College of Business and Economics | Annual Report 2022 24 2022. This meant the delivery of just over 500 (first semester and year) modules in close to 140 mainstream programmes to a population of over 18 000 students across the College through a combination of in-person and online engagements, involving in-person (on-campus) student attendance on a rotational basis (to comply with the Covid-19 protocol on venue utilisation). Fortunately, this did not impact much on the postgraduate domain due to smaller student numbers and research modules involving supervision of dissertations and theses. Arrangements had to be made, particularly for undergraduate modules. The CBE is a multifaceted ecosystem consisting of six schools through which 12 departments present modules in different disciplines that vary in terms of theory, quantitative content, practical work, teaching pedagogy, assessment and learning activities. Given this complexity, the hybrid approach to teaching and learning placed an enormous burden on academic staff in ensuring a well-coordinated effort to a smooth and timely completion of the academic period. Unfortunately, despite the painstaking effort of staff, poor student attendance and inadequate engagement in learning activities resulted in lessthan-desirable student performance in the first semester of 2022. This led to several meetings with various stakeholders and focus group discussions to understand why students did not engage adequately with their learning environment. Although departments were sensitised to the multiple issues raised by staff and students, various factors remained outside the College’s control. Despite ongoing initiatives to improve student performance, the end-of-year results were still below expectations. ENROLMENT AND STUDENT PROFILE Total headcount enrolment in subsidised programmes stood at 18 228 students in 2022, representing 99,4% of the planned target and reflecting nearly half a percent growth from 2021. A decline at an annual average rate of 0,8% is evident over the five years from 2018 to 2022. The trend in enrolment is mainly in line with the institutional enrolment plan for subsidised programmes. If the 7 851 students in non-formal programmes are considered, then the CBE’s total enrolment would have been just over 26 000 students in 2022. The following are some key observations relating to student enrolment and profile: • Undergraduate (UG) headcount enrolment at 15 138 students represented 99,6% of the planned 2022 target and grew by 0,5% from 2021. There was an annual average decline of 1,3% over the five years from 2018 to 2022. • Postgraduate (PG) headcount enrolment at 3 090 students represented 98,3% of the planned 2022 target and grew by 0,3% from 2021. There was an annual average increase of 1,7% over the five years from 2018 to 2022. • The relative shares of PG and UG students to total enrolment were virtually the same in 2021 and 2022 at 83% (UG) and 17% (PG). There has been a noticeable increase in the proportion of PG students over the five years, from 15% in 2018 to 17% in 2022. • First-time-entering undergraduate enrolment was recorded at 4 021 students in 2022, representing 98,1% of the planned target, compared to 98,8% in 2021. • The proportion of UG first-time-entering students with admission point scores (APS) of 35 or more (excluding Life Orientation) increased from 21,8% in 2021 to 33,5% in 2022. • The proportion of UG first-time-entering students from the lowest South African quintile schools (quintiles 1 and 2) increased from 26% in 2021 to 29,4% in 2022. • The proportion of UG first-time-entering students from high-performing South African quintile schools (quintile 5) dropped from 35,6% in 2021 to 29,5% in 2022. • International enrolment stood at 1 362 students in 2022, representing 98,2% of the planned target and 7,5% of total enrolment. There was a decrease of 4,4% from 2021, as well an annual average decline of 0,6% over the last five years. International UG enrolment in 2022 was 96,1% (966) of the planned target and declined by 5,4% from 2021. International PG enrolment in 2022 was at 103,7% (396) of the planned target and dropped by 1,7% from 2021. STUDENT ACCESS, SUCCESS, AND SUPPORT As indicated above, the CBE provides opportunities for just over 26 000 students for some form of higher education through formal (subsidised) and non-formal (non-subsidised) academic programmes. Considering subsidised programmes, the CBE catered for approximately 37% of the total UJ enrolment in 2022. Alternative entry and articulation opportunities are critical to the CBE in broadening access to higher education. To this end, the CBE enables many students to enter university or to articulate higher qualifications via extended programmes, bridging programmes,
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