Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IRPresented to CAES College Board9 April 2009

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Professor George SubotzkyExecutive Director:Information and Strategic Analysis

Overview of presentation

• Background– Context and purpose of engagement

• Integrated Strategic Planning Framework– DISA role and mandate within this

• What is BI? Key concepts:– IM MI & BI– OPM– Outputs, outcomes and performance measures/indicators– The Information Hierarchy: The BI Pyramid– Analytic Maturity Curve– Technological Maturity Curve

• Elements of the BI Framework• Key college strategic planning issues

• Enrolment planning• Success & throughput model

• Example of OP as M & E tool• Examples of performance dashboards• CAES profile• Engagement

Acknowledgements

• BI: Suzette van Zyl– Conceptual Genesis of BI Unisa– Research/PhD– Project leader

• George Subotzky– Eager novice, quick learner

• Prof Baijnath: Convinced supportive champion• Gartner: mixed value report• Business Intelligence 2008 Conference• Profile: Herbert Zemann and Herman Visser

Strategic Management Framework & Planning

Process and the role of BI & IR

Types & sources of data & information: Different views

Counting Students

Registration

Temporary

Provisional HC Enrolments(“Registered”)

FormalRegister

edCancellatio

ns

Provisional

HEMIS Cancelled

HEMIS Total HC

HEMIS Active HC

Non-Active

Provisional HC Enr

DoE Subsid

y

Non-formal

Official HEMIS submissions of headcounts & FTEs to DoE based on census days:

1st Submission (31 Oct): Preliminary2nd Submission (30 Apr): Preliminary3rd Submission (31 July): Final Audited

• Provisional headcounts and coursecounts of registrations/enrolments from opening of registration in December onwards

• Previous year’s figures are updated as a result of subsequent cancellations & reinstatements

Success & Throughput

Success – Course Level• Exam Success Rate (Passed/Wrote)• Course Success Rate (Passed/Nett Enrolments)- 2010 Ministerial Target: 56% Currently: 54,6%

- Prognosis: Good• Nett & Gross Attrition/Survival Rates (Cancellations, absentees & failures – full model analysis underway)

Throughput – Qualification Level• Proxy Measure (Graduated/Enrolments)- 2010 Ministerial Target: 8,37%Currently: 6%- Prognosis: Bad

• Cohort Method (Appropriate benchmarks?)- Completion Rate & Time to completion

Sources of Information & Analysis

• Institutional Information & Analysis Portal– Reports/tables– Profiles/overviews/pocket stats– Pivot tables– Downloadable analyses, reports, briefings

• Information & Analysis Outputs– Institutional Research/analyses/briefings– Ad hoc requests

• Statutory reports• Power User Groups

Key strategic planning issues

Strategic Reference Points

2015 Strategic Plan:• Strategic Outcomes: revisit• 10 Strategic Objectives:

thematic clustering• Strategies: review • Targets : review

Strategy:• Vision & Mission: clear - postmerger• Social Mandate: requires clarification• Business Model (ODL): requires clarification

IOP: 3 Strategically-aligned Operational Themes:

• Institutional Identity:- ODL- Africanness- Comprehensiveness- Teaching/Research/CE Emphasis

• Academic Identity & Focus:- ODL- Comprehensive PQM- Delivery model- Graduateness- Access and admissions policy

• Enabling Mechanisms & Resources- Primary & support services

- Appropriate BA/EAs: (People, Systems, Resources/Infrastructure & Technology)

- Enabling Conditions: (Leadership & Management, Culture & Climate)

Strategic Planning Issues

• IOP list – organisational issues (distilled from: recent Makgotla, PVC summit, HEQC, 2008 IOP mid-year progress report)– Leadership & management– Communication– Alignment of individual, departmental institutional and social

purpose & meaning– Shared understandings & buy-in

• PQM – HEQC (comprehensiveness)• Recurriculation – relevance (Africanness)• Enrolment planning (teaching input, operational implications)• Throughput and success (teaching output)• Research output (M&D, publications)• QA/Risk Management/IPMS• Staffing: Achram, capacity, employment equity, succession

planning• Budget

Implementation• College plan & College component of

other plans– Objectives– Strategies projects – Resources– Activities/actions

• Projects• Scheduling/dependencies

• Importance of shifting planning/project management mode in order to execute strategy

Performance Management

• Targets• Performance measures • Progress reporting/Monitoring &

Evaluation (Review)

• Supported by Information & Analysis:–Business Intelligence Framework– Institutional Research

Strategic Planning Issues:

1. Enrolment Planning

Key strategic decision• Comply with ministerial target or negotiate upwards

and/or onwards? Can we sustain quality and operational service delivery?

• Accepting increases based on potential new negotiated role for Unisa: – Maintaining high participation rates in the light of declining

residential enrolments and impacts of HIV/AIDS– Addressing teacher education crisis– Serving continental needs

• Despite ‘knee-jerk’ nature of recent HE policy (generated by tension between widened participation imperative/Treasury efficiency concerns & fiscal constraint), this new role will not be condoned without Unisa responsibly and demonstrably addressing success & throughput efficiencies

Key strategic challenge

• Responsibly managed open access is therefore an unavoidable imperative

• This means balancing seemingly contradictory policy goals:– Commitment to open access, as part of our

institutional social mandate– Commitment to enhancing success &

throughput efficiency– Commitment to ensuring high quality &

relevant graduate outcomes for employment and the critical citizenship in the African context

Managed open access• Not exclusionary, but realistically supportive

in the light of changing student profile (details in forthcoming HEMIS update)

• Involves rigorous pre-registration engagement to: – Test appropriately for academic potential and

readiness– Ensure conducive & supportive life conditions– Ensure right programme & subject choice and

realistic study loads – Identify appropriate tutorial & Pastoral support

and channelling

• HE fulfils multiple purposes:– Academic, vocational & professional graduates for

labour market– Knowledge production for innovation and economic &

social development– Formative education, cultural & intellectual

enrichment – Independent space for fostering critical debate &

citizenship– Means of enhancing social mobility and distribution

of opportunity & wealth• Attempting to fulfil these simultaneously can

generate (apparent & real) conflicts and policy tensions– eg Excellence/Efficiency vs Equity/Access

Policy Tensions

At the heart of Unisa’s enrolment planning lies such a policy tension namely:• Growth & expansion, driven by:

– National policy framework emphasising widening participation, driven, in turn, by both equity and development needs

– Unisa’s social mandate to provide affordable, flexible access to higher education for non-traditional, disadvantaged students

– Increasing & unabating market demand (see figures)– Unisa’s emerging role in addressing teacher education crisis

and continental HRD needsvs

• Controlled growth & capping, driven by:– Fiscal constraint, leading to ministerial enrolment targets (role

of Treasury)– Concern for efficiency & success/throughput – avoiding the

revolving door syndrome (systemic & institutional levels)– Operational efficiency & service delivery constraints

Policy Tension in Enrolment Planning

The Key Strategic Decision

• Continued Open access in line with DoE requirements for widened participation, market demand

vs

• New ‘Responsible’ open admission & enrolment in line with renegotiated DOE enrolment targets, emphasis on success & throughput, operational considerations

• Total HEMIS HCs– Increased from

206 178 in 2004 to 254 136 in 2007

– 2006/5: 9,43% up– 2007/6: 11,69% up• Active HCs – 2007: 239 581

(94,3% active rate) – 5,4% increase on 2006

– Approaching 2010 ministerial target of 258 023

HEMIS Enrolment Trends, 2004-7

2004 (To-tal)

2005 (To-tal)

2006 (To-tal)

2007 (To-tal)

2007 (Ac-tive)

2010 MOE Tar-get

2004 (To-tal)

2005 (To-tal)

2006 (To-tal)

2007 (To-tal)

2007 (Ac-tive)

2010 MOE Tar-get

HC

206178

207931

227539

254136

239581

258023

% Change

NaN 0.00850236203668677

0.0943005131509972

0.11688985184957

3

0.0529227956526135

NaN

% Active

NaN NaN NaN NaN 0.94272751597569

8

NaN

25,000

75,000

125,000

175,000

225,000

275,000

2008 Enrolment Projection

Provisional En-rolments (1st Reg Period)

Provisional En-rolments (En-

tire year)

HEMIS Total HEMIS Final (Active only)

Ministerial 2010 Target (Active only)

2006 (Ac-tual)

198531 230232 227539 227539 NaN

2007 (Ac-tual)

230132 262873 254136 239380 NaN

2008 (Pre-lim)

255963 285196 269825 261231 NaN

2009 (To date)

246242 NaN NaN NaN NaN

% Change 0.112244277197435

0.0849193336706318

0.0617346617559103

0.0912816442476397

NaN

2010 NaN NaN NaN NaN 258013

25,000

75,000

125,000

175,000

225,000

275,000

Focus

Actual Actual Actual Projected Projected Projected 2010

Approve

d Targets

2005 2006 2007 2008 (9,4%)

2009 (8%)

2010(8%)

Overall enrolments: 207 931227 539

239 581

261 889 282

840 305 467 258 023

Fields of study:

SET

25 771 26 085 26 639 27

172 27

715 28 270

(9%) 13%

Bus/Man:

85 639 95 605 104 047 114

452 124

466 135 668

(44%) 50%

Humanities:

72 880 80 336 82 992 92

121 101

794 112 482

(37%) 37%

Education

23 641 25 513 25 903 27

716 29 656 31 732 (10%) 12%

Qualification

levels:

UG diplomas: 57 673 61 675 65 401 69

979 74

878 80 119

(26%) 28%

UG degrees: 117 757 127 694 133 508 145

524 158

766 173 055

(57%) 62%

PG < Masters: 15 506 17 469 18 472 20

873 23

587 26 653

(9%) 7%

PG M & D: 6 871 6 408 5 183 5

338 5

552 5 830

(2%) 3%

Unweighted FTEs: 100 875 109 707116 531 

127 381

137 572

148 578  128 840

Success rate: 53,60% 50,80% 54,30%  55,00% 55,50% 56% 56%

Throughput

rate: % 7,17% 6,50% 6,45%  6,17% 6,09% 5,99% 8.37%

Graduates 14 185 13 85514

364 15 000 16 000  17 000 20 231

Teaching Input

Units: Weighted teaching input units 83 558 90 803 95 887 104

815 113

200 122 257 102 100

Actual & projected enrolment & output performance against

targets

Strategic Planning Issues:

2. Improving Throughput & Success

A visual metaphor ...

• Key success factor: adequate time for study

• Key risk factor: unrealistic course load

• Consequence: no progression!

Performance Management:

Examples of Performance Dashboards

Progress Monitoring:

Example of OP Monitoring Tool

Profiling, tracking, modelling & prediction – in different

views

Educational Background

Unisa Destination

StudentSES/

Demographics

• Matric Status (Exempt./Non)• Matric Aggregate• Previous Inst. Type

• Matric Scores

• College• CESM/FOS

• Race• Gender• Age

• Home language• Nationality

• Qual. Category (B Tech etc)• Qual. Type (Degree/Dipl/Cert.)• Qual. Level (UG/PG)

• Employment Status• Location• Marital Status• Economic Status

• Domestic/Financial responsibilities

• Health & Wellness

• Course Type• Course Load

Individual factors

• Socio-psychological metrics (?)• Academic Record• Academic Activities/Behaviours (tracking)

Student Profiling

Course level

Course type

CESM/FOS

• Entry• Exit

• Pre-requisite • Compulsory• Elective

• Humanities & Social Sciences/Education• Law • Business/Commerce• Science, Engineering & Technology

Course history• Enrolment/• sustainability patterns• Success Rate (‘killer Module’?)

• Student evaluation

Course Profiling

Staff profiling

• Employment equity: key variables by designated groups

• Succession planning: key variables by age• Capacity development: key variables by highest

qualifications• Qualitative profiling

– Understanding (but not necessarily condoning) the attitudes & experiences of staff is key to effective change management as a basis for realising strategic goals

– Organisational theory identifies various positions which staff take up within organisations in relation to change initiatives

– What might this look like in current Unisa climate?

Change profileSelf constructions/identity tensions:• Collegialism-managerialism: Resistance to

compliance and planned environment vs nostalgic attavists

• Teaching-Research nexis• Academic-Educator identity• Meaningful identification-alienation :

– Based on alignment of personal, departmental, institutional and social purposes, and shared understandings of institutional vision (King Solomon/NASA/Disney adage)

• Self-interested minimalists-inspired initiative takers

College Profile

1. 2004 - 2009 Provisional Registration Figures

Provisional Registration Formal Headcounts by College,

2004 - 2009 to date

CAES CEMS CHS CLAW CSET OCCA-SIONAL

2004 1870 97933 54690 27344 15394 10675

2005 2221 105474 55722 27472 16025 11242

2006 2723 115096 57433 26747 15029 13204

2007 3712 132358 61969 28890 17687 18257

2008 4507 140233 75471 27525 18958 18502

2009 (To Date) 3945 113973 77921 22563 17364 11240

2010 (Targets) 5111 140997 62694 29350 19870 NaN

10 000

50 000

90 000

130 000

Provisional Registration Proportion of Formal Headcounts by College, 2004 - 2009 to date, compared to Ministerial

targets

2004 2005 2006 2007 2008 2009 (To Date)

2010 (Tar-gets)

CAES 0.00899444941463932

0.010180788059

9204

0.011827200389

1727

0.014120887272

5613

0.015803166944

8379

0.015971271952

908

0.019808388431

9942

CEMS 0.471044606697

258

0.483479711765

892

0.499913131102

54

0.503505495048

94

0.491707457327

592

0.461417941264

585

0.546453403198

177

CHS 0.263051571383

221

0.255422725022

461

0.249457069390

875

0.235737409319

329

0.264628536164

603

0.315461972583

662

0.242979280836

518

CLAW 0.131520975825

613

0.125928234841

123

0.116174120018

069

0.109900978799

649

0.096512573808

8894

0.091345959207

4686

0.113749990310

904

CSET 0.074043077159

8704

0.073456609032

0688

0.065277632996

282

0.067283441053

2843

0.066473583079

7066

0.070297887500

7085

0.077008937222

4074

OC-CA-SIONAL

0.051345319519

3982

0.051531931278

5346

0.057350846103

0613

0.069451788506

2369

0.064874682674

3713

0.045504967490

6683

NaN

10%30%50%70%90%

Provisional Registration

CAES Place of Residence by Continent, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

Africa 1 858 99,36% 2 202 99,14% 2 701 99,19% 3 686 99,30% 4 481 99,42% 3 921 99,39%

Asia 2 0,11% 6 0,27% 2 0,07% 5 0,13% 6 0,13% 8 0,20%

Europe 6 0,32% 10 0,45% 13 0,48% 15 0,40% 14 0,31% 12 0,30%

Oceania 0,00% 2 0,09% 3 0,11% 4 0,11% 4 0,09% 2 0,05%

The Americas 2 0,11% 1 0,05% 4 0,15% 2 0,05% 2 0,04% 2 0,05%

Unknown 2 0,11% 0,00% 0,00% 0,00% 0,00% 0,00%

Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

Provisional Registration

CAES Place of Residence by Hub, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

CAPE COASTAL 291 15,56% 365 16,43% 358 13,15% 494 13,31% 542 12,03% 504 12,78%

GAUTENG 485 25,94% 599 26,97% 791 29,05% 1 083 29,18% 1 364 30,26% 1 258 31,89%

KZN 318 17,01% 434 19,54% 621 22,81% 936 25,22% 1 179 26,16% 1 022 25,91%

MIDLANDS 230 12,30% 275 12,38% 261 9,59% 302 8,14% 397 8,81% 337 8,54%

N EASTERN 447 23,90% 458 20,62% 591 21,70% 764 20,58% 868 19,26% 671 17,01%

Unknown 99 5,29% 90 4,05% 101 3,71% 133 3,58% 157 3,48% 153 3,88%

Grand Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

Provisional Registration

CAES by Age Group, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

< 20 47 2,51% 75 3,38% 188 6,90% 267 7,19% 330 7,32% 210 5,32%

20-29 758 40,53% 984 44,30% 1 299 47,70% 1 911 51,48% 2 427 53,85% 2 133 54,07%

30-39 659 35,24% 711 32,01% 778 28,57% 986 26,56% 1 115 24,74% 991 25,12%

40-49 330 17,65% 347 15,62% 381 13,99% 455 12,26% 528 11,72% 489 12,40%

50-59 67 3,58% 75 3,38% 70 2,57% 86 2,32% 90 2,00% 105 2,66%

60-69 3 0,16% 5 0,23% 6 0,22% 6 0,16% 14 0,31% 16 0,41%

>= 70 0,00% 0,00% 1 0,04% 1 0,03% 2 0,04% 1 0,03%Not Listed 6 0,32% 24 1,08% 0,00% 0,00% 1 0,02% 0,00%

Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

Provisional Registration

CAES Headcount by Qualification Types, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

UnderGraduate 1 707 91,28% 2 020 90,95% 2 434 89,39% 3 301 88,93% 3 857 85,58% 3 317 84,08%

Honours 142 7,59% 162 7,29% 220 8,08% 335 9,02% 563 12,49% 534 13,54%

Masters 16 0,86% 31 1,40% 52 1,91% 63 1,70% 72 1,60% 53 1,34%

Doctorate 5 0,27% 8 0,36% 17 0,62% 13 0,35% 15 0,33% 41 1,04%

Grand Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

Provisional Registration

CAES Headcount by Home Language, 2004-9

NB: Please note that French & Portuguese were classified as other African languages as the majority of our students are African

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

English/Afrikaans 657 35,13% 711 32,01% 741 27,21%1 002 26,99%1 167 25,89% 1 090 27,63%

Other African Languages 1 198 64,06%1 503 67,67%1 970 72,35%2 684 72,31%3 306 73,35% 2 829 71,71%

Other Foreign Languages 8 0,43% 5 0,23% 12 0,44% 23 0,62% 25 0,55% 19 0,48%

Unknown 7 0,37% 2 0,09% 0,00% 3 0,08% 9 0,20% 7 0,18%

Grand Total 1 870 100,00%2 221 100,00%2 723 100,00%3 712 100,00%4 507 100,00% 3 945 100,00%

Provisional Registration

CAES Headcount by Matric Certification, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

Exemption 835 44,65% 1 166 52,50% 1 451 53,29% 1 925 51,86% 2 321 51,50% 2 197 55,69%

Non-Exemption 897 47,97% 902 40,61% 1 066 39,15% 1 517 40,87% 1 793 39,78% 1 510 38,28%

NA/Unknown 138 7,38% 153 6,89% 206 7,57% 270 7,27% 393 8,72% 238 6,03%

Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

Provisional Registration

CAES Headcount by Employment Status, 2004-9

2004 2005 2006 2007 2008 2009 (To Date)

N % N % N % N % N % N %

Employed 858 45,88% 936 42,14% 1 067 39,18% 1 402 37,77% 1 589 35,26% 1 345 34,09%

Full time student 21 1,12% 48 2,16% 391 14,36% 583 15,71% 764 16,95% 679 17,21%

Not Classified 553 29,57% 609 27,42% 630 23,14% 793 21,36% 970 21,52% 1 020 25,86%

Un-employed 438 23,42% 628 28,28% 635 23,32% 893 24,06% 1 115 24,74% 883 22,38%

Unknown 0,00% 0,00% 0,00% 41 1,10% 69 1,53% 18 0,46%

Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%

College Profile

2. 2004 - 2008 HEMIS Figures

CAES HEMIS Headcounts 2004-8,

compared to Ministerial target

2004 2005 2006 2007 2008 2010 (Target)

HC 1905 2179 2645 3404 4067 5111

500

1 500

2 500

3 500

4 500

5 500

CAES HEMIS Headcount by Race,

2004-8

2004 2005 2006 2007 2008

African 1253 1485 1946 2575 3137

Coloured 58 57 67 83 89

Indian 39 37 41 66 96

White 550 598 587 674 745

No Information 5 2 4 6 NaN

500

1 500

2 500

3 500

CAES HEMIS Headcount by

Race, 2004-8

2004 2005 2006 2007 2008

African

0.657742782152

231

0.681505277650

299

0.735727788279

773

0.756462984723

854

0.771330218834

522

Coloured

0.030446194225

7218

0.026158788435

062

0.025330812854

4424

0.024383078730

9048

0.021883452176

0512

In-dian

0.020472440944

8819

0.016980266177

1455

0.015500945179

5841

0.019388954171

5629

0.023604622571

9204

White

0.288713910761

155

0.274437815511

703

0.221928166351

607

0.198002350176

263

0.183181706417

507

5%

35%

65%

95%

CAES HEMIS Headcounts by

Gender, 2004-8

2004 2005 2006 2007 2008

Female 845 981 1252 1674 2117

Male 1060 1198 1393 1730 1950

250

1,250

2,250

3,250

4,250

CAES HEMIS Headcount by

Gender, 2004-8

2004 2005 2006 2007 2008

Fe-male

0.443569553805

774

0.450206516750

803

0.473345935727

788

0.491774383078

731

0.520531104007

868

Male 0.556430446194

226

0.549793483249

197

0.526654064272

212

0.508225616921

269

0.479468895992

132

5%

35%

65%

95%

HEMIS CAES Graduations, 2004-8

2004 2005 2006 2007

Diplomas 45 6 9 4

Degrees 44 46 49 67

Honours 16 19 12 36

Masters 1 1 2 4

Doctoral 1 0 2 0

Grand Total 107 72 74 111

College Profile

3. Throughput & Success Rates

Unisa UG GR Benchmarks

• 3-year undergraduate qualifications– Cohort graduation rate: 35% (corresponds

to the low National Plan benchmark)– Cohort dropout rate: 40%

• 4-year or more undergraduate qualifications – Cohort graduation rate: 54% (high)

(corresponds to the high Ministerially revised National Plan benchmark)

– Cohort dropout rate: 36% (high)

NPHE/Revised GRs & DRs

UG Qual-

ification

Bench-mark

NPHE Proxy

GR

NPHE Cohort

GR

NPHE Cohort Dropout Rate

Revised Proxy

GR

Revised Cohort

GR

Revised Cohort Dropout Rate

3-year High/NPHE 15,0% 75,0% 25,0% 13,5% 67,5% 22,5%

Typical/Low 10,0% 35,0% 65,0% 9,0% 31,5% 58,5%

4-year High/NPHE 10,0% 60,0% 40,0% 9,0% 54,0% 36,0%

CAES National Diplomas: Graduation, Dropout and In-process Rates, 2002-2007

CohortsCohort

YearNumber of

Entering Students

Graduates Dropouts/Transfers out In Process

No % Avg time (years) No % Avg time

(years) No % Avg time (years)

1998 298 2 0,67 1,00 294 98,66 1.21 2 0,67 5,00

1999 60 . . . 54 90,00 1.07 6 10,00 3,67

2000 4 . . . 4 100,00 2.00 . . .

2001 . . . . . . . . . .

2002 870 102 11,72 2,41 736 84,60 1.75 32 3,68 4,69

2003 838 68 8,11 1,62 732 87,35 1.45 38 4,53 4,42

2004 618 4 0,65 2,00 572 92,56 1.10 42 6,80 3,38

2005 2 552 26 1,02 1,69 1 598 62,62 1.30 928 36,36 2,83

2006 2 496 12 0,48 1,17 1 344 53,85 1.00 1 140 45,67 2,00

2007 3 066 2 0,07 1,00 3 064 99,93 1,00

Minimum Time to Qualify (Full-time): 3,0 years (ochre shading)

Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 4,5years (rounded up to 5 years - orange shading)

Please note that in early years students could exit with a National Certificate or National Higher Certificate and would then be regarded as Transfers out.

CAES BTech: Graduation, Dropout and In-process Rates, 2002-2007

Cohorts

Cohort YearNumber of

Entering Students

Graduates Dropouts In-Process

No % of Entering Students

Avg Time (Years) No % of Entering

StudentsAvg Time

(Years) No % of Entering Students

Avg Time (Years)

199866 26 39,4% 1,92 40 60,6% 1,50

- - -

199952 12 23,1% 3,50 38 73,1% 1,84 2 3,8% 2,00

2000182 72 39,6% 2,39 100 54,9% 1,70 10 5,5% 5,00

2001312 122 39,1% 2,44 178 57,1% 1,36 12 3,8% 3,33

2002224 88 39,3% 2,61 116 51,8% 1,57 20 8,9% 3,40

2003218 76 34,9% 2,34 124 56,9% 1,65 18 8,3% 3,56

2004310 96 31,0% 2,27 184 59,4% 1,51 30 9,7% 3,40

2005406 82 20,2% 1,95 188 46,3% 1,34 136 33,5% 2,74

2006408 34 8,3% 1,47 182 44,6% 1,00 192 47,1% 2,00

2007608 6 1,0% 1,00 602 99,0% 1,00

Minimum Time to Qualify (Full-time): 1,0 years (ochre shading) Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 1,5 years (rounded to 2,0 - orange shading)Reliable years: 1998-2004 Minimum times above are for a B Tech following on a National Diploma

CAES Prof. 1st B Degrees: Graduation, Dropout and In-process Rates, 2002-2007

Cohorts

Cohort Year

Number of Entering Students

Graduates Dropouts In-Process

No% of

Entering Students

Avg Time

(Years)No

% of Entering Students

Avg Time

(Years)No

% of Entering Students

Avg Time

(Years)

20002

- - - - - - 2 100,0%

3,00

20011

- - - - - - 1 100,0%

4,00

2002

20032

- - - 1 50,0%

2,00 1 50,0%

5,00

2004158 29 18,4%

2,10 83 52,5%

1,94 46 29,1%

3,87

2005135 3 2,2%

1,00 96 71,1%

1,23 36 26,7%

2,89

2006328

- - - 175 53,4%

1,00 153 46,6%

2,00

2007427

- - - 427 100,0%

1,00

Minimum Time to Qualify (Full-time): 4,0years (ochre shading)

Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 6,0years (orange shading)

Not sufficient time elapsed to have reliable years, interpret with caution

CAES Honours Degrees: Graduation, Dropout and In-process Rates, 2002-2007

CohortsCohort Year

Number of Entering Students

Graduates Dropouts In-Process

No % of Entering Students

Avg Time (Years) No % of Entering

StudentsAvg Time

(Years) No % of Entering Students

Avg Time (Years)

1998 170 38 22,4% 3,79 124 72,9% 1,61 8 4,7% 4,25

1999 102 28 27,5% 3,50 68 66,7% 1,56 6 5,9% 5,33

2000 112 34 30,4% 3,47 72 64,3% 1,64 6 5,4% 4,00

2001 116 18 15,5% 2,11 92 79,3% 1,37 6 5,2% 4,00

2002 122 26 21,3% 2,85 84 68,9% 1,64 12 9,8% 3,83

2003 128 24 18,8% 2,50 82 64,1% 1,56 22 17,2% 3,73

2004 150 18 12,0% 2,56 114 76,0% 1,37 18 12,0% 3,22

2005 170 18 10,6% 2,00 110 64,7% 1,38 42 24,7% 2,71

2006 360 2 0,6% 1,00 212 58,9% 1,00 146 40,6% 2,00

2007 550 - - - 550 100,0% 1,00

Minimum Time to Qualify (Full-time): 1,0 years (ochre shading)

Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 1,5 years (rounded up to 2 years - orange shading)Reliable years: 1998-2004

CSR by College, 2004-7

CAES CEMS CHS CLAW CSET

2004 61,96% 48,97% 70,23% 53,72% 44,62%

2005 52,53% 46,73% 70,14% 53,64% 37,58%

2006 50,31% 43,90% 66,57% 50,82% 36,76%

2007 56,66% 48,07% 69,65% 53,93% 41,46%

0%10%20%30%40%50%60%70%80%

AGRIC, ANIM HEAL & HUMAN ECO

ANIMAL & VET PUBLIC HEALTH CONSUMER SCIENCES ENVIRONMENTAL

SCIENCES GEOGRAPHY LIFE AND CONSUMER SCIENCES

2004 64,46% 0,00% 64,79% 60,37% 63,19% 60,69%

2005 44,58% 57,14% 73,07% 42,81% 55,66% 58,95%2006 41,97% 0,00% 0,00% 43,77% 52,71% 57,79%

2007 57,78% 0,00% 0,00% 50,18% 56,88% 60,89%

0%10%20%30%40%50%60%70%80%

CSR by Department, 2004-7

2004 2005 2006 2007AGRIC, ANIM HEAL & HUMAN ECO Occ 81,83% 50,37% 25,46% 46,55% UG 66,29% 44,80% 41,35% 58,25% PG 7,40% 33,36% 57,65% 48,41%AGRIC, ANIM HEAL & HUMAN ECO Total 64,46% 44,58% 41,97% 57,78%ANIMAL & VET PUBLIC HEALTH Occ UG 57,14% PG ANIMAL & VET PUBLIC HEALTH Total 57,14% CONSUMER SCIENCES Occ 100,00% 80,24% UG 64,33% 72,57% PG CONSUMER SCIENCES Total 64,79% 73,07% ENVIRONMENTAL SCIENCES Occ 60,53% 53,65% 55,82% 53,41% UG 60,31% 43,47% 43,13% 47,14% PG 42,50% 59,28%ENVIRONMENTAL SCIENCES Total 60,37% 42,81% 43,77% 50,18%GEOGRAPHY Occ 56,61% 55,34% 51,68% 56,06% UG 64,04% 58,22% 55,62% 57,23% PG 61,91% 42,78% 36,09% 54,39%GEOGRAPHY Total 63,19% 55,66% 52,71% 56,88%LIFE AND CONSUMER SCIENCES Occ 60,13% 53,37% 49,22% 49,63% UG 60,68% 60,11% 59,22% 63,33% PG 76,70% 55,82% 68,25% 54,71%LIFE AND CONSUMER SCIENCES Total 60,69% 58,95% 57,79% 60,89%College Total 61,96% 52,53% 50,31% 56,66%

HEMIS CAES Success Rate By Race, 2004-7

African Coloured Indian White Total

2004 0.577376385632073

0.605988688001338

0.686707557899411

0.691123576183898

0.619677628849936

2005 0.458220753317208

0.436519947595023

0.586364218009266

0.650785850128765

0.525005864425758

2006 0.449181811652851

0.466533342631705

0.546407266989093

0.620765772400252

0.503168543276622

2007 0.517135361027999

0.515433115841736

0.68389966611724

0.681678918364999

0.566402820392095

5%

25%

45%

65%

HEMIS CAES Success Rate By Gender,

2004-7

Female Male Total

2004 0.636026746401354

0.591426157237687

0.61958669298303

2005 0.556017443245275

0.488357220920701

0.525259739117642

2006 0.540910660519856

0.456887569910559

0.503080002854965

2007 0.586364429767662

0.542298618918086

0.566645814436001

5%25%45%65%

HEMIS CAES Success Rate by Course Level, 2004-7

2004 2005 2006 2007Occasional 59,51% 53,92% 49,68% 51,31%Technikon type UG National Certificate 15,38% 59,05% 42,88% National diploma 46,30% 43,17% 47,79% Btech 33,06% 32,82% 61,49% UG Total 43,48% 41,51% 49,88% PG Mtech 33,33% 66,67%Total 43,19% 41,46% 49,96%University type UG UG Dip/Cert 59,19% 62,36% 68,01% UG Dip/Cert (3 Years) 62,88% 66,84% 46,47% 34,12% Gen Ac 1st B Degree 61,74% 58,40% 54,79% 58,68% Prof 1st B Degree (3 y) 50,01% 67,95% Prof 1st B Degree (4 y) 64,39% 59,00% 62,27% 66,11% UG Total 62,41% 58,64% 56,35% 62,04% PG PG Dip/Cert 88,29% 100,00% 82,76% 77,78% Honours Degree 62,08% 45,03% 40,03% 63,12% Masters Degree 8,86% 30,71% 50,32% 33,10% Doctoral Degree 80,84% 44,64% PG Total 61,40% 41,84% 43,12% 56,61%Total 62,31% 57,11% 54,73% 61,26%College Total 61,96% 52,53% 50,31% 56,66%

College Profile:

4. Publications

CAES Articles, 2005-7

   2005 2006  2007 COLLEGE OF AGRICULTURE & ENVIRONMENTAL SCIENCES 4,16 8,08 6,85

School of Agriculture & Life Sciences 0,00 1,00 2,86

Agriculture, Animal Health & Human Ecology   1,00 1,34

Life and Consumer Sciences     1,52

       

School of Environmental Sciences 3,66 7,08 3,99

Environmental Sciences 3,16 6,08 2,99

Geography 0,50 1,00 1,00

UNISA Articles by College, 2004-7

 2004 2005 2006 2007

   %

Growth  %

Growth  %

Growth  %

Growth

 

N 2003-2004

N 2004-2005

N 2005-2006

N 2006-2007

TOTAL FOR INSTITUTION 470,54 19,16 502,26 6,74 564,70 12,43 522,75 -7,43

GRADUATE SCHOOL FOR BUSINESS LEADERSHIP 2,33 21,99 0,33 -85,84 5,67 1618,18 9,47 67,02

ADMINISTRATIVE & SPECIALIST DEPARTMENTS 8,33 233,20 6,08 -27,01 9,84 61,84 22,70 130,69

COLLEGE OF ECONOMIC & MANAGEMENT SCIENCES 46,89 65,11 68,76 46,64 72,10 4,86 55,01 -23,70

COLLEGE OF AGRICULTURE, NAT RESOURCES 3,16 316,00 4,16 31,65 8,08 94,23 6,85 -15,22

COLLEGE OF HUMAN SCIENCES 213,64 8,95 249,83 16,94 279,25 11,78 254,90 -8,72

COLLEGE OF SCIENCE, ENGINEERING & TECHNOLOGY 30,99 7,57 29,61 -4,45 28,10 -5,10 22,32 -20,57

COLLEGE OF LAW 163,70 20,67 143,49 -12,35 159,16 10,92 149,50 -6,07

Unisa Rated Researchers by College, 2007

  CHS CAES CEMS CLAW CSET ISTE SBL Total

B1 1  1        2

B2 2 1 1 4

B3   1 5 6

C1 2 5 1 8

C2 15 1 1 15 2 34

C3 16 1 2 8 4 1 32

L 3 2 4 1 10

Y   1 1

Y2 1 1 4 6

Total 40 2 4 32 22 1 2 103