational blockages to transformation. Transformation of the student body within the Department of Physics was achieved largely through the academic development programme namely - General Entry to Programmes in Science (GEPS). However students participating in the academic development programme do not often continue to major in Physics. Thus the changing demographic profile of the postgraduate student body has been achieved mainly through the recruitment of African students from other parts of the continent. The department has succeeded in attracting several highly qualified black academics, which places it in a favourable position with respect to staff transformation. However, the panel felt there was a need for more transparency with regard to the ad-hominem promotion process.

6.3 Institution-wide issues identified by the Review Panel

6.3.1 Postgraduate and postdoctoral issues

The panels were impressed by the enthusiasm and motivation of the students. However two of the reports raised concerns about the level of support for postgraduate students. For example, the School Education was recommended by the reviewers to develop a structured seminar programme and career guidance support for its doctoral and postdoctoral students so that they can be more integrated into the academic life of the School.

Similar suggestions were made by the reviewers within the Department Physics that the department consider whether there is a need for a member of staff to be assigned overall responsibility for postgraduate student affairs. This person would be answerable to the HoD. As part of this portfolio, the person could ensure that graduate students are able to dialogue with staff


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about expectations of postgraduate students. It was suggested that more opportunities should be provided for PhD students and post doctoral candidates to be given opportunities to present seminars to foster a sense of community amongst them.

6.3.2 Interdisciplinary Teaching

A number of technical issues relating to interdisciplinary teaching were raised by the School of Public Health and Family Medicine which require institutional intervention. Many of these issues are the same as those identified in the Senate working group on interdisciplinarity. Barriers to effective cross department and faculty interactions include the lack of a single time table or fee structure (e.g. presenting a problem for Public Health post-graduates wanting to do course from Anthropology), the absence of a single weighting formula for courses taken simultaneously by postgraduate students from different faculties, leading to tension over work load (for example in demography courses) and the inability of fees to follow staff effort.

6.3.3 Learning Resources

In two cases the learning resources available were deemed insufficient to meet the students‟ needs. The laboratory within the Department Anaesthesia was sighted as an area of concern due to poor maintenance and inappropriately qualified staff.

Increased student numbers within the Department of Physics have placed large demands on the laboratory staff. Further, the experiments need to be updated in certain cases and maintained in others. For this reason the reviewers recommended that the Physics Department appoint a Scientific Officer for the laboratories.

6.3.4 Staff Development

Staff development is highlighted as an area for further development in two of the reports. For example, the panel recommended that staff within the Department of Anaesthesia be given more opportunities to attend national and international meetings. In the Department of Physics it was recommended that junior researchers be strongly encouraged to apply for National Research Fund (NRF) ratings as soon as possible and that the development of the researches careers of junior staff be reviewed annually by senior academics to ensure appropriate support interventions.

6.3.5 Soft Funded Posts

Iin the School of Public Health and Family Medicine report soft funded posts were cited as an area of concern. Most of the staff in soft funded posts originally had been employed as researchers but now contributed in various ways to teaching and learning, supervision, leadership and management. This has greatly enhanced the range of research-led teaching offered but has also resulted in a substantial non-current budget for teaching and supervision each year. It was suggested by the review panel that barriers to transformation in largely soft funded environments


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be addressed – looking in particular at opportunities for appointing mid career black and female staff to permanent positions so as to build a leadership cohort for the future.

6.3.6 Governance and Management

Governance and management related issues were cited in four cases as areas that require attention. For example the review panel recommended that the Department of English Language and Literature consider reviewing its governance structures, and that it should commit to regular staff, research and curriculum meetings, and distribute governance roles and responsibilities across a robust committee structure, accountable to the HOD. The Department it was suggested also needed to ensure that its committees and staff meetings function properly, and that they provide a meaningful forum for discussions, which need to take place, about curricula and other matters. The reviewers further recommended that all committee terms of reference and procedures be put down in written form and become part of the information given to all new staff members. The review panel recommended that the School of Education develop a transparent workload allocation system, to include teaching, supervision, administrative and professional responsibilities, and that this be agreed at a general annual planning meeting and regularly reviewed. Similar recommendations were made by the review panel during the review of the Department of Physics. Poor lines of communication emerged as a common theme in discussions with staff during the site visit. Several PASS members identified the recently established ‟PASS Forum‟ as a positive innovation, but others stated that general communication between PASS and academic staff remains poor. Several academic staff members noted a tension between collegiality and competiveness within the department. The review panel recommended regular departmental meetings and the transparent allocation of teaching and administrative workloads. The review panel further recommended that the department considers establishing a broader management structure, involving greater delegation of responsibility for particular portfolios to committees established within the department. It was suggested that this could also serve to provide training for a new generation of academics for future leadership.

The review panel was impressed by the comments made by members of staff about the excellent collegiality within the Department of Anaesthesia, the leadership role of the Head of Department plays and that the senior management team is perceived to be helpful and supportive. The fact that both Professor James and Dr Ivan Joubert have received Distinguished Teacher Awards is a reflection on their input into teaching. Concerns were however raised by the reviewers about succession planning given that Professor James and Professor Gordon retire in 2011 the department was therefore encouraged to identify successors as soon as possible to ensure continuity.

6.4 Role and Impact of International Reviewers

The university is committed to the use of benchmarking in the academic reviews to improve institutional performance. In 2009 three of the departments/schools reviewed had international reviewers namely (School of Education - Prof Brian Davies, University of Cardiff UK; School of Public Health and Family Medicine- Prof Fred Binka, University of Ghana and Prof Anthony Zwi,


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University of the University of New South Wales; and the Department of Anaesthesia - Professor John Sear, University of Oxford, UK).

Measuring the impact of international reviewers‟ participation in the academic review processes and outcomes is complicated because each of them has contributed in unique ways. The role of international reviewers is not yet explicit in the Guidelines for Academic Review. For example in the School of Education special review, Prof Davies was asked to outline a possible scenario for the School in relation to current developments within Schools or Faculties of Education in the UK. While in the other cases the international reviewers were specifically asked to share their expertise on aspects related to the curriculum and research outputs. The presence of the reviewers increased the potential for improvement in several ways by:

o bringing an external focus to internal activities

o identifying new ideas and innovative approaches

o enabling the incorporation of „best practices‟ into the department under review

o decreasing subjectivity in decision-making.

By highlighting problem areas as well as the potential for improvement, international reviewers provide an incentive to change and assist in the setting of departmental and faculty goals.

6.5 Analysis of Improvement Plans As only one improvement plan has been approved by the Senate Executive Committee it was decided not to do an analysis of the impact of the reviews. This will be done in future reports.

References Council for Higher Education, 2004: Founding Framework for the Higher Education Quality Committee, Council for Higher Education, Pretoria Harvey l & Green D, 1993: Defining quality, in Assessment and Evaluation in Higher Education : An International Journal, 18(1) 9-34


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APPENDIX

SECTION 1 : TOTAL STUDENT ENROLMENTS : 2005-2009

Faculty 2005 2006 2007 2008 2009

Average

annual

change

Commerce 5521 5359 5283 5370 5479 -0.2%

25% 25% 25% 24% 23%

GSB 724 644 728 878 939 6.7%

3% 3% 3% 4% 4%

EBE 3276 3365 3550 3612 3968 4.9%

15% 16% 17% 16% 17%

Health Sciences 2964 2938 2830 2966 3136 1.4%

14% 14% 13% 13% 13%

Humanities 5801 5561 5683 6277 6790 4.0%

26% 26% 27% 28% 28%

Law 1027 969 858 867 945 -2.1%

5% 5% 4% 4% 4%

Science 2629 2618 2487 2638 2755 1.2%

12% 12% 12% 12% 11%

TOTAL 21942 21454 21419 22608 24012 2.3%

100% 100% 100% 100% 100%

Percentages should be read down each column

Notes:

1. In a head-count total, students are counted as units even if they are part-time students taking less

a full-time curriculum.

2. The 2005 - 2009 head count totals shown were extracted from the HEMIS Sub 3 student tables for each year.

Unique head counts were extracted using the derived head count enrolment data element. Enrolments in

unfunded certificate programmes (such as the AIM) were added to these totals.

3. A faculty's head count total is the total of students enrolled for the various degrees, diplomas and certificates

Faculty 2005 2006 2007 2008 2009

Average

annual

change

Commerce 4521 4341 4265 4249 4258 -1.5%

29% 28% 28% 26% 25%

GSB 265 230 311 407 247 -1.7%

2% 1% 2% 3% 1%

EBE 2533 2622 2721 2695 3001 4.3%

16% 17% 18% 17% 18%

Health Sciences 1683 1749 1703 1705 1762 1.2%

11% 11% 11% 11% 10%

Humanities 4363 4261 4383 4884 5314 5.1%

28% 28% 29% 30% 31%

Law 481 457 434 466 465 -0.8%

3% 3% 3% 3% 3%

Science 1687 1700 1550 1717 1877 2.7%

11% 11% 10% 11% 11%

TOTAL 15533 15360 15367 16123 16924 2.2%

100% 100% 100% 100% 100%


Total undergraduate plus postgraduate head count student enrolments: 2005-2009

Table 1

Table 2

Undergraduate student enrolments: 2005-2009

Faculty 2005 2006 2007 2008 2009

Average

annual

change

Commerce 1000 1018 1018 1121 1221 5.1%

16% 17% 17% 17% 17%

GSB 459 414 417 471 692 10.8%

7% 7% 7% 7% 10%

EBE 743 743 829 917 967 6.8%

12% 12% 14% 14% 14%

Health Sciences 1281 1189 1127 1261 1374 1.8%

20% 20% 19% 19% 19%

Humanities 1438 1300 1300 1393 1476 0.7%

22% 21% 21% 21% 21%

Law 546 512 424 401 480 -3.2%

9% 8% 7% 6% 7%

Science 942 918 937 921 878 -1.7%

15% 15% 15% 14% 12%

TOTAL 6409 6094 6052 6485 7088 2.5%

100% 100% 100% 100% 100%


Postgraduate student enrolments: 2005-2009

Table 3

Note: International students are those who are neither SA citizens nor permanent residents

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 1025 1043 1090 1138 1248 727 689 666 681 673 564 571 561 581 621 2469 2297 2182 2194 2173 548 546 510 498 499 152 139 136 158 136 5521 5359 5283 5370 5479

19% 19% 21% 21% 23% 13% 13% 13% 13% 12% 10% 11% 11% 11% 11% 45% 43% 41% 41% 40% 10% 10% 10% 9% 9% 3% 3% 3% 3% 2% 100% 100% 100% 100% 100%

GSB 105 133 151 132 161 111 84 91 93 144 66 55 58 69 53 311 223 209 326 329 52 81 37 70 105 39 21 10 25 43 724 655 728 878 939

15% 20% 21% 15% 17% 15% 13% 13% 11% 15% 9% 8% 8% 8% 6% 43% 34% 29% 37% 35% 7% 12% 5% 8% 11% 5% 3% 1% 3% 5% 100% 100% 100% 100% 100%

EBE 749 750 770 851 956 305 332 360 355 408 191 183 209 216 269 1255 1270 1385 1383 1485 662 682 671 645 661 90 101 95 93 87 3276 3365 3550 3612 3968

23% 22% 22% 24% 24% 9% 10% 10% 10% 10% 6% 5% 6% 6% 7% 38% 38% 39% 38% 37% 20% 20% 19% 18% 17% 3% 3% 3% 3% 2% 100% 100% 100% 100% 100%

Health Sciences 532 571 558 598 697 440 456 460 496 523 283 285 266 283 297 1317 1229 1170 1173 1186 270 245 242 269 266 62 61 48 51 63 2964 2937 2830 2966 3136

18% 19% 20% 20% 22% 15% 16% 16% 17% 17% 10% 10% 9% 10% 9% 44% 42% 41% 40% 38% 9% 8% 9% 9% 8% 2% 2% 2% 2% 2% 100% 100% 100% 100% 100%

Humanities 793 747 750 886 1081 791 815 924 1209 1424 160 173 180 200 194 2606 2387 2325 2397 2507 641 622 595 551 530 754 713 765 812 727 5801 5554 5683 6277 6790

14% 13% 13% 14% 16% 14% 15% 16% 19% 21% 3% 3% 3% 3% 3% 45% 43% 41% 38% 37% 11% 11% 10% 9% 8% 13% 13% 13% 13% 11% 100% 100% 100% 100% 100%

Law 121 96 113 124 157 151 130 111 137 149 65 66 42 41 53 378 382 341 330 346 172 172 150 134 137 135 114 80 79 87 1027 967 858 867 945

12% 10% 13% 14% 17% 15% 13% 13% 16% 16% 6% 7% 5% 5% 6% 37% 40% 40% 38% 37% 17% 18% 17% 15% 14% 13% 12% 9% 9% 9% 100% 100% 100% 100% 100%

Science 471 503 492 625 768 262 261 257 281 302 138 137 139 132 143 1090 1045 978 965 957 488 484 433 431 359 158 149 132 133 121 2629 2617 2487 2638 2755

18% 19% 20% 24% 28% 10% 10% 10% 11% 11% 5% 5% 6% 5% 5% 41% 40% 39% 37% 35% 19% 18% 17% 16% 13% 6% 6% 5% 5% 4% 100% 100% 100% 100% 100%

TOTAL 3796 3843 3924 4354 5068 2787 2767 2869 3252 3623 1467 1470 1455 1522 1630 9426 8833 8590 8768 8984 2833 2832 2638 2598 2557 1390 1298 1266 1351 1264 21942 21454 21419 22608 24012

17% 18% 18% 19% 21% 13% 13% 13% 14% 15% 7% 7% 7% 7% 7% 43% 41% 40% 39% 37% 13% 13% 12% 11% 11% 6% 6% 6% 6% 5% 100% 100% 100% 100% 100%

Percentages should be read across each row

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

881 887 947 962 1058 609 576 550 539 518 498 499 494 482 520 1952 1793 1696 1707 1632 431 415 383 337 327 122 109 113 129 111 4521 4341 4265 4249 4258

Commerce 19% 20% 22% 23% 25% 13% 13% 13% 13% 12% 11% 11% 12% 11% 12% 43% 41% 40% 40% 38% 10% 10% 9% 8% 8% 3% 3% 3% 3% 3% 100% 100% 100% 100% 100%

38 58 77 63 47 57 38 42 56 56 26 17 23 28 10 90 71 66 136 72 24 16 8 7 4 2 265 241 311 407 247

GSB 14% 24% 25% 15% 19% 22% 16% 14% 14% 23% 10% 7% 7% 7% 4% 34% 29% 21% 33% 29% 9% 7% 0% 0% 3% 3% 2% 0% 0% 1% 100% 100% 100% 100% 100%

620 632 653 712 824 243 254 281 275 303 139 139 154 167 216 944 978 1038 979 1064 503 501 471 442 453 67 77 71 63 59 2533 2622 2721 2695 3001

EBE 24% 24% 24% 26% 27% 10% 10% 10% 10% 10% 5% 5% 6% 6% 7% 37% 37% 38% 36% 35% 20% 19% 17% 16% 15% 3% 3% 3% 2% 2% 100% 100% 100% 100% 100%

368 402 424 440 517 291 314 301 325 341 175 190 182 181 173 713 706 669 649 628 121 113 110 93 76 6 6 1 1 1 1683 1748 1703 1705 1762

Health Sciences 22% 23% 25% 26% 29% 17% 18% 18% 19% 19% 10% 11% 11% 11% 10% 42% 40% 39% 38% 36% 7% 6% 6% 5% 4% 0% 0% 0% 0% 0% 100% 100% 100% 100% 100%

621 620 608 713 907 602 629 743 1015 1204 123 137 145 153 139 1959 1764 1710 1751 1851 446 442 411 377 335 567 581 645 691 604 4363 4258 4383 4884 5314

Humanities 14% 15% 14% 15% 17% 14% 15% 17% 21% 23% 3% 3% 3% 3% 3% 45% 41% 39% 36% 35% 10% 10% 9% 8% 6% 13% 14% 15% 14% 11% 100% 100% 100% 100% 100%

59 45 67 84 88 61 55 49 69 64 30 29 23 22 28 215 213 200 198 205 89 82 70 61 49 27 32 20 20 26 481 456 434 466 465

Law 12% 10% 15% 18% 19% 13% 12% 11% 15% 14% 6% 6% 5% 5% 6% 45% 47% 46% 42% 44% 19% 18% 16% 13% 11% 6% 7% 5% 4% 6% 100% 100% 100% 100% 100%

371 408 413 537 677 182 192 171 198 216 109 107 93 96 113 643 612 533 541 554 289 268 227 214 192 73 81 69 82 57 1687 1699 1550 1717 1877

Science 22% 24% 27% 31% 36% 11% 11% 11% 12% 12% 6% 6% 6% 6% 6% 38% 36% 34% 32% 30% 17% 16% 15% 12% 10% 4% 5% 4% 5% 3% 100% 100% 100% 100% 100%

TOTAL 2958 3052 3189 3511 4118 2045 2058 2137 2477 2702 1100 1118 1114 1129 1199 6516 6137 5912 5961 6006 1903 1837 1672 1524 1440 869 890 919 986 860 15533 15365 15367 16123 16924

19% 20% 21% 22% 24% 13% 13% 14% 15% 16% 7% 7% 7% 7% 7% 42% 40% 38% 37% 35% 12% 12% 11% 9% 9% 6% 6% 6% 6% 5% 100% 100% 100% 100% 100%

Table 4

Headcount student enrolments by population group

TotalBlack Coloured Indian White International: Rest of Africa

Table 5

Undergraduate student enrolments by population group

International: Not from Africa

TotalColouredBlack International: Rest of AfricaWhiteIndian International: Not from Africa

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 144 156 143 176 190 118 113 116 142 155 66 72 67 99 101 517 504 486 487 541 117 131 127 161 193 30 30 23 29 43 1000 1018 1018 1121 1221

14% 15% 14% 16% 16% 12% 11% 11% 13% 13% 7% 7% 7% 9% 8% 52% 50% 48% 43% 44% 12% 12% 12% 12% 16% 3% 3% 2% 3% 4% 100% 100% 100% 100% 100%

GSB 67 75 74 69 114 54 46 49 37 88 40 38 35 41 43 221 152 143 190 257 28 65 37 70 102 32 17 10 25 47 459 414 417 471 692

15% 18% 18% 15% 16% 12% 11% 12% 8% 13% 9% 9% 8% 9% 6% 48% 37% 34% 40% 37% 12% 12% 12% 12% 15% 7% 4% 2% 5% 7% 100% 100% 100% 100% 100%

EBE 129 118 117 139 132 62 78 79 80 105 52 44 55 49 53 311 292 347 404 421 159 181 200 203 218 23 24 24 30 41 743 743 829 917 967

17% 16% 14% 15% 14% 8% 10% 10% 9% 11% 7% 6% 7% 5% 5% 42% 39% 42% 44% 44% 12% 12% 12% 12% 23% 3% 3% 3% 3% 4% 100% 100% 100% 100% 100%

Health Sciences 164 169 134 158 180 149 142 159 171 182 108 95 84 102 124 604 523 501 524 558 149 132 132 176 206 56 55 47 50 86 1281 1189 1127 1261 1374

13% 14% 12% 13% 13% 12% 12% 14% 14% 13% 8% 8% 7% 8% 9% 47% 44% 44% 42% 41% 12% 12% 12% 12% 15% 4% 5% 4% 4% 6% 100% 100% 100% 100% 100%

Humanities 172 127 142 173 174 189 186 181 194 220 37 36 35 47 55 647 623 615 646 656 195 180 184 174 211 187 132 120 121 151 1438 1296 1300 1393 1476

12% 10% 11% 12% 12% 13% 14% 14% 14% 15% 3% 3% 3% 3% 4% 45% 48% 47% 46% 44% 12% 12% 12% 12% 14% 13% 10% 9% 9% 10% 100% 100% 100% 100% 100%

Law 62 51 46 40 69 90 75 62 68 85 35 37 19 19 25 163 169 141 132 141 83 90 80 73 96 108 82 60 59 65 546 511 424 401 480

11% 10% 11% 10% 14% 16% 15% 15% 17% 18% 6% 7% 4% 5% 5% 30% 33% 33% 33% 29% 12% 12% 12% 12% 20% 20% 16% 14% 15% 14% 100% 100% 100% 100% 100%

Science 100 95 79 88 91 80 69 86 83 86 29 30 46 36 30 447 433 445 424 403 199 216 206 217 179 85 68 63 51 81 942 918 937 921 878

11% 10% 8% 10% 10% 8% 8% 9% 9% 10% 3% 3% 5% 4% 3% 47% 47% 47% 46% 46% 12% 12% 12% 12% 20% 9% 7% 7% 6% 9% 100% 100% 100% 100% 100%

TOTAL 838 791 735 843 950 742 709 732 775 921 367 352 341 393 431 2910 2696 2678 2807 2977 930 995 966 1074 1205 521 408 347 365 514 6409 6089 6052 6485 7088

13% 13% 12% 13% 13% 12% 12% 12% 12% 13% 6% 6% 6% 6% 6% 45% 44% 44% 43% 42% 12% 12% 12% 12% 17% 8% 7% 6% 6% 7% 100% 100% 100% 100% 100%


Note

1 Students with unknown nationality are not included in the population group columns but do appear in the Total column

White Total

Table 6

Postgraduate student enrolments by population group

Black Coloured Indian International: Rest of Africa International: Not from Africa

A aggregate B aggregate C aggregate D aggregate

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 50% 53% 59% 57% 42% 30% 30% 30% 32% 37% 6% 3% 5% 1% 8% 0% 0% 0% 0% 1%

EBE 30% 37% 37% 38% 31% 34% 36% 37% 36% 40% 17% 11% 12% 11% 13% 1% 0% 0% 0% 1%

Health Sciences 57% 55% 54% 62% 43% 31% 32% 33% 23% 35% 8% 10% 8% 10% 18% 0% 0% 0% 0% 0%

Humanities 18% 20% 17% 17% 20% 31% 32% 29% 26% 35% 24% 28% 27% 29% 24% 5% 6% 7% 10% 6%

Law 32% 38% 28% 15% 14% 35% 42% 42% 47% 38% 0% 0% 18% 25% 5% 0% 0% 0% 0% 0%

Science 28% 27% 28% 24% 25% 29% 28% 31% 29% 39% 19% 26% 23% 28% 24% 2% 3% 2% 3% 1%

TOTAL 1288 1287 1290 1374 1160 1182 1116 1107 1158 1454 577 512 560 633 680 73 82 89 132 85

34% 36% 37% 36% 30% 31% 32% 31% 30% 37% 15% 15% 16% 17% 18% 2% 3% 3% 3% 2%

E aggregate Not known Total

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 0% 0% 0% 0% 0% 13% 14% 7% 9% 12% 1094 1022 972 1048 896

EBE 0% 0% 0% 0% 0% 18% 17% 15% 15% 14% 698 580 654 660 810

Health Sciences 0% 0% 0% 0% 0% 5% 4% 5% 4% 4% 286 305 265 287 231

Humanities 3% 3% 2% 2% 4% 18% 14% 18% 16% 11% 1115 1043 1106 1147 1209

Law 0% 0% 0% 0% 0% 33% 20% 12% 13% 43% 57 53 67 79 21

Science 0% 1% 0% 0% 0% 22% 16% 16% 17% 11% 536 525 454 608 717

TOTAL 35 40 27 26 51 631 491 445 506 454 3786 3528 3518 3829 3884

1% 1% 1% 1% 1% 17% 14% 13% 13% 12% 100% 100% 100% 100% 100%


Notes :

1. These are notional aggregates based on the matric scores calculated according to student matric points where:

SC Unweighted points Aggregate equivalent NSC Unweighted points NSC Unweighted points

43 to 48 A 39+ 39+

37 to 42 B 33 to 38 33 to 38

31 to 36 C 27 to 32 27 to 32

25 to 30 D 22 to 26 22 to 26

24 and below E 21 and below 21 and below

2. Most of those with aggregates shown as 'not known' are mainly foreign students.

Table 7

Matric aggregate equivalents of all first-time entering undergraduates

Table 8a

Full-time academic staff in each faculty: 2007 - 2009

Full-time academic staff % of total full-time academic staff

Faculty 2007 2008 2009 2007 2008 2009

CHED 51 53 50 6% 6% 6%

Commerce 88 101 102 12% 12% 12%

GSB 20 21 21 3% 3% 3%

EBE 104 109 105 13% 13% 13%

Health Sciences 123 135 133 16% 16% 16%

Humanities 197 194 201 23% 23% 24%

Law 40 40 46 5% 5% 6%

Science 173 183 176 22% 22% 21%

TOTAL 796 836 834 100% 100% 100%


Notes:

1. The different academic staff rankings have not been graded in these calculations: all full-time posts

have been given a unit value of 1.

2. Vacant posts have not been included in these calculations.

3. All permanent staff and T3 in the teaching ranks have been included in these figures.

4. Both GOB and non-GOB funded staff have been included.

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009

Commerce 5201 5207 4998 88 101 102 190 137 144 59.1 51.6 49.0 27.4 38.1 34.7

GSB 499 646 812 20 21 21 21 22 29 25.0 30.8 38.6 23.8 30.0 27.6

EBE 3150 3250 3513 104 109 105 181 160 192 30.3 29.8 33.5 17.4 20.4 18.3

Health Sciences 2837 2822 3225 123 135 133 222 243 320 23.1 23.9 24.3 12.7 13.3 10.1

Humanities 5529 6190 6701 197 194 201 283 243 276 28.1 31.9 33.3 19.5 25.5 24.3

Law 1667 1696 1843 40 40 46 54 53 76 41.7 42.4 40.1 30.9 31.8 24.2

Science 3940 4057 4469 173 183 176 251 206 216 22.8 22.2 25.4 15.7 19.7 20.7

TOTAL 22922 23868 25562 745 836 834 1202 1160 1319 30.8 28.5 30.6 19.1 20.6 19.4

Note: 1. CHED has been excluded from the detail of this table because it does not enrol students. The full-time academic staff and academic staffing FTE's are nevertheless included in the total line.

Table 8b

FTE student to full-time academic staff, and FTE student to academic staffing FTE ratios

Wt. FTE Enrolled Students Full-time Academic staff Academic Staffing FTEs

Ratio FTE Enr Students to FT

academic staff

Ratio FTE Enr Students to FTE

Academic Staff

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 43% 42% 44% 47% 45% 46% 6% 6% 6%

Commerce 30% 29% 26% 42% 42% 43% 15% 15% 14%

GSB 60% 57% 57% 40% 43% 43% 0% 0% 0%

EBE 58% 54% 60% 29% 36% 30% 4% 6% 4%

Health Sciences 56% 59% 61% 31% 33% 32% 3% 3% 3%

Humanities 64% 66% 65% 28% 25% 26% 5% 5% 4%

Law 25% 28% 26% 65% 63% 63% 0% 0% 0%

Science 90% 90% 90% 8% 9% 9% 1% 1% 1%

TOTAL 481 506 506 232 249 247 35 39 35

60% 61% 61% 29% 30% 30% 4% 5% 4%

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 4% 4% 2% 0% 4% 2% 52 53 50

Commerce 14% 14% 16% 0% 1% 1% 90 101 21

GSB 0% 0% 0% 0% 0% 0% 21 21 102

EBE 8% 2% 1% 2% 3% 5% 108 109 105

Health Sciences 9% 3% 3% 1% 1% 1% 130 135 133

Humanities 4% 4% 4% 0% 0% 1% 198 194 201

Law 10% 10% 11% 0% 0% 0% 39 40 46

Science 1% 0% 0% 0% 1% 1% 182 183 176

TOTAL 45 33 35 3 9 11 820 836 834

6% 4% 4% 0% 1% 1% 100% 100% 100%


Table 9

Academic staff by highest formal qualification

Doctors Master's Honours

Below Honours Unknown Total

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 4% 4% 4% 20% 19% 20% 41% 38% 38%

Commerce 16% 15% 12% 23% 21% 21% 36% 31% 30%

GSB 35% 38% 29% 15% 10% 14% 50% 52% 57%

EBE 28% 26% 24% 13% 19% 20% 40% 30% 34%

Health Sciences 29% 33% 32% 24% 20% 17% 26% 23% 24%

Humanities 22% 24% 20% 28% 26% 24% 30% 28% 28%

Law 38% 33% 30% 13% 10% 13% 28% 25% 20%

Science 31% 30% 28% 23% 20% 20% 26% 24% 25%

TOTAL 199 211 193 175 172 167 252 234 240

25% 25% 23% 22% 21% 20% 32% 28% 29%

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 35% 34% 34% 0% 6% 4% 51 53 50

Commerce 25% 33% 36% 0% 1% 1% 88 101 102

GSB 0% 0% 0% 0% 0% 0% 20 21 21

EBE 18% 23% 21% 0% 2% 1% 104 109 105

Health Sciences 20% 23% 26% 2% 1% 2% 123 135 133

Humanities 20% 21% 25% 0% 1% 2% 197 194 201

Law 23% 33% 37% 0% 0% 0% 40 40 46

Science 21% 26% 26% 0% 1% 1% 173 183 176

TOTAL 168 208 223 2 11 11 796 836 834

21% 25% 27% 0% 1% 1% 100% 100% 100%


Table 10

Academic staff by rank

Professor Associate Professor Senior Lecturer

Asst./Junior Lecturer TotalLecturer

Table 11a

Academic staff by age group

Faculty 2007 2008 2009 2007 2008 2009 2006 2007 2009 2007 2008 2009

CHED 8% 8% 6% 14% 9% 10% 6% 8% 14% 24% 21% 20%

Commerce 17% 17% 22% 18% 21% 22% 18% 17% 17% 10% 13% 12%

GSB 0% 0% 10% 15% 10% 10% 20% 19% 14% 10% 14% 14%

EBE 10% 10% 10% 14% 15% 19% 24% 24% 24% 9% 9% 11%

Health Sciences 5% 4% 6% 9% 12% 11% 12% 12% 13% 24% 21% 22%

Humanities 5% 5% 6% 10% 9% 12% 11% 11% 12% 14% 15% 15%

Law 18% 28% 30% 18% 23% 24% 8% 8% 13% 15% 5% 4%

Science 6% 13% 14% 14% 11% 13% 14% 13% 15% 14% 13% 12%

TOTAL 78 81 96 110 107 123 109 113 127 118 120 120

8% 10% 12% 13% 13% 15% 14% 14% 15% 15% 14% 14%

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 25% 26% 26% 24% 23% 24% 0% 0% 0% 52 53 50

Commerce 11% 10% 10% 25% 22% 19% 0% 0% 0% 90 101 102

GSB 20% 10% 10% 35% 52% 43% 0% 0% 0% 21 21 21

EBE 15% 14% 10% 28% 29% 25% 0% 0% 0% 108 109 105

Health Sciences 15% 16% 16% 36% 33% 32% 0% 0% 0% 130 135 133

Humanities 19% 18% 17% 41% 42% 36% 0% 0% 0% 198 194 201

Law 8% 10% 7% 35% 25% 22% 0% 0% 0% 39 40 46

Science 16% 15% 15% 36% 33% 31% 0% 0% 0% 182 183 176

TOTAL 127 128 122 274 275 246 0 0 0 820 836 834

16% 15% 15% 34% 33% 30% 0% 0% 0% 100% 100% 100%


Table 11b

Academic staff by race

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 6% 6% 6% 18% 17% 16% 4% 4% 4% 57% 55% 60%

Commerce 2% 2% 2% 5% 4% 4% 6% 6% 7% 61% 59% 59%

GSB 5% 10% 10% 10% 10% 10% 10% 10% 14% 40% 38% 29%

EBE 0% 3% 2% 7% 6% 6% 5% 3% 4% 51% 56% 53%

Health Sciences 5% 4% 4% 12% 12% 13% 9% 10% 11% 62% 60% 61%

Humanities 9% 9% 9% 9% 9% 9% 5% 5% 5% 53% 53% 54%

Law 5% 8% 9% 5% 10% 11% 8% 8% 7% 70% 63% 61%

Science 3% 3% 4% 5% 6% 7% 1% 3% 3% 51% 50% 51%

TOTAL 38 41 43 70 70 72 42 45 49 446 459 459

5% 5% 5% 8% 8% 9% 5% 5% 6% 55% 55% 55%

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009

CHED 16% 19% 14% 0% 0% 0% 51 53 50

Commerce 24% 26% 27% 2% 3% 1% 88 101 102

GSB 35% 33% 38% 0% 0% 0% 20 21 21

EBE 35% 30% 34% 3% 3% 1% 104 109 105

Health Sciences 11% 12% 12% 2% 2% 0% 123 135 133

Humanities 21% 20% 22% 2% 4% 0% 197 194 201

Law 13% 13% 13% 0% 0% 0% 40 40 46

Science 38% 36% 34% 2% 2% 1% 173 183 176

TOTAL 208 202 206 16 19 5 796 836 834

25% 24% 25% 2% 2% 1% 100% 100% 100%


45-49 years

Total

International Unknown Total

50-54 years 55+ years

WhiteBlack Coloured

Unknown

<35 years 35-39 years 40-44 years

Indian

Table 11c

Academic staff by gender

Faculty 2008 2008 2009 2008 2008 2008 2007 2008 2009

CHED 37% 42% 44% 63% 58% 56% 51 53 50

Commerce 74% 70% 67% 26% 30% 33% 88 101 102

GSB 75% 76% 71% 25% 24% 29% 20 21 21

EBE 80% 74% 76% 20% 26% 24% 104 109 105

Health Sciences 50% 47% 46% 50% 53% 54% 123 135 133

Humanities 65% 63% 65% 35% 37% 35% 197 194 201

Law 55% 48% 48% 45% 53% 52% 40 40 46

Science 73% 72% 73% 27% 28% 27% 173 183 176

TOTAL 526 526 527 310 310 307 796 836 834

65% 63% 63% 35% 37% 37% 100% 100% 100%


Male Female Total

Faculty 2007 2008 2009 2007 2008 2009 2007 2008 2009 2006 2007 2009 2006 2007 2009

Commerce 4.4 4.0 3.6 3.3 3.0 2.5 4.1 4.2 4.2 2.6 2.8 2.8 14.8 14.7 13.1

GSB

EBE 3.6 3.9 3.8 5.2 5.8 5.4 9.9 9.5 8.9 7.9 8.7 7.9 29.2 29.5 27.1

Health Sciences 2.8 1.6 2.3 4.8 1.6 3.7 4.6 1.0 4.5 4.6 4.4 4.3 17.1 17.9 16.1

Humanities 24.2 21.3 21.4 27.0 27.1 26.9 29.5 27.4 28.1 13.4 18.6 27.5 90.9 99.5 103.8

Law 1.2 2.6 1.2 1.5 3.9 1.4 1.1 3.4 1.1 0.6 0.5 0.7 6.7 6.4 6.4

Science 7.9 7.8 8.5 8.2 7.4 7.4 12.2 10.6 10.7 0.4 0.6 0.3 30.4 28.9 26.9

All Faculties 44.1 41.1 40.9 50.1 48.8 47.3 61.4 56.1 57.6 29.5 36.0 43.4 189.2 197.1 193.5

Note: The range of undergraduate course offerings is the sum of HEMIS (FTE) credit values for all undergraduate courses offered within a faculty at each level.

The HEMIS credit value of a course is the proportion of a full year's curriculum load that the course represents.

Faculty 2006 2007 2009 2006 2007 2009 2006 2007 2009 2006 2007 2009 2006 2007 2009

Commerce 318.1 283.9 318.4 352.4 337.4 397.9 198.2 212.3 201.5 122.8 128.2 105.2 256.5 246.0 250.5

GSB

EBE 82.9 91.2 115.3 90.3 71.4 81.5 49.9 60.6 57.5 40.9 42.9 49.2 57.4 58.9 65.9

Health Sciences 95.3 96.3 102.5 70.3 55.2 67.8 59.0 63.8 70.7 62.4 63.9 61.4 77.9 73.0 80.0

Humanities 62.0 61.6 75.6 46.0 46.0 53.4 30.8 32.7 31.7 16.0 12.5 28.4 41.1 39.5 45.5

Law 264.5 244.2 220.4 188.2 197.3 211.9 131.6 120.9 115.9 124.3 118.2 106.7 125.3 126.4 126.8

Science 165.8 183.0 227.4 82.9 85.8 99.2 36.9 34.3 32.8 12.3 10.8 32.6 86.0 89.1 112.4

All Faculties 118.0 115.2 138.2 83.8 79.9 87.7 51.7 53.3 53.0 41.3 36.7 41.7 74.0 70.9 77.1

100-Level 200-Level 300-Level 400-Level

Table 12a

Range of Undergraduate Course Offerings, by Faculty and by Level of Study: 2007 - 2009

Table 12b

Average Undergraduate Course Size, by Faculty and by Level of Study: 2007 - 2009

All UG Courses

All UG Courses


Occasional students U/grad diplomas 3yr bachelor's degrees Prof bachelor's degrees Postgrad diplomas

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 110 88 99 114 144 0 0 0 0 0 1820 1637 1611 1610 1659 2609 2558 2562 2536 2476 436 491 467 553 633

2% 2% 2% 2% 3% 0% 0% 0% 0% 0% 33% 31% 30% 30% 30% 47% 48% 48% 47% 45% 8% 9% 9% 10% 12%

GSB 0 0 0 0 0 265 307 311 407 247 0 0 0 0 0 0 0 0 0 0 209 209 168 176 355

0% 0% 0% 0% 0% 37% 43% 43% 46% 26% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 29% 29% 23% 20% 38%

EBE 52 41 36 35 49 0 0 0 0 0 550 572 601 580 628 1960 2022 2096 2097 2337 24 13 10 18 20

2% 1% 1% 1% 1% 0% 0% 0% 0% 0% 17% 17% 17% 16% 16% 60% 60% 59% 58% 59% 1% 0% 0% 0% 1%

Health Sciences 28 36 18 29 40 1 1 0 0 0 1 0 2 1674 1735 1698 1705 1747 152 120 111 125 177

1% 1% 1% 1% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 56% 59% 60% 57% 56% 5% 4% 4% 4% 6%

Humanities 474 572 638 740 735 648 385 343 574 805 3000 2914 2957 3083 3183 412 409 456 510 619 151 140 159 169 176

8% 10% 11% 12% 11% 11% 7% 6% 9% 12% 52% 52% 52% 49% 47% 7% 7% 8% 8% 9% 3% 3% 3% 3% 3%

Law 131 144 121 130 152 0 0 0 0 0 0 0 0 0 0 463 429 416 444 440 131 117 60 53 69

12% 15% 14% 15% 16% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 45% 44% 48% 51% 47% 13% 12% 7% 6% 7%

Science 59 71 64 70 67 0 0 0 0 0 1638 1634 1495 1647 1817 0 0 0 0 0 15 26 16 19 14

2% 3% 3% 3% 2% 0% 0% 0% 0% 0% 62% 62% 60% 62% 66% 0% 0% 0% 0% 0% 1% 1% 1% 1% 1%

TOTAL 819 952 976 1118 1187 754 693 423 981 1052 7009 6757 6666 6920 7287 7118 7153 7228 7292 7619 1118 1116 991 1113 1444

4% 4% 5% 5% 5% 4% 3% 2% 4% 4% 32% 31% 31% 31% 30% 32% 33% 34% 32% 32% 5% 5% 5% 5% 6%

Honours Master's Doctors Total

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 303 256 283 244 236 168 172 165 219 224 75 91 96 94 107 5521 5293 5283 5370 5479

5% 5% 5% 5% 4% 3% 3% 3% 4% 4% 1% 2% 2% 2% 2% 100% 100% 100% 100% 100%

GSB 0 0 0 0 0 250 205 249 295 337 0 0 0 0 0 724 721 728 878 939

0% 0% 0% 0% 0% 35% 28% 34% 34% 36% 0% 0% 0% 0% 0% 100% 100% 100% 100% 100%

EBE 42 65 91 162 144 506 513 568 576 657 142 139 148 144 133 3276 3365 3550 3612 3968

1% 2% 3% 4% 4% 15% 15% 16% 16% 17% 4% 4% 4% 4% 3% 100% 100% 100% 100% 100%

Health Sciences 67 76 65 68 65 838 770 736 827 871 203 199 200 212 236 2964 2937 2830 2966 3136

2% 3% 2% 2% 2% 28% 26% 26% 28% 28% 7% 7% 7% 7% 8% 100% 100% 100% 100% 100%

Humanities 372 400 377 417 449 594 534 541 557 594 233 200 212 227 229 5801 5554 5683 6277 6790

6% 7% 7% 7% 7% 10% 10% 10% 9% 9% 4% 4% 4% 4% 3% 100% 100% 100% 100% 100%

Law 0 0 0 0 0 263 247 227 205 241 29 30 34 35 43 1027 967 858 867 945

0% 0% 0% 0% 0% 26% 26% 26% 24% 26% 3% 3% 4% 4% 5% 100% 100% 100% 100% 100%

Science 173 170 180 177 168 458 420 420 407 379 288 296 312 318 310 2629 2617 2487 2638 2755

7% 6% 7% 7% 6% 17% 16% 17% 15% 14% 11% 11% 13% 12% 11% 100% 100% 100% 100% 100%

TOTAL 957 967 996 1068 1062 3077 2861 2906 3086 3303 970 955 1002 1030 1058 21942 21454 21188 22608 24012

4% 5% 5% 5% 4% 14% 13% 14% 14% 14% 4% 4% 5% 5% 4% 100% 100% 100% 100% 100%

Percentages should be read across each row 6%

Table 13

Headcount student enrolments by formal qualification

3yr bachelor's degrees Prof bachelor's degrees

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 507 350 398 387 391 502 474 482 518 442 327 345 359 398 451

0% 0% 0% 0% 0% 32% 26% 27% 25% 26% 31% 35% 33% 34% 30% 20% 25% 25% 26% 30%

GSB 266 134 77 39 29 0 0 0 0 0 0 0 0 0 0 127 83 71 72 180

45% 41% 29% 14% 7% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 21% 25% 27% 26% 46%

EBE 0 0 0 0 0 107 131 201 136 158 298 332 369 361 355 10 5 4 2 4

0% 0% 0% 0% 0% 18% 20% 25% 17% 19% 50% 51% 47% 46% 44% 2% 1% 1% 0% 0%

Health Sciences 0 1 0 0 0 1 0 1 0 0 259 324 292 292 282 54 56 53 56 107

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 50% 57% 56% 57% 50% 10% 10% 10% 11% 19%

Humanities 105 154 80 83 301 824 734 806 734 681 105 87 63 75 91 94 82 88 86 107

6% 10% 5% 5% 17% 49% 48% 52% 48% 38% 6% 6% 4% 5% 5% 6% 5% 6% 6% 6%

Law 0 0 0 0 0 0 0 0 0 0 114 123 106 116 97 47 67 22 13 21

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 42% 39% 47% 53% 46% 17% 21% 10% 6% 10%

Science 0 0 0 0 0 350 372 326 299 314 0 0 0 0 0 15 14 16 19 14

0% 0% 0% 0% 0% 46% 53% 49% 45% 48% 0% 0% 0% 0% 0% 2% 2% 2% 3% 2%

TOTAL 371 289 157 122 330 1789 1587 1732 1556 1544 1278 1340 1312 1362 1267 674 652 613 646 884

6% 5% 2% 2% 6% 30% 29% 32% 28% 26% 21% 24% 24% 25% 22% 11% 12% 11% 12% 15%

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 209 139 155 138 118 60 51 46 64 65 4 2 11 16 13 1609 1381 1451 1521 1480

13% 10% 11% 9% 8% 4% 4% 3% 4% 4% 0% 0% 1% 1% 1% 100% 100% 100% 100% 100%

GSB 0 0 0 0 0 204 111 118 163 179 0 0 0 0 0 597 308 266 274 388

0% 0% 0% 0% 0% 34% 34% 44% 59% 46% 0% 0% 0% 0% 0% 100% 100% 100% 100% 100%

EBE 37 50 72 130 127 123 107 128 143 156 19 25 17 20 15 594 650 791 792 815

6% 8% 9% 16% 16% 21% 16% 16% 18% 19% 3% 4% 2% 3% 2% 100% 100% 100% 100% 100%

Health Sciences 55 61 58 51 49 114 84 85 83 87 38 38 33 31 44 521 564 522 513 569

11% 11% 11% 10% 9% 22% 15% 16% 16% 15% 7% 7% 6% 6% 8% 100% 100% 100% 100% 100%

Humanities 290 296 311 339 366 201 162 168 169 197 62 29 32 33 38 1681 1544 1548 1519 1781

17% 19% 20% 22% 21% 12% 10% 11% 11% 11% 4% 2% 2% 2% 2% 100% 100% 100% 100% 100%

Law 0 0 0 0 0 111 124 94 84 88 1 4 5 4 3 273 318 227 217 209

0% 0% 0% 0% 0% 41% 39% 41% 39% 42% 0% 1% 2% 2% 1% 100% 100% 100% 100% 100%

Science 171 161 170 170 160 172 123 112 130 96 58 35 44 47 65 766 705 668 665 649

22% 23% 25% 26% 25% 22% 17% 17% 20% 15% 8% 5% 7% 7% 10% 100% 100% 100% 100% 100%

TOTAL 762 707 766 828 820 985 762 751 836 868 182 133 142 151 178 6041 5470 5473 5501 5891

13% 13% 14% 15% 14% 16% 14% 14% 15% 15% 3% 2% 3% 3% 3% 100% 100% 100% 100% 100%


Table 14

Total degrees and diplomas awarded

Postgrad diplomasU/grad Diplomas

Doctors TotalHonours Master's

3yr bachelor's degrees Prof bachelor's degrees

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 27.9% 21.4% 24.7% 24.0% 23.6% 19.2% 18.5% 18.8% 20.4% 17.9% 75.0% 70.3% 76.9% 72.0% 71.2%

GSB 100.4% 43.6% 24.8% 9.6% 11.7% 60.8% 39.7% 42.3% 40.9% 50.7%

EBE 19.5% 22.9% 33.4% 23.4% 25.2% 15.2% 16.4% 17.6% 17.2% 15.2% 41.7% 38.5% 40.0% 11.1% 20.0%

Health Sciences 100.0% 15.5% 18.7% 17.2% 17.1% 16.1% 35.5% 46.7% 47.7% 44.8% 60.5%

Humanities 16.2% 40.0% 23.3% 14.5% 37.4% 27.5% 25.2% 27.3% 23.8% 21.4% 25.5% 21.3% 13.8% 14.7% 14.7% 62.3% 58.6% 55.3% 50.9% 60.8%

Law 24.6% 28.7% 25.5% 26.1% 22.0% 35.9% 57.3% 36.7% 24.5% 30.4%

Science 21.4% 22.8% 21.8% 18.2% 17.3% 100.0% 53.8% 100.0% 100.0% 100.0%

TOTAL 49.2% 41.7% 37.1% 12.4% 31.4% 25.5% 23.5% 26.0% 22.5% 21.2% 18.0% 18.7% 18.2% 18.7% 16.6% 60.3% 58.4% 61.9% 58.0% 61.2%

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 69.0% 54.3% 54.8% 56.6% 50.0% 35.7% 29.7% 27.9% 29.2% 29.0% 5.3% 2.2% 11.5% 17.0% 12.1% 29.1% 26.1% 27.5% 28.3% 27.0%

GSB 81.6% 54.1% 47.4% 55.3% 53.1% 82.5% 42.7% 36.5% 31.2% 41.3%

EBE 88.1% 76.9% 79.1% 80.2% 88.2% 24.3% 20.9% 22.5% 24.8% 23.7% 13.4% 18.0% 11.5% 13.9% 11.3% 18.1% 19.3% 22.3% 21.9% 20.5%

Health Sciences 82.1% 80.3% 89.2% 75.0% 75.4% 13.6% 10.9% 11.5% 10.0% 10.0% 18.7% 19.1% 16.5% 14.6% 18.6% 17.6% 19.2% 18.4% 17.3% 18.1%

Humanities 78.0% 74.0% 82.5% 81.3% 81.5% 33.8% 30.3% 31.1% 30.3% 33.2% 26.6% 14.5% 15.1% 14.5% 16.6% 29.0% 27.8% 27.2% 24.2% 26.2%

Law 42.2% 50.2% 41.4% 41.0% 36.5% 3.4% 13.3% 14.7% 11.4% 7.0% 26.6% 32.9% 26.5% 25.0% 22.1%

Science 98.8% 94.7% 94.4% 96.0% 95.2% 37.6% 29.3% 26.7% 31.9% 25.3% 20.1% 11.8% 14.1% 14.8% 21.0% 29.1% 26.9% 26.9% 25.2% 23.6%

TOTAL 79.6% 73.1% 76.9% 77.5% 77.2% 32.0% 26.6% 25.8% 27.1% 26.3% 18.8% 13.9% 14.2% 14.7% 16.8% 27.5% 25.5% 25.8% 24.3% 24.5%

Note: NPHE = National Plan for Higher Education

Doctors TotalHonours Master's

NPHE BENCHMARK GRAD. RATE: 60% NPHE BENCHMARK GRAD. RATE: 33% NPHE BENCHMARK GRAD. RATE: 20% DOE BENCHAMARK FOR UCT: 25,5%

NPHE BENCHMARK GRAD. RATE: 25% NPHE BENCHMARK GRAD. RATE: 20% NPHE BENCHMARK GRAD. RATE: 60%

Table 15

"Graduation Rates" by formal qualification type

Postgrad diplomasU/grad Diplomas

Level

Reg Yr 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 84% 87% 87% 84% 84% 85% 84% 82% 88% 86% 88% 86% 88% 87% 85% 98% 94% 97% 98% 98%

EBE 84% 86% 84% 86% 81% 82% 83% 83% 81% 80% 87% 85% 86% 85% 86% 91% 92% 93% 91% 91%

Health Sciences 95% 96% 97% 97% 95% 96% 93% 95% 97% 95% 98% 97% 97% 97% 98% 99% 99% 99% 99% 98%

Humanities 84% 85% 83% 84% 83% 86% 88% 85% 87% 88% 94% 91% 94% 94% 93% 89% 81% 78% 67% 83%

Law 79% 80% 77% 82% 82% 80% 86% 82% 87% 83% 92% 89% 90% 80% 76% 98% 99% 98% 98% 96%

Science 80% 75% 75% 76% 70% 82% 79% 77% 76% 73% 90% 87% 89% 87% 89% 97% 95% 94% 91% 96%

All Faculties 83% 83% 82% 83% 80% 85% 85% 83% 85% 84% 90% 88% 90% 88% 88% 94% 92% 94% 88% 91%

Notes :

1. These success rates are the weighted averages for the undergraduate courses offered by the departments in each faculty, extracted from successive HEMIS submissions

2. Honours students are not included in 400-level courses. Only 400-level courses offered towards professional undergraduate degrees have been included.

3. Courses taken within the GSB have not been included in these calculations.

Level

Reg Yr 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Business/Commer

ce 84% 88% 80% 87% 86% 89% 87% 85% 87% 83% 88% 85% 93% 87% 84% 98% 91% 95% 98% 96%

Science/Technolo

gy 84% 80% 80% 81% 76% 84% 83% 83% 82% 80% 89% 87% 88% 87% 89% 93% 94% 94% 93% 93%

Education 50% 87% 100% 92% 96% 93% 91% 86% 83% 75% 89% 75% 72% 63% 82%

Broad Humanities 83% 84% 84% 83% 82% 83% 85% 83% 87% 87% 92% 90% 91% 91% 89% 96% 95% 98% 98% 98%

Grand Total 83% 83% 82% 83% 80% 85% 85% 83% 85% 84% 90% 88% 90% 88% 88% 94% 92% 94% 88% 91%

Notes :

1. The Business/Commerce CESM group includes CESM 04 courses only

2. The Science/Technology group includes CESM 02,06,08,09,15 and 16 courses

3. The Education CESM group includes CESM 07 courses only

4. The Broad Humanities CESM group includes courses in all other CESM categories, including CESM 13 (Law)

5. There were outstanding results for a number of courses in CESM 07 (Education) at the time of this analysis,

hence the artificially low pass rate in 100-level and 200-level courses in this group.

Level

Reg Yr 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Black 75% 75% 75% 76% 71% 77% 76% 73% 74% 74% 81% 77% 81% 79% 78% 88% 85% 89% 80% 83%

Coloured 80% 79% 77% 78% 76% 79% 81% 80% 82% 82% 89% 85% 89% 89% 88% 92% 92% 88% 76% 89%

Indian 82% 85% 82% 81% 78% 84% 86% 84% 87% 82% 89% 88% 90% 89% 88% 97% 94% 96% 94% 96%

White 89% 89% 89% 89% 88% 89% 90% 90% 92% 90% 94% 93% 94% 94% 93% 97% 97% 97% 97% 98%

International 82% 82% 83% 83% 83% 84% 84% 82% 85% 85% 89% 86% 88% 86% 87% 93% 91% 95% 92% 90%

All Students 83% 83% 82% 83% 80% 85% 85% 83% 85% 84% 90% 88% 90% 88% 88% 94% 92% 94% 88% 91%

300-Level 400-Level


Table 16a

Summary of undergraduate success rates by Faculty and by course level

Table 16b

Summary of undergraduate success rates by CESM group and by course level

100-Level 200-Level

Table 16c

Summary of undergraduate success rates by population group and by course level


Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 1009 824 879 901 849 3025 2831 2775 2836 2766 41 304 237 238 445 172 160 191 118 106 7 2 31 57 44 4417 4121 4113 4150 4210

23% 20% 21% 22% 20% 68% 69% 67% 68% 66% 1% 7% 6% 6% 11% 4% 4% 5% 3% 3% 0% 0% 1% 1% 1% 100% 100% 100% 100% 100%

GSB 266 120 77 199 29 40 129 177 0 210 0 0 0 0 0 0 0 18 6 0 24 0 0 217 10 338 249 272 422 249

79% 48% 28% 47% 12% 12% 52% 65% 0% 84% 0% 0% 0% 0% 0% 0% 0% 7% 1% 0% 7% 0% 0% 51% 4% 100% 100% 100% 100% 100%

EBE 367 446 537 498 531 1754 1692 1715 1757 1969 135 124 144 187 262 173 146 157 180 233 12 29 54 18 2429 2420 2582 2676 3013

15% 18% 21% 19% 18% 72% 70% 66% 66% 65% 6% 5% 6% 7% 9% 7% 6% 6% 7% 8% 0% 0% 1% 2% 1% 100% 100% 100% 100% 100%

Health

Sciences 260 326 292 294 283 1404 1353 1363 1376 1452 2 13 16 8 8 9 7 20 15 16 1 6 3 15 11 1676 1705 1694 1708 1770

16% 19% 17% 17% 16% 84% 79% 80% 81% 82% 0% 1% 1% 0% 0% 1% 0% 1% 1% 1% 0% 0% 0% 1% 1% 100% 100% 100% 100% 100%

Humanities 1034 976 951 899 1095 2234 2108 2303 2702 2958 398 369 336 349 372 131 99 123 145 166 2 5 12 105 94 3799 3557 3725 4200 4685

27% 27% 26% 21% 23% 59% 59% 62% 64% 63% 10% 10% 9% 8% 8% 3% 3% 3% 3% 4% 0% 0% 0% 3% 2% 100% 100% 100% 100% 100%

Law 28 40 31 117 102 135 127 114 249 269 31 13 14 36 48 17 9 14 26 23 4 16 4 211 193 173 444 446

13% 21% 18% 26% 23% 64% 66% 66% 56% 60% 15% 7% 8% 8% 11% 8% 5% 8% 6% 5% 0% 2% 0% 4% 1% 100% 100% 100% 100% 100%

Science 350 371 326 299 330 1020 1037 997 1093 1192 96 46 25 45 117 132 134 119 159 216 3 56 2 1601 1588 1467 1652 1857

22% 23% 22% 18% 18% 64% 65% 68% 66% 64% 6% 3% 2% 3% 6% 8% 8% 8% 10% 12% 0% 0% 0% 3% 0% 100% 100% 100% 100% 100%

Total no. 3314 3103 3093 3207 3219 9612 9277 9444 10013 10816 703 869 772 863 1252 634 555 642 649 760 37 29 75 520 183 14471 13833 14026 15252 16230

Total row% 23% 22% 22% 21% 20% 66% 67% 67% 66% 67% 5% 6% 6% 6% 8% 4% 4% 5% 4% 5% 0% 0% 1% 3% 1% 100% 100% 100% 100% 100%


Note: The data for these tables was derived from Heritage (2005) and PeopleSoft (2006 - 2009) at the end of each academic year. It does not include students who cancelled

during the year. The totals should not be expected to tally with those in Table 2, which are HEMIS derived.

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 164 127 160 151 151 580 570 610 663 686 16 99 81 77 163 54 58 74 57 51 2 1 6 12 7 879 855 931 960 1058

19% 15% 17% 16% 14% 66% 67% 66% 69% 65% 2% 12% 9% 8% 15% 6% 7% 8% 6% 5% 0% 0% 1% 1% 1% 100% 100% 100% 100% 100%

GSB 35 26 24 30 3 8 32 43 43 7 4 7 36 1 54 58 74 70 47

65% 45% 32% 43% 6% 15% 55% 58% 0% 91% 0% 0% 0% 0% 0% 0% 0% 9% 6% 0% 13% 0% 0% 51% 2% 100% 100% 100% 100% 100%

EBE 91 88 99 76 100 434 388 402 443 501 51 46 65 86 104 74 64 74 89 115 1 4 17 3 650 587 644 711 823

14% 15% 15% 11% 12% 67% 66% 62% 62% 61% 8% 8% 10% 12% 13% 11% 11% 11% 13% 14% 0% 0% 1% 2% 0% 100% 100% 100% 100% 100%

Health

Sciences 43 54 41 53 64 315 329 361 368 427 1 6 11 6 6 5 3 9 8 10 1 5 3 364 393 422 440 510

12% 14% 10% 12% 13% 87% 84% 86% 84% 84% 0% 2% 3% 1% 1% 1% 1% 2% 2% 2% 0% 0% 0% 1% 1% 100% 100% 100% 100% 100%

Humanities 150 151 126 139 129 273 275 323 406 580 146 113 88 113 123 48 36 40 35 55 1 3 1 23 13 618 578 578 716 900

24% 26% 22% 19% 14% 44% 48% 56% 57% 64% 24% 20% 15% 16% 14% 8% 6% 7% 5% 6% 0% 1% 0% 3% 1% 100% 100% 100% 100% 100%

Law 2 3 2 10 8 15 13 24 46 58 11 5 6 12 11 4 5 3 9 9 7 32 26 35 84 86

6% 12% 6% 12% 9% 47% 50% 69% 55% 67% 34% 19% 17% 14% 13% 13% 19% 9% 11% 10% 0% 0% 0% 8% 0% 100% 100% 100% 100% 100%

Science 59 57 44 40 58 219 257 281 359 426 32 20 16 23 67 46 57 61 93 130 17 356 391 402 532 681

17% 15% 11% 8% 9% 62% 66% 70% 67% 63% 9% 5% 4% 4% 10% 13% 15% 15% 17% 19% 0% 0% 0% 3% 0% 100% 100% 100% 100% 100%

Total no. 544 506 496 499 513 1844 1864 2044 2285 2721 257 289 267 317 474 231 223 268 295 370 10 6 11 117 27 2953 2888 3086 3513 4105

Total row% 18% 18% 16% 14% 12% 62% 65% 66% 65% 66% 9% 10% 9% 9% 12% 8% 8% 9% 8% 9% 0% 0% 0% 3% 1% 100% 100% 100% 100% 100%


Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 133 81 97 125 117 392 379 357 352 325 4 65 39 36 50 33 29 39 18 14 2 5 4 5 600 554 537 535 511

22% 15% 18% 23% 23% 65% 68% 66% 66% 64% 1% 12% 7% 7% 10% 6% 5% 7% 3% 3% 0% 0% 1% 1% 1% 100% 100% 100% 100% 100%

GSB 44 19 19 37 3 5 19 18 53 1 3 24 54 38 38 61 56

81% 50% 50% 61% 5% 9% 50% 47% 0% 95% 0% 0% 0% 0% 0% 0% 0% 3% 0% 0% 6% 0% 0% 39% 0% 100% 100% 100% 100% 100%

EBE 35 35 48 51 42 160 162 173 176 206 12 10 24 24 30 23 26 19 20 20 1 2 4 3 230 234 266 275 301

15% 15% 18% 19% 14% 70% 69% 65% 64% 68% 5% 4% 9% 9% 10% 10% 11% 7% 7% 7% 0% 0% 1% 1% 1% 100% 100% 100% 100% 100%

Health

Sciences 37 60 51 52 41 252 233 243 266 295 5 1 1 1 3 5 3 4 4 2 4 3 290 305 302 326 343

13% 20% 17% 16% 12% 87% 76% 80% 82% 86% 0% 2% 0% 0% 0% 0% 1% 2% 1% 1% 0% 1% 1% 1% 1% 100% 100% 100% 100% 100%

Humanities 4 4 128 160 322 13 14 507 686 706 3 2 101 99 94 3 2 35 50 55 1 23 23 23 22 772 1018 1200

17% 18% 17% 16% 27% 57% 64% 66% 67% 59% 13% 9% 13% 10% 8% 13% 9% 5% 5% 5% 0% 0% 0% 2% 2% 100% 100% 100% 100% 100%

Law 34 38 3 10 6 113 117 11 40 41 9 5 4 7 10 21 21 3 7 7 5 177 181 21 69 64

19% 21% 14% 14% 9% 64% 65% 52% 58% 64% 5% 3% 19% 10% 16% 12% 12% 14% 10% 11% 0% 0% 0% 7% 0% 100% 100% 100% 100% 100%

Science 165 141 25 46 35 303 326 120 117 137 81 85 2 6 14 38 24 13 20 28 1 10 1 587 577 160 199 215

28% 24% 16% 23% 16% 52% 56% 75% 59% 64% 14% 15% 1% 3% 7% 6% 4% 8% 10% 13% 0% 0% 0% 5% 0% 100% 100% 100% 100% 100%

Total no. 452 378 371 481 566 1238 1250 1429 1637 1763 109 172 171 173 198 119 105 115 118 128 5 6 10 74 35 1961 1911 2096 2483 2690

Total row% 23% 20% 18% 19% 21% 63% 65% 68% 66% 66% 6% 9% 8% 7% 7% 6% 5% 5% 5% 5% 0% 0% 0% 3% 1% 100% 100% 100% 100% 100%


FACULTY/SENATE PERMISSION REFUSED READMISSION OTHERSTANDARD READMISSION

Table 17a

Academic progress codes of all undergraduates

Table 17b

Academic progress codes of all Black undergraduates

QUALIFIED

Academic progress codes of all Coloured undergraduates

OTHER

OTHER TOTAL

Table 17c

STANDARD READMISSION FACULTY/SENATE PERMISSION REFUSED READMISSION

QUALIFIED STANDARD READMISSION FACULTY/SENATE PERMISSION REFUSED READMISSION

TOTAL

TOTALQUALIFIED

Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 93 82 105 110 93 346 353 330 329 350 3 30 23 26 55 20 20 21 10 7 2 6 8 491 485 481 481 513

19% 17% 22% 23% 18% 70% 73% 69% 68% 68% 1% 6% 5% 5% 11% 4% 4% 4% 2% 1% 0% 0% 0% 1% 2% 100% 100% 100% 100% 100%

GSB 16 12 5 13 1 2 5 17 9 14 19 17 22 27 10

84% 71% 23% 48% 10% 11% 29% 77% 0% 90% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 52% 0% 100% 100% 100% 100% 100%

EBE 16 23 25 31 29 98 95 93 107 143 10 8 13 15 18 15 7 12 11 26 4 1 2 139 133 147 165 218

12% 17% 17% 19% 13% 71% 71% 63% 65% 66% 7% 6% 9% 9% 8% 11% 5% 8% 7% 12% 0% 0% 3% 1% 1% 100% 100% 100% 100% 100%

Health

Sciences 23 32 26 36 30 149 153 152 144 141 1 1 1 2 2 3 1 1 1 1 175 186 182 182 175

13% 17% 14% 20% 17% 85% 82% 84% 79% 81% 1% 1% 1% 0% 1% 1% 0% 2% 1% 1% 0% 0% 0% 1% 1% 100% 100% 100% 100% 100%

Humanities 25 37 25 38 41 71 71 87 75 73 18 20 17 18 16 6 2 6 12 9 1 6 3 120 130 136 149 142

21% 28% 18% 26% 29% 59% 55% 64% 50% 51% 15% 15% 13% 12% 11% 5% 2% 4% 8% 6% 0% 0% 1% 4% 2% 100% 100% 100% 100% 100%

Law 1 6 3 6 7 9 8 3 12 17 2 2 2 2 1 2 1 12 14 8 22 28

8% 43% 38% 27% 25% 75% 57% 38% 55% 61% 0% 0% 0% 9% 7% 17% 0% 25% 5% 7% 0% 0% 0% 5% 0% 100% 100% 100% 100% 100%

Science 16 36 26 17 25 70 58 58 62 65 9 2 3 3 4 13 9 4 8 17 4 1 108 105 91 94 112

15% 34% 29% 18% 22% 65% 55% 64% 66% 58% 8% 2% 3% 3% 4% 12% 9% 4% 9% 15% 0% 0% 0% 4% 1% 100% 100% 100% 100% 100%

Total no. 190 228 215 251 226 745 743 740 729 798 41 61 57 64 97 58 38 48 43 62 0 0 7 33 15 1064 1070 1067 1120 1198

Total row% 18% 21% 20% 22% 19% 70% 69% 69% 65% 67% 4% 6% 5% 6% 8% 5% 4% 4% 4% 5% 0% 0% 1% 3% 1% 100% 100% 100% 100% 100%


Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 510 441 395 424 377 1331 1183 1165 1174 1094 12 71 56 59 111 43 33 32 19 18 2 1 12 26 18 1919 1729 1660 1702 1618

27% 26% 24% 25% 23% 69% 68% 70% 69% 68% 1% 4% 3% 3% 7% 2% 2% 2% 1% 1% 0% 0% 1% 2% 1% 100% 100% 100% 100% 100%

GSB 60 30 14 44 17 17 40 37 56 1 6 86 83 70 52 130 73

72% 43% 27% 34% 23% 20% 57% 71% 0% 77% 0% 0% 0% 0% 0% 0% 0% 2% 0% 0% 7% 0% 0% 66% 0% 100% 100% 100% 100% 100%

EBE 155 198 229 247 225 642 640 674 656 731 29 21 14 28 58 25 19 28 28 39 9 14 20 8 851 887 959 979 1061

18% 22% 24% 25% 21% 75% 72% 70% 67% 69% 3% 2% 1% 3% 5% 3% 2% 3% 3% 4% 0% 1% 1% 2% 1% 100% 100% 100% 100% 100%

Health

Sciences 134 160 150 130 125 577 535 510 514 500 1 1 2 2 1 1 1 3 3 713 697 663 649 628

19% 23% 23% 20% 20% 81% 77% 77% 79% 80% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 100% 100% 100% 100% 100%

Humanities 560 497 496 418 434 1205 1064 1050 1176 1239 103 105 83 63 86 28 26 24 33 25 1 1 8 39 45 1897 1693 1661 1729 1829

30% 29% 30% 24% 24% 64% 63% 63% 68% 68% 5% 6% 5% 4% 5% 1% 2% 1% 2% 1% 0% 0% 0% 2% 2% 100% 100% 100% 100% 100%

Law 11 12 12 66 70 45 49 47 118 113 11 2 8 17 1 2 3 4 2 2 2 2 68 67 62 198 204

16% 18% 19% 33% 34% 66% 73% 76% 60% 55% 16% 3% 0% 4% 8% 1% 3% 5% 2% 1% 0% 3% 0% 1% 1% 100% 100% 100% 100% 100%

Science 180 186 153 131 132 404 378 352 367 381 20 3 1 5 18 19 24 11 14 19 1 22 624 591 517 539 550

29% 31% 30% 24% 24% 65% 64% 68% 68% 69% 3% 1% 0% 1% 3% 3% 4% 2% 3% 3% 0% 0% 0% 4% 0% 100% 100% 100% 100% 100%

Total no. 1610 1524 1449 1460 1380 4221 3889 3835 4005 4114 175 202 154 163 290 117 105 101 100 103 11 14 35 198 76 6155 5734 5574 5926 5963

Total row% 26% 27% 26% 25% 23% 69% 68% 69% 68% 69% 3% 4% 3% 3% 5% 2% 2% 2% 2% 2% 0% 0% 1% 3% 1% 100% 100% 100% 100% 100%


Faculty 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

Commerce 98 91 116 82 83 349 304 259 267 254 6 36 34 35 53 21 17 24 10 12 1 6 8 5 489 448 439 402 407

20% 20% 26% 20% 20% 71% 68% 59% 66% 62% 1% 8% 8% 9% 13% 4% 4% 5% 2% 3% 0% 0% 1% 2% 1% 100% 100% 100% 100% 100%

GSB 28 16 4 68 2 3 44 20 1 2 33 7 31 19 49 101 29

90% 84% 8% 67% 7% 0% 16% 90% 0% 69% 0% 0% 0% 0% 0% 0% 0% 2% 0% 0% 6% 0% 0% 33% 24% 100% 100% 100% 100% 100%

EBE 68 100 131 88 119 403 380 349 349 351 33 34 26 34 50 36 26 21 31 33 1 5 12 2 540 541 532 514 555

13% 18% 25% 17% 21% 75% 70% 66% 68% 63% 6% 6% 5% 7% 9% 7% 5% 4% 6% 6% 0% 0% 1% 2% 0% 100% 100% 100% 100% 100%

Health

Sciences 23 20 22 23 21 98 91 85 72 65 1 1 1 1 1 2 1 121 111 109 99 88

19% 18% 20% 23% 24% 81% 82% 78% 73% 74% 0% 0% 1% 1% 0% 0% 0% 1% 1% 1% 0% 0% 0% 2% 1% 100% 100% 100% 100% 100%

Humanities 129 136 151 127 122 347 327 288 309 308 46 41 38 36 40 10 11 14 12 13 1 12 7 532 515 492 496 490

24% 26% 31% 26% 25% 65% 63% 59% 62% 63% 9% 8% 8% 7% 8% 2% 2% 3% 2% 3% 0% 0% 0% 2% 1% 100% 100% 100% 100% 100%

Law 9 15 11 25 9 53 43 29 31 39 6 4 4 7 8 7 3 4 3 2 1 2 75 64 47 68 61

12% 23% 23% 37% 15% 71% 67% 62% 46% 64% 8% 6% 9% 10% 13% 9% 0% 6% 6% 5% 0% 3% 0% 1% 3% 100% 100% 100% 100% 100%

Science 57 51 71 62 62 199 205 160 165 164 24 13 3 7 7 33 21 27 22 21 2 3 315 290 261 259 254

18% 18% 27% 24% 24% 63% 71% 61% 64% 65% 8% 4% 1% 3% 3% 10% 7% 10% 8% 8% 1% 0% 0% 1% 0% 100% 100% 100% 100% 100%

Total no. 412 429 506 475 418 1449 1353 1214 1193 1201 115 128 106 120 158 107 75 91 80 83 5 3 12 71 24 2103 1988 1929 1939 1884

Total row% 20% 22% 26% 24% 22% 69% 68% 63% 62% 64% 5% 6% 5% 6% 8% 5% 4% 5% 4% 4% 0% 0% 1% 4% 1% 100% 100% 100% 100% 100%


STANDARD READMISSION FACULTY/SENATE PERMISSION REFUSED READMISSION OTHER

Table 17e

OTHERQUALIFIED STANDARD READMISSION FACULTY/SENATE PERMISSION REFUSED READMISSION TOTAL

Table 17f

Academic progress codes of all International undergraduates

Academic progress codes of all White undergraduates

TOTALQUALIFIED

TOTAL

Table 17d

Academic progress codes of all Indian undergraduates

QUALIFIED STANDARD READMISSION FACULTY/SENATE PERMISSION REFUSED READMISSION OTHER

Status after 5 years

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

Completed undergraduate 323 327 276 287 347 754 782 883 794 787 210 231 263 218 258 25 30 33 37 36

bachelors' degree 68% 73% 76% 79% 76% 70% 77% 76% 72% 76% 63% 63% 61% 50% 52% 71% 65% 60% 67% 63%

(graduated)

Continuing undergraduate 5 5 7 5 4 39 23 46 84 50 15 21 29 77 68 1 0 3 2 3

studies 1% 1% 2% 1% 1% 4% 2% 4% 8% 5% 4% 6% 7% 18% 14% 3% 0% 5% 4% 5%

Dropped out in good 101 80 57 53 67 145 125 114 97 89 34 26 27 26 34 8 12 12 7 10

academic standing 21% 18% 16% 15% 15% 13% 12% 10% 9% 9% 10% 7% 6% 6% 7% 23% 26% 22% 13% 18%

Refused readmission 44 33 22 17 37 139 88 119 127 107 75 90 105 114 135 1 4 7 9 6

on academic grounds 9% 7% 6% 5% 8% 13% 9% 10% 12% 10% 22% 24% 24% 26% 27% 3% 9% 13% 16% 11%

Total 473 445 362 362 457 1081 1018 1165 1102 1035 334 368 430 435 495 35 46 55 55 57

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

Completed undergraduate 287 326 306 327 345 243 409 391 369 340 2293 2149 2032 2032 2113

bachelors' degree 62% 56% 64% 66% 65% 64% 66% 76% 82% 71% 66% 72% 70% 70% 69%

(graduated)

Continuing undergraduate 26 29 19 24 26 8 8 8 2 11 163 109 194 194 162

studies 6% 5% 4% 5% 5% 2% 1% 2% 0% 2% 5% 4% 7% 7% 5%

Dropped out in good 45 83 52 41 45 69 117 76 53 76 457 338 277 277 321

academic standing 10% 14% 11% 8% 8% 18% 19% 15% 12% 16% 13% 11% 10% 10% 11%

Refused readmission 104 143 103 107 113 59 85 38 25 46 553 391 399 399 444

on academic grounds 23% 25% 21% 21% 21% 16% 14% 7% 6% 10% 16% 13% 14% 14% 15%

Total 462 581 481 499 530 380 619 515 449 477 3466 2987 2902 2902 3051

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Notes:

1. This table is an analysis of the academic progress of the 2001, 2002, 2003, 2004 and 2005 FU cohorts carried out five years after their initial enrolment at UCT

In the case of EBE, the 2001 - 2004 analyses were carried out over 6 years. The 2005 cohort will be updated next year with an additional year of data.

2. Students who graduated did not necessarily obtain their degrees in the faculty in which they first enrolled as FU students.

3. Students continuing their studies were not necessarily registered in the faculty in which they enrolled as first-time entering students.

4. Students dropping out in good academic standing are students who had left the University without completing a degree, and whose

final undergraduate academic progress codes entitled them to re-register for undergraduate studies at UCT.

5. The Commerce intakes include students enrolling for the 3-year BCom and for the 4-year BBusSc

6. The Engineering total is for 4-year degrees only.

Table 18a

Five year cohort survival analysis of the 2001, 2002, 2003, 2004 and 2005 intakes of first-time entering undergraduates five years

after initial enrolment in 5 large faculties: ALL students

Arts - BA Commerce Engineering - BSc(Eng) Law

Science Social Science - BSocSc Total

7 Percentages are to be read

down each column.


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 0% 0% 3% 0% 0% 5% 2% 6% 8% 9% 8% 8% 12% 22% 20% 7% 0% 4% 7%





Total 79 76 35 44 39 267 241 302 295 225 157 153 170 181 155 15 22 24 28 8

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 9% 6% 5% 6% 5% 6% 1% 2% 0% 1% 9% 6% 7% 9% 10%





Total 139 198 137 162 120 89 192 96 111 67 746 759 764 821 614

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Five year cohort survival analysis of the 2001, 2002, 2003, 2004 and 2005 intakes of first-time entering undergraduates five years

after initial enrolment in 5 large faculties: SA BLACK students

Table 18b


Commerce Engineering - BSc(Eng) LawArts - BA


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 1% 2% 2% 2% 0% 6% 2% 7% 14% 7% 3% 13% 10% 18% 13% 0% 0% 17% 0% 0%





Total 84 58 48 49 44 157 130 157 168 150 34 39 58 49 45 2 5 6 6 5

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 5% 1% 4% 4% 8% 0% 1% 0% 1% 8% 4% 5% 5% 9% 6%





Total 55 78 74 67 53 67 121 97 71 78 399 438 440 410 368

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Table 18c

Five year cohort survival analysis of 2001, 2002, 2003, 2004 and 2005 intakes of first-time entering undergraduates five years

after initial enrolment in 5 large faculties: COLOURED students




2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 7% 0% 0% 5% 0% 5% 3% 3% 7% 3% 16% 2% 0% 5% 16% 0% 0% 0% 0% 0%





Total 14 17 13 21 14 82 95 137 151 112 32 43 41 38 45 2 2 6 1 1

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 5% 0% 4% 6% 3% 0% 13% 6% 0% 12% 6% 3% 3% 6% 6%





Total 39 52 53 50 35 22 24 17 24 26 191 263 267 285 233

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Five year cohort survival analysis of 2001,2002, 2003, 2004 and 2005 intakes of first-time entering undergraduates five years

after initial enrolment in 5 large faculties: INDIAN students

Table 18d


Commerce Engineering - BSc(Eng) LawArts - BA


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 1% 1% 2% 1% 1% 2% 2% 2% 5% 2% 1% 2% 1% 16% 5% 0% 0% 5% 0% 6%





Total 296 293 266 247 279 575 548 564 479 396 111 133 160 165 128 16 17 19 20 18

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake 2005 intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 4% 6% 3% 3% 5% 1% 1% 2% 0% 8% 2% 2% 2% 5% 4%





Total 228 251 216 209 161 202 281 301 239 207 1428 1518 1526 1359 1189

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Table 18e


Five year cohort survival analysis of 2001, 2002, 2003, 2004 and 2005 intakes of first-time entering undergraduates five years

after initial enrolment in 5 large faculties: WHITE students



2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake



(graduated)


studies 18% 6% 7% 21% 4% 6% 10% 10% 23% 18% 9% 12% 16% 23% 33%





Total 72 48 56 92 112 35 31 52 70 62 99 67 70 82 91

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

2001

intake

2002

intake

2003

intake

2004

intake

2005

intake

Completed undergraduate 33 49 42 41 43 24 14 108 112 118 118 171

bachelors' degree 28% 34% 36% 37% 37% 63% 47% 42% 40% 33% 33% 42%

(graduated)

Continuing undergraduate 13 8 5 7 11 0 5 19 20 61 61 61

studies 11% 6% 4% 6% 9% 0% 17% 7% 7% 17% 17% 15%

Dropped out in good 7 25 13 6 10 10 2 39 37 31 31 35

academic standing 6% 17% 11% 5% 9% 26% 7% 15% 13% 9% 9% 9%

Refused readmission 64 62 57 58 52 4 9 93 121 146 146 144

on academic grounds 55% 43% 49% 52% 45% 11% 30% 36% 43% 41% 41% 35%

Total 117 144 117 112 116 38 30 259 281 356 356 411

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%


Table 19

Five year cohort survival analysis of the 2001, 2002, 2003, 2004 and 2005 intakes of first-time entering extended programme undergraduates five years

after initial enrolment in 5 large faculties: ALL students

Commerce -BCom Engineering - BSc(Eng)Commerce (BBusSc)

Status

at end of 2009 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007

intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake intake

Graduated No 40 36 84 43 39 128 127 96 108 148 110 84 127 109 116 61 78 70 65 31

% 74% 64% 78% 57% 53% 81% 74% 91% 90% 89% 69% 58% 63% 56% 50% 39% 31% 31% 31% 15%

Upgraded No 0 1 0 2 9 0 0 0 0 0 0 4 7 5 3 2 20 11 8 0

% 0% 2% 0% 3% 12% 0% 0% 0% 0% 0% 0% 3% 3% 3% 1% 1% 8% 5% 4% 0%

Still Busy No 0 1 0 11 5 0 0 0 0 1 2 5 2 18 35 12 27 38 81 112

% 0% 2% 0% 14% 7% 0% 0% 0% 0% 1% 1% 3% 1% 9% 15% 8% 11% 17% 39% 54%

Transferred to Other

Prog No 1 0 3 2 0 1 0 0 0 0 8 4 5 3 0 4 17 3 0 0

% 2% 0% 3% 3% 0% 1% 0% 0% 0% 0% 5% 3% 2% 2% 0% 3% 7% 1% 0% 0%

Dropped Out No 12 15 20 18 28 29 43 7 12 9 29 42 57 52 72 76 107 106 76 66

% 22% 27% 19% 24% 38% 18% 25% 7% 10% 5% 18% 29% 28% 27% 31% 48% 43% 46% 36% 32%

Excluded No 1 3 1 0 1 0 1 2 0 8 11 5 5 8 6 2 0 0 0 0% 2% 5% 1% 0% 1% 0% 1% 2% 0% 5% 7% 3% 2% 4% 3% 1% 0% 0% 0% 0%

Total No 54 56 108 76 73 158 171 105 120 166 160 144 203 195 232 157 249 228 210 209

% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Percentages are to be read down each column

Status

at end of 2009 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007


Graduated No 139 173 136 172 128 96 98 82 84 77 130 102 101 115 75 704 698 696 696 614

% 70% 69% 69% 76% 56% 74% 75% 79% 76% 64% 77% 69% 67% 61% 45% 69% 61% 63% 62% 51%

Upgraded No 0 0 0 1 1 0 0 0 0 0 6 19 17 11 11 8 44 35 27 24

% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 4% 13% 11% 6% 7% 1% 4% 3% 2% 2%

Still Busy No 2 2 1 7 35 0 2 0 1 4 1 2 2 11 24 17 39 43 129 216

% 1% 1% 1% 3% 15% 0% 2% 0% 1% 3% 1% 1% 1% 6% 14% 2% 3% 4% 11% 18%


Prog No 2 13 2 0 0 1 4 2 0 1 1 1 1 0 0 18 39 16 5 1

% 1% 5% 1% 0% 0% 1% 3% 2% 0% 1% 1% 1% 1% 0% 0% 2% 3% 1% 0% 0%

Dropped Out No 50 55 53 41 57 29 22 18 25 35 28 21 29 48 52 253 305 290 272 319

% 25% 22% 27% 18% 25% 22% 17% 17% 23% 29% 17% 14% 19% 26% 31% 25% 27% 26% 24% 27%

Excluded No 5 8 6 6 9 3 4 2 0 4 3 2 1 3 4 25 23 17 17 32% 3% 3% 3% 3% 4% 2% 3% 2% 0% 3% 2% 1% 1% 2% 2% 2% 2% 2% 2% 3%

Total No 198 251 198 227 230 129 130 104 110 121 169 147 151 188 166 1025 1148 1097 1126 1197

% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Humanities Law Science Total

Table 20

Commerce GSB EBE Health Sciences

Progress of 2003, 2004, 2005, 2006 and 2007 intakes of master's students at end 2009

Status

at end of 2009 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007


Graduated No 1 12 9 5 2 11 24 12 7 6 22 23 25 22 10

% 20% 50% 31% 17% 9% 55% 59% 50% 21% 14% 61% 51% 58% 42% 20%

Still Busy No 1 2 3 9 17 1 4 6 11 20 7 8 8 18 30

% 20% 8% 10% 31% 74% 5% 10% 25% 32% 45% 19% 18% 19% 34% 61%


Prog No 0 0 1 1 0 0 0 0 0 1 0 1 2 1 0

% 0% 0% 3% 3% 0% 0% 0% 0% 0% 2% 0% 2% 5% 2% 0%

Dropped Out No 3 10 16 12 4 8 13 6 16 17 7 13 8 12 9

% 60% 42% 55% 41% 17% 40% 32% 25% 47% 39% 19% 29% 19% 23% 18%

Excluded No 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Total No 5 24 29 29 23 20 41 24 34 44 36 45 43 53 49

% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Percentages are to be read down each column 2 students on leave

Status

at end of 2009 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007 2003 2004 2005 2006 2007


Graduated No 22 18 9 9 7 2 5 3 3 1 31 36 27 23 13 89 118 85 69 39

% 61% 35% 31% 21% 14% 100% 63% 30% 50% 9% 70% 61% 47% 29% 17% 62% 52% 44% 29% 15%

Still Busy No 3 16 11 18 28 0 0 4 1 7 1 4 8 30 46 13 34 40 87 148

% 8% 31% 38% 43% 57% 0% 0% 40% 17% 64% 2% 7% 14% 38% 61% 9% 15% 21% 36% 59%


Prog No 0 1 0 3 0 0 0 0 0 0 2 0 2 0 0 2 2 5 5 1

% 0% 2% 0% 7% 0% 0% 0% 0% 0% 0% 5% 0% 4% 0% 0% 1% 1% 3% 2% 0%

Dropped Out No 10 17 9 12 13 0 3 3 2 3 10 17 17 21 17 38 73 59 75 63

% 28% 33% 31% 29% 27% 0% 38% 30% 50% 27% 23% 29% 30% 27% 22% 27% 32% 31% 31% 25%

Excluded No 1 0 0 0 1 0 0 0 0 0 0 1 3 4 0 1 1 3 4 1% 3% 0% 0% 0% 2% 0% 0% 0% 0% 0% 0% 2% 5% 5% 0% 1% 0% 2% 2% 0%

Total No 36 52 29 42 49 2 8 10 6 11 44 59 57 78 76 143 229 192 242 252

% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

1 std on leave

Humanities Law Science Total

Table 21

Commerce GSB EBE Health Sciences

Progress of the 2003, 2004, 2005, 2006 and 2007 intakes of doctoral students at end 2009

Table 22

Average Time to Completion Amongst Masters and Doctoral Graduates

Year 2005 2006 2007 2008 2009

Level Master's Doctorates Master's Doctorates Master's Doctorates Master's Doctorates Master's Doctorates

Faculty

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Ave time to

degree

No. of

Graduates

Commerce 2.8 60 5.8 4 2.8 51 2.5 2 2.3 47 3.6 11 2.3 64 4.4 16 2.2 65 4.3 13

GSB 2.1 252 1.6 111 1.7 117 1.5 163 1.7 179

EBE 3.4 123 5.4 19 3.1 107 4.4 25 3.0 128 4.1 17 2.9 143 4.6 20 3.8 87 4.5 44

Health

Sciences 3.8 114 5.0 38 3.8 84 4.7 38 3.7 85 4.0 33 3.7 83 4.5 31 2.5 156 4.7 15

Humanities 2.5 201 5.5 62 2.7 162 6.2 29 2.6 168 4.8 32 2.8 169 4.9 33 2.4 197 6.2 38

Law 2.4 111 4.0 1 2.1 124 8.0 4 1.7 94 3.4 5 1.7 84 3.8 4 1.9 88 5.3 3

Science 3.0 172 4.9 58 2.8 123 4.5 35 2.7 112 4.6 44 2.7 130 5.4 47 2.6 96 5.3 65

Total 2.7 1033 5.2 182 2.6 762 5.0 133 2.5 751 4.3 142 2.5 836 4.8 151 2.4 868 5.2 178

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