Department of Information and Strategic Analysis
AN ANALYSIS OF
OCCASIONAL STUDENTS AT UNISA
November 2008
Contents
Acknowledgements...................................................................................................3
1.
2.
3.
Background, context and focus of this analysis.....................................................4
1.1
Background and context .............................................................................. 4
1.2
Focus and purpose of this study ................................................................... 6
Methodology .....................................................................................................7
2.1
Data gathering and organisation .................................................................. 7
2.2
Framework of analysis ................................................................................. 7
Findings .............................................................................................................8
3.2
Course enrolments of occasional students at Unisa by subject area ................ 9
3.3
Course enrolments of occasional students at Unisa by course level............... 11
3.3.1
0,6%................................................................................................... 11
3.4
Full-time students from other universities studying at Unisa ........................ 12
3.5
Course enrolments of full-time students from elsewhere at Unisa by subject
area .......................................................................................................... 14
3.6
Course enrolments of full-time students from elsewhere at Unisa by course
level ......................................................................................................... 15
4.
Summary and recommendations ....................................................................18
4.1
Occasional students ................................................................................ 18
4.2
Full-time students from other universities .............................................. 19
2
Acknowledgements
The contributions of Mr Herbert Zemann, Consultant, and Mr Vincent Nyalungu, Business
Intelligence Specialist in the Department of Information and Strategic Analysis, in extracting
and preparing some of the data are acknowledged.
The contributions of Mr Vinesh Balmakund and Mr Henning de Bruyn of the Department of
Student Admissions and Registrations are acknowledged. They assisted in clarifying aspects
of the analysis.
Mr Herman Visser, Director: Information & Analysis in the Department of Information and
Strategic Analysis, extracted the remaining data, performed the analysis and drafted the
report.
Prof George Subotzky served as critical reader, provided oversight and contributed to the
final report.
3
1. Background, context and focus of this analysis
1.1 Background and context
Prof Mandla Makhanya, ProVice-Chancellor of the University of South Africa (Unisa)
approached the Department of Information and Strategic Analysis (DISA) to assist him with
information regarding:
(1) Occasional students at Unisa; and
(2) Full-time students from other universities who study at Unisa.
The information is required to assist him as a member of the DoE task team working tasked
with the development of a Distance Education Policy.
The Department of Education's HEMIS Glossary (2007) the following definition is provided
for an occasional student: “This is a person who satisfies the statutory requirements for entry
into a formally approved qualification offered by the institution who is effectively registered for
an approved course but who is not registered for an approved qualification”.
Occasional students typically enrol for nondegree courses for a variety of reasons including
the following:
(a)
(b)
(c)
(d)
For formative purposes
As prerequisites for enrolment for qualifications, mostly at the postgraduate level
To complete their studies at the other university
For continuing professional development.
The emphasis on qualifications and graduation in the South African context is
understandable and important. Taking into account the nation’s human resource
development needs to drive national socio-economic development, it is self evident that
sufficient numbers of relevantly prepared graduates are required for the labour market. The
emerging post-apartheid higher education policy framework – from the National
Commission on Higher Education onward – placed strong emphasis on programmes.
However, higher education's contribution towards national HRD and development goals is
achieved not only through students completing qualifications but also – to an extent at least
– in completing courses. In this regard, it is noteworthy that in other distance education
contexts great emphasis is placed on course level success and rather than on graduation at
the qualification level. The Open University in the UK, for example, focuses its efforts on
success at the course level and is subsidised accordingly. The rationale is that, within the
framework of lifelong learning, students derive clear benefits and value completing courses
for the variety of purposes outlined above and not necessarily through completing whole
qualifications. In these contexts, the boundary between occasional and qualification-oriented
students blurs. In the light of all this, the new distance education policy should recognize the
value of course level success and advocate subsidisation for this. Informal indications from
the Department of Education that this would indeed be considered.
4
Currently, Unisa enrols a considerable and increasing number of occasional students.
Occasional students at Unisa as reported in HEMIS submissions increased from 9 716 (4,7%
of total formal unduplicated headcount) in 2004 to 17 017 (7,1% of total formal unduplicated
active headcount) in 2007.
In addition to these reported occasional students, another group of students should be
regarded as occasional students. These are full-time students at other universities who are
also enrolled at Unisa but are not captured on the system as occasional students. They are
enrolled for specific qualifications but should instead be classified as occasional students as
they will finally graduate from the other university and not Unisa1. These students enrol
mainly to complete requirements for qualifications elsewhere. In 2007 these amounted to an
additional 4 436 students. If these students are added to the reported occasional students,
the total number of occasional students would amount to 11 623 (5,6% of the total) in 2004
and would increase to 21 453 (9,0% of the total) in 2007. Provisional figures for 2008 indicate
that this proportion will increase even further.
Given the increasing extent of occasional students at Unisa, and in the light of the variety of
reasons for students taking occasional studies, it is clear that this aspect of distance
education as an important contribution to make. It should therefore figure prominently as an
aspect of the emerging distance education policy in South Africa.
The growing number of occasional students at Unisa has three major implications:
(a)
Impact on enrolment targets and planning
The Ministerial enrolment and output targets issued in March 2007 did not explicitly
address the issue of occasional students. The targets subsequently renegotiated by
Unisa and approved by the Ministry included only occasional students reported in
HEMIS. As indicated above, these numbers actually represent an underreporting of
occasional students as full-time students from other universities need to be reclassified
as occasional students. This will clearly impact on the targets for specific qualification
clusters, namely occasional, undergraduate certificates and diplomas, undergraduate
degrees, postgraduate below Masters, postgraduate Masters and Doctors. However,
recent informal indications from the Department of Education are that, with respect to
the qualification targets, occasional students should be included with undergraduate
degrees. If this is done, the distribution of Unisa's enrolments by qualification cluster is
very close to the ministerial targets.
1. Full-time students from one university are only allowed to enrol at another university once statutory
requirements are met. These include a letter from the original university providing permission to the student to
simultaneously enrol at another university. This is typically only done where the student requires a few courses to
fulfil the requirements for a qualification or where a specific course is not offered by the original university. In
such cases, it is required that the student should be enrolled as an occasional student at the second university.
The residency clause also applies, in terms of which a student must be enrolled for more than 50% of the credits
of the qualification at the university that awards the qualification.
5
(b)
Impact on throughput rate and throughput targets
As the intention of occasional students is not to graduate from Unisa, their inclusion in
the calculation of throughput rates will clearly impact negatively on throughput rates.
This problem was addressed partially in the renegotiated throughput targets by
excluding occasional students from the calculation. This decreased the overall
throughput target from 10% to 8,37%. If further students are reclassified as occasional
students, the target will have to be adjusted further downwards.
(c)
Impact on subsidy
Occasional students only receive teaching input subsidy. Because of the large numbers
of occasional students enrolled at Unisa, it can be argued that course level output
subsidy should be considered as part of a new distance education policy, as mentioned
above. In addition, the subsidisation of distance education quarters below Masters at
50% of the teaching input subsidy received by contact institutions should be revisited.
While technology-driven ODL is cost effective, it should not be automatically assumed
that it is a cheap option.
1.2 Focus and purpose of this study
Given the important role of occasional studies outlined above, it is important for the
purposes of developing a distance education policy, to establish the extent and distributions
of occasional students at Unisa.
In order to this, this analysis focuses on occasional students at Unisa, including full-time
students from other universities who also study at Unisa. In particular, the analysis provides
an overview of occasional students at Unisa in terms of:
(a)
(b)
(c)
The overall number of designated occasional students
The number of full-time students from other universities studying at Unisa for
nondegree purposes
The fields of study (CESM-category) and course levels of both of these categories.
The findings of this analysis are intended to inform the work of the Task Team on Distance
Education. In particular, they will assist in the identification of potential problems and
challenges such as enrolment planning and enrolment targets, throughput rates and
throughput targets, and funding issues.
6
2. Methodology
2.1 Data gathering and organisation
Data was extracted from the Unisa HEMIS datasets for the period 2004 to 2007. The
extracted data thus covered the period since the merger to the latest available HEMIS
submission. Data elements that do not form part of the HEMIS datasets were extracted from
the live Unisa student database and combined with the HEMIS datasets. This includes the
indication that a student is a full-time student at another university.
2.2 Framework of analysis
With all the considerations outlined above in mind, it should be clear that the analysis
focuses on the following:
(a)
Occasional students at Unisa: The analysis here is intended to identify the number and
distribution of students involved and to inform possible implications for a Distance
Education Policy.
(b)
Full-time students from other universities who study at Unisa: This analysis is intended
to determine the number and distribution of students involved and to inform possible
implications for a Distance Education Policy.
As mentioned earlier, it needs to be carefully noted that there are some overlap between the
two groups analysed. A portion of the occasional students are also full-time students from
other universities. It is argued in the findings that the overlap should in fact be larger than
reported.
7
3. Findings
In accordance with the framework and methodology outlined above, the findings are
presented in two sections. The first section provides an overview of how many occasional
students studied at Unisa during the period under investigation and an analysis of their
course enrolments in terms of subject area and course level. The second section deals with
the number of full-time students from other universities and an analysis of their course
enrolments in terms of subject area and course level.
3.1
Occasional students at Unisa
Table 1 below sets out the extent of full-time and part-time occasional students of both
types at Unisa in relation to non-occasional students.
Table 1: HEMIS Headcounts of full-time and part-time occasional and non-occasional students
at Unisa, 2004-2007
2004
2005
2006
2007
N
%
N
%
N
%
N
%
1 490
0,7%
1 429
0,7%
2 040
0,9%
1 906
0,8%
843
0,4%
763
0,4%
1 226
0,5%
1 540
0,6%
Total Occasional FT Students
2 333
1,1%
2 192
1,1%
3 266
1,4%
3 446
1,4%
Occasional PT Students
7 383
3,6%
7 932
3,8%
11 027
4,8%
13 571
5,7%
Occasional Students Total
9 716
4,7%
10 124
4,9%
14 293
6,3%
17 017
7,1%
26 592
12,9%
28 057
13,5%
34 664
15,2%
34 489
14,4%
1 907
0,9%
2 070
1,0%
3 407
1,5%
4 436
1,9%
28 499
13,8%
30 127
14,5%
38 071
16,7%
38 925
16,2%
Non-occasional PT Students
167 596
81,4%
167 680
80,6%
175 175
77,0%
183 639
76,7%
Non-occasional Students Total
196 095
95,3%
197 807
95,1%
213 246
93,7%
222 564
92,9%
Total UNISA
205 811
100,0%
207 931
100,0%
227 539
100,0%
239 581
100,0%
Occasional FT Students Unisa
Occasional FT Students elsewhere
Non-occasional FT Students Unisa
Non-occasional FT Students elsewhere
Total Non-occasional FT Students
From Table 1 it is clear that occasional students form a substantial part of the Unisa
enrolments. During the period of the analysis, the number of occasional students almost
doubled from 9 716 (4,7% of the total) to more than 17 000 (7,1%) in 2007. Provisional
figures for 2008 indicate a further increase in occasional students in 2008. This steady growth
is probably due to rationalization at other universities and an increasing demand for life-long
continuing education and professional development in the context of the rapidly changing
workplace.
In order to determine in which subject areas and course levels occasional students are
enrolled, the course enrolments of occasional students are analysed by CESM-category in
Table 2 and by course level in Table 3.
8
3.2 Course enrolments of occasional students at Unisa by subject area
Table 2: HEMIS Course Enrolments of Occasional Students by Subject Area, 2004-2007
Subject Area
(CESM-category)
2004
N
2005
%
N
2006
%
N
2007
%
N
%
Business, Commerce & Man. Sc.
9 634
27,8%
10 924
30,4%
12 429
27,4%
15 205
30,3%
Psychology
4 933
14,2%
5 478
15,2%
6 636
14,6%
7 206
14,3%
Social Sciences & Social Studies
3 343
9,6%
3 460
9,6%
4 070
9,0%
4 559
9,1%
Law
3 161
9,1%
2 987
8,3%
4 005
8,8%
4 354
8,7%
Mathematical Sciences
3 142
9,1%
3 156
8,8%
4 070
9,0%
3 611
7,2%
Languages, Linguistics & Literature
2 872
8,3%
2 628
7,3%
3 114
6,9%
2 895
5,8%
Computer Science
1 984
5,7%
1 724
4,8%
3 241
7,2%
2 369
4,7%
21
0,1%
1 072
2,4%
2 294
4,6%
Engineering & Eng. Technology
Public Admin. & Soc. Services
1 023
2,9%
1 414
3,9%
1 732
3,8%
2 059
4,1%
Life Sciences & Physical Sc.
1 818
5,2%
1 553
4,3%
1 893
4,2%
1 843
3,7%
667
1,9%
659
1,8%
734
1,6%
1 525
3,0%
1 288
3,7%
1 121
3,1%
1 434
3,2%
1 293
2,6%
463
1,3%
401
1,1%
352
0,8%
310
0,6%
94
0,3%
108
0,3%
142
0,3%
270
0,5%
Communication
Education
Philosophy, Religion & Theology
Libraries & Museums
Agriculture & Ren. Nat. Res.
1
0,0%
6
0,0%
125
0,3%
209
0,4%
Health Care & Health Sciences
126
0,4%
130
0,4%
116
0,3%
129
0,3%
Arts, Visual & Performing
127
0,4%
153
0,4%
127
0,3%
76
0,2%
Home Economics
8
0,0%
6
0,0%
27
0,1%
29
0,1%
Physical Educ., Health Educ.
5
0,0%
2
0,0%
4
0,0%
1
0,0%
2
0,0%
34 689
100,0%
35 933
100,0%
45 323
100,0%
50 237
100,0%
Architecture
Grand Total
From
Table 2 above the following trends are evident:
1.
The number of course enrolments of occasional students increased from 34 689 in
2004 to 50 237 in 2007. This represents a growth of 44,8%.
2.
The number of course enrolments per occasional student decreased slightly over the
period of analysis form 3,57 in 2004 to 2,95 in 2007. As expected, this is lower than the
4,96 average course load of Unisa students.
3.
The following subject areas had more than a thousand course enrolments in 2007:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
Business, Commerce & Management Sciences (15 205).
Psychology (7 206).
Social Sciences and Social Studies (4 559).
Law (4 354).
Mathematical Sciences (3 611).
Languages, Linguistics and Literature (2 895).
Computer Science (2 369).
Engineering and Engineering Technology (2 294).
9
(i) Life Sciences and Physical Sciences (1 843).
(j) Communication (1 525).
(k) Education (1 293).
4.
The following subject areas showed a consistent medium to strong growth over the
period of the analysis:
(a) Business, Commerce and Management Sciences increased strongly from 9 634
course enrolments in 2004 to 15 205 course enrolments in 2007. This is also the
subject area with the highest number of course enrolments and represented 30,3%
of the total number of occasional course enrolments in 2007. The relative share of
the occasional students also increased from 27,8% to 30,3%.
(b) Psychology increased substantially from 4 933 course enrolments in 2004 to 7 206
course enrolments in 2007. This is the second largest subject area and represents
14,3% of the occasional course enrolments in 2007.
(c) Social Sciences and Social Studies increased from 3 343 course enrolments in 2004
to 4 559 course enrolments in 2007 but represented a slight decline in relative
terms.
(d) Mathematical Sciences increased from 3 142 course enrolments in 2004 to 4 070
course enrolments in 2006 and then dropped to 3 611 course enrolments in 2007.
(e) Engineering and Engineering Technology increased dramatically from 0 in 2004
and 21 in 2005 to 1 072 in 2006 and then more than doubled to 2 294 in 2007.
(f) Public Administration and Social Services increased from 1 023 course enrolments
in 2004 to 2 059 course enrolments in 2007.
(g) Communication more than doubled from 667 course enrolments in 2004 to 1 525
course enrolments in 2007.
(h) Libraries and Museums increase from 94 course enrolments in 2004 to 270 course
enrolments in 2007.
(i) Agriculture and Natural Resources increased from 1 course enrolment in 209
course enrolments in 2007.
3.
The following subject areas showed a fluctuating growth pattern but increased overall
in terms of course enrolments during the period of analysis:
(a) Law increased from 3 161 course enrolments in 2004 to 4 354 course enrolments
in 2007 with only decrease in 2005 to 2 987 course enrolments.
(b) Languages, Linguistics and Literature showed a fluctuating trend with 2 872 course
enrolments in 2004, 2 628 in 2005, an increase to 3 114 in 2006 but then a
decrease at again to 2 895 course enrolments in 2007.
(c) Computer Science increased from 1 984 course enrolments in 2004, declined to
1 724 in 2005, increased to 3 241 course enrolments in 2006 and then declined
again to 2 369 course enrolments in 2007.
(d) Education course enrolments fluctuated from 1 288 in 2004 down to 1 121 in 2005,
then increased to 1 434 in 2006 and finally decreased to 1 293 course enrolments
in 2007.
10
(e) Arts, Visual and Performing increased from 127 course enrolments in 2004 to 153
in 2005, decreased again to 127 in 2006 and further decreased to 76 in 2007.
5. Philosophy, Religion and Theology consistently declined during the period of the
analysis from 434 in 2004 to 310 in 2007.
6. The following subject areas remained at more or less the same level of course
enrolments in absolute terms:
(a) Life Sciences and Physical Sciences had around 1 800 course enrolments with a
decline in 2005.
(b) Health Care had around 120 to 130 course enrolments over the period.
7. The following subject areas had no or very few course enrolments during the period
analysed:
(a) Home Economics.
(b) Physical Education, Health Education and Leisure.
(c) Architecture (since phased out).
3.3 Course enrolments of occasional students at Unisa by course level
Table 3: HEMIS Course Enrolments of Occasional Students by Course Level, 2004-2007
2006
2007
N
%
N
1
0,0%
108
0,3%
4 299
44
0,1%
1 376
663
1,8%
951
19
0,1%
1 235
33 804
94,1%
35 850
20
0,1%
413
248
0,7%
235
282
0,8%
145
682
1,9%
756
1
0,0%
11
11
60
0,2%
1
0,0%
1
0
0
,
0
%
3
5
9
3
3
52
1
0
0
,
0
%
From Table 3 the following trends in course levels are apparent:
1. The overwhelming majority (97% in 2007) of occasional course enrolments occurred at
undergraduate level with very few at postgraduate level, except in the case of lower
postgraduates (2,6% in 2007).
2. The course level with the highest enrolments was the Intermediate Undergraduate
(university type) with more than 35 000 or 70,5% of course enrolments in 2007. This
course level relates mainly to General First Bachelor’s Degrees and the first three years of
First Professional Bachelor’s Degrees. This course level consistently contributed more
than 30 000 course enrolments over the period under review.
3. The next largest course level was the first three years of Technikon qualifications. These
include Lower pre-diplomate Level 1, Lower pre-diplomate Level 2 and Intermediate prediplomate Level 3. In all three cases, there were no occasional students in 2004, with
some enrolling in 2005 but increasing significantly in 2006 and 2007. In 2007, Lower prediplomate Level 1 had 5 575 course enrolments (11,1% of the total), Lower pre-diplomate
Level 2 had 2 663 course enrolments (5,3% of the total) and Intermediate pre-diplomate
Level 3 had 3 233 course enrolments (6,4% of the total).
4. Higher undergraduate courses (4th year of B Tech Degrees and Professional First
Bachelor’s Degrees) had 1 142 course enrolments in 2007 with the University courses
showing a steady increase from 169 in 2004 to 295 in 2007. In contrast, the B Tech
courses only started to feature from 2005 with 20 course enrolments, increased to 413 in
2006 and then more than doubled to 847 in 2007.
5. The only postgraduate course level with significant numbers is Lower postgraduate which
is normally presented for Honours degrees. This category increased strongly from 271 in
2004 to 682 in 2005, 756 in 2006 and 1 288 course enrolments in 2007.
3.4 Full-time students from other universities studying at Unisa
12
In order to view the full-time students from other universities studying at Unisa in proper
context, it is necessary to examine them in relation to total full-time and part-time students
at Unisa. For this purpose, Table 4 provides an overview of the full-time/part-time status of
Unisa students. The full-time students are further distinguished between full-time students at
Unisa and full-time students from other universities.
Table 4: HEMIS Occasional and Non-Occasional Headcount by Full-time/Part-Time Status at
Unisa, 2004-2007
Full-time/Part-time
Occasional/Non-occasional
FT Students at Unisa - Occasional
FT Students at Unisa - Non-occasional
Total FT Students at Unisa
FT Students Elsewhere - Occasional
FT Students Elsewhere - Non-occasional
Total Full-time Students Elsewhere
Part-time Students - Occasional
Part-time Students - Non-occasional
Total Part-time Students
Grand Total
2004
N
%
1 490
0,7%
26 592
12,9%
28 082
13,6%
843
0,4%
1 907
0,9%
2 750
1,3%
7 383
3,6%
167 596
81,4%
174 979
85,0%
205 811 100,0%
2005
N
%
1 429
0,7%
28 057
13,5%
29 486
14,2%
763
0,4%
2 070
1,0%
2 833
1,4%
7 932
3,8%
167 680
80,6%
175 612
84,5%
207 931 100,0%
2006
N
%
2 040
0,9%
34 664
15,2%
36 704
16,1%
1 226
0,5%
3 407
1,5%
4 633
2,0%
11 027
4,8%
175 175
77,0%
186 202
81,8%
227 539 100,0%
2007
N
%
1 906
0,8%
34 489
14,4%
36 395
15,2%
1 540
0,6%
4 436
1,9%
5 976
2,5%
13 571
5,7%
183 639
76,7%
197 210
82,3%
239 581 100,0%
Table 4 shows the following trends:
1.
As can be expected in a distance education institution, the majority of Unisa students
are part-time students. The relative trend in the proportion was first slightly downward
from 85,0% in 2004 to 81,8% in 2006 but increased again to 82,3% in 2007. Provisional
information indicates a further increase in 2008. In absolute terms, the number of parttime students steadily increased from 174 979 in 2004 to 197 210 in 2007.
2.
The relative proportion of full-time students at Unisa fluctuated between a low of
13,6% in 2004 and a high of 16,1% in 2006. In absolute numbers, the number of fulltime students at Unisa increased every year except for a small decline which flattened
the trend to 36 395 in 2007.
3.
The proportion of full-time students from other universities increased from 1,3% in
2004 to 2,5% in 2007 and more than doubled in absolute terms from 2 750 in 2004 to
5 976 in 2007. This represents a significant increase.
4.
The figures and patterns provide a clear indication of the increasing number of fulltime students from other universities that are studying at Unisa.
The full-time students from other universities who study at Unisa are discussed further in
terms of course enrolments involved. In Table 5 below the course enrolments are presented
by subject area (CESM category). In Table 6, the course enrolments are presented by course
level. In each case, The tables are grouped into the teaching input funding groups to provide
some clustering of the information.
13
3.5 Course enrolments of full-time students from elsewhere at Unisa by
subject area
Full-time students from elsewhere represented 16 279 (1,8%) of the 914 094 course
enrolments in 2004. This increased steadily both in absolute terms and in relative terms to
32 390 (3,5%) in 2007. In absolute terms, these students more than doubled in number over
the period analysed.
Table 5: HEMIS Course Enrolments of Full-time Students from Other Universities at Unisa,
2004-2007
Subject Area
(CESM-category)
Funding Group 1
Education
2004
N
2005
%
3 723
N
22,9%
2006
%
3 796
22,1%
N
2007
%
5 040
N
%
21,6%
7 711
23,8%
586
3,6%
706
4,1%
854
3,7%
1 235
3,8%
1 737
10,7%
1 775
10,3%
2 482
10,6%
3 935
12,1%
7
0,0%
1
0,0%
15
0,1%
22
0,1%
1 255
7,7%
1 115
6,5%
1 322
5,7%
1 671
5,2%
138
0,8%
199
1,2%
367
1,6%
848
2,6%
11 750
72,2%
12 749
74,2%
16 959
72,7%
23 501
72,6%
8 126
49,9%
9 592
55,9%
12 868
55,2%
18 804
58,1%
Communication
678
4,2%
944
5,5%
1 338
5,7%
1 664
5,1%
Computer Science
896
5,5%
576
3,4%
741
3,2%
706
2,2%
Languages, Linguistics and Lit.
676
4,2%
579
3,4%
641
2,7%
642
2,0%
Law
Libraries and Museums
Psychology
Public Admin. and Social Services
Funding Group 2
Business, Commerce and Man. Sc.
Philosophy, Religion and Theology
70
0,4%
66
0,4%
67
0,3%
39
0,1%
1 304
8,0%
992
5,8%
1 304
5,6%
1 646
5,1%
234
1,4%
159
0,9%
819
3,5%
749
2,3%
Engineering and Eng. Technology
0,0%
2
0,0%
611
2,6%
535
1,7%
Home Economics
0,0%
0,0%
4
0,0%
14
0,0%
Social Sciences and Soc. Studies
Funding Group 3
Mathematical Sciences
Funding Group 4
234
1,4%
157
0,9%
204
0,9%
200
0,6%
572
3,5%
468
2,7%
503
2,2%
429
1,3%
0,0%
11
0,1%
105
0,5%
131
0,4%
127
0,8%
156
0,9%
106
0,5%
40
0,1%
Agriculture and Ren. Nat. Res.
Arts, Visual and Performing
Health Care and Health Sc.
Life Sciences and Physical Sc.
Grand Total
7
0,0%
3
0,0%
13
0,1%
13
0,0%
438
2,7%
298
1,7%
279
1,2%
245
0,8%
16 279
100,0%
17 172
100,0%
23 321
100,0%
32 390
100,0%
From Table 5 the following is evident regarding course enrolments by subject area:
1. The number of course enrolments per full-time student at another university exceeded
the average just under 5 courses per student of Unisa. This fluctuated between a low of
5,1 in 2006 and a high of 6,1 in 2005.
2. The courses taken by these students are mainly from Funding Group 2 (23 501 or 72,6%
of the 32 390 course enrolments in 2007) followed by Funding Group 1 (7 711 or 23,8%
of the total in 2007). Funding Groups 3 and 4 only contributed 3,6% of the course
enrolments.
14
3. In particular, the following CESM-categories contributed the largest number of course
enrolments (2007 figures in brackets):
a) Business, Commerce and Management Sciences (18 804 or 58,1%).
b) Law (3 935 or 12,1%)
c) Psychology (1 671 or 5,2%)
d) Communication (1 664 or 5,1%)
e) Social Sciences and Social Studies (1 646 or 5,1%)
f) Education (1 235 or 3,8%)
g) Public Administration and Social Services (848 or 2,6%)
h) Computer Science (706 or 2,2%)
i) Languages, Linguistics and Literature (642 or 2,0%)
j) Engineering and Engineering Technology (535 or 1,7%).
3.6 Course enrolments of full-time students from elsewhere at Unisa by course
level
Table 6 indicates the number of course enrolments by full-time students from other
universities per funding group and course level.
15
Table 6: HEMIS Course Enrolments of Full-time Students from Other Universities at Unisa by
Course Level, 2004-2008
Funding Group
Course Level
2004
2005
2007
%
N
%
N
%
3 796
22,1%
5 040
21,6%
7 711
23,8%
Lower pre-dip. Level 1
1
0,0%
18
0,1%
221
0,7%
Lower pre-dip. Level 2
3
0,0%
2
0,0%
25
0,1%
0,8%
192
0,6%
Lower UG
%
2006
N
Funding Group 1
N
3 723
22,9%
102
0,6%
132
0,8%
198
4
0,0%
9
0,0%
3 366
20,7%
3 381
19,7%
4 525
19,4%
6 926
21,4%
3
0,0%
5
0,0%
13
0,1%
25
0,1%
25
0,1%
Preparatory PG
105
0,6%
118
0,7%
71
0,3%
72
0,2%
Lower PG
115
0,7%
136
0,8%
173
0,7%
214
0,7%
26
0,2%
10
0,1%
21
0,1%
18
0,1%
4
0,0%
2
0,0%
3
0,0%
5
0,0%
1
0,0%
Inter. pre-dip. Level 3
Intermediate UG
Higher UG Level 4
Higher UG
Inter. PG - non-research
Inter. PG – research
Higher PG – research
Funding Group 2
11 750
72,2%
12 749
74,2%
16 959
72,7%
23 501
72,6%
Lower pre-dip. Level 1
1
0,0%
7
0,0%
1 041
4,5%
1 830
5,6%
Lower pre-dip. Level 2
2
0,0%
2
0,0%
661
2,8%
701
2,2%
42
0,3%
16
0,1%
28
0,1%
Lower UG
Inter. pre-dip. Level 3
5
0,0%
4
0,0%
353
1,5%
561
1,7%
11 304
69,4%
12 304
71,7%
14 194
60,9%
19 438
60,0%
4
0,0%
4
0,0%
25
0,1%
12
0,1%
14
0,1%
20
0,1%
16
0,0%
Preparatory PG
202
1,2%
46
0,3%
64
0,3%
84
0,3%
Lower PG
585
2,5%
843
2,6%
3
0,0%
Intermediate UG
Higher UG Level 4
Higher UG
175
1,1%
347
2,0%
Inter. PG – non research
2
0,0%
1
0,0%
Inter. PG – research
4
0,0%
2
0,0%
6
0,0%
Higher PG – research
1
0,0%
2
0,0%
3
0,0%
234
1,4%
159
0,9%
819
3,5%
749
2,3%
512
2,2%
382
1,2%
1
0,0%
71
0,3%
97
0,3%
1
0,0%
32
0,1%
55
0,2%
153
0,9%
196
0,8%
197
0,6%
2
0,0%
10
0,0%
Funding Group 3
Lower pre-dip. Level 1
Lower pre-dip. Level 2
Inter. pre-dip. Level 3
Intermediate UG
229
1,4%
Higher UG Level 4
Lower PG
Funding Group 4
5
0,0%
4
0,0%
6
0,0%
8
0,0%
572
3,5%
468
2,7%
503
2,2%
429
1,3%
50
0,2%
69
0,2%
31
0,1%
Lower pre-dip. Level 1
Lower pre-dip. Level 2
Lower UG
18
0,1%
1
0,0%
2
0,0%
8
0,0%
21
0,1%
457
2,7%
415
1,8%
303
0,9%
9
0,0%
5
0,0%
1
0,0%
23 321
100,0%
32 390
100,0%
Inter. pre-dip. Level 3
Intermediate UG
561
3,4%
Higher UG Level 4
Lower PG
11
0,1%
10
0,1%
Inter. PG – research
Grand Total
16 279
100,0%
17 172
16
100,0%
From this table the following trends are evident:
1. Intermediate undergraduate is the most dominant course level, followed by significant
contributions at the lower undergraduate course levels (lower pre-diplomates which is
normally presented for technikon-type National certificates and lower undergraduate
which is normally presented for university-type certificates/diplomas). This is similar to
the trend for occasional students at Unisa.
2. Intermediate undergraduate level courses are the most dominant course level in all four
funding groups and contribute 82,8% of all course enrolments. This is even higher than
the trend for occasional students at Unisa. The other undergraduate levels contribute
most of the balance.
3. Apart from courses at the lower postgraduate course level, which are normally presented
for Honours degrees, the contribution of the other postgraduate courses is fairly small.
The contributions at lower postgraduate courses are mainly from funding groups 1 and
2. These trends are similar to the trends for occasional students at Unisa.
17
4. Summary and recommendations
Utilising the methodology outlined in Section 2, the following key findings emerged:
4.1 Occasional students
a) The number of occasional students at Unisa increased significantly from 9 716 in 2004 to
17 017 in 2007. As indicated above, with the additional occasional full-time students from
other universities not currently designated as occasional students, this may represent an
underreporting. The capturing of this information on the Unisa system will be
investigated further and corrected if required. If these full-time students are taken into
account, the number of occasional students could increase by 4 436. This would result in
a total number of 21 453 occasional students in 2007.
b) The merger and rationalisation of the higher education sector clearly had an impact on
the number of occasional students. Together with the need for life-long learning, this
probably explains the strong increase in occasional students.
c) From a funding point of view, it is of concern that the occasional students do not earn
output subsidy. Occasional students make an important contribution to human resource
development, to lifelong learning and to formative education. Considerable costs are
incurred in this.
d) Business, Commerce and Management Sciences are the most common subject area for
course enrolments of occasional students. The effect of the potential underreporting of
occasional students should not impact on this as this subject area is also the most
common in the case of the full-time students not reported as occasional students.
e) Other subject areas with significant numbers are:
 Psychology
 Social Sciences and Social Studies
 Law
 Mathematical Sciences
 Languages, Linguistics and Literature
 Computer Science
 Engineering and Engineering Technology
 Life Sciences and Physical Sciences
 Communication, and
 Education.
f)
In terms of course level, the majority of occasional students are undergraduate with only
lower postgraduate significant at postgraduate level.
g) The following course levels had significant numbers during the period of the analysis:
 Intermediate undergraduate (more than 35 000 course enrolments or 70,5% of the
total in 2007)
 Lower pre-diplomate Level 1 (more than 5 000 course enrolments in 2007)
18




Lower pre-diplomate Level 2 (2663 course enrolments in 2007)
Intermediate pre-diplomate Level 3 (more than 3 000 course enrolments in 2007)
Higher undergraduate (847 for Technikon courses and almost 300 for University
courses)
Lower postgraduate (1 288 course enrolments in 2007).
4.2 Full-time students from other universities
a) The number of occasional and non-occasional full-time students from other universities
who also study at Unisa increased significantly over the period of the analysis from 2 750
(1,3% of Unisa’s enrolment) to 5 976 (2,5% of Unisa’s enrolment) in 2007. This represents
a consistent growth trend that will have to be taken into account in a comprehensive
Distance Education Policy. This is over and above Unisa’s own full-time students who also
represent around 15% of the total and should obviously also be taken into account in a
comprehensive Distance Education Policy.
b) Students from other universities are only allowed to study at Unisa when a letter is
provided from the other university giving the student permission to do so. This typically
happens when a student only need a course or two to completion their qualification at
the other university. While this process is followed, it seems that these students may
erroneously be registered for the qualification itself and not as an occasional student.
This aspect will be investigated further and if necessary reported to the Data Integrity
Steering Committee for resolution. Be that as it may, the student will not generate
student output subsidy for Unisa. If the students are registered incorrectly for a specific
qualification and not as an occasional student, it will also impact negatively on the
throughput rate, as they will not graduate at Unisa.
c) The number of occasional full-time students from other universities increased from 843
in 2004 to 1 540 in 2007. Regarding the reporting of occasional students: From the above
it is evident that the full-time students that are currently not registered as occasional
students should be registered as occasional students. This would mean that this group of
students will become a subset of occasional students and that the current situation that
some full-time students are not registered as occasional students will disappear and that
these students will be reclassified as occasional students in line with the HEMIS
definition.
In conclusion, it is evident from the information and analysis provided above that both
occasional students and full-time students from other universities who study at Unisa play a
significant role in distance education. Occasional studies contribute towards human resource
development, professional development, lifelong and continuing education and formative
education. It is therefore important that a comprehensive distance education policy should
take cognisance of these contributions. In particular, the steadily growing extent of
occasional students impacts on enrolment planning and targets, throughput rates and
targets. In the light of these contributions and the costs involved, strong consideration
should be given to providing output subsidy for occasional students who successfully
completed their courses.
19