College of Business and Economics Annual Report 2017 13 PROGRAMME IMPROVEMENTS All UG programmes have been reviewed over the last three years, and improvement plans are being implemented to ensure that programmes are differentiated, employer-oriented and curriculum coherent. We have invested in deepening our understanding of the meaning of “decolonisation” in applications of management science by tapping into the intellectual thrusts found among the leaders of competitive industries, visiting scholars, our students and our research. It is clear that people who honour their indigenous ways of knowing can make original contributions to the body of knowledge. Global business respects and trusts those who are inspired, directed and energised by their cultural heritage. Culture is a determinant of mind-set and, therefore, determines the behaviour required to achieve success, peace, conceptualising futuristic innovations and a sound moral code. Therefore, we argue in favour of a cultural revolution, championed by the people of Africa, aimed at upping our ability to generate new ideas and to combine these with technology. Programme improvement also centres on the impact of the Fourth Industrial Revolution, and, more specifically, on the future of management education in an era of uncertainty. Online learning has fully emerged as a strategic driver, evidenced by the number of universities ramping up online offerings. In 2017, two new online programmes were implemented and a further seven are awaiting national approval. UNDERGRADUATE EMPLOYABILITY The 2017 Undergraduate Employability Survey revealed that respondents were on average 25 years old, with 81% having had part-time jobs during their studies. After graduation, 67% were employed within three months and 93% within 12 months. Employment resulted from student networking opportunities (20%); exposure during work-integrated learning (13%), web applications (10%), and recruitment agencies (9%). Overall, 89% of respondents indicated that a UJ qualification helped them to be employed. MITIGATING THE RISK OF FIRST-YEAR DROPOUT RATE Passing the first year remains a major hurdle for university entrants. Up to 60% of first-year students at South African universities drop out, and of the remaining students, fewer than 50% graduate. The dropout rate of first-year students in the CBE has slowly come down since 2011 to 21% in 2017. Initiatives have included a First Year Seminar, a peer mentoring programme, substantial tutoring, and intensive revision sessions. Peer Mentors
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