College of Business and Economics Annual Report 2017 29 effect of an increase for diploma and certificate programmes from 84% to 85%, and an increase for degrees from 83% to 84%. The undergraduate module success rate has been consistently above 83% for the five-year period from 2013. • An average postgraduate graduation rate of 47% was maintained since 2013 with a 3% drop from 2016 to 2017. This was related to growth in postgraduate headcount that has not yet materialised into graduates. The undergraduate graduation rate remained stable at 22%. • The number of graduates in the CBE dropped from 5 221 in 2013 to 5 158 in 2017 (1%) compared to a drop-in enrolment from 20 163 to 19 734 (-2%) over the same period. • When viewed over a five-year period, the CBE total graduation output peaked in 2014 and then continued expectedly on a downward trend. NON-SUBSIDISED ACADEMIC PROGRAMMES There has been substantial growth in both the number of non-subsidised programmes and enrolment over the years. Enrolments have grown by about 50% since 2011, thereby demonstrating the credibility of academic offerings to external markets. A critical success factor in delivering non-subsidised academic programmes is productive three-party agreements. These typically involve UJ, a multinational or parastatal, and a global partner. A good example is the partnership between the Department of Transport and Supply Chain Management, Transnet and the Glasgow Caledonian University in delivering a BSc in Railway Operations. Partnerships also lead to consistent delivery of excellent learning products and services, as well as well-planned articulation into diploma and degree programmes. Employer engagement is essential to ensure the academic relevance of College programmes. College initiatives are especially aimed at exposing students to prospective employers or opportunities for self-employment. The generous contributions of opportunities by private and public-sector organisations to enrich the experience of CBE students are sincerely valued and appreciated. Various non-subsidised continuing education programmes (CEPs) were presented by departments in 2017. If winter schools and pre/postdoctoral qualifications are excluded, then about 55 CEPs were presented in 2017, compared to about 81 in 2016. Note, these are programmes that were presented, based on HEDA registration information. Hence these programmes are not exhaustive in that some may not have been presented. KEY INFORMATION IN RESPECT OF NON-SUBSIDISED PROGRAMMES: • The total enrolment for CEPs in 2017 amounted to 5 858 students, representing a 2% decline from 5 985 in 2016. • If the enrolments in respect of winter schools and pre/ postdoctoral registrations are taken into account, then the total enrolment in non-subsidised academic programmes increased by 1% from 6 083 in 2016 to 6 168 in 2017. • Forty-five of all the non-subsidised programmes presented in 2017 were allocated result codes. There were 1 843 qualifying students in these programmes who were allocated either a P7 (completed) or a P8 (completed with distinction). Given the enrolment of 4 895 students in these programmes for 2017, the percentage of qualifying candidates stood at 38% compared to 43% in 2016 (notwithstanding variations in size, composition and duration of the programmes covered in each of those years). • Total income generated from non-subsidised programmes grew from R77 million in 2013 to R112 million in 2017. GOING FORWARD In coming to its own, the CBE needs to nurture its teaching and learning environment through collective effort, underpinned by a shared vision. The College will always be confronted with the challenge of remaining relevant in a rapidly changing world of business and economics. This implies the need for mechanisms that would allow for continuous reflection and review. Hence, in keeping its hand on the ‘pulse’ of change, the CBE has to find and, if needed, adjust its ‘rhythm’ in responding efficiently and effectively to changing times. This entails some key essentials, such as: continuous reflection and review of programme content and offerings; ensuring a dynamic and skilled academic staff; exploration of new and effective approaches to teaching and learning; sustaining a vibrant teaching and learning environment for an enriching student experience, measures for accelerating student success, and promoting employability of graduates. New Programmes A combination of new contact and online programmes are at various stages of external approval, with DHET, CHE and SAQA. Some of these are at an advanced stage of planning for implementation, as only the SAQA registration numbers are outstanding. Key online programmes include; Master’s in Public Management and Governance, BCom International Accounting, Advanced Diploma in Financial Markets, Advanced Diploma in Logistics, and Advanced Diploma in Transport Management.
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