College of Business and Economics | Annual Report 2021 29 ENROLMENT AND STUDENT PROFILE • Total enrolment in subsidised programmes stood at 18 205 students in 2021, reflecting a growth of 3,2% from 2020. However, when considered over the five-year period from 2017 to 2021, there was a decline at an annual average rate of 1,9%. This was a deliberate reduction over time, in line with the institutional enrolment plan for subsidised programmes. If non-subsidised or continuing education programmes (CEPs) are considered, then total enrolment was recorded at close to 25 500 students in 2021. The following are some key observations relating to student enrolment and profile: • Undergraduate (UG) enrolment increased by 1,7% from 14 806 students in 2020 to 15 063 in 2021, while postgraduate (PG) enrolment increased by 10,9% from 2 834 to 3 142 students over the same period. • The relative shares of PG and UG students to total enrolment were 83% (UG) and 17% (PG) in 2021. The favourable trend in the proportion of PG students to total enrolment is evident over the five years since 2017 when it stood at 14%. • International student enrolment, which increased steadily from 2017 to 2020, declined by 1,4% in 2021. As a proportion of total enrolment, international student intake fell from 8,13% (1 432) in 2020 to 7,76% (1 412) in 2021. Undergraduate students who account for the bulk of international enrolment, was recorded at 71,5% (1 009) of total international enrolment in 2021. • A significant increase was recorded in the proportion of the first-year intake with admission points scores (APS) of 35% or more, from 15% in 2020 to 22% in 2021. • The percentage of first-year students from Quintile 1 and 2 (under-resourced) schools remained unchanged at 28%. Furthermore, close to 40% of the students are NSFAS bursary holders. STUDENT ACCESS AND SUCCESS AND SUPPORT The CBE remains committed to providing access to quality education in the field of business and economics, which entails maintaining an enabling learning and teaching environment aimed at student success. Apart from the normal access routes into mainstream programmes, the CBE provides alternative access for those who do not meet minimum admission requirements. These mainly include extended degrees, extended diplomas, bridging programmes, short learning programmes and recognition of prior learning. The extended programmes include significant foundational provision aimed at preparing students for studies in mainstream modules. The overall learning experience is of fundamental importance when creating and maintaining an environment conducive to student success. The CBE, through its schools and departments, engage in several measures aimed at providing a holistic learning experience for students. Key measures, aimed largely at UG students, include: • Participation in institutional initiatives that focus on first-year and senior student experience. • Participation in the institutional Integrated Student Success Initiative, which focuses on priority modules. • Effective use of operational and strategic tutor funding. • Participation in the UJ-funded e-textbooks initiative for undergraduate students. • A CBE Student Peer Mentoring Programme, aimed at supporting first-year students to transition into a university environment. • A Student Personal Development Programme, piloted in 2021 for full implementation in 2022. • The provision of work-integrated education (WIE) in programmes with a strong practical orientation, such as marketing, tourism and hospitality, accounting, and business management. • Various school/departmental initiatives for top performing students who are members of the UJenius Club. • A range of school/departmental-driven in-person and online support initiatives. With teaching and learning taking place in an online-remote setting in 2021, much of the additional academic support in 2021 was provided through online platforms, such as Blackboard (the UJ learning management system), WhatsApp and Google Classroom. It was therefore important to ensure that students were actively engaged in online learning activities. Blackboard student activity reports were provided regularly by the Centre for Academic Technologies (CAT). These reports were then used to engage the CBE schools and departments to identify modules with relatively low student activity and to address appropriately.
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