“Enrolment Planning, Funding and Sustaining Quality
ODL Provisioning”
Critical Contributions to the Revisions of the Funding
Framework
Strategic and Pragmatic Considerations – The Unisa Case Study
22 June 2011
Presented by: Ms Liana Griesel
Policies and regulations –
Rules of the game
The emphasis on planning is informed by the fact that if the higher education
system is to respond to the national development agenda in terms of access,
redress and human resource development needs, the size and shape of the system
cannot be left to the vagaries of the market, in particular, uncoordinated
institutional decisions on student enrolments and programme offerings.
The higher education system therefore needs to be steered to meet national goals
and priorities through a combination of instruments, namely, planning, funding
and quality assurance.
The size and shape of the higher education system must be determined in the
context of the available resources if the quality and sustainability of the system is
not to be compromised.
2
HIGHER EDUCATION SYSTEM
STRATEGIC PRIORITY:
A SKILLED AND CAPABLE WORKFORCE TO SUPPORT AN
INCLUSIVE GROWTH PATH THROUGH
Planning
QA
Same planning
principles
Same quality criteria
Funding
Differentiated funding
Universities not producing enough appropriately skilled and qualified people in disciplines central to social and
economic development
Data indicates that graduation rates are a key problem to achieving targets.
Institutions have limited capacity to absorb more students and to respond to needs
The number of people involved in research, knowledge production and innovation is low
New generation of academics must be created
Amongst other actions:
Improve access and articulation in a differentiated system
Planning
DIMENSIONS
Enrolment
planning
Enrolment
statement
ODL
QA
Contact
Dimension
Planning
Enrolment
tables
PROCESS/CRITERIA
Strategic planning, prioritisation
and target-setting , enrolment
planning - and allocation of
responsibilities
Academic planning – PQM,
Management of the quality of
teaching and learning
Institutional
discussions
Submission
Carrying capacity and staffing
DHET approval
Resource allocation
Design and
Development
Programme development,
management and review
Funding
ODL
Contact
Dimension
ODL
Contact
MTEF
Enrolment projections - TIU
Teaching
input
Undergraduate
Honors
50%
100%
Master Doctoral
100%
100%
Teaching
output
Different Norms
Research
Different Norms
Programme management
Programme design and
approval
Programme review
Delivery
Registration, RPL
Enrolment management
Student Support
Student assessment
Certification
Cost Based
4
Funding
CESM categories:
CESM categories:
group
Current
2012/13
1
07 Education
07 Education
13 Law
12 Law
14 Librarianship
18 Psychology
20 Psychology
19 Public Administration and Services
21 Social Services/Public Administration
2
3
04 Business/Commerce
04 Business, Economics and Management Studies
05 Communication
05 Communication and Journalism
06 Computer Sciences
06 Computer and Information Sciences
12 Languages
11 Languages, Linguistics and Literature
18 Philosophy/Religion
17 Philosophy, Religion and Theology
22 Social Sciences
20 Social Sciences
02 Architecture/Planning
02 Architecture and Build Environment
08 Engineering
08 Engineering
10 Home Economics
10 Family Ecology and Consumer Sciences
11 Industrial Arts
15 Mathematics and Statistics
16 Mathematical Sciences
19 Physical Education
4
01 Agriculture
01 Agriculture and Agricultural Operations
03 Fine and Performing Arts
03 Visual and Performing Arts
09 Health Sciences
09 Health Professions and related Clinical Sciences
15 Life and Physical Sciences
13 Life Sciences,
14 Physical Sciences
5
Funding group
1
1
2
Undergraduate
Honours
Masters
Doctoral
1
2
3
4
1
2
3
4
1.5
1.5
3
4.5
6
3
2.5
2.5
5
7.5
10
4
3.5
3.5
7
10.5
14
Funding group
Undergraduate
Honours
Masters
Doctoral
1
2
3
4
1
1
0.5
1
3
4
2
1.5
0.75
1.5
4.5
6
3
2.5
1.25
2.5
7.5
10
4
3.5
1.75
3.5
10.5
14
Same grid for ODL and contact
We all contribute to all 20 CESM and
183 Sub CESM
6
DOES THE SYSTEM MAKE ADEQUATE PROVISION FOR PROPER
SYNCHRONISATION AND ALIGNMENT AT ALL HE INSTITUTIONS
Planning
Social mandate
QA
Process
Funding
Internal funding
Maintaining wide and equitable but not unlimited
access, in fulfilment of the social mandate which
underlies our identity, character and role as an ODL
institution.
Strategic planning, target setting and
allocation of resources
Academic core processes
Primary support processes
Secondary support process
Strategic initiatives
Staffing
Student funding
Ensuring the quality and effectiveness of teaching
and learning, through innovation and renewal of ODL
support and delivery systems
Academic planning – PQM,
Management of the quality of teaching
and learning
Programmes design and review
Academic core processes
Strategic initiatives
Improving student success and throughput rates and
the quality of our teaching, learning, counselling and
other support activities.
Programme Development
Programme Design
Student support - Financial aid
Assessment
Development cost with an acceptable ODL time frame
Technology enhanced solutions
Ensuring the relevance of our outputs in relation to
the developmental needs of our society in the
context of globalisation and the new knowledge
economy
Academic planning – PQM
Strategic initiatives
7
Institutional synchronization with the
three steering mechanisms
Planning
QA
Funding
Value proposition to students:
ACCESSIBLE, FLEXIBLE, AND GLOBALLY RECOGNIZED
Vision, Mission and
Objectives
Processes, Policies,
Procedures,
Structures, Systems,
People, Technology,
Culture and Climate
Desired level of
outputs
8
Institutional synchronization with the
three steering mechanisms
Income translates into
cost
Architecture
Strategic planning, prioritisation and target-setting
, enrolment planning - and allocation of
responsibilities
1.
2.
3.
4.
Funding:
Subsidy
Student fees
Third stream
Income
Investment
Income
Academic planning – PQM, Management of the
quality of teaching and learning
Carrying capacity and staffing
Resource allocation
Programme development, management and
review
Programme management
Programme design and approval
Student:
1. Affordable
2. Accessible
3. Globally
recognized
Value for money
Programme review
Registration, RPL
Enrolment management
Student Support
Student assessment
Certification
9
Hence financial penalties
R 180,000,000.00
R 160,000,000.00
R 140,000,000.00
R 120,000,000.00
R 100,000,000.00
R 80,000,000.00
R 60,000,000.00
R 40,000,000.00
R 20,000,000.00
R 0.00
2007
Financial penalty R 31,413,478.6
2008
R 63,015,737.7
2009
R 77,877,005.2
2010
R 169,339,999.
2011
R 129,014,417.
Financial penalty
2007
2008
2009
Unfunded subsidy component
Student fee inciome
Actaul loss in income
R 32,481,960.61
R 8,334,158.91
R 24,147,801.70
R 64,990,770.73
R 17,624,658.97
R 47,366,111.76
R 79,936,738.68
R 21,541,394.43
R 58,395,344.25
R 173,236,209.24
R 49,400,632.82
R 123,835,576.43
R 131,288,275.11
R 36,786,870.99
R 94,501,404.12
Cost for carrying the students
R 7,265,677.00
R 15,649,625.96
R 19,481,661.02
R 45,504,422.94
R 34,513,013.23
R 31,413,478.69
R 63,015,737.72
R 77,877,005.27
R 169,339,999.36
R 129,014,417.35
Financial penalty
2010
2011
10
Enrolment planning the process vs
enrolment management
Enrolment planning - DHET
• The enrolment planning exercise will involve the Department developing broad national
and institutional enrolment projections indicating the student numbers that the
Department will consider funding. The enrolment planning projections will be developed
on the basis of (a) the goals and targets set in the National Plan for Higher Education; (b)
the various projections contained in this Ministerial Statement, and (c) institutional
student input and output data.
• Enrolment planning is about consciously shaping the university’s future by focusing on the
size and composition of the student body and the student experience in the academic,
intellectual, social, and cultural life of the institution. As such, enrolment planning is a key
touchstone in any effort to integrate planning across the various colleges and
administrative units
Enrolment management – Combination of a number of institutional definitions
• Enrolment management can be viewed as a synergistic organizational concept that can
be used to link several administrative functions within a college or university in order to
optimize institutional enrolment goals
11
Enrolment planning the process vs enrolment
management
Strategic Enrolment Management is a comprehensive approach to integrating
all of the University’s programs, practices, policies, and planning related to
achieving the optimal recruitment, retention, and graduation of students with
“optimal” defined by the mission, academic vision, and strategic plan of the
institution. Enrolment management becomes Strategic Enrolment Management
when it actively integrates planning, strategies and structures
Just like overall strategic planning, strategic enrolment management starts
with the institution’s mission. This will serve as the beginning and end of the
focus for this strategic enrolment management planning guide.
12
General consensus
• Balance between numbers and strategic
intent
It should serve as a guidepost for our future growth –
whether we hit it exactly, fall somewhat short or slightly
higher, is moot. What does matter is that we settle on a
general indication of the overall size of our university
Roles and Responsibilities
Organizational Models
•
The literature on enrolment management often addresses different administrative
approaches for organizing enrolment management efforts.
•
•
•
The enrolment management coordinator.
The enrolment management matrix.
The enrolment management division.
•
There is little empirical evidence to indicate that any particular organizational approach is
inherently better than another. Most experienced enrolment managers place more
emphasis on strong working relationships with other key administrators on campus than
on advocating for a specific organizational model. Another recurring theme is the need for
a senior campus administrator, such as the president or provost, to provide visible and
consistent support for the institution's enrolment management efforts. In colleges and
universities of all sizes, support from the top appears to be more important than a specific
administrative structure established to manage enrolments.
Given the current pressures on institutions to maximize revenue, and the attention being
given to the characteristics of enrolled students, enrolment management is likely to
remain an important administrative focus at most colleges and universities.
•
Unisa’s enrolment planning and management
framework
Enrolment Planning
•Setting College targets
•Finalise enrolment plan
•Monitor enrolment targets in line
with College and DHET approved
targets
Financial planning
•Cost management,
•Fee projections and
•Subsidy and fee projections per
funding level to determine the impact
of unfunded students
Student access and retention
framework
•Student tracking system
•Profiling of student activity
•Counseling
•Identify at risk students
•Course load management
Capacity Planning
•Determine the academic human
resource needs per department;
•Space requirements;
•Targets for Registration, Print
Production, Despatch
Admission policy and
requirements
•Determine policy and legislation
aligned ODL admission criteria
•Conduct pre-registration
applications
•Manage accurate enrolments to
mediate systemic impacts
15
Synergistic organizational concept
Recognize all the elements of enrolment planning and management and coordinate the
linkages
Best practice –
Enrolment Planning and Management
Enrolment
approach
What do we
have in
place?
Decline, sustain, selective growth, targeted growth, overall growth
Clear enrolment goals are established based on institutional capacity and the
institution’s strategic plan, and not simply on the student profile or revenue
Generation
Targets and
Quotas
(Shape and
Size)
Graduates
Undergraduates
Postgraduate
International students
Unclassified students “ Open Studies”
Other factors Demographics Market and competition
Aim - Precise as possible with respect to the size and composition of the student body
and the time frame in which the targets are to be met
Adopt an
admissions
policy
Ensure that the student body is comprised of the best students by increasing the
admission average of direct entry programs while providing alternative means for entry
for students who do not meet the stated level of academic achievement
16
Retention and
throughput strategies
The student experience is far more than student numbers and enrolment projections. Planning
properly and carefully for enrolment should be a critical part of any university’s planning, but,
should not be the final goal. The quality of the student experience throughout their tenure at a
university should be of equal, if not greater, importance to both the student and the institution.
To manage enrolments more effectively, Universities must develop a better understanding of its
retention, persistence, and degree completion patterns and rates, as well as of the key factors
that contribute to student attrition
Relevant product range
Appropriate academic programs are maintained that prepare students for the
careers of the future while sustaining mission appropriate offerings
Institutional efficiency
and effectiveness
More effective and efficient service to students
Implementation
The development of a comprehensive implementation strategy will involve the identification of
areas of synergy and priority between enrolment planning and management. This include
faculty recruitment and resource deployment
Recruitment of faculty
Recruitment of students
Financial planning
Financial aid
Retention initiatives
College plans
Student residence
Admission and recruitment policies
Communication of progress
Monitoring and changes to the enrolment plan
17
STRATEGIC CHALLENGES ARISING FROM
ENROLMENT PLANNING
• Unfunded students
• Enrolment planning targeted on headcounts
and not weighted FTE students
• Open Admission Policy
• Increased demand
• Exceeding the rate for active students
18
Consultation agenda
Submissions
2005
2006
2007
2008
2009
2010
2011
2012
2013
Headcount enrolment submission 30 October 2009
207,931
227,539
239,380
261,927
257,071
269,731
282,987
297,028
311,814
Headcount enrolment submission 29 October 2010
207,931
227,539
239,380
261,927
263,559
292,464
304,741
328,259
354,294
-6,488
-22,733
-21,754
-31,231
-42,480
Difference in submssions
450,000
400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
2016
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
-
Headcount enrolment submission 30 October 2009
Headcount enrolment submission 29 October 2010
Linear (Headcount enrolment submission 30 October 2009)
Linear (Headcount enrolment submission 29 October 2010)
19
Carrying Capacity Planning
•
•
•
•
•
•
•
ACHRAM;
Regions, Space
Financial Planning
ICT systems
Registrations
Production, Despacth
Assignments and Student Administration
20
Academic carrying capacity up to 2013 to provide
quality products and services for 354000 headcount
students
COLLEGE
COLLEGE OF AGRICULTURE AND
ENVIRONMENTAL SCIENCES
COLLEGE OF ECONOMIC AND
MANAGEMENT SCIENCES
DEPARTMENT
AGRIC, ANIM HEAL & HUMAN ECO
ENVIRONMENTAL SCIENCES
GEOGRAPHY
LIFE AND CONSUMER SCIENCES
TOTAL
DEAN'S FUND for College
TOTAL COST UNITS WITHOUT TUTORS
TUTORS for College
TOTAL COST UNITS FOR COLLEGE WITH TUTORS
AUDITING
BUSINESS MANAGEMENT & ENTREP
DECISION SCIENCES
ECONOMICS
FINAN & RISK MNGMT, & BANK
FINANCIAL ACCOUNTING
HUMAN RESOURCE MANAGEMENT
INDUST & ORG PSYCHOLOGY
MANAGEMENT ACCOUNTING
MARKETING AND RETAIL
PUBLIC ADMINISTRATION
TAXATION
TRANSPORT ECON, LOG.&TOURISM
TOTAL
DEAN'S FUND for College
TOTAL COST UNITS WITHOUT TUTORS
TUTORS for College
TOTAL COST UNITS FOR COLLEGE WITH TUTORS
2010
18.87
27.92
15.55
16.61
78.95
7.89
86.84
1.13
87.97
61.25
191.71
38.92
81.17
51.19
131.92
67.26
49.53
80.79
52.10
59.84
40.31
21.77
927.77
92.78
1,020.54
29.96
1,050.50
2011
20.53
33.16
15.23
17.37
86.29
8.63
94.92
1.57
96.49
55.63
169.94
32.96
66.05
38.48
118.17
67.15
43.70
81.35
49.24
48.60
44.81
17.69
833.77
83.38
917.15
32.63
949.78
2012
22.96
35.43
15.92
17.82
92.13
9.21
101.35
3.14
104.49
56.42
172.23
32.50
66.41
38.38
118.40
68.67
44.30
81.90
49.75
49.53
45.74
17.79
842.02
84.20
926.22
65.27
991.50
2013
25.62
37.83
16.54
18.18
98.17
9.82
107.99
4.71
112.69
56.75
172.29
31.79
65.95
37.85
117.53
69.50
44.50
81.73
49.71
50.09
46.33
17.72
841.76
84.18
925.94
97.90
1,023.84
21
Carrying capacity for ODL
Based on ODL norms
Performance based on teaching outputs
and research outputs
Staff profile for ODL
Course Code
Cost units allocated for
2011
AUD2M1W
AUD2M2W
0.912
0.926
AUE201L
5.374
AUE202M
5.121
AUE301P
4.181
AUE302Q
3.961
AUE303R
3.393
AUE304S
3.070
AUI2016
0.688
AUI302B
0.500
AUI303C
AUI305E
DIPAC49
0.234
0.595
4.536
22
Current ODL norms for delivery
Funding Group 1
Funding Group 2
Funding Group 3
Funding Group 4
1125 course enrolments
750 course enrolments
450 course enrolments
321.43 course enrolments
1125 course enrolments
750 course enrolments
450 course enrolments
321.43 course enrolments
diplomas
750 course enrolments
500 course enrolments
300 course enrolments
214.29 course enrolments
Honours
450 course enrolments
300 course enrolments
180 course enrolments
128.57 course enrolments
Coursework master’s
450 course enrolments
300 course enrolments
180 course enrolments
128.57 course enrolments
Research master’s
22.5 registered students
15 registered students
9 registered students
6.43 registered students
15 registered students
10 registered students
6 registered students
4.29 registered students
Access courses
Undergraduate study
units
Postgraduate
Doctorate
23
Proposed targets 2011 to 2013
Planned/expected enrolment
Average annual
Actuals 2009
increase: 2004-
Provisional 2010
2009
2012
increase: 2004-
2013
2013
292,464
304,741
328,259
354,294
59.72%
60.38%
62.00%
63.00%
64.00%
8.60%
9.46%
9.00%
9.25%
9.50%
Headcount enrolments
263,559
Success rate
Throughput rate
2011
Average annual
4.18%
5.56%
Headcount enrolments by major field of study

SET
28,529
4.61%
31,657
35,045
39,391
44,287
7.36%

BUS
108,286
1.02%
120,162
121,897
131,304
141,718
3.35%

EDU
43,175
10.96%
47,910
51,806
55,804
62,002
10.36%

HS
83,569
5.86%
92,735
95,994
101,760
106,288
5.99%
Headcount enrolments by qualification type

Undergraduate
220,347
3.99%
245,766
254,778
274,439
296,206
5.45%

Postgraduate
23,562
7.39%
25,450
27,244
29,346
31,674
7.51%

Masters
4,711
-3.05%
4,701
5,447
5,867
6,333
0.75%

Doctors
754
-3.05%
726
872
939
1,014
1.11%

Occasional
14,185
6.44%
15,821
16,401
17,667
19,068
6.93%
136,107.59
5.02%
150,961.64
158,465.7
170,694.91
184,233.03
6.21%
81,287.45
7.45%
91,152.09
98,248.73
107,537.80
117,909.14
8.36%
22,675
7.69%
27,681
27,427
30,364
33,658
8.76%
4,410
0.51%
4,321
4,773
4,860
5,090
5,044.973
0.20%
5,359.424
5,437.660
5,502.780
5,697.195
1.34%
Publication Units
620
3.19%
640
700
780
850
5.17%
Masters graduates
120
-2.04%
121
145
167
187
3.24%
Doctoral graduates
71
-4.74%
74
80
86
101
240.61%
811
-2.33%
835
925
1,033
1,138
1.99%
FTE enrolments
FTE Degree credits
Graduates
Permanent Staff: Headcount
Staff FTE
Total Research Outputs
1.76%
In conclusion
At the centre of enrolment management is the
Enrolment Plan. An Enrolment Plan is a
comprehensive framework that outlines goals
for the size and composition of the student
body, the academic experience of students,
and the support system they can expect.
25
Thank you