Department of Information and Strategic Analysis

AN ANALYSIS OF OCCASIONAL STUDENTS AT UNISA

November 2008

Contents

Acknowledgements.............................................................................3

1. Background, context and focus of this analysis...............................4

1.1 Background and context..........................................................4

1.2 Focus and purpose of this study...............................................6

2. Methodology.................................................................................7

2.1 Data gathering and organisation..............................................7

2.2 Framework of analysis.............................................................7

3. 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

Acknowledgements

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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.

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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) For formative purposes(b) As prerequisites for enrolment for qualifications, mostly at the postgraduate

level(c) To complete their studies at the other university(d) 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.

Currently, Unisa enrols a considerable and increasing number of occasional students. Occasional students at Unisa as reported in HEMIS submissions

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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.

(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

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.

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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 studyGiven 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) The overall number of designated occasional students(b) The number of full-time students from other universities studying at Unisa

for nondegree purposes(c) 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.

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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.

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3. FindingsIn 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 %Occasional FT Students Unisa 1 490 0,7% 1 429 0,7% 2 040 0,9% 1 906 0,8%Occasional FT Students elsewhere 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%

Non-occasional FT Students Unisa 26 592 12,9% 28 057 13,5% 34 664 15,2% 34 489 14,4%Non-occasional FT Students elsewhere 1 907 0,9% 2 070 1,0% 3 407 1,5% 4 436 1,9%Total Non-occasional FT Students

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%

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 and by course level in Table 3.

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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 2004 2005 2006 2007(CESM-category) N % N % N % 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%Engineering & Eng. Technology     21 0,1% 1 072 2,4% 2 294 4,6%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%Communication 667 1,9% 659 1,8% 734 1,6% 1 525 3,0%Education 1 288 3,7% 1 121 3,1% 1 434 3,2% 1 293 2,6%Philosophy, Religion & Theology 463 1,3% 401 1,1% 352 0,8% 310 0,6%Libraries & Museums 94 0,3% 108 0,3% 142 0,3% 270 0,5%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%Architecture     2 0,0%      

Grand Total 34

689100,0

% 35

933100,0

% 45

323100,0

% 50

237100,0

%

From 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) Business, Commerce & Management Sciences (15 205).(b) Psychology (7 206).(c) Social Sciences and Social Studies (4 559).(d) Law (4 354).(e) Mathematical Sciences (3 611).

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(f) Languages, Linguistics and Literature (2 895).(g) Computer Science (2 369).(h) Engineering and Engineering Technology (2 294).(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.

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(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.

(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

Course Level

2004 2005 2006 2007

N % N % N % N %

Pre-tertiary   1 0,0%      Lower pre-dip. Level 1     108 0,3% 4 299  9,5% 5 575  11,1%Lower pr

    44 0,1% 1 376 3,0% 2 663 5,3%

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e-dip. Level 2Lower undergraduate 717 2,1% 663 1,8% 951 2,1% 737 1,5%Inter. pre-dip. Level 3     19 0,1% 1 235 2,7% 3 233 6,4%Intermediate undergrad. 32 726 94,3% 33 804 94,1% 35 850 79,1% 35 406 70,5%Higher undergrad.Level 4     20 0,1% 413 0,9% 847 1,7%Higher undergraduate 169 0,5% 248 0,7% 235 0,5% 295

0,6%

Preparatory po 737 2,1% 282 0,8% 145 0,3% 130 0,3%

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st-grad.Lower post-graduate 271 0,8% 682 1,9% 756 1,7% 1 288 2,6%Inter. post-dip. - non-research     1 0,0%      Inter. post-grad. - non-research         11 0,0% 13 0,0%Inter. post grad. - non-research 66 0,2% 60 0,2% 52 0,1% 50 0,1%Inter. post grad. - resear

1 0,0% 1 0,0%      

13

chHigher post-grad. - research 2 0,0%          Grand Total

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 pre-diplomate 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 pre-diplomate 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

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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 2004 2005 2006 2007Occasional/Non-occasional N % N % N % N %

FT Students at Unisa - Occasional 1 490 0,7% 1 429 0,7% 2 040 0,9% 1 906 0,8%FT Students at Unisa - Non-occasional 26 592 12,9% 28 057 13,5% 34 664 15,2% 34 489 14,4%

Total FT Students at Unisa 28 08213,6

% 29 48614,2

% 36 70416,1

% 36 39515,2

%FT Students Elsewhere - Occasional 843 0,4% 763 0,4% 1 226 0,5% 1 540 0,6%FT Students Elsewhere - Non-occasional 1 907 0,9% 2 070 1,0% 3 407 1,5% 4 436 1,9%Total Full-time Students Elsewhere 2 750 1,3% 2 833 1,4% 4 633 2,0% 5 976 2,5%Part-time Students - Occasional 7 383 3,6% 7 932 3,8% 11 027 4,8% 13 571 5,7%Part-time Students - Non-occasional 167 596 81,4% 167 680 80,6% 175 175 77,0% 183 639 76,7%

Total Part-time Students 174 979

85,0%

175 612

84,5%

186 202

81,8%

197 210

82,3%

Grand Total 205 811

100,0%

207 931

100,0%

227 539

100,0%

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 part-time 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 full-time 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 full-time 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.

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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,

2004-2007Subject Area 2004 2005 2006 2007

(CESM-category) N % N % N % N %

Funding Group 1 3 72322,9

% 3 79622,1

% 5 04021,6

% 7 71123,8

%Education 586 3,6% 706 4,1% 854 3,7% 1 235 3,8%Law 1 737 10,7% 1 775 10,3% 2 482 10,6% 3 935 12,1%Libraries and Museums 7 0,0% 1 0,0% 15 0,1% 22 0,1%Psychology 1 255 7,7% 1 115 6,5% 1 322 5,7% 1 671 5,2%Public Admin. and Social

Services 138 0,8% 199 1,2% 367 1,6% 848 2,6%

Funding Group 211

75072,2

%12

74974,2

%16

95972,7

%23

50172,6

%Business, Commerce and Man.

Sc. 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%Philosophy, Religion and

Theology 70 0,4% 66 0,4% 67 0,3% 39 0,1%Social Sciences and Soc.

Studies 1 304 8,0% 992 5,8% 1 304 5,6% 1 646 5,1%Funding Group 3 234 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%Mathematical Sciences 234 1,4% 157 0,9% 204 0,9% 200 0,6%

Funding Group 4 572 3,5% 468 2,7% 503 2,2% 429 1,3%Agriculture and Ren. Nat. Res.   0,0% 11 0,1% 105 0,5% 131 0,4%Arts, Visual and Performing 127 0,8% 156 0,9% 106 0,5% 40 0,1%Health Care and Health Sc. 7 0,0% 3 0,0% 13 0,1% 13 0,0%Life Sciences and Physical Sc. 438 2,7% 298 1,7% 279 1,2% 245 0,8%

Grand Total16

279100,0

%17

172100,0

%23

321100,0

%32

390100,0

%

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.

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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.

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.

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Table 6: HEMIS Course Enrolments of Full-time Students from Other Universities at Unisa by Course Level, 2004-2008

Funding Group 2004 2005 2006 2007Course Level N % N % N % N %

Funding Group 1 3 72322,9

% 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%Lower UG 102 0,6% 132 0,8% 198 0,8% 192 0,6%Inter. pre-dip. Level 3         4 0,0% 9 0,0%Intermediate UG 3 366 20,7% 3 381 19,7% 4 525 19,4% 6 926 21,4%Higher UG Level 4             3 0,0%Higher UG 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%Inter. PG - non-research 26 0,2% 10 0,1% 21 0,1% 18 0,1%Inter. PG – research 4 0,0% 2 0,0% 3 0,0% 5 0,0%Higher PG – research             1 0,0%

Funding Group 211

75072,2

%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%Lower UG 42 0,3% 16 0,1% 28 0,1%    Inter. pre-dip. Level 3 5 0,0% 4 0,0% 353 1,5% 561 1,7%Intermediate UG 11 304 69,4% 12 304 71,7% 14 194 60,9% 19 438 60,0%Higher UG Level 4     4 0,0% 4 0,0% 25 0,1%Higher UG 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 175 1,1% 347 2,0% 585 2,5% 843 2,6%Inter. PG – non research 2 0,0% 1 0,0%        Inter. PG – research 4 0,0% 2 0,0% 6 0,0% 3 0,0%Higher PG – research 1 0,0% 2 0,0% 3 0,0%    Funding Group 3 234 1,4% 159 0,9% 819 3,5% 749 2,3%Lower pre-dip. Level 1         512 2,2% 382 1,2%Lower pre-dip. Level 2     1 0,0% 71 0,3% 97 0,3%Inter. pre-dip. Level 3     1 0,0% 32 0,1% 55 0,2%Intermediate UG 229 1,4% 153 0,9% 196 0,8% 197 0,6%Higher UG Level 4         2 0,0% 10 0,0%Lower PG 5 0,0% 4 0,0% 6 0,0% 8 0,0%Funding Group 4 572 3,5% 468 2,7% 503 2,2% 429 1,3%Lower pre-dip. Level 1         50 0,2% 69 0,2%Lower pre-dip. Level 2         18 0,1% 31 0,1%

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Lower UG     1 0,0% 2 0,0%    Inter. pre-dip. Level 3         8 0,0% 21 0,1%Intermediate UG 561 3,4% 457 2,7% 415 1,8% 303 0,9%Higher UG Level 4         9 0,0% 5 0,0%Lower PG 11 0,1% 10 0,1%        Inter. PG – research         1 0,0%    

Grand Total16

279100,0

%17

172100,0

%23

321100,0

%32

390100,0

%

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.

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4. Summary and recommendationsUtilising 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) Lower pre-diplomate Level 2 (2663 course enrolments in 2007)

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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.

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