Survey of Private Higher Education Institutions

Survey of Private Higher Education Institutions

This report provides insight into private higher education institutions in South Africa. The survey was conducted under the CHE's supervision, and addresses the lack of reliable information on private institutions within the higher education landscape.

About Survey of Private Higher Education Institutions

PowerPoint presentation about 'Survey of Private Higher Education Institutions'. This presentation describes the topic on This report provides insight into private higher education institutions in South Africa. The survey was conducted under the CHE's supervision, and addresses the lack of reliable information on private institutions within the higher education landscape.. The key topics included in this slideshow are private higher education, survey, CHE, South Africa, research,. Download this presentation absolutely free.

Presentation Transcript

1. A r e p o r t o n a s u r v e y o f p r i v a t e h i g h e r e d u c a t i o n i n s t i t u t i o n s c o n d u c t e d u n d e r t h e a u s p i c e s o f t h e C H E

2. Background Early in 2010 the CHE released a Monitor on the state of higher education there is virtually no reference to private higher education Data on private higher education is scarce and unreliable Annual reports Individual research projects CPED work done for NSFAS review Report done for ETDP SETA by Tony Khatle

3. Background Under the auspices of the Monitoring and Advice Directorate of the CHE a working group was constituted at a workshop and a questionnaire was designed and sent to 116 private higher education institutions 94 completed the survey The survey covered: size and shape, qualification areas and levels, research, staffing, resourcing, teaching and learning

4. The survey A report was compiled copies are available The data will be presented by: Size and shape Felicity Coughlan Teaching and Learning Nicolene Murdoch Research Paul Beard Community Engagement Bennie Anderson

6. The respondents INSTITUTIONAL TYPE TOTAL IN THIS CATEGORY AVE % REVENUE EARNED FROM HE FOR PROFIT 61 74 South African 54 76 International owner 7 61 NOT FOR PROFIT 28 39 Community benefit 20 42 Part of international organisation 2 55 In support of other enterprise, e.g. healthcare training. 6 17 OTHER 5 24 94 61

7. Where? Registered addresses sites differ None registered in Free State or Northern Cape 58% in Gauteng 29% in Western Cape 16% in KZN

8. How big? Size Number of students Institutions Very large 5000+ 3 Large 1500 4999 8 Medium 500 1499 18 Small 100 499 38 Very small Less than 100 20

9. Sector students These 94 institutions seem to represent about 95% of private institution enrolments (HE students only) - 84% of institutions but 95% of enrolments Therefore can assume about 88 000 students in private higher education in 2009 ETDP figure suggests 80 000 with an FTE count of 43 000 suggesting many are part time

10. Our students 77 393 students in 2008 and 83 314 in 2009

11. Our students 48% male 52% female Public HE in 2008 was 790 490 and private HE 81 466 (extrapolated) 9.3%

12. Our staff 9438 staff 4898 academics

13. Our academics (n=4898)

14. Academic qualifications (n=4157)

15. Our income 61% from higher education student fees 15% from donations and donors 9% tuition service fees 8% non HE full qualifications 8% short courses

16. Our fees LOWEST HIGHEST Certificate R5 500 R70 000 Under-graduate Diploma R1 500 R52 000 Bachelors Degree R1 500 R53 000 Post-graduate Diploma or Honours Degree R9 000 R52 100 Post-graduate Degree R7 200 R97 500

17. Bursaries 80 of the 94 offer bursaries

18. Knowledge Areas

20. CESM CATEGORIES INSTITUITONS CESM CATEGORIES INSTITUITONS Business, Commerce and Management Sciences 40 Engineering and Engineering Technology 5 Philosophy, Religion and Theology 22 Physical Education, Health Education and Leisure 5 Arts, Visual and Performing 21 Public Administration and Social Services 5 Health Care and Health Sciences 17 Industrial Arts, Trades and Technology 4 Communication 12 Social Sciences and Social Studies 4 Computer Science 10 Law 2 Education 10 Life Sciences and Physical Sciences 2 Psychology 9 Agriculture and Renewable Natural Resources 1 Architecture and Environmental Design 7 Military Sciences 1 Languages, Linguistics and Literature 6

21. Knowledge Areas / CESM Categories 3 of the 22 CESM categories (Home Economics, Libraries and Museums and Mathematical sciences) had no HE programmes No relation between the size of the institutions and the number of knowledge areas

22. Knowledge Areas / CESM Categories Several institutions classified as very small (<500 students) offer programmes in up to 6 CESM categories One institution classified as small (500- 2000 students) offer programmes in 9 CESM categories One of the largest institutions offers all its programmes within a single knowledge category

23. Total Graduate Output (28 797)

25. Graduate Output

26. Graduate Output Postgraduate level increase by 22.8% from 945 in 2008 to 1161 in 2009 Postgraduate students constituted 6.59% of all graduating students in 2008 and 8.02% in 2009

28. While designing the Questionaire, the hypotheses was that research activity would be minimal. Results confirmed this educated guess After 10 years of development given the size and shape of the sector, there are a few pockets of good research of institutions, good researchers and quality outputs Research 2008-2010

29. Research in Private Higher Education Institutions Less than one-third (24 of 94) of all PHEIs are producing research as traditionally understood Just under 50% of (or 43 of 94) PHEIs reported that they undertake research Research collaboration is more likely to take place with public universities than with other private institutions and business/industry, and most likely to be local rather than international

30. Academic staff at institutions which indicated that they undertake research is about five times more likely to be supervising or externally examining research degrees than academic staff at institutions not undertaking research Academic staff at institutions with emphasis on visual arts, design, creative writing, drama and music who stated that they undertake research is about twice as likely to be producing creative and performing art work than staff at institutions not undertaking research

31. Institutions undertaking research indicated that over the reporting period (from January 2008 to November 2010) they had produced: 13 books; 243 journal articles and book chapters; 290 conference papers; and 86 other publications (including book reviews, opinion and positions papers, editorials, theses, reports and contributions to newsletters, newspapers, magazines and exhibition reviews)

32. Of all the Non-South African based journals, about six (6) are health-related, five (5) theology-related and four (4) economics- related. Of all the South African based journals, 20 are theology-related, 10 business management-related and five (5) health- related

33. Of the institutions undertaking research, academics were five times more likely to be supervising higher education degrees or externally examining research degrees

34. Research output by type of publication, 2008-2009

35. Publications NOT SOUTH AFRICAN Journals 45 ISI Indexed 16 IBSS Indexed 2 Books 27 Conference Proceedings 4 SOUTH AFRICAN Journals 55 ISI Indexed 7 IBSS Indexed 3 DHET Approved 24 Books 7 Conference Proceedings 1

36. Many reporting mistakes Not all institutions responded Incomplete information Some information was inaccurate Information was duplicated Information was not formally verified Information placed in wrong categories Incomplete work eg. Work in progress Missing information Output published in in-house training manuals The above places major limitations on the analysis of data Need for capacity building Quality of Data

38. Community Engagement Definition Focus on institutions partnerships (39) In service learning programmes Community research activities Representation on institutional advisory boards

39. Community Engagement Drivers Socially responsive curricula (28 integration across curricula) Service learning (64 including assessment of outcomes) Voluntary community services (including consulting work) Creating alternative forms of knowledge Involvement in applied research activities addressing societal needs

40. Community Engagement Leadership involvement Sustainable community development (27) Long term funding Lobbying input from community representatives Incorporation in mission, vision, dream statements (36) Integral to identity (24) Utilising of own facilities (54)