1. Update on 2009 Registrations, 2009 Student Satisfaction Survey, 2008 HR Profile Presented to Council 26 June 2009 Update on 2009 Registrations, 2009 Student Satisfaction Survey, 2008 HR Profile Presented to Council 26 June 2009 Prepared by Professor George Subotzky Executive Director: Information & Strategic Analysis Prepared by Professor George Subotzky Executive Director: Information & Strategic Analysis

2. Registration Trends and Projections, 2007-10

4. 2009 Provisional Registrations (for the 1 st 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

5. 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

6. HR Equity Trends, 2004-8

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

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

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

10. 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

11. Senior Instructional/Research Staff by Race, 2004-8

12. White staff overwhelmingly dominated the highest three academic ranks Encouragingly 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

13. Student Satisfaction Survey, 2009

14. 2009 Student Satisfaction Survey Key indicator of management and operational service delivery & priorities for improvement 5 th 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)

15. Scores of 5 Indices & Composite USSI, 2005-9

16. Overview of Main 1-year Trends: 2008-9 All 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 – 1 st time below 60 for any index Unisa Registration Efficiency Index (UREI): down 1,63 points to 62,44 (following 9-point drop last year)

17. Overview of Main 5-year Trends: 2005-9 All 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

18. Top 10 Satisfaction Items, 2009 Items 2009 Index score Rating Change of examination centre76.551 Clarity on examination centre location where you will write your examinations in 2009 76.482 Unisa Internet Website 75.333 Change of address74.934 myUnisa e-learning environment 74.555 Account/balance enquiries74.276 Clarity on method and process of payment 73.467 Information and availability of examination timetables 73.298 Statements of courses (modules) passed72.379 Usefulness of assignments 71.9210

19. Bottom 10 Satisfaction Items, 2009 Items 2009 Index score Rating Contact Centre (Call Centre)49.761 Parking51.702 Assistance and guidance from Help Desk/Ask Me’s52.043 Curricula advice52.274 Efficiency of student advisors53.545 General organisation of the registration process53.956 Efficiency of ‘Check Point’54.007 Unisa Regional Office54.128 Office of Experiential Learning (Work Integrated Learning – WIL)54.339 Student Representative Council (SRC): National Executive Council54.6810

20. Items reflecting largest declines in satisfaction between 2005 and 2009

21. 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

22. 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

23. 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