1. A report on a survey of private higher education institutions conducted under the auspices of the CHE

2. Background  Early in 2010 the CHE released a Monitor on the state of higher education – there is virtually no reference to private higher education  Data on private higher education is scarce and unreliable Annual reports Individual research projects CPED work done for NSFAS review Report done for ETDP SETA by Tony Khatle

3. Background  Under the auspices of the Monitoring and Advice Directorate of the CHE a working group was constituted at a workshop and a questionnaire was designed and sent to 116 private higher education institutions  94 completed the survey  The survey covered: size and shape, qualification areas and levels, research, staffing, resourcing, teaching and learning

4. The survey  A report was compiled – copies are available  The data will be presented by: Size and shape – Felicity Coughlan Teaching and Learning – Nicolene Murdoch Research – Paul Beard Community Engagement – Bennie Anderson

6. The respondents INSTITUTIONAL TYPE TOTAL IN THIS CATEGORY AVE % REVENUE EARNED FROM HE FOR PROFIT6174 South African5476 International owner761 NOT FOR PROFIT2839 Community benefit2042 Part of international organisation255 In support of other enterprise, e.g. healthcare training. 617 OTHER524 9461

7. Where?  “Registered addresses” – sites differ  None registered in Free State or Northern Cape  58% in Gauteng  29% in Western Cape  16% in KZN

8. How big? SizeNumber of studentsInstitutions Very large5000+3 Large1500 – 49998 Medium500 – 149918 Small100 – 49938 Very smallLess than 10020

9. Sector students  These 94 institutions seem to represent about 95% of private institution enrolments (HE students only) - 84% of institutions but 95% of enrolments  Therefore can assume about 88 000 students in private higher education in 2009  ETDP figure suggests 80 000 with an FTE count of 43 000 suggesting many are part time

10. Our students  77 393 students in 2008 and 83 314 in 2009

11. Our students  48% male  52% female  Public HE in 2008 was 790 490 and private HE 81 466 (extrapolated) – 9.3%

12. Our staff  9438 staff  4898 academics

13. Our academics (n=4898)

14. Academic qualifications (n=4157)

15. Our income  61% from higher education student fees  15% from donations and donors  9% tuition service fees  8% non HE full qualifications  8% short courses

16. Our fees LOWESTHIGHEST CertificateR5 500R70 000 Under-graduate DiplomaR1 500R52 000 Bachelor’s DegreeR1 500R53 000 Post-graduate Diploma or Honours Degree R9 000R52 100 Post-graduate DegreeR7 200R97 500

17. Bursaries  80 of the 94 offer bursaries

18. Knowledge Areas

20. CESM CATEGORIESINSTITUITONSCESM CATEGORIESINSTITUITONS Business, Commerce and Management Sciences 40 Engineering and Engineering Technology 5 Philosophy, Religion and Theology 22 Physical Education, Health Education and Leisure 5 Arts, Visual and Performing21 Public Administration and Social Services 5 Health Care and Health Sciences 17 Industrial Arts, Trades and Technology 4 Communication12Social Sciences and Social Studies4 Computer Science10Law2 Education10 Life Sciences and Physical Sciences 2 Psychology9 Agriculture and Renewable Natural Resources 1 Architecture and Environmental Design 7Military Sciences1 Languages, Linguistics and Literature 6

21. Knowledge Areas / CESM Categories  3 of the 22 CESM categories (Home Economics, Libraries and Museums and Mathematical sciences) had no HE programmes  No relation between the size of the institutions and the number of knowledge areas

22. Knowledge Areas / CESM Categories  Several institutions classified as “very small” (<500 students) offer programmes in up to 6 CESM categories  One institution classified as small (500- 2000 students) offer programmes in 9 CESM categories  One of the largest institutions offers all its programmes within a single knowledge category

23. Total Graduate Output (28 797)

25. Graduate Output

26.  Postgraduate level increase by 22.8% from 945 in 2008 to 1161 in 2009  Postgraduate students constituted 6.59% of all graduating students in 2008 and 8.02% in 2009

28.  While designing the Questionaire, the hypotheses was that research activity would be minimal. Results confirmed this “educated guess”  After 10 years of development given the size and shape of the sector, there are a few pockets of good research of institutions, good researchers and quality outputs Research 2008-2010

29. Research in Private Higher Education Institutions  Less than one-third (24 of 94) of all PHEI’s are producing research as traditionally understood  Just under 50% of (or 43 of 94) PHEI’s reported that they undertake research  Research collaboration is more likely to take place with public universities than with other private institutions and business/industry, and most likely to be local rather than international

30.  Academic staff at institutions which indicated that they undertake research is about five times more likely to be supervising or externally examining research degrees than academic staff at institutions not undertaking research  Academic staff at institutions with emphasis on visual arts, design, creative writing, drama and music who stated that they undertake research is about twice as likely to be producing creative and performing art work than staff at institutions not undertaking research

31.  Institutions undertaking research indicated that over the reporting period (from January 2008 to November 2010) they had produced:  13 books;  243 journal articles and book chapters;  290 conference papers; and  86 other publications (including book reviews, opinion and positions papers, editorials, theses, reports and contributions to newsletters, newspapers, magazines and exhibition reviews)

32.  Of all the Non-South African based journals, about six (6) are health-related, five (5) theology-related and four (4) economics- related.  Of all the South African based journals, 20 are theology-related, 10 business management-related and five (5) health- related

33.  Of the institutions undertaking research, academics were five times more likely to be supervising higher education degrees or externally examining research degrees

34. Research output by type of publication, 2008-2009

35. Publications NOT SOUTH AFRICAN Journals 45 ISI Indexed 16 IBSS Indexed 2 Books 27 Conference Proceedings 4 SOUTH AFRICAN Journals 55 ISI Indexed 7 IBSS Indexed 3 DHET Approved 24 Books 7 Conference Proceedings 1

36. Many reporting mistakes Not all institutions responded Incomplete information Some information was inaccurate Information was duplicated Information was not formally verified Information placed in wrong categories Incomplete work eg. Work in progress Missing information Output published in in-house training manuals The above places major limitations on the analysis of data Need for capacity building Quality of Data

38. Community Engagement  Definition  Focus on institutions partnerships (39)  In service learning programmes  Community research activities  Representation on institutional advisory boards

39. Community Engagement  Drivers  Socially responsive curricula (28 – integration across curricula)  Service learning (64 – including assessment of outcomes)  Voluntary community services (including consulting work)  Creating alternative forms of knowledge  Involvement in applied research activities addressing societal needs

40. Community Engagement  Leadership involvement  Sustainable community development (27) Long term funding Lobbying input from community representatives  Incorporation in mission, vision, dream statements (36)  Integral to identity (24)  Utilising of own facilities (54)