Transformation Colloquium NATIONAL AND INSTITUTIONAL CHANGE AND SYSTEM AND INSTITUTIONAL PERFORMANCE INDICATORS Transformation Colloquium Rolf Stumpf 8 May 2013

STRUCTURE OF PRESENTATION Introduction: Assessing change and role of quantitative data as part of a multifaceted assessment approach Main sources of quantitative data DHET, CHE, CHET- examples No data at all on staff and students with ‘disabilities’- serious shortcoming

DATA SOURCES: DHET DHET’s national and institutional enrolment planning data derived from annual HEMIS submissions: Runs from 2000 onwards Contains 44 tables indicating change over periods of up to 10 years Covers student enrolments (headcounts and FTEs), student outputs, general staff data, academic staff data and research data 44 tables cover public HE system but for each table individual institutional table also exists

DATA SOURCES: DHET National data can thus be compared to individual institutional data National set of 44 tables contains only two dimensional tables Multi-dimensional tables – from original HEMIS source data: Allow analyses by large number of variables simultaneously Example Table 2.12 represents series of student enrolment tables by mode of delivery, qualification level, CESM category, race, gender

DHET DATA: STUDENT ENROLMENTS Proportional headcount distribution by field of study (Table 9) 2000 2002 2004 2006 2008 2010 2011 SET 29% 27% 26% 28% Business 25% 31% 32% 30% Education 13% 16% 15% 18% Human 33% 24% 23%

DHET DATA: STUDENT ENROLMENTS Proportional headcount distribution by field of study for African males and females for 2010 Source: Table 2.12 SET Business Educatio n Humanities AFR FEMALES 29% 39% 56% AFR MALES 35% 27% 21% 26%

DHET DATA : STUDENT ENROLMENTS Proportional distribution of headcount enrolments by race (Table 13) 2000 2002 2004 2006 2008 2010 2011 African 58% 59% 61% 65% 67% 69% Coloured 5% 6% 7% Indian White 30% 28% 25% 22% 20% 19%

DHET DATA: STUDENT ENROLMENTS Proportional distribution of headcount enrolments by gender (Table 17) 2000 2002 2004 2006 2008 2010 2011 Female 52% 54% 55% 56% 57% 58% Male 48% 46% 45% 44% 43% 42%

DHET DATA: STUDENT GRADUATIONS From Table 2.13 student graduations by mode of delivery, qualification type//level, CESM category, race and gender can be analyzed From Table 3.3 university staff can be analyzed according to type of staff category and race and gender

DATA SOURCES: CHE DATA (VITAL STATS, 2010) Comprehensive 2005-2010 analyses on large number of performance indicators Data derived from HEMIS submissions but analyzed graphically Aggregated across institutional data Contains extensive list of definitions Covers student enrolment data, student completions data, data according to 3 institutional types, staff data, cohort analysis of student throughputs

CHE DATA: STUDENT ENROLMENTS Proportional HC enrolments and population distribution (Fig 3) 2005 2006 2007 2008 2009 2010 White 25% 10% 24% 10% 22% 9% 21% 9% 20% 9% Indian 7% 3% 6% 3% Coloured 6% 9% 7% 9% African 61% 79% 63% 79% 64% 79% 65% 79% 67% 79%

CHE DATA: HE PARTICIPATION RATES Proportional HE participation rates according to race (Fig 5) 2005 2006 2007 2008 2009 2010 White 57% 54% 56% 58% Indian 48% 43% 45% 46% Coloured 12% 13% 14% 15% African

CHE DATA: STUDENT ENROLMENTS AND COMPLETIONS Headcount enrolments as proportional comparison to population by gender (Fig 4) Participation rates by gender (Fig 6) HC enrolments by mode of delivery and race (Fig 13) and by gender (Fig 14) HC graduates by mode of delivery and race (Fig 15) and by gender (Fig 16) Graduation rates by race (Fig 17) and by gender (Fig 18)

CHE DATA: STUDENT COMPLETIONS Graduation rates by qualification level and race (Fig 19) Graduation rates by qualification level and gender (Fig 20) 2005 UG PG 2006 UG PG 2007 UG PG 2008 UG PG 2009 UG PG 2010 UG PG African 14% 23% 15% 23% 15% 22% 15% 24% White 17% 36% 16% 36% 18% 37% 19% 37%

CHE DATA: STUDENT COMPLETIONS Success rates by race (Fig 21) Success rates by gender (Fig 22) 2005 2006 2007 2008 2009 2010 African 67% 68% 70% 71% White 79% 78% 80% 81% 82%

CHE DATA: STUDENT ENROLMENTS AND COMPLETIONS Success rates by qualification level and race (Fig 24) and by gender (Fig 25) HC of UG enrolments by type of qualification by race (Fig 28) and by gender (Fig 29) HC of UG qualifications awarded by race (Fig 30) and by gender (Fig 31) HC of PG enrolments by type of qualification by race (Fig 32) and by gender (Fig 33) HC of PG qualifications awarded by race (Fig 34) and by gender (Fig 35)

CHE DATA: STUDENT ENROLMENTS AND COMPLETIONS Success rates by qualification level and race (Fig 24) and by gender (Fig 25) HC of UG enrolments by type of qualification by race (Fig 28) and by gender (Fig 29) HC of UG qualifications awarded by race (Fig 30) and by gender (Fig 31) HC of PG enrolments by type of qualification by race (Fig 32) and by gender (Fig 33)

CHE DATA: HE PARTICIPATION RATES HC of PG qualifications awarded by race (Fig 34) HC of PG qualifications awarded by race (Fig 34) and by gender (Fig 35) 2005 Below M M D 2010 Below M M D White 28% 13% 2% 26% 9% 2% African 33% 8% 1% 38% 9% 2%

CHE DATA: STUDENT ENROLMENTS AND COMPLETIONS AND STAFF HC enrolments by field of study and by race (Fig 39) and by gender (Fig 40) HC graduates by field of study and by race (Fig 41) and by gender (Fig 42) HC staff members by employment status and race (Fig 55) and by gender (Fig 56)

CHE DATA: ALL STAFF Senior management staff by race (Fig 57) Senior management staff by gender (Fig 58): 2005-29%, 2010-42% 2005 2006 2007 2008 2009 2010 White 62% 61% 60% 58% 54% Indian 7% 6% Coloured 8% 9% 13% 12% African 23% 25% 24% 26% 27%

CHE DATA: ACADEMIC STAFF Permanent academic staff by race (Fig 61) Permanent academic staff by gender (Fig 62): 2005-41%, 2010-44% 2005 2010 White 63% 56% Indian 8% 9% Coloured 5% 6% African 24% 29%

CHE DATA: ‘ADMIN’ AND SERVICE STAFF Admin staff by employment status and race (Fig 65) and gender (Fig 66) Service staff by employment status and race (Fig 67) and gender (Fig 68) HC Academic staff by qualification level by race (Fig 69) and gender (Fig 70)

CHE DATA: ACADEMIC STAFF DATA HC academic staff by qualification level by race (Fig 69) : Doctoral degree HC academic staff by qualification level by gender (Fig 70): Doctoral in 2005 – 30% ; in 2010 - 35% . 2005 2010 African 14% 19% Indian 6% Coloured 3% 4% White 77% 71%

CHE DATA: COHORT STUDY (EXCLUDING UNISA) Throughput rates for 360 credit diplomas by race – first enrolment in 2005 (Fig 75): Dropout in brackets 2007 2008 2009 2010 African 13% (53%) 25% 33% 37% Indian 23%(43%) 36% 44% 48% Coloured 24%(46%) 43% 46% White 36%(39%) 53% 55%

CHE DATA: COHORT STUDY (EXCLUDING UNISA) Throughput rates for 3year degrees by race – first enrolment in 2005 (Fig 78): Dropout in brackets 2007 2008 2009 2010 African 16% (50%) 30% 38% 41% Indian 24%(45%) 42% 49% 51% Coloured 22%(44%) 39% 45% 48% White 44%(31%) 59% 64% 65%

CHE DATA: COHORT STUDY (EXCLUDING UNISA) Throughput rates for 4year professional degrees by race – first enrolment in 2005 (Fig 81): Dropouts in brackets 2008 2009 2010 African 21%(55%) 33% 37% Indian 29%(48%) 43% 47% Coloured 30%(46%) 42% White 47%(33%) 59% 64%

DATA SOURCES:CHET CHET’s Performance Indicator Project Data derived from HEMIS submissions but applied differently PI project’s aim: Measuring institutional performance – mainly for councils and senior management 20 input and output indicators relating to general institutional performance PI and institutional differentiation

DATA SOURCES:CHET www.chet.org.za Click ‘Data’ on home page Click ‘South African Higher Education Open Data’ Click ‘ Create graph’ Click ‘ Click here to create a graph’ Select an indicator from list of 20 indicators Select up to 4 universities Click ‘ Generate graph’

DATA SOURCES:CHET Advantages 20 indicators updated annually Allows comparisons with up to 4 HEIs Generates graphs and data for graphs given Graphs and data can be downloaded Glossary of terms used for each graph Disadvantages Limited number of indicators

CHET DATA: STUDENT ENROLMENTS Enrolments by race for NMMU – Graph 1 Enrolments by race – only White and African- for NMMU and for NMMU and NWU- Graph 2

CHET DATA : STUDENT ENROLMENTS – GRAPH 1

CHET DATA: STUDENT ENROLMENTS- GRAPH 1 Enrolments by race for NMMU from 2000-2010 Changes in proportional enrolment figures for NMMU influenced by: Strategic decision by former UPE to downscale teacher education by distance education ( mainly African students) from 2003/4 onwards; Merger of UPE, PE Technikon and Vista (Missionvale) to form NMMU in 2005.

CHET DATA: STUDENT ENROLMENTS – GRAPH 2

Conclusion: Quantitative data and motivation for change Quantitative data and assessment of change