Update on 2009 Registrations, 2009 Student Satisfaction Survey, 2008 HR

Profile

Presented to Council

26 June 2009

Prepared by Professor George SubotzkyExecutive Director: Information & Strategic Analysis

Registration Trends and Projections,

2007-10

Provisional (1st Reg Period)

Provisional (Entire year)

HEMIS Final (Act-ive only)

2010 Target (Active only)

2007 229737 262866 239380 NaN

2008 255352 285207 262680 NaN

2009 248849 295000 274868.352 NaN

2010 NaN NaN 287622.2435328 258013

% Change (07-08)

0.111497059681288

0.0849900709867385

0.0973347815189239

NaN

25 000

125 000

225 000

325 000

Registration Trends and Projections, 2007-10

Registration Trends and Projections, 2007-10

• 2009 Provisional Registrations (for the 1st registration period) were slightly down on 2008 (248 849 vs 255 352) – mainly as a result of changes in the registration system and fewer Zimbabwean residents

• However, it is estimated that the 2009 total Provisional Registrations will reach around 295 000

• 2008 HEMIS active total reached 262 680, up 9,7% over 2007

• Based on a 9% increase and a 97% active student rate, 2009 HEMIS active total will reach an estimated 274 868

• Based on similar assumptions, 2010 HEMIS active total will reach an estimated 287 622

Implications

• Both of these estimates are well above the 2010 ministerial target of 258 013

• Clearly, careful enrolment planning is required in consultation with DoE, including the implementation of the proposed Responsible Open Access Programme

• At present, DoE will condone higher enrolments but will not fund these within current MTEF

• Possibility of increased funding for HE mooted by new minister – remains to be seen

HR Equity Trends, 2004-8

Permanent Professional & Non-Professional Staff by Race, 2004-8

• Unisa’s changing staff profile between 2004-8 shows encouraging equity gains both in relation to race and gender (the latter not shown here)

• Over the period, the proportion of African professional staff increased steadily, with a particularly sharp rise between 2007 and 2008 from 27,7% to 33,4%, with corresponding declines in the proportion of white staff

• Likewise, the proportion of African non-professional staff increased, rising between 2007 and 2008 from 52,7% to 56,5%, with similar corresponding declines in the proportion of white staff

Permanent Professional & Non-Professional Staff by Race, 2004-8

Executive/Administrative/Management & Instructional/Research Staff by Race, 2004-8

• Similar encouraging equity gains were evident in the two key categories of management and academics

• Here, increases occurred in the proportion of African staff between 2004 and 2008 (from 24,3% to 31,1% and from 20,4% to 28,8% respectively)

Executive/Administrative/Management & Instructional/Research Staff by Race, 2004-8

Senior Instructional/Research Staff by Race, 2004-8

White staff overwhelmingly dominated the highest three academic ranksEncouragingly however, between 2004 and 2008, the proportion of African professors rose from 7,0% to 9,7%, African associate professors rose from 11,4% to 22,2% and African senior lecturers rose from 15,5% to 24,4% of the respective totals.

Senior Instructional/Research Staff by Race, 2004-8

Student Satisfaction Survey, 2009

2009 Student Satisfaction Survey

• Key indicator of management and operational service delivery & priorities for improvement

• 5th annual survey: allows tracking institutional performance & service delivery over time – particularly significant around 5-year reviews

• 5 Indices and composite USSI:– General Unisa Student Satisfaction Index (GUSI) – Unisa Registration Efficiency Index (UREI)– Unisa Student Support Service Index (USSSI)– Unisa Academic Performance Index (UAPI)– Unisa Administrative and Professional Services Index

(UAPSI)– Combine to form the composite Unisa Student

Satisfaction Index (USSI)

Scores of 5 Indices & Composite USSI, 2005-9

GUSI (General)

UREI (Regist-ra-

tion)

USSSI (Student Support)

UAPI (Aca-

demic)

UAPSI (Admin & Profes-sional)

USSI (Compos-

ite)

2005 76.31 75.91 67.91 71.13 74.96 73.24

2006 62.37 73.3 66.77 69.47 71.79 68.74

2007 73.09 73.9 64.63 69.07 70.23 70.18

2008 71.68 64.07 63.13 67.53 75.14 68.31

2009 63.84 62.44 59.11 62.79 67.56 63.15

2008-9 -7.84 -1.62999999999999

-4.02 -4.74 -7.58 -5.16

2005-9 -12.47 -13.47 -8.8 -8.34 -7.39999999999999

-10.09

-10

10

30

50

70

90

Overview of Main 1-year Trends: 2008-9All indices down• Composite Unisa Student Satisfaction Index (USSI):

down 5,16 points to an unprecedented low of 63,15• General Unisa Student Satisfaction Index (GUSI):

down 7,84 points to 63,84 • Unisa Admin & Professional Services Index (UAPSI):

down 7,58 points to 67,56• Unisa Academic Performance Index (UAPI):

down 4,74 points to 62,79 • Unisa Student Support Service Index (USSSI):

down 4,02 points to 59,11 – 1st time below 60 for any index • Unisa Registration Efficiency Index (UREI):

down 1,63 points to 62,44 (following 9-point drop last year)

Overview of Main 5-year Trends: 2005-9All indices down• Composite Unisa Student Satisfaction Index (USSI):

down 10,09 points to an unprecedented low of 63,15

• Unisa Registration Efficiency Index (UREI):down 13,47 points to 62,44

• General Unisa Student Satisfaction Index (GUSI): down 12,47 points to 63,84

• Unisa Student Support Service Index (USSSI): down 8,80 points to 59,11

• Unisa Academic Performance Index (UAPI):down 8,34 points to 62,79

• Unisa Admin & Professional Services Index (UAPSI): down 7,40 points to 67,56

Top 10 Satisfaction Items, 2009

Items2009

Index score Rating

Change of examination centre 76.55 1Clarity on examination centre location where you will write your examinations in 2009 76.48 2Unisa Internet Website 75.33 3Change of address 74.93 4myUnisa e-learning environment 74.55 5Account/balance enquiries 74.27 6Clarity on method and process of payment 73.46 7Information and availability of examination timetables 73.29 8Statements of courses (modules) passed 72.37 9Usefulness of assignments 71.92 10

Bottom 10 Satisfaction Items, 2009

Items

2009

Index score

Rating

Contact Centre (Call Centre) 49.76 1

Parking 51.70 2

Assistance and guidance from Help Desk/Ask Me’s 52.04 3

Curricula advice 52.27 4

Efficiency of student advisors 53.54 5

General organisation of the registration process 53.95 6

Efficiency of ‘Check Point’ 54.00 7

Unisa Regional Office 54.12 8Office of Experiential Learning (Work Integrated Learning – WIL) 54.33 9

Student Representative Council (SRC): National Executive Council 54.68 10

Items reflecting largest declines in satisfaction between 2005 and 2009

Implications for Planning

• The 5-year longitudinal trends indicate a disturbing steady decline in student satisfaction across all indices

• Clearly, the University still faces considerable challenges in effecting the required changes in the operational areas concerned in a coordinated and integrated way

Conclusion

• A hallmark of an effective learning organisation is its ability to learn from its intelligence sources and to rapidly effect the strategic or operational changes required – this is the role of actionable intelligence

• The shorter the feedback loop, the more effective is the learning and change/improvement process

Conclusion

To achieve an effective, integrated solution, the process must integrate related initiatives, including:

– Quality Improvement Plans– Ongoing monitoring & evaluation/organisational

performance management in relation to the IOP and 2015 SP

– Strategic project reviews– Service excellence– Risk management & internal audit initiatives– It will also have to draw from other performance

indicators and sources of intelligence, such as the monitoring of student evaluations and complaints