![Page 1: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/1.jpg)
Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IRPresented to CAES College Board9 April 2009
Current Budg etPrev. Budget
Year+1 BudgetYear+2 Budget
Year+3 BudgetYear+4 BudgetHeadquarters
British Columbia Prair ie
Central Quebec
Atlantic
0.00%10.00%20.00%30.00%40.00%
50.00%60.00%70.00%
MEASURES
0
10000
20000
30000
40000
50000
60000
70000
AB BC CO EO FO MB NB NF
No. of Members
LegendRecreationalCOMPSKEXECUTIVEOFFICIALPRECSKTESTSK
Professor George SubotzkyExecutive Director:Information and Strategic Analysis
![Page 2: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/2.jpg)
Overview of presentation
• Background– Context and purpose of engagement
• Integrated Strategic Planning Framework– DISA role and mandate within this
• What is BI? Key concepts:– IM MI & BI– OPM– Outputs, outcomes and performance measures/indicators– The Information Hierarchy: The BI Pyramid– Analytic Maturity Curve– Technological Maturity Curve
• Elements of the BI Framework• Key college strategic planning issues
• Enrolment planning• Success & throughput model
• Example of OP as M & E tool• Examples of performance dashboards• CAES profile• Engagement
![Page 3: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/3.jpg)
Acknowledgements
• BI: Suzette van Zyl– Conceptual Genesis of BI Unisa– Research/PhD– Project leader
• George Subotzky– Eager novice, quick learner
• Prof Baijnath: Convinced supportive champion• Gartner: mixed value report• Business Intelligence 2008 Conference• Profile: Herbert Zemann and Herman Visser
![Page 4: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/4.jpg)
Strategic Management Framework & Planning
Process and the role of BI & IR
![Page 5: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/5.jpg)
Types & sources of data & information: Different views
![Page 6: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/6.jpg)
Counting Students
Registration
Temporary
Provisional HC Enrolments(“Registered”)
FormalRegister
edCancellatio
ns
Provisional
HEMIS Cancelled
HEMIS Total HC
HEMIS Active HC
Non-Active
Provisional HC Enr
DoE Subsid
y
Non-formal
Official HEMIS submissions of headcounts & FTEs to DoE based on census days:
1st Submission (31 Oct): Preliminary2nd Submission (30 Apr): Preliminary3rd Submission (31 July): Final Audited
• Provisional headcounts and coursecounts of registrations/enrolments from opening of registration in December onwards
• Previous year’s figures are updated as a result of subsequent cancellations & reinstatements
![Page 7: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/7.jpg)
Success & ThroughputSuccess – Course Level
• Exam Success Rate (Passed/Wrote)• Course Success Rate (Passed/Nett Enrolments)- 2010 Ministerial Target: 56% Currently: 54,6%
- Prognosis: Good• Nett & Gross Attrition/Survival Rates (Cancellations, absentees & failures – full model analysis underway)
Throughput – Qualification Level• Proxy Measure (Graduated/Enrolments)- 2010 Ministerial Target: 8,37%Currently: 6%- Prognosis: Bad
• Cohort Method (Appropriate benchmarks?)- Completion Rate & Time to completion
![Page 8: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/8.jpg)
Sources of Information & Analysis
• Institutional Information & Analysis Portal– Reports/tables– Profiles/overviews/pocket stats– Pivot tables– Downloadable analyses, reports, briefings
• Information & Analysis Outputs– Institutional Research/analyses/briefings– Ad hoc requests
• Statutory reports• Power User Groups
![Page 9: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/9.jpg)
![Page 10: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/10.jpg)
Key strategic planning issues
![Page 11: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/11.jpg)
Strategic Reference Points
2015 Strategic Plan:• Strategic Outcomes: revisit• 10 Strategic Objectives:
thematic clustering• Strategies: review • Targets : review
Strategy:• Vision & Mission: clear - postmerger• Social Mandate: requires clarification• Business Model (ODL): requires clarification
IOP: 3 Strategically-aligned Operational Themes:
• Institutional Identity:- ODL- Africanness- Comprehensiveness- Teaching/Research/CE Emphasis
• Academic Identity & Focus:- ODL- Comprehensive PQM- Delivery model- Graduateness- Access and admissions policy
• Enabling Mechanisms & Resources- Primary & support services
- Appropriate BA/EAs: (People, Systems, Resources/Infrastructure & Technology)
- Enabling Conditions: (Leadership & Management, Culture & Climate)
![Page 12: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/12.jpg)
Strategic Planning Issues
• IOP list – organisational issues (distilled from: recent Makgotla, PVC summit, HEQC, 2008 IOP mid-year progress report)– Leadership & management– Communication– Alignment of individual, departmental institutional and social
purpose & meaning– Shared understandings & buy-in
• PQM – HEQC (comprehensiveness)• Recurriculation – relevance (Africanness)• Enrolment planning (teaching input, operational implications)• Throughput and success (teaching output)• Research output (M&D, publications)• QA/Risk Management/IPMS• Staffing: Achram, capacity, employment equity, succession
planning• Budget
![Page 13: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/13.jpg)
Implementation• College plan & College component of
other plans– Objectives– Strategies projects – Resources– Activities/actions
• Projects• Scheduling/dependencies
• Importance of shifting planning/project management mode in order to execute strategy
![Page 14: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/14.jpg)
Performance Management
• Targets• Performance measures • Progress reporting/Monitoring &
Evaluation (Review)• Supported by Information &
Analysis:–Business Intelligence Framework– Institutional Research
![Page 15: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/15.jpg)
Strategic Planning Issues:
1. Enrolment Planning
![Page 16: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/16.jpg)
Key strategic decision• Comply with ministerial target or negotiate upwards and/or
onwards? Can we sustain quality and operational service delivery?
• Accepting increases based on potential new negotiated role for Unisa: – Maintaining high participation rates in the light of declining
residential enrolments and impacts of HIV/AIDS– Addressing teacher education crisis– Serving continental needs
• Despite ‘knee-jerk’ nature of recent HE policy (generated by tension between widened participation imperative/Treasury efficiency concerns & fiscal constraint), this new role will not be condoned without Unisa responsibly and demonstrably addressing success & throughput efficiencies
![Page 17: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/17.jpg)
Key strategic challenge
• Responsibly managed open access is therefore an unavoidable imperative
• This means balancing seemingly contradictory policy goals:– Commitment to open access, as part of our
institutional social mandate– Commitment to enhancing success &
throughput efficiency– Commitment to ensuring high quality &
relevant graduate outcomes for employment and the critical citizenship in the African context
![Page 18: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/18.jpg)
Managed open access• Not exclusionary, but realistically supportive in
the light of changing student profile (details in forthcoming HEMIS update)
• Involves rigorous pre-registration engagement to: – Test appropriately for academic potential and
readiness– Ensure conducive & supportive life conditions– Ensure right programme & subject choice and
realistic study loads – Identify appropriate tutorial & Pastoral support and
channelling
![Page 19: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/19.jpg)
• HE fulfils multiple purposes:– Academic, vocational & professional graduates for
labour market– Knowledge production for innovation and economic &
social development– Formative education, cultural & intellectual enrichment – Independent space for fostering critical debate &
citizenship– Means of enhancing social mobility and distribution of
opportunity & wealth• Attempting to fulfil these simultaneously can
generate (apparent & real) conflicts and policy tensions– eg Excellence/Efficiency vs Equity/Access
Policy Tensions
![Page 20: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/20.jpg)
At the heart of Unisa’s enrolment planning lies such a policy tension namely:• Growth & expansion, driven by:
– National policy framework emphasising widening participation, driven, in turn, by both equity and development needs
– Unisa’s social mandate to provide affordable, flexible access to higher education for non-traditional, disadvantaged students
– Increasing & unabating market demand (see figures)– Unisa’s emerging role in addressing teacher education crisis and
continental HRD needsvs
• Controlled growth & capping, driven by:– Fiscal constraint, leading to ministerial enrolment targets (role of
Treasury)– Concern for efficiency & success/throughput – avoiding the
revolving door syndrome (systemic & institutional levels)– Operational efficiency & service delivery constraints
Policy Tension in Enrolment Planning
![Page 21: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/21.jpg)
The Key Strategic Decision
• Continued Open access in line with DoE requirements for widened participation, market demand
vs
• New ‘Responsible’ open admission & enrolment in line with renegotiated DOE enrolment targets, emphasis on success & throughput, operational considerations
![Page 22: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/22.jpg)
• Total HEMIS HCs– Increased from
206 178 in 2004 to 254 136 in 2007
– 2006/5: 9,43% up– 2007/6: 11,69% up• Active HCs – 2007: 239 581 (94,3%
active rate) – 5,4% increase on 2006
– Approaching 2010 ministerial target of 258 023
HEMIS Enrolment Trends, 2004-7
2004
(Tota
l)
2005
(Tota
l)
2006
(Tota
l)
2007
(Tota
l)
2007
(Activ
e)
2010
MOE Targ
et -
50,000
100,000
150,000
200,000
250,000
300,000
![Page 23: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/23.jpg)
2008 Enrolment Projection
Provis
ional
Enrol
ments
(1st R
eg Pe
riod)
Provis
ional
Enrol
ments
(Entire
year)
HEMIS
Total
HEMIS
Final
(Active o
nly)
Minister
ial 20
10 Ta
rget (
Active o
nly) -
50,000 100,000 150,000 200,000 250,000 300,000
![Page 24: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/24.jpg)
Focus
Actual Actual Actual Projected Projected Projected 2010
Approve
d Targets
2005 2006 2007 2008 (9,4%)
2009 (8%)
2010(8%)
Overall enrolments: 207 931 227 539
239 581 261 889 282
840 305 467 258 023
Fields of study:
SET 25 771 26 085 26 639 27
172 27
715 28 270
(9%) 13%Bus/Man:
85 639 95 605 104 047 114 452
124 466
135 668 (44%) 50%
Humanities:
72 880 80 336 82 992 92 121
101 794
112 482 (37%) 37%
Education
23 641 25 513 25 903 27 716 29 656 31 732 (10%) 12%
Qualification
levels: UG diplomas: 57 673 61 675 65 401 69
979 74
878 80 119
(26%) 28%
UG degrees: 117 757 127 694 133 508 145 524
158 766
173 055 (57%) 62%
PG < Masters: 15 506 17 469 18 472 20 873
23 587
26 653 (9%) 7%
PG M & D: 6 871 6 408 5 183 5 338
5 552
5 830 (2%) 3%
Unweighted FTEs: 100 875 109 707 116 531
127 381
137 572 148 578 128 840
Success rate: 53,60% 50,80% 54,30% 55,00% 55,50% 56% 56%Throughput
rate: % 7,17% 6,50% 6,45% 6,17% 6,09% 5,99% 8.37%
Graduates 14 185 13 855 14 364 15 000 16 000 17 000 20 231
Teaching Input
Units: Weighted teaching input units 83 558 90 803 95 887 104
815 113
200 122 257 102 100
Actual & projected enrolment & output performance against
targets
![Page 25: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/25.jpg)
Strategic Planning Issues:
2. Improving Throughput & Success
![Page 26: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/26.jpg)
A visual metaphor ...
• Key success factor: adequate time for study
• Key risk factor: unrealistic course load
• Consequence: no progression!
![Page 27: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/27.jpg)
![Page 28: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/28.jpg)
Performance Management:
Examples of Performance Dashboards
![Page 29: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/29.jpg)
Progress Monitoring:
Example of OP Monitoring Tool
![Page 30: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/30.jpg)
Profiling, tracking, modelling & prediction – in different
views
![Page 31: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/31.jpg)
Educational Background
Unisa Destination
StudentSES/
Demographics
• Matric Status (Exempt./Non)• Matric Aggregate• Previous Inst. Type
• Matric Scores
• College• CESM/FOS
• Race• Gender• Age
• Home language• Nationality
• Qual. Category (B Tech etc)• Qual. Type (Degree/Dipl/Cert.)• Qual. Level (UG/PG)
• Employment Status• Location• Marital Status• Economic Status
• Domestic/Financial responsibilities
• Health & Wellness
• Course Type• Course Load
Individual factors
• Socio-psychological metrics (?)• Academic Record• Academic Activities/Behaviours (tracking)
Student Profiling
![Page 32: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/32.jpg)
Course level
Course type
CESM/FOS
• Entry• Exit
• Pre-requisite • Compulsory• Elective
• Humanities & Social Sciences/Education• Law • Business/Commerce• Science, Engineering & Technology
Course history• Enrolment/• sustainability patterns• Success Rate (‘killer Module’?)
• Student evaluation
Course Profiling
![Page 33: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/33.jpg)
Staff profiling• Employment equity: key variables by designated
groups• Succession planning: key variables by age• Capacity development: key variables by highest
qualifications• Qualitative profiling
– Understanding (but not necessarily condoning) the attitudes & experiences of staff is key to effective change management as a basis for realising strategic goals
– Organisational theory identifies various positions which staff take up within organisations in relation to change initiatives
– What might this look like in current Unisa climate?
![Page 34: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/34.jpg)
Change profileSelf constructions/identity tensions:• Collegialism-managerialism: Resistance to
compliance and planned environment vs nostalgic attavists
• Teaching-Research nexis• Academic-Educator identity• Meaningful identification-alienation :
– Based on alignment of personal, departmental, institutional and social purposes, and shared understandings of institutional vision (King Solomon/NASA/Disney adage)
• Self-interested minimalists-inspired initiative takers
![Page 35: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/35.jpg)
College Profile
1. 2004 - 2009 Provisional Registration Figures
![Page 36: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/36.jpg)
Provisional Registration Formal Headcounts by College,
2004 - 2009 to date
CAES CEMS CHS CLAW CSET OCCA-SIONAL 0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
160 000
![Page 37: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/37.jpg)
Provisional Registration Proportion of Formal Headcounts by College, 2004 - 2009 to date, compared to Ministerial
targets
2004 2005 2006 2007 2008 2009 (To Date)
2010 (Targets)
0%
20%
40%
60%
80%
100%
![Page 38: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/38.jpg)
Provisional Registration
CAES Place of Residence by Continent, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
Africa 1 858 99,36% 2 202 99,14% 2 701 99,19% 3 686 99,30% 4 481 99,42% 3 921 99,39%
Asia 2 0,11% 6 0,27% 2 0,07% 5 0,13% 6 0,13% 8 0,20%
Europe 6 0,32% 10 0,45% 13 0,48% 15 0,40% 14 0,31% 12 0,30%
Oceania 0,00% 2 0,09% 3 0,11% 4 0,11% 4 0,09% 2 0,05%
The Americas 2 0,11% 1 0,05% 4 0,15% 2 0,05% 2 0,04% 2 0,05%
Unknown 2 0,11% 0,00% 0,00% 0,00% 0,00% 0,00%
Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 39: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/39.jpg)
Provisional Registration
CAES Place of Residence by Hub, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
CAPE COASTAL 291 15,56% 365 16,43% 358 13,15% 494 13,31% 542 12,03% 504 12,78%
GAUTENG 485 25,94% 599 26,97% 791 29,05% 1 083 29,18% 1 364 30,26% 1 258 31,89%
KZN 318 17,01% 434 19,54% 621 22,81% 936 25,22% 1 179 26,16% 1 022 25,91%
MIDLANDS 230 12,30% 275 12,38% 261 9,59% 302 8,14% 397 8,81% 337 8,54%
N EASTERN 447 23,90% 458 20,62% 591 21,70% 764 20,58% 868 19,26% 671 17,01%
Unknown 99 5,29% 90 4,05% 101 3,71% 133 3,58% 157 3,48% 153 3,88%
Grand Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 40: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/40.jpg)
Provisional Registration
CAES by Age Group, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
< 20 47 2,51% 75 3,38% 188 6,90% 267 7,19% 330 7,32% 210 5,32%
20-29 758 40,53% 984 44,30% 1 299 47,70% 1 911 51,48% 2 427 53,85% 2 133 54,07%
30-39 659 35,24% 711 32,01% 778 28,57% 986 26,56% 1 115 24,74% 991 25,12%
40-49 330 17,65% 347 15,62% 381 13,99% 455 12,26% 528 11,72% 489 12,40%
50-59 67 3,58% 75 3,38% 70 2,57% 86 2,32% 90 2,00% 105 2,66%
60-69 3 0,16% 5 0,23% 6 0,22% 6 0,16% 14 0,31% 16 0,41%
>= 70 0,00% 0,00% 1 0,04% 1 0,03% 2 0,04% 1 0,03%Not Listed 6 0,32% 24 1,08% 0,00% 0,00% 1 0,02% 0,00%
Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 41: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/41.jpg)
Provisional Registration
CAES Headcount by Qualification Types, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
UnderGraduate 1 707 91,28% 2 020 90,95% 2 434 89,39% 3 301 88,93% 3 857 85,58% 3 317 84,08%
Honours 142 7,59% 162 7,29% 220 8,08% 335 9,02% 563 12,49% 534 13,54%
Masters 16 0,86% 31 1,40% 52 1,91% 63 1,70% 72 1,60% 53 1,34%
Doctorate 5 0,27% 8 0,36% 17 0,62% 13 0,35% 15 0,33% 41 1,04%
Grand Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 42: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/42.jpg)
Provisional Registration
CAES Headcount by Home Language, 2004-9
NB: Please note that French & Portuguese were classified as other African languages as the majority of our students are African
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
English/Afrikaans 657 35,13% 711 32,01% 741 27,21%1 002 26,99%1 167 25,89% 1 090 27,63%
Other African Languages 1 198 64,06%1 503 67,67%1 970 72,35%2 684 72,31%3 306 73,35% 2 829 71,71%
Other Foreign Languages 8 0,43% 5 0,23% 12 0,44% 23 0,62% 25 0,55% 19 0,48%
Unknown 7 0,37% 2 0,09% 0,00% 3 0,08% 9 0,20% 7 0,18%
Grand Total 1 870 100,00%2 221 100,00%2 723 100,00%3 712 100,00%4 507 100,00% 3 945 100,00%
![Page 43: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/43.jpg)
Provisional Registration
CAES Headcount by Matric Certification, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
Exemption 835 44,65% 1 166 52,50% 1 451 53,29% 1 925 51,86% 2 321 51,50% 2 197 55,69%
Non-Exemption 897 47,97% 902 40,61% 1 066 39,15% 1 517 40,87% 1 793 39,78% 1 510 38,28%
NA/Unknown 138 7,38% 153 6,89% 206 7,57% 270 7,27% 393 8,72% 238 6,03%
Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 44: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/44.jpg)
Provisional Registration
CAES Headcount by Employment Status, 2004-9
2004 2005 2006 2007 2008 2009 (To Date)
N % N % N % N % N % N %
Employed 858 45,88% 936 42,14% 1 067 39,18% 1 402 37,77% 1 589 35,26% 1 345 34,09%
Full time student 21 1,12% 48 2,16% 391 14,36% 583 15,71% 764 16,95% 679 17,21%
Not Classified 553 29,57% 609 27,42% 630 23,14% 793 21,36% 970 21,52% 1 020 25,86%
Un-employed 438 23,42% 628 28,28% 635 23,32% 893 24,06% 1 115 24,74% 883 22,38%
Unknown 0,00% 0,00% 0,00% 41 1,10% 69 1,53% 18 0,46%
Total 1 870 100,00% 2 221 100,00% 2 723 100,00% 3 712 100,00% 4 507 100,00% 3 945 100,00%
![Page 45: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/45.jpg)
College Profile
2. 2004 - 2008 HEMIS Figures
![Page 46: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/46.jpg)
CAES HEMIS Headcounts 2004-8,
compared to Ministerial target
2004 2005 2006 2007 2008 2010 (Target)
0
1 000
2 000
3 000
4 000
5 000
6 000
![Page 47: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/47.jpg)
CAES HEMIS Headcount by Race,
2004-8
2004 2005 2006 2007 2008 0
1 000
2 000
3 000
4 000
![Page 48: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/48.jpg)
CAES HEMIS Headcount by
Race, 2004-8
2004 2005 2006 2007 20080%
10%20%30%40%50%60%70%80%90%
100%
![Page 49: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/49.jpg)
CAES HEMIS Headcounts by
Gender, 2004-8
2004 2005 2006 2007 20080
5001,0001,5002,0002,5003,0003,5004,0004,500
![Page 50: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/50.jpg)
CAES HEMIS Headcount by
Gender, 2004-8
2004 2005 2006 2007 20080%
10%20%30%40%50%60%70%80%90%
100%
![Page 51: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/51.jpg)
HEMIS CAES Graduations, 2004-8
2004 2005 2006 2007
Diplomas 45 6 9 4
Degrees 44 46 49 67
Honours 16 19 12 36
Masters 1 1 2 4
Doctoral 1 0 2 0
Grand Total 107 72 74 111
![Page 52: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/52.jpg)
College Profile
3. Throughput & Success Rates
![Page 53: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/53.jpg)
Unisa UG GR Benchmarks
• 3-year undergraduate qualifications– Cohort graduation rate: 35% (corresponds to
the low National Plan benchmark)– Cohort dropout rate: 40%
• 4-year or more undergraduate qualifications – Cohort graduation rate: 54% (high)
(corresponds to the high Ministerially revised National Plan benchmark)
– Cohort dropout rate: 36% (high)
![Page 54: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/54.jpg)
NPHE/Revised GRs & DRs
UG Qual-
ification
Bench-mark
NPHE Proxy
GR
NPHE Cohort
GR
NPHE Cohort Dropout Rate
Revised Proxy
GR
Revised Cohort
GR
Revised Cohort Dropout Rate
3-year High/NPHE 15,0% 75,0% 25,0% 13,5% 67,5% 22,5%Typical/Low 10,0% 35,0% 65,0% 9,0% 31,5% 58,5%
4-year High/NPHE 10,0% 60,0% 40,0% 9,0% 54,0% 36,0%
![Page 55: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/55.jpg)
CAES National Diplomas: Graduation, Dropout and In-process Rates, 2002-2007
CohortsCohort
YearNumber of
Entering Students
Graduates Dropouts/Transfers out In Process
No % Avg time (years) No % Avg time
(years) No % Avg time (years)
1998 298 2 0,67 1,00 294 98,66 1.21 2 0,67 5,00
1999 60 . . . 54 90,00 1.07 6 10,00 3,67
2000 4 . . . 4 100,00 2.00 . . . 2001 . . . . . . . . . . 2002 870 102 11,72 2,41 736 84,60 1.75 32 3,68 4,69
2003 838 68 8,11 1,62 732 87,35 1.45 38 4,53 4,42
2004 618 4 0,65 2,00 572 92,56 1.10 42 6,80 3,38
2005 2 552 26 1,02 1,69 1 598 62,62 1.30 928 36,36 2,83
2006 2 496 12 0,48 1,17 1 344 53,85 1.00 1 140 45,67 2,00
2007 3 066 2 0,07 1,00 3 064 99,93 1,00
Minimum Time to Qualify (Full-time): 3,0 years (ochre shading)
Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 4,5years (rounded up to 5 years - orange shading)
Please note that in early years students could exit with a National Certificate or National Higher Certificate and would then be regarded as Transfers out.
![Page 56: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/56.jpg)
CAES BTech: Graduation, Dropout and In-process Rates, 2002-2007
CohortsCohort Year
Number of Entering Students
Graduates Dropouts In-Process
No % of Entering Students
Avg Time (Years) No % of Entering
StudentsAvg Time
(Years) No % of Entering Students
Avg Time (Years)
1998 66 26 39,4% 1,92 40 60,6% 1,50 - - -
1999 52 12 23,1% 3,50 38 73,1% 1,84 2 3,8% 2,00
2000 182 72 39,6% 2,39 100 54,9% 1,70 10 5,5% 5,00
2001 312 122 39,1% 2,44 178 57,1% 1,36 12 3,8% 3,33
2002 224 88 39,3% 2,61 116 51,8% 1,57 20 8,9% 3,40
2003 218 76 34,9% 2,34 124 56,9% 1,65 18 8,3% 3,56
2004 310 96 31,0% 2,27 184 59,4% 1,51 30 9,7% 3,40
2005 406 82 20,2% 1,95 188 46,3% 1,34 136 33,5% 2,74
2006 408 34 8,3% 1,47 182 44,6% 1,00 192 47,1% 2,00
2007 608 6 1,0% 1,00 602 99,0% 1,00
Minimum Time to Qualify (Full-time): 1,0 years (ochre shading) Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 1,5 years (rounded to 2,0 - orange shading)Reliable years: 1998-2004 Minimum times above are for a B Tech following on a National Diploma
![Page 57: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/57.jpg)
CAES Prof. 1st B Degrees: Graduation, Dropout and In-process Rates, 2002-2007
CohortsCohort
YearNumber of
Entering Students
Graduates Dropouts In-Process
No% of
Entering Students
Avg Time
(Years)No
% of Entering Students
Avg Time
(Years)No
% of Entering Students
Avg Time
(Years)
20002
- - - - - - 2 100,0%
3,00
20011
- - - - - - 1 100,0%
4,00
2002
20032
- - - 1 50,0%
2,00 1 50,0%
5,00
2004158 29 18,4%
2,10 83 52,5%
1,94 46 29,1%
3,87
2005135 3 2,2%
1,00 96 71,1%
1,23 36 26,7%
2,89
2006328
- - - 175 53,4%
1,00 153 46,6%
2,00
2007427
- - - 427 100,0%
1,00
Minimum Time to Qualify (Full-time): 4,0years (ochre shading)
Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 6,0years (orange shading)
Not sufficient time elapsed to have reliable years, interpret with caution
![Page 58: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/58.jpg)
CAES Honours Degrees: Graduation, Dropout and In-process Rates, 2002-2007
CohortsCohort Year
Number of Entering Students
Graduates Dropouts In-Process
No % of Entering Students
Avg Time (Years) No % of Entering
StudentsAvg Time
(Years) No % of Entering Students
Avg Time (Years)
1998 170 38 22,4% 3,79 124 72,9% 1,61 8 4,7% 4,25
1999 102 28 27,5% 3,50 68 66,7% 1,56 6 5,9% 5,33
2000 112 34 30,4% 3,47 72 64,3% 1,64 6 5,4% 4,00
2001 116 18 15,5% 2,11 92 79,3% 1,37 6 5,2% 4,00
2002 122 26 21,3% 2,85 84 68,9% 1,64 12 9,8% 3,83
2003 128 24 18,8% 2,50 82 64,1% 1,56 22 17,2% 3,73
2004 150 18 12,0% 2,56 114 76,0% 1,37 18 12,0% 3,22
2005 170 18 10,6% 2,00 110 64,7% 1,38 42 24,7% 2,71
2006 360 2 0,6% 1,00 212 58,9% 1,00 146 40,6% 2,00
2007 550 - - - 550 100,0% 1,00
Minimum Time to Qualify (Full-time): 1,0 years (ochre shading)
Minimum Time to Qualify (DE): Minimum Time (Full-time) + 50%) 1,5 years (rounded up to 2 years - orange shading)Reliable years: 1998-2004
![Page 59: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/59.jpg)
CSR by College, 2004-7
CAES CEMS CHS CLAW CSET
2004 61,96% 48,97% 70,23% 53,72% 44,62%2005 52,53% 46,73% 70,14% 53,64% 37,58%2006 50,31% 43,90% 66,57% 50,82% 36,76%2007 56,66% 48,07% 69,65% 53,93% 41,46%
0%10%20%30%40%50%60%70%80%
![Page 60: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/60.jpg)
AGRIC, ANIM HEAL & HUMAN ECO
ANIMAL & VET PUBLIC HEALTH CONSUMER SCIENCES ENVIRONMENTAL
SCIENCES GEOGRAPHY LIFE AND CONSUMER SCIENCES
2004 64,46% 0,00% 64,79% 60,37% 63,19% 60,69%2005 44,58% 57,14% 73,07% 42,81% 55,66% 58,95%2006 41,97% 0,00% 0,00% 43,77% 52,71% 57,79%2007 57,78% 0,00% 0,00% 50,18% 56,88% 60,89%
0%10%20%30%40%50%60%70%80%
CSR by Department, 2004-7
![Page 61: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/61.jpg)
2004 2005 2006 2007AGRIC, ANIM HEAL & HUMAN ECO Occ 81,83% 50,37% 25,46% 46,55% UG 66,29% 44,80% 41,35% 58,25% PG 7,40% 33,36% 57,65% 48,41%AGRIC, ANIM HEAL & HUMAN ECO Total 64,46% 44,58% 41,97% 57,78%ANIMAL & VET PUBLIC HEALTH Occ UG 57,14% PG ANIMAL & VET PUBLIC HEALTH Total 57,14% CONSUMER SCIENCES Occ 100,00% 80,24% UG 64,33% 72,57% PG CONSUMER SCIENCES Total 64,79% 73,07% ENVIRONMENTAL SCIENCES Occ 60,53% 53,65% 55,82% 53,41% UG 60,31% 43,47% 43,13% 47,14% PG 42,50% 59,28%ENVIRONMENTAL SCIENCES Total 60,37% 42,81% 43,77% 50,18%GEOGRAPHY Occ 56,61% 55,34% 51,68% 56,06% UG 64,04% 58,22% 55,62% 57,23% PG 61,91% 42,78% 36,09% 54,39%GEOGRAPHY Total 63,19% 55,66% 52,71% 56,88%LIFE AND CONSUMER SCIENCES Occ 60,13% 53,37% 49,22% 49,63% UG 60,68% 60,11% 59,22% 63,33% PG 76,70% 55,82% 68,25% 54,71%LIFE AND CONSUMER SCIENCES Total 60,69% 58,95% 57,79% 60,89%College Total 61,96% 52,53% 50,31% 56,66%
![Page 62: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/62.jpg)
HEMIS CAES Success Rate By Race, 2004-7
African Coloured Indian White Total0%
10%
20%
30%
40%
50%
60%
70%
80%
![Page 63: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/63.jpg)
HEMIS CAES Success Rate By Gender,
2004-7
Female Male Total0%
10%
20%
30%
40%
50%
60%
70%
![Page 64: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/64.jpg)
HEMIS CAES Success Rate by Course Level, 2004-7
2004 2005 2006 2007Occasional 59,51% 53,92% 49,68% 51,31%Technikon type UG National Certificate 15,38% 59,05% 42,88% National diploma 46,30% 43,17% 47,79% Btech 33,06% 32,82% 61,49% UG Total 43,48% 41,51% 49,88% PG Mtech 33,33% 66,67%Total 43,19% 41,46% 49,96%University type UG UG Dip/Cert 59,19% 62,36% 68,01% UG Dip/Cert (3 Years) 62,88% 66,84% 46,47% 34,12% Gen Ac 1st B Degree 61,74% 58,40% 54,79% 58,68% Prof 1st B Degree (3 y) 50,01% 67,95% Prof 1st B Degree (4 y) 64,39% 59,00% 62,27% 66,11% UG Total 62,41% 58,64% 56,35% 62,04% PG PG Dip/Cert 88,29% 100,00% 82,76% 77,78% Honours Degree 62,08% 45,03% 40,03% 63,12% Masters Degree 8,86% 30,71% 50,32% 33,10% Doctoral Degree 80,84% 44,64% PG Total 61,40% 41,84% 43,12% 56,61%Total 62,31% 57,11% 54,73% 61,26%College Total 61,96% 52,53% 50,31% 56,66%
![Page 65: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/65.jpg)
College Profile:
4. Publications
![Page 66: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/66.jpg)
CAES Articles, 2005-7
2005 2006 2007 COLLEGE OF AGRICULTURE & ENVIRONMENTAL SCIENCES 4,16 8,08 6,85
School of Agriculture & Life Sciences 0,00 1,00 2,86
Agriculture, Animal Health & Human Ecology 1,00 1,34
Life and Consumer Sciences 1,52
School of Environmental Sciences 3,66 7,08 3,99
Environmental Sciences 3,16 6,08 2,99
Geography 0,50 1,00 1,00
![Page 67: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/67.jpg)
UNISA Articles by College, 2004-7
2004 2005 2006 2007
%
Growth %
Growth %
Growth %
Growth
N 2003-
2004N 2004-
2005N 2005-
2006N 2006-
2007
TOTAL FOR INSTITUTION 470,54 19,16 502,26 6,74 564,70 12,43 522,75 -7,43GRADUATE SCHOOL FOR BUSINESS LEADERSHIP 2,33 21,99 0,33 -85,84 5,67 1618,18 9,47 67,02
ADMINISTRATIVE & SPECIALIST DEPARTMENTS 8,33 233,20 6,08 -27,01 9,84 61,84 22,70 130,69COLLEGE OF ECONOMIC & MANAGEMENT SCIENCES 46,89 65,11 68,76 46,64 72,10 4,86 55,01 -23,70
COLLEGE OF AGRICULTURE, NAT RESOURCES 3,16 316,00 4,16 31,65 8,08 94,23 6,85 -15,22
COLLEGE OF HUMAN SCIENCES 213,64 8,95 249,83 16,94 279,25 11,78 254,90 -8,72COLLEGE OF SCIENCE, ENGINEERING & TECHNOLOGY 30,99 7,57 29,61 -4,45 28,10 -5,10 22,32 -20,57
COLLEGE OF LAW 163,70 20,67 143,49 -12,35 159,16 10,92 149,50 -6,07
![Page 68: Towards a Framework for CAES Planning and Performance Management at Unisa: The Role of BI & IR Presented to CAES College Board 9 April 2009](https://reader031.vdocuments.site/reader031/viewer/2022011717/568168ae550346895ddf643e/html5/thumbnails/68.jpg)
Unisa Rated Researchers by College, 2007
CHS CAES CEMS CLAW CSET ISTE SBL Total
B1 1 1 2
B2 2 1 1 4
B3 1 5 6
C1 2 5 1 8
C2 15 1 1 15 2 34
C3 16 1 2 8 4 1 32
L 3 2 4 1 10
Y 1 1
Y2 1 1 4 6
Total 40 2 4 32 22 1 2 103