UNIVERSITY OF SOUTH AFRICA

Report: Monitoring the Implementation of Semesterisation

January 2011

Contents
1 2 Background.............................................................................................................................. 1 Measures to improve implementation of semesterisation ........................................................ 1 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Notional hours................................................................................................................... 1 Academic Planning Calendar ............................................................................................ 2 Feedback on assessments ............................................................................................... 2 Delivery of tutorial matter .................................................................................................. 2 Alternative assessments ................................................................................................... 2 Registration periods .......................................................................................................... 3 Course success rates ....................................................................................................... 3

ANNEXURE A: COLLEGE OF AGRICULTURE AND ENVIRONMENTAL SCIENCES ............... 4 ANNEXURE B: COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES ......................... 7 ANNEXURE C: COLLEGE OF HUMAN SCIENCES ................................................................. 10 ANNEXURE D: COLLEGE OF LAW .......................................................................................... 34 ANNEXURE E: COLLEGE OF SCIENCE, ENGINEERING & TECHNOLOGY .......................... 44 ANNEXURE F: DEPARTMENT INFORMATION AND STRATEGIC ANALYSIS ....................... 55 ANNEXURE G: STUDY MATERIAL, PRINT, PRODUCTION AND DELIVERY ........................ 62

Background

At the beginning of 2008 Council approved the following tuition delivery model:
Unisa offers a limited number of modules, all 12 credits at undergraduate level. In keeping with its comprehensive nature, it offers WIL and practical work. The system is kept simple so as not to confuse students but rather allow them to focus on learning. All activities are restricted to specific time blocks. Semesters are initially 15 weeks and later extended to 17 weeks. The tuition period is preceded by 5 weeks registrations and followed by 5 weeks of examinations. It is a baseline semester delivery period but exceptions are allowed according to strict criteria. Senate approval is required to offer a module in terms of the exception. Learning options are creatively designed to meet the time demands and is staggered into modules and levels. Examinations are written with 3 sessions of 2 hours each a day. The same number of assignments is set for each module with the best two marks contributing to the year mark. At registration, all students are linked to a tutor for advice, tutorials and the marking of assignments.

One of the goals in the Senate approved ODL implementation plan is to advance open learning by continually monitoring the implementation of semesterisation. A semester system plays a crucial role in providing students with greater flexibility in planning their studies but the shorter tuition periods require academic and support departments to function opimally. The Colleges and the various support departments were therefore requested to reflect on the Council approved tuition delivery model and to consider the following two questions: 1. What specific steps did your section take to implement semesterisation. For example, how were the number of modules at undergraduate level limited and which steps were taken to ensure that all undergraduate modules are 12 credits? 2. What measures can be taken to improve the implementation of semesterisation? Various reports were received from the Colleges and support departments and these are attached in the annexures. From the reports it is clear that much has been done to implement the semester system but that there are still areas requiring improvement. What also became apparent is that many of the initiatives flowing from ODL plan are likely to result in an improved semester system. A number of recommendations are made below to improve the implementation of the semester system

2
2.1

Measures to improve implementation of semesterisation

Notional hours

A number of colleges used semesterisation in conjunction with the development of a new PQM as an opportunity to recurriculate their qualifications. In a number of instances the modules were recurriculated to ensure that these were 12 credits which required a reconsideration of the activities which constituted the notional hours. The exercise to ensure that all modules are 12 credits was clearly not done with the same rigour across all the colleges and in some instances it is apparent that it was accepted that since modules were already offered in a semester system these were 12 credits. One of the determining factors in a successful semester system is to ensure that the credit value is not exceeded. Recommendation: All the colleges do a sample audit of modules which are offered in the semester system to determine the extent to which the modules meet the 12 credit requirement. 1

The outcome of the audit must be reported to the Senate Tuition and Learner Support Committee and be accompanied by a plan to ensure that the 12 credit requirement for all undergraduate modules is met.

2.2

Academic Planning Calendar

The semester currently consists of 5 weeks registration, 15 weeks tuition and 5 weeks examinations. A number of activities need to occur in the 20 week semester and the academic planning calendar must be scheduled to optimise the time allowed for all the activities to be executed. Recommendation: The academic planning calendar must ensure that the best possible time allocation is made for the execution of the various activities in the semester system.

2.3

Feedback on assessments

The need to provide students with feedback on assignments has been identified as an important driver. It is reported that in the semester system feedback on assignments often reaches the students late and is therefore not of much use. Recommendation: In the interim the provision of generic comments on assignments may provide students with some feedback. Generic comments do not replace individualised feedback but it will ensure that students receive some feedback. Recommendation: The online submission of assignments must be encouraged provided that feedback must also be provided on-line. The project to roll out on-screen marking and to return marked assignments online, must be prioritised.

2.4

Delivery of tutorial matter

In a semester system it is crucial that students receive tutorial material in time. In the current system it still happens that students do not receive printed tutorial matter in time. There are various reason for this, for example, late submission of study material by academics, delays in scheduling and printing, postal strikes, etc. Recommendation: The chain for the delivery of study material, from the time it is written until it is delivered to the student, must be evaluated to determine its functionality in the semester system. Recommendation: Students should receive an sms when they register indicating that all their tutorial material is available on myUnisa, with the link to the web site. In addition, students who, for whatever reason, do not receive their final tutorial letters before their exam dates should be identified, alerted through an sms of the fact, and informed that their material is available online. The message should include a reference to the relevant address.

2.5

Alternative assessments

In general, there is an over-reliance on summative assessment and examinations in the semester system. The predominant use of venue based examination impacts negatively on support 2

departments and inevitably on delivery for the institution as a whole. Inevitably semesterisation is also affected. Recommendation: Alternative assessment methods have been identified as part of the ODL implementation plan but as yet very few of these assessments are used. A concerted effort must be made to make greater use of alternative assessment methods with the process commencing in postgraduate studies.

2.6

Registration periods

A five week registration period currently precedes the 15 week semester system. The large numbers of students which are registered during the registration period place a strain on the system and in some cases students receive study material at a late stage. Recommendation: A possibility of allowing continuous registration should be investigated. Students should be allowed to register and receive materials at any time but those registering after the cut-off date of the specific semester will only be assessed in the next semester, that is, submit assignments during the next semester period and sit the examination in the next semester. Materials for the following semester are dispatched automatically towards the end of the previous semester. This can add several weeks to the study time available for a particular semester.

2.7

Course success rates

Course success rates represent the primary performance measure in evaluating the impact of semesterisation and it seems that semesterisation has not impacted negatively on course success rates. Since semesterisation has commenced degree credit success rates have increased but this is not only the result of semesterisation. In evaluating the impact of semesterisation, a full evaluation will need to draw from other qualitative and quantitative sources. Recommendation: Staff and student satisfaction surveys must be used to provide insights into the strengths and shortcomings of the semesterisation process at Unisa.

ANNEXURE A: COLLEGE OF AGRICULTURE AND ENVIRONMENTAL SCIENCES

Implementation of semesterization
The College of Agriculture and Environmental Sciences semesterization plan is intricately tied to our new PQM and alignment to the HEQF and is laid out in the PQM submission of the September 2007 College Board report as presented to Senate in November 2007. Each year the college records progress and updates this submission as times and dates of submission change for various reasons. In brief the semesterization was co-ordinate at college level and is being implemented per department. There were 3 methods of alignment to the new HEQF and implementing semesterization. The first was the 12 credit (or less) modules that could be immediately aligned and these were semesterised from 2009, from first year onwards; simultaneous to this was identifying practical modules (of 12 credits) that would be year modules due to logical and practical considerations. The second method was revising current 12 credit (or less) modules that required revision to be semesterised either due to HEQF alignment or curriculum revision, these were revised and semesterised from 2009. Finally, the qualifications which consisted of modules that had greater than 12 credits per module were also those qualifications that were non- HEQF aligned and were completely recurriiculated and semesterization will be implemented with the new PQM. The latter will be implemented from 2012. The original implementation was scheduled for 2011 and delay has been caused through delay in HEQF submissions as well as capacity issues. These modules comprised at least 50% of the curriculum. The reduction of modules offered was undertaken in the same process and a college decision to implement fixed curricula for qualifications and majors has been instrumental in reducing electives. This is has been informed by creating a coherent curriculum to achieve qualification outcomes. In summary on a departmental basis the semesterization progressed is documented in brief, the details are clearly given the CESM 2011 information supplied to Mr George earlier this month. The Department of Geographys modules were all 12 credit modules and only the first level modules were offered as year modules. These first year modules were rewritten and are offered as semester modules since 2009. All modules are thus semester modules. Similarly, the numbers of modules have been reduced to offer a major in geography in the B.Sc. and B.A. qualifications that make sound academic sense. The B.A. Environmental management and B.Sc. Environmental management similarly have been designed with existing modules from geography and existing modules from other departments with a minimum of electives to create a coherent qualification. The department of Environmental Sciences offers service modules at undergraduate level to agriculture and the B.Sc. and these are all semesterised or are offered as year modules with Senate approval due to practical considerations. Those modules that are less than 12 credits will be phased out with 12 credit semester modules being introduced with the new curriculum. Modules specifically in soil science have been reduced by offering modules across qualifications, for example in the national Diploma in horticulture and the B.Sc. (Agriculture). The undergraduate diplomas in Nature Conservation and Ornamental Horticulture will be semesterised with the implementation of the new PQM in 2012. These have been designed as whole qualifications with few electives and with the sharing of common modules across qualification within and external to the department. 4

The department of Agriculture, Animal Health and Human Ecology offers both undergraduate degrees and diplomas. The undergraduate degrees in Human ecology had very few students and has been discontinued as of 2010. Furthermore to improve throughput and facilitate teaching out processes there has been a reduction in the number of modules and electives. Students are able to carry credits of existing modules to complete the programmes. The current B.Sc. Agric consists of modules that are less than 12 credits. This has been semesterised with the modules that are practical modules being offered as tear modules. The new curriculum that is aligned to the HEQF consists of 12 credit modules that will be offered as semester modules except where practical modules are involved. It must be remembered that as a college we emphasised the seasonality of our discipline as well as the partnerships required to deliver practical training. The motivation for 12 credit modules to be offered as year modules have been motivated nd approved on that basis. The National Diplomas in Agricultural Management and Animal Health are non HEQF compliant and have modules of various credits and cannot in their current form be semesterised. They will be semesterised with the implementation of the new PQM in 2012. These have been designed as whole qualifications with few electives and with the sharing of common modules across qualification within and external to the department, especially with the B.Sc. Agriculture. Again the issue of 12 credit modules offered as year modules for practical and logistical reasons has been addressed as previously described. Finally in the department of Life and consumer sciences all modules are 12 credit modules and the semesterization is being phased in since 2009 and 2010, 12 credit modules offered as year modules for practical and logistical reasons has been addressed as previously described. The curricula are designed with fixed curricula for majors and specializations using existing modules and eliminating electives. Problems in implementation of semesterization have been mainly due to the delay in the implementation of the HEQF. The college is required to write approximately 250 new modules for semesterization to be completely implemented. This rewrite is extensive as it is more than 70% of the module, and outside of the normal 7 year review process. For the academic staff of 80 to undertake this process while teaching the current curriculum as well as accommodating a growth in student numbers of an average of 40% per annum is clearly impractical. The college therefore requested funding to pay external staff for academic services (either writing of curricula or marking as appropriate) which was delayed by 9 months as the decision to allow up to use our operational fund for this purpose was sent to different committees. This caused a serious delay in implementation. Constraints: 1. The delay in submission of our HEQF requests has also delayed implementation of our new PQM to 2012. The college is endeavouring to submit documentation within the time frames set out in 2010. Again capacity is sometimes problematic. 2. It is clear that the semesterization plan of the college is heavily dependent and linked to the framework for the implementation of a team approach to curriculum and learning development. All new modules are aligned to this framework and all external writers are trained in ODL writing by DCLD, and are part of a team approach using internal lecturers on the team to ensure quality in the process. It is hoped that there will not be delays due to capacity issues, both at departmental and DCLD level. 3. The request for modules to be year modules as a result of circumstances mentioned earlier is a sound approach, however there have been some problems in that the closing date for registration of semester and year modules differ and students have erroneously thought that both year and semester modules could be registered for at a later date. I know that we 5

wish to keep the calendar simple but somewhere in one of the preregistration brochures (not tut letters as these are sent to the students post registration) this should be highlighted. 4. Scheduling and or policy issues need to be addressed. The current policy requires that students receive feedback on their assignments and exam preparation letters 6 weeks prior to examinations starting. This was agreed to when modules were semester modules, within a semester system it is not possible for students to complete all assignments, mark the assignments and provide feedback on the due date. We have at least two assignments per module which is double the number of exam scripts but have half the amount of time to mark these assignments and provide feedback, and exam guidance. The due date for assignment marks to be submitted is also a date that is impractical i.e. 4 weeks prior to the commencement of exams (this year it was 23 September and exams for semester modules commence on 25th of October). A date of 4 weeks prior to exams for the exam preparation tut letters and a period of 2 weeks prior to exams for assignment marks would be more practical. The current dates are also problematic in terms of pedagogy as if we use the current dates the assignments can only be based on the first third of the work. It would be better for teaching and learning to have a later date. This covers the main issues of Semesterization in terms of the colleges approach as well as matters that have arisen in the implementation approach.

ANNEXURE B: COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES

Memorandum

To:

Prof P Havenga

from: prof hc ngambi Date: 5 october 2010 Re: report on semesterisation: COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES

Dear Prof Havenga CEMS introduced the semester system approximately five years ago and therefore did not experience problems with switching from a year to a semester system. However the following challenges, advantages and drawbacks were identified: Advantages: The advantages of semesterisation are: A smaller volume of work is examined. Students are able to sit more frequently for their examinations. Supplementary examinations are embedded in the system. Students pay minimum fees, limited to only modules take per semester. Articulation is much easier. The subsidy and personnel points are more favourable than for an annual system.

Drawbacks: The drawbacks of semesterisation are: Deadlines in a semester are tight and even a two week delay can result in a crisis. The semester period is too short and the tutorial letters reach students too late to give any meaningful assistance as feedback on assignments submitted or for examination guidelines.

Unisa relies on the postal system for delivery of learning materials. Factors such as postal workers strikes and incorrect addresses cause delays and require that material be rerouted by courier, which is more expensive. At one point, a particular department found that almost ten percent (10%) of students (41 out of 440) had not received the examination tutorial letter in time for examination preparation. Feedback on assignments often reaches too late to be of much use. The semester system doubles the processes and costs for the same number of students and staff. These include problems with venues, invigilators, examination, printing, delivery, marking, etc. Supplementary examinations present another problem. In the semester system, there is a once-off issue of material to students who are granted a supplementary examination. However, the system can only issue material linked to the same year and semester for which the student is registered. If a course is not offered in both semesters, students then have to wait two semesters to write a supplementary examination. It is also difficult to re-register students as supplementary students for a new academic year as this will create difficulties in counting students for the subsidy purposes. In the case of the School of Accounting Sciences, content is updated on a regular basis and supplementary examinations set on the basis of the new information place students at a disadvantage if they have to wait for the supplementary. Professionally accredited programmes presented by the School of Accounting Sciences require integration of topics within disciplines. Modules within a semester system may hamper such integration.

Challenges associated with Semesterisation: In order to bring together the comments and suggestions from both the administrative and academic staff members at Unisa, the following list of challenges is given. Learning materials, including prescribed books, are not always available when students register for semesters. It often happen that tutorial letters that were handed in on time only reach students after the examination has already been written. Production and postal delay affect the despatch of tutorial material. Students who receive their study material late burden the lecturers with their requests for extension on the due dates. Special concessions are made for students who appeal, creating additional administrative work to avoid incorrect registrations. This practice is unfair towards those students who do not complain and accepts rules as they are. Specific information on the database has doubled to make provision for the two semesters. E.g. scheduling and examinations information. Shelving space for semesters is double that required for material in a year system. Students sometimes do wrong assignments when the same tutorial letter contains assignments for both semesters. Supplementary examinations can be confusing where questions for both semesters are included in the same examination paper. 8

In general, there is over-reliance on summative assessment and examinations in a semester system. Alternative forms of assessment have not been given attention yet. Discrepancies in the type and number of assignments raise concerns about valid assessment and teacher feedback. Some semester modules have only self-assessment. Some modules have only MCQ assessment. Some modules have no assignments. Some modules have one compulsory, tutor-marked assignment. Some modules have more than one assignment, with certain options. Lecturers feel overloaded and overworked. This is especially true for the first semester with all of its due dates for study guides, tutorial letters and examination papers. There are too many administration tasks and too little time to support learners or engage in research. There are low pass and throughput rates due to the short effective learning period of a semester. Students are not able to gain an in-depth knowledge in such a short time span. There is uncertainty about how much learning can be expected in a semester module. There is uncertainty about developing outcomes-based learning experiences and materials in semester modules. There is little time within a semester to explore various teaching and assessment methods.

ANNEXURE C: COLLEGE OF HUMAN SCIENCES

Reports on the implementation of semesterisation

CHS OPERATIONS ROOM This report responds to the request by Prof PH Havenga, Executive Director: Academic Planner, dated 27 July 2010, for feedback on the implementation of the semester system. Unpacking the model

The following description is provided by Prof Havenga of the semester model. Numbers have been inserted into the description relating to comments on the model as planned.

Unisa offers a limited number of modules, all 12 credits at undergraduate level. In keeping with its comprehensive nature, it offers WIL and practical work. The system is kept simple so as not to confuse students but rather allow them to focus on learning. All activities are restricted to specific time blocks. Semesters are initially 15 weeks and later extended to 17 weeks (1). The tuition period is preceded by 5 weeks registrations (2) and followed by 5 weeks of examinations. It is a baseline semester delivery period but exceptions are allowed according to strict criteria. Senate approval is required to offer a module in terms of the exception. Learning options are creatively designed to meet the time demands (3) and is staggered into modules and levels. Examinations are written with 3 sessions of 2 hours each a day. The same number of assignments is set for each module with the best two marks contributing to the year mark (4). At registration, all students are linked to a tutor for advice, tutorials and the marking of assignments. (5)

Comments:

(1) The envisaged semester duration may be shorter if students register towards the end of the registration period, if there are delays in receipt of materials and/or if prescribed books still need to be purchased once TL101s have been received. (2) It is noted that with the University of Pretoria Distance Education Unit, registration is continuous. Students can register and receive materials at any time but will submit assignments and attend contact-sessions during the next semester period. In addition, 10

materials for the following semester are dispatched automatically towards the end of the previous semester. This can add several months to the study time available for a particular semester. (3) This presents a challenge for courses that offer discussion classes. It suggests the need to duplicate the contact sessions for students in each semester which represents added time and cost. Video-conferencing may be an alternative but DVD/pod-casting would seem to be a more flexible option, although this approach negates the possibility of immediate feedback (a myUnisa/mobile phone discussion could, however, provide the possibility of an asynchronous interaction).

(4) Formative feedback on assessment is a key teaching opportunity. If the full fifteen weeks is indeed available, taking into account the time needed for submission, marking, feedback, re-submission, it seems unlikely that it would be possible to fit more than 2 assignments into a semester possibly at weeks 5 and 10. An assignment required in week 5 could reasonably cover only a small proportion of the work especially if students have needed to purchase additional prescribed textbooks so probably only 1 of the 2 assignments could reasonably cover a substantive part of the work. This being the case, the need for differential weighting of assignments and an opportunity for resubmission of the 2nd assignment is suggested. The ability to submit, mark and return assignments online should help maximise the time for learning. (5) It has not yet been possible to effect a tutor system and this will likely skew the results of the review of implementation. In SA, in institutions that have successfully implemented a semester model in distance mode (e.g. UP DEU, UFH BEd, UKZN BEd Hons), planned tutorial interventions together with the supply of complete self-contained study packs appear central to success.

Implementing the model

3. What specific steps did your section take to implement semesterisation. For example, how were the number of modules at undergraduate level limited and which steps were taken to ensure that all undergraduate modules are 12 credits? At the beginning of 2004 the newly constituted College of Human Sciences acquired approximately 5000 modules as a result of bringing together the Faculties of Theology and Religious Studies, Education, Humanities and Social Sciences as well as all related offerings from Vudec and the TSA. A rigorous and ongoing rationalization exercise, based initially on abolishing all duplications, redundancies and overlaps and then on cutting all elective modules as well as all modules which, in the past five years had zero registration, is bearing fruit. The number of modules is dropping slowly but surely: there were approximately 1500 in 2008 and there were 1205 active UG modules in 2009. The number of modules continues to drop as old programmes are taught out. For example, the National Professional Diploma in Education (NPDE) will not be part of the College PQM from 2011 and this will remove some 50 modules 11

from the College curriculum. In addition programmes in Health Studies and Teacher Education are currently under curriculum review and should emerge as more streamlined offerings. Although arduous and strenuous at the beginning because some academics felt personally threatened by the loss of their offerings, this rationalization exercise continues to reveal academic and financial benefits where a streamlined set of offerings enhances quality tuition and creates the necessary space for other crucial academic activities such as research, community engagement and academic citizenship. This is attested to in the Colleges increased pass and throughput rates and research outputs.

In the May/June examinations of 2010, 572 modules were offered by the College of Human Sciences. All semester modules are based on the 12-credit model. The College expects each module to offer at least 2 formative assessment assignments but allows the relative weighting of formative to summative assessment to be decided at programme and department level.

Since 2007, the College has also operated an Ops Room. The Ops Room provides internal reminders of key deadlines in terms of the academic planning schedule, including semester deadlines, and periodically reports on performance across the College on issues such as submission of tutorial letters, examination papers, uploading of assessment plans and progress with the marking and uploading of examination scripts.

Recurring themes linked to semesterisation challenges include late receipt of, sometimes, incomplete study packages; slow turnaround of the physical assignment management system which militates against having a number of smaller, formative assessment opportunities; sometimes too tight examination/ examination equivalent marking deadlines especially for certain large volume modules, modules requiring decentralised venue-based assessment (e.g. arts), portfolios and third year/level 7 modules requiring external moderation.

The College recently completed a survey of use of satellite and video-conferencing and is exploring the current use of discussion classes with a view to gaining a better understanding of what is possible in supporting learners for both semester and year modules.

4. What measures can be taken to improve the implementation of semesterisation? Students need to receive complete study packages on registration. This probably requires that Level 5 modules include only self-contained study guides but that where prescribed texts are included in Level 6 and 7 modules, these form part of the package. The use of OER texts made

12

available in digital format (on CD and for download) should be encouraged. This would allow us to avoid communications like the example in Appendix 1.

Consideration should be given to continuous enrolment. This could extend the possible study time for some students and would obviate the kind of problem identified in App 2.

Given the short study period, students need an opportunity to defer their summative assessment if required.

Different tutorial letters containing memoranda to the assignments must be sent to students registered for either the first or second semester. Somehow this system needs to be automated. Consideration may need to be given to reviewing the institutions language of tuition policy as the need to provide for time for translation twice a year militates against making substantive changes.

Part of the pre-registration support might usefully include providing access to readiness selftesting and to examples of Unisa materials and assessments as OER so that students can get a sense of the workload involved and make more informed choices.

Unisas stance on student support and in particular the role of tutors/ tutor-markers needs still to be clarified before these expectations can be integrated into module and programme design. Contact- or etutors are likely to be central to the study pacing that was one of the arguments for moving to a semester-based system. In the meantime and subsequently, automated bulk smsmessaging might usefully be employed to remind students of assignment submission dates.

Fewer than two assignments should be unacceptable for formative purposes and this should ideally not include the compulsory (usually low-level MCQ assignment) because by its very nature it usually has to be submitted before students have had the opportunity to engage with the study material in any depth, if at all. It seems likely that there will continue to be detrimental delays between submission of assignments and receipt of marked scripts until the system for managing assignments is fully online and integrated with the tutor-marker system. The physical movement of scripts and the use of snailmail militate against tight turnaround and timely receipt of useful, formative feedback.

13

Formative assignments should provide scaffolded support for summative assessment: formative assessment should not take the form of MCQs, which are quick to mark and return, if the summative assessment whether exam or exam-equivalent is based on extended text or practical work.

The emerging tracking and tutor systems need to be integrated so that students who do not submit assignments on time or who perform badly on assignments are automatically routed to a tutor for a proactive intervention. Bibliography

Unisa. 2007. Developing an ODL Tuition Model, First Draft, May 2007. Internal discussion document.

Appendix 1

Dear Mr Mays Please see the somewhat abuse note received from a very frustrated student - late receipt of study material. You may consider reporting this persistent problem in a future ops room report.

Kind regards

Frik de beer acting CoD: Development Studies

From: Treurnicht, Stephan Sent: 23 August 2010 14:26 To: De Beer, Frik Subject: FW: 34384154 : FW : READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered

14

From: Mabota, Busi On Behalf Of Devstu Sent: 23 August 2010 08:45 AM To: Treurnicht, Stephan Subject: FW: 34384154 : FW : READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered

From: NCUBE D S [mailto:34384154@mylife.unisa.ac.za] Sent: 18 August 2010 12:50 PM To: Despatch Cc: Devstu; decisionsimba@dalsa.co.zw Subject: RE: 34384154 : FW : READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered

Greetings I only received this Reader today and my assignment is due Friday 20/08.You guys have effectively put my studies into jeopardy as I have to work overtime just so as to cover for stuff you did not do in time. Why did you guys not use courier as the first time when you sent the study pack?This is not fair at all. My apologies you are in the firing line but its so frustrating. Let me see what I can do anyway so I can submit in time my assignment. Regards Decision S Ncube Student #34384154 Cell: +263-912716998

From: Despatch [Despatch@unisa.ac.za] Sent: Wednesday, August 18, 2010 11:53 AM To: NCUBE D S Subject: RE: 34384154 : FW : READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details.

Dear Student

15

Thank you for your enquiry

The prescribed reader was posted on the 29/07/2010,trace number is CV012005739ZA.

Thank you Hellen

From: NCUBE D S [mailto:34384154@mylife.unisa.ac.za] Sent: 17 August 2010 11:12 AM To: study-info Cc: decisionsimba@dalsa.co.zw; Devstu Subject: 34384154 : FW : READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered

From: NCUBE D S Sent: Monday, August 16, 2010 3:49 PM To: study-info@unisa.ac.za Cc: devstu@unisa.ac.za; decisionsimba@dalsa.co.zw Subject: READER FOR DVA202U-URBAN AND RURAL DEVELOPMENT not yet delivered Greetings I am writing with regards the non deliverance of the Reader to the above mentioned module that I paid R200 upon registration.I am risking non admission to the exam because I need that book to write the written asignment.Deadline for first that assignment is 20 August which is this Friday. I was hoping to have received it by now since you state that if material is not available at registration it will be sent as soon as it is available.I am yet to receive it. Please get in touch with me on my cell number +263-912 716998 becuase I do not want to be jeopardised because of ineffiecincies on the university's part. Regards 16

Student # 34384154 Decision Simbarashe Ncube Cell : +263-912-716998 Alternative e-mail: decisionsimba@dalsa.co.zw Skype : decisionsimba

Appendix 2 Dear Mr Harding

Please see the students request below. We are confronted with similar requests on a daily basis (at least 3 or more per day) with students sent to us from registration with the recommendation from the registration officials to request the CoD for permission and that the CoD is the person who can allow these late registrations. The easy way out is for us to simply give this permission (I am not even sure who can affect this permission and to whom we should communicate the permission). The implication is that if we deny permission for registration we do it for some obscure reason because Registrations already informed the student that it is possible depending the mood of the CoD.

My personal opinion is that it is not advisable for a student to register late regardless the circumstances. But registrations opened up the possibility and we have to react to it.

Please advise (maybe anyone of the other CC list people have specific ideas)

Regards

Danie

Prof DF (Danie) du Plessis Chair: Dept. of Communication Science University of South Africa 17

Tel: +27 +12 429 6570 Fax: +27 +12 4293346 E-mail: dplesdf@unisa.ac.za

From: Seapei P. Lebele [mailto:Seapei@gcis.gov.za] Sent: 17 February 2009 15:07 To: Du Plessis, Daniel Subject: Request to register for semester 1 (2009) Importance: High

Dear Professor

Referring to our telephonic conversation earlier on today, I request that the university allows me to register for COM303A and COM3029 for semester 1 (2009).

As discussed telephonically, due to my sisters death I was not in the right frame of mind and as a result I ended up not writing and failing some of my modules in November 2008. In January I wrote four modules instead of five. I did not write COM3029 because I was not well enough to write the module. I then inquired with UNISA whether I can be granted another chance to write the module and I was informed that I would have to re-register this module. I tried to re-register COM3029 but was then told that I cannot do that until after the exam results have been released.

On the other hand, I had to wait for the results to be released before I could register for COM303A. On the 16th February 2009 I then tried to register the two modules in semester 1 but the system wouldnt allow me. I was then advised by the UNISA contact centre that in actual fact an extension can be granted for students whose registration depended on the outcome of the January/February 09 exam results.

I humbly request that I be allowed the opportunity to register for COM3029 and COM303A in the current semester. I am more than willing to work three times as hard in order to catch up with my studies. The other reason that makes me more determined to register in the current semester is the fact that I am being deployed to another country in August this year, and I will not get the opportunity to continue with my studies while I am away. I have only four modules left to complete my degree and will do my best to pass all four in one semester. 18

Your urgent response will be highly appreciated.

Warm Regards,

Seapei Lebele Student No: 33888639 ID No: 770930 0489 084 Cell: 082 326 6050 Tel: 012 314 2801 Fax: 012 324 4452

19

AFRICAN LANGUAGES

Specific steps that the Department of African Languages (DAL) took to implement semesterisation

Monitoring the implementation of semesterisation

The DAL started implementing semester modules from the first opportunity that presented itself. The process was introduced in phases, so as not to disrupt students who were in the system already.

2000: Implementation of new beginners and Level 1 modules. 2001: Implementation of new Level 2 modules. 2002: Implementation of new Level 3 modules.

The study material was reduced to comply with the work load for semester modules (120 notional hours) and the 24 credits were reduced to 12 credits per module. At Level 1, 2 and 3 new study material was designed, whereby the medium of instruction was changed from English into the various African languages.

At the time of the merger, our departments core offerings were thus already fully semesterised. Over the next few years after the merger (until end of 2009) all the former TSA year modules were phased out or merged with our core modules.

State of affairs:

Lecturers find it difficult to work within the pressure of semesterisation. The time is too short to allow students to get a proper grip on the study material and this negatively affects the throughput rate. There is no time for remedial work where one can identify struggling students before the final exam.

20

Semesterisation of modules only seems to advantage the self-paced, motivated student who gets his/her study material early in the semester. These students can complete their degrees in a shorter time, because of the mid-year exam opportunities. If students fail an examination, they only have to wait for 6 months, instead of a year, for the next exam opportunity. Most of the time, students receive their study material too late (just before the due date of the first assignment). This has a very discouraging effect on them for the rest of the semester and they cannot keep up the pace.

The work load for staff members has increased, because they have to mark examinations twice a year and set up two examination papers per year for each module.

Compiled by: Dr P Phaahla & Prof IM Kosch 2010-08-24

AFRIKAANS AND THEORY OF LITERATURE

The department is a merged department consisting of two disciplines, namely: Afrikaans and Theory of Literature. Before the two departments merged Theory of Literature was already using the semester model and simply continued with this model after the merger of these two departments. The Afrikaans department used the year model and has since 2009 phased in the semester model for all its undergraduate modules (2009: First level; 2010 Second level; 2011 Third level). The course leaders for the Afrikaans modules (first, second and third levels) responded as follows to the two questions posed by Prof Havengas questionnaire:

1.

What specific steps did your section take to implement semesterisation. For example, how were the number of modules at undergraduate level limited and which steps were taken to ensure that all undergraduate modules are 12 credits? (1.1) AFK 101Q (Ms Beer)

The number of sections from the AFK101Q study guide students are required to submit long (essay type) assignments on, were reduced from three (3) to two (2). Students workload (notional hours) was thus reduced to be in line with the requirements of the semester model. Each of the two essay type assignments was re-conceptualised to allow students a choice of a maximum of ONE textbook to be studied per section, i.e. TWO for the whole 21

module. The reduced number of textbooks students need to buy also had a favourable impact on the financial implications of AFK101Q. Students are appraised of these choices in the 101 Tutorial Letter as well as specific Announcements on myUnisa with reference to assignments as well as the examination. Examination questions are phrased in accordance with the focus of assignments in a particular year, and are not based on the whole study guide. Thus exam preparation time for students (and notional hours) can be cut down. Students are informed of essential areas for exam preparation in the follow-up tutorial letter (201). (1.2) AFK 102R (Mr Carney)

Concerning the measurements taken to adapt AFK102R from a year module to a semester course, it must be said that not very much has been done to adjust the above mentioned module for the purposes of semesterisation. It is not simply a case of scaling down on the content of the course in order for it to fit into a semester. What has been done so far was to adjust the assignments in such a way that it not only saves the student and the lecturer time, but also still covers the amount of work that is necessary. Additional to this the lecturer for this module offers students as much help as possible and uses myUnisa to guide students as well as challenge them in the learning process. (1.3) AFK103S & 105U (Dr Lombard)

Firstly we reduced the number of assignments from 4 assignments for the year model to 2 assignments for the semester model. In line with the above more internal options were built into Assignment 02 to reduce the notional hours, e.g. where students in the year module had to study 4 sections, they now have the option of only studying 2 of the 4 sections. Reducing of the work load: Sections of the work are indicated to students as either merely background knowledge or as important content for assignments and exams. We also reduced the number of prescribed and recommended books. (1.4) AFK201T (Ms Jacobs)

We did not reduce the number of 4 assignments as this is a module consisting of 3 sections from which students must choose 2 sections. Apart from the compulsory assignment, they have 3 optional assignments from which they choose and submit 2 assignments. In the year model (2005-2009) Assignments 01, 02 and 03 carried a weight of 100 marks per assignment. In the semester model Assignments 02, 03 and 03 carry the weight of 50 marks per assignments, multiplied by 2 to arrive at a percentage of 100.

22

The amount of work and notional hours of the undergraduate AFK201T did not change at all, as this study guide was originally conceptualised as a semester module. (1.5) AFK 202 U (Mr Cochrane)

Assignments were significantly shortened (from 100 marks to 50 marks). The amount of questions per section was made less and corresponding mark allocations were also decreased. Students only need to do 1-2 questions per sections (and not 5). Students have more choices regarding questions they like to answer. This decreases their work load and reading work. They have more choices in the prescribed books they like to buy. The type of questions was altered (more contextual questions than interpretative ones). Students are no longer expected to answer one lengthy essay question after another). There are sometimes easier and more effective ways of assessing knowledge. Assignment 1 consists of 30 short multiple choice questions on all three sections of the study guide. This enables students to go through all the material prior to making final choices on which sections they want to submit assignments. It makes students accustomed to the processes and material in a less intimidating and gradual manner. More active communication on myUnisa and during video conferences and discussion classes. (1.5) AFK301W (Prof. Coetser)

The AFK301W team met roughly 8/9 weeks ago to discuss measures we could implement in the new AFK3702 module, which will be presented as a semester module from next year. The most important consideration that informed our measures were that the material we could cover in a semester module would effectively be half of the material (covering teaching and modes of assessment) our students and we can cover in a year module. We consequently: Reduced the number of prescribed books from 17 to 11, of which two are unpublished play texts included in the modules reader. Stopped using recommended articles (4) not part of the reader, as well as recommended books (3). Started offering students more options choosing between the 11 prescribed books. This implies that students will next year have to read fewer books, which equates to a saving of approximately 50% notional hours. 23

We also reduced the mark allocated in the second assignment by 50%, to 50 marks for each section. The same reduction will most probably be implemented in the examinations. The implication is that students should spend half the time compared to the previous module, in answering their assignments and preparing for the examination. Reduced the number of assignments from four to two (and not three).

The team was very much concerned about the adverse effect reducing a module by 50% could have on the volume of knowledge a student would have after completing the module. Apart from offering students the leeway that options in assignments do, we anticipate implementing alternative teaching methods into the assignments, covering material which is not really part of the assignment, and which students will have to prepare for the examination. The idea is that the lecturer will provide feedback on these unmarked questions, and provide clear indications of how the work will be assessed in the examinations. (1.6) 2. AFK823 (third level from 2011) (Ms Lemmer)

The most obvious change has been a reduction of assignments and a wider built-in option of electives in the assignments. Marks allocated for particular questions have also been adapted to reflect the change. What measures can be taken to improve the implementation of semesterisation? (2.1) AFK101Q (Ms Beer)

Proper support by service departments at Unisa to ensure that study packages are correct (whole batches of AFK101Q Study Guide covers have been incorrect in 2009 and 2010, and numerous readers were still not included in 2010) and timeously despatched to students. (2.2) AFK102R (Mr Carney)

Im afraid there are no proper measurements to be taken in order to improve the implementation of semesterisation without compromising on the academic worth of the affected courses taught at this university. A university is not a fast-food restaurant. Theres a clear international trend of universities moving back to a year system, doing away with the semester system. I suggest Unisa does the same.

24

(2.3) AFK103S & 105U (Dr Lombard) Streamlining of Tutorial letter 101, e.g. reduced length of the tutorial letter itself; Uploading of additional resources on myUnisa; Built in time management schedules provided in Tutorial letter 101; The inclusion of more external markers to reduce the turnaround time of marking; Satellite training for staff to enable lecturers to provide effective teaching support. (2.4) AFK201T (Ms Jacobs) Reducing the length of Tutorial letter 101; Uploading of additional resources on myUnisa; Providing time management schedules in Tutorial letter 101; Making use of additional external markers to improve the turnaround time of marking; Advising staff to go for Satellite Training to enable lecturers to provide effective teaching support. (2.5) AFK 202 (Mr Cochrane)

Continuous study letters and study material (readers) need to reach students as early as possible. Students need to do a lot of reading prior to the first assignment. They need enough time for reading and preparation. Currently, study letters providing feedback on assignments are not based on actual performance by students it is based on general comments. It is impossible within a semester model for study letters to be based on actual performance (as reflected in assignments) because of unrealistic target dates. How can a lecturer provide concrete feedback based on actual performance when continuous study letters need to reach students 5-6 weeks prior to examination when the time lapse between assignment dates and examination dates is little more than a month? I think it is unethical and unfair to place feedback on assignments on myUnisa prior to making sure that all students handed in assignments. There are always late assignments; it is something to be expected. Because of this lecturers need to find a delicate balance between allowing late assignments and sending feedback as early as possible but we will not put feedback on my Unisa before a final cut off date for late assignments has been agreed to among lecturers responsible for the course. The semester system puts both lecturers and students under continuous strain because of impossible target dates. I do not think it serves the interests of Unisa students in the best manner because they are put under more strain within a distance learning environment where demands of their professional careers and family life need to be aligned with their studies. Students need to be made aware (in study letter and via announcements) that they need to start early with their preparation and that they need to respect due dates. Making use of DVDs with pre recorded lectures. This is an efficient way to ensure that vital information discussed during discussion classes reach all students. 25

More active communication on myUnisa in the form of announcements regarding certain difficult assignments questions and the interpretation of literary texts (frequently asked questions and quizzes to make students accustomed to the material in a less intimidating manner).

(2.6) AFK823 (third level module from 2011) The logistic administrative challenges remain a serious threat to an effective tuition process during the course of a semester. Dealing with students who are eligible for supplementaries and who do not qualify for study material regarding the exam outline of the next semester also has to be addressed.

Conclusion It should be clear from the above reports that the lecturers in the Section: Afrikaans of the Department Afrikaans and Theory of Literature did take very specific and practical steps (fewer and shorter assignments, less reading material, more use of multiple choice questions, etc.) when redesigning their courses from a year to a semester model. It is also clear from the answers to the second question that most of them are also using myUnisa and other aids more in order to assist them with the demands made on lecturer and student during the two semesters. From the feedback it is also clear that many systemic problems are still encountered and that some lecturers are quite negative in terms of the qualitative impact which the semester model has made on their courses.

ANTHROPOLOGY AND ARCHAEOLOGY

The Department of Anthropology and Archaeology began with the phasing in of first-level modules of both Anthropology and Archaeology modules in 2009, followed by second-level modules in Anthropology in 2010. In 2011 the third-level modules in Anthropology will be semesterised. Senate approval was obtained for retention of second and third-level modules in Archaeology as year modules.

For the generic BA with Anthropology and Archaeology as a major subject, students are required to complete 9 modules. No rationalisation was required prior to implementation of semesterisation in 2009.

26

We remain convinced that semesterisation of our presentations is not conducive to sound academic learning. Students are usually faced with having to complete a number of assignments more or less at the same time during the course of a semester and the time available to master the complexities of our disciplines is inadequate and encourages rote learning. The logistics in implementing the system remain extremely problematic, with students contacting us about tutorial material that they have not received or an inability to submit assignments by dates of submission. Suggesting to students that they download their tutorial material from myUnisa is only partially meaningful since there are still students who do not have access to myUnisa.

As far as the summary of the tuition delivery model is concerned, the reference to The same number of modules is set for each module with the best two marks contributing to the year mark does not apply in our case. Although all our modules have two assignments, only one is compulsory (for purposes of active student count). The second assignment is not compulsory. Both assignments contribute to the year mark, but if students do not submit the second assignment, they forfeit part of the year mark. This means that our year mark composition differs from what is stated in the model. The aforementioned reference does however, apply to our HONS modules.

CLASSICS AND WORLD LANGUAGES

The report below reflects on the two main issues as indicated in Prof Havenga's memo of 27 July 2010.

1. What specific steps did your section take to implement semesterisation. For example, how were the number of modules at undergraduate level limited and which steps were taken to ensure that all undergraduate modules are 12 credits?

All the undergraduate modules in our Department were already 12 credits, and the content of the modules did not require adjustment in terms of the notional hours. Year modules which were not phasing out have been semesterised over the period 2010 to

27

2011, and notice of the semesterisation process was approved at Senate in the preceding year. This applies to the following modules: FRC201T Semesterisation implemented in 2010 FRC203V Semesterisation implemented in 2010 FRC3043 Semesterisation implemented in 2011 FRC3054 Semesterisation implemented in 2011

2. What measures can be taken to improve the implementation of semesterisation?

For our students the main problem with semesterisation is obtaining the study material (both from Unisa and the prescribed books) timeously. We have tried to curtail the impact of this by including hard-to-obtain text books in the study packages. We also publish our other prescribed books on our website, so that students can have advance notice of what to obtain even before they register for the module. Increasingly we rely on myUnisa, and are in the process of uploading oral material, normally distributed on CDs, on to myUnisa.

COMMUNICATION SCIENCE

Please find our response on the two questions:

Question 1: What specific steps did your section take to implement semesterisation. For example, how were the number of modules at undergraduate level limited and which steps were taken to ensure that all undergraduate modules are 12 credits?

The Department of Communication Science implemented the BA Communication Science programme from 2001 onwards based on a semesterised system. The programme was 28

carefully curriculated to meet specified outcomes. All the modules for this programme (and offered in the Department) were designed from scratch and based on 12 credits (120 notional hours). Since then the programme were re-curriculated more than once and the building blocks of 12 credits were retained.

When the logistical problems in 2006 forced us to abandon the semester system, the structure of 12 credit semester modules were retained and only offered over the course of a year to accommodate the problems experienced by the service departments.

In 2008 we did research on the success rates and throughput figures associated with the offering of the semester modules over the course of a year. We discovered that our success rates declined. Since the beginning of 2009 we returned to a semesterised system for all our 12 credit modules (from first to third level) which was fairly easy because our modules were planned for a semesterised system.

The modules offered by the Department for the BA Communication Science programme has since been rationalised and since 2009 no electives are offered in the discipline reducing the modules offered in the Department from 16 to 14 (undergraduate).

Question 2: What measures can be taken to improve the implementation of semesterisation?

The single most important obstacle in successfully implementing the semesterised system is the inability of the service departments to provide a proper 15 week teaching period in the semester system. The impact of this inability is specifically in the following areas:

1. Registration: The extension of registration periods (for whatever reason) meaning that the submission dates for the first assignments are shifted with all the associated implications for the planning in the Department. In addition, there are always problems with the registration of some students which even made the situation worse. 2. The consistent extension of submission dates for assignments by the office of the Registrar that messes up with the planning in Departments. In some cases the first tutorial letters with the comments on the first assignments were received by students before the extended submission date for that assignment. This resulted in students getting full marks for MCQ assignments etc. 3. During the first semester of 2010, there were huge delays of second assignments in the Assignment section (up to 5 weeks) with a corresponding impact on the planning of the 29

Department. In some cases, the assignments were still being marked with the examinations already written. The students that were affected by this could not receive feedback on the formative assessments in preparation for the examination. 4. Availability of study material and delays in delivery thereof. This impacted on a number of students with corresponding requests for extensions and the problems that are associated with that. If we can be guaranteed a 15 week tuition period, the semester system can work and will contribute to better success rates. But since we returned to a semesterised system from 2009, not a single semester with a 15 week tuition time could be realised. This simply neutralised the benefit of a semester system for students as well as staff.

One of the concerns expressed by members of the department is that deep learning cannot take place during the semester system there is not enough time to allow students to do more than two assignments which provide opportunities for formative assessment.

EDUCATIONAL STUDIES

We do not have semester modules as we in the Department of Educational Studies only deal with postgraduate programmes. We therefore will not be able to comment.

INFORMATION SCIENCE

1. Steps taken to implement semesterisation Semesterisation was staggered so that Level 1 modules were semesterised in 2009, Level 2 modules in 2010 and Level 3 will be semesterised in 2011. This relates only to the modules that make up the curriculum of the Bachelor of information Science (BInf). This degree was rationalised in 2006 whereby it was conflated from a 4year degree to a 3year degree hence reducing the required modules from 40 to 30 for this qualification. Four modules of the BInf remain year modules due to logistical arrangements, i.e. AIS202H, AIS3701, AIS302L and AIS3705, with the approval of Senate. After the Department rationalised its offerings and in the process of getting aligned to the new HEQF, 8 qualifications were abolished , one conflated and one new qualification developed. Hence modules that are phasing out have not been semesterised. Quite a large number of modules fall under this category. 30

2. Measures that can be taken to improve the implementation of semesterisation Academic staff have implemented semesterisation as indicated above. There has been no confusion between the semester and year modules. However, academic staff have experienced the following problems with semesterisation, which if addressed can greatly improve the process. Semesterisation can only be successful if these problems are addressed and improved drastically: Support services from Unisa are not good. These include the following: o Assignments dates are changed due to registration and despatch issues. This not only confuses students but also result in making it difficult for academic staff to plan and implement tuition in a meaningful way. Coupled with the shortened time (semester) the result is a continuous stream of assignments for marking even after the exams were written. There is hardly time to engage in teaching or assisting the students. o In spite of constant reminders, not enough study material is printed for students registering for big modules that have enlarged. An example in our Department is the module INS102V, for which only about 300 101s were printed instead of 3000 as the Department had advised. The module also lacked enough study guides and the wraparound textbook has taken too long to be available. As a result some students write their examinations unprepared and the lecturer spent most of the time answering queries regarding un-received study material instead of teaching or supporting the learners. o Students dont receive their study material in time to submit the first assignment on time. Giving extension for assignments does not really solve the problem. o Sometimes, the submitted assignments do not reach the lecturers timeously sometimes, not at all. This is more so with assignments submitted via myUnisa, which have to be printed and forwarded. In the end the seeming overstay (long turnaround time) cannot be correctly ascribed to the lecturers. Students experience problems in uploading their assignments to myUnisa even if they are submitting on time. In desperate effort, students email such assignments directly to their lecturers with the results that lecturers end up with a number of assignments in their email in-boxes which they have to forward to Assignments Section for entering/registeration on the system. Students who register for all their modules at the beginning of the year, forget to submit their assignments for the 2nd semester, or they submit the wrong assignment for the wrong semester. Turnaround time does not leave lecturers with any/enough time to provide students with proper feedback and guidance. Teaching therefore becomes superficial and lecturers are unable to achieve better through put. Semesterisation makes online teaching through myUnisa very difficult. Lecturers dont find the time to spend online while they also have to mark assignments and deal with other administrative responsibilities.

31

Some of the issues are logistical. While it is possible to attend to them, the experience we have had is that it is not working well. Lecturers are blamed for poor throughput and yet they have been disempowered. Suggestion: Return to year modules. This will ensure quality teaching.

POLITICAL SCIENCES

The Department of Political Sciences has been fully semesterised at undergraduate level since 2002. We have not really experienced major problems in this regard. However, it should be pointed out that semesterisation at the time involved comprehensive recurriculation under the care of the then BLD. Self-assessment was built into the new curricula. Although there are a few modules with low pass rates, the majority of modules experienced an increase in pass rates.

Many of the suggestions the Department has made in the past with regard to improvements have been implemented. Example are stricter enforcement of registration dates and more flexibility with regard to writing aegrotats. However, we would like to see that a student who diverted his examination to the following examination opportunity, should still be able to qualify for a supplementary examination.

Late receipt of study material however remains the single most important problem and Unisa should also consider diverting these students to the following examination instead of postponing due dates for assignments due to technical and administrative reasons.

DEPARTMENT OF PSYCHOLOGY

Report from Department semesterisation

of

Psychology:

Monitoring

the

implementation

of

The following steps were taken by the Psychology Department to implement semesterisation: Due to the rationalization processes within the College and the PQM process, there was a reduction in the number of undergraduate Psychology modules from 11 to 10 modules; All the 1st and 2nd year Psychology modules have been recurriculated to comply with the 12 credit requirement. The remaining 3rd year modules are currently recurriculated for compliance with the 12 credit requirement for implementation in 2011; 32

Semesterisation was implemented in phases, according to NQF levels, starting at NQF level 5 and proceeding in ascending order. As from 2011 all undergraduate Psychology modules will be semester modules.

The following measures are suggested for the improvement of semesterisation: Well managed and integrated systems in line with the organisational architecture to avoid the spilling over effect of one or more ill-functioning aspects of the system on the entire system. The aforementioned suggestion might involve o the tightening of the registration process; o the timely despatch of study material which impacts heavily on the teaching and learning cycle and therefore also on the semester delivery period; o the setting of realistic dates and keeping to these dates for submission of assignments; o finalisation of exam time tables well in advance of the examination; o streamlining of the marking of assignment mark reading sheets as well as exam mark reading sheets; o well informed staff members at the Unisa Contact Centre; o a more user friendly Unisa website that is accessible to all prospective and current students.

33

ANNEXURE D: COLLEGE OF LAW

SCHOOL OF LAW REPORT ON SEMESTERISATION

1)

With a few exceptions, undergraduate modules offered in the School of Law are offered as semester modules of 12 credits with a 2-hour examination. Some of the modules that are phasing out in 2011 have been kept as 24-credit year modules. Modules that had to be converted from year modules to semester modules were re-curriculated with due regard to the 12 credit requirement. Where possible DCLD assisted. Only first and some second year modules required re-curriculation since the majority of the modules in the School were already being offered as semester modules.

2)

A second assignment was instituted in all modules offered by the School of Law. Except where the summative assessment consists of only multiple choice questions, at least one of the assignments contains a written component. In most cases this is the second assignment, allowing students written answers to be in respect of a larger portion of the work prescribed for the module.

3)

The School of Law is closely monitoring pass-rates. Under the auspices of the College of Law Quality Assurance Committee, a task-team was appointed to investigate modules with low pass rates, and modules where there has been a significant drop in pass rates. Pass-rates do not seem to be lower as a result of semesterisation.

4)

A big challenge is the non-delivery or late delivery of study material, as well as the problems created by the extension of assignment due dates. The School is aware of the impact of late submission of tutorial matter on the production process and generally maintains a very good record of submission by due dates.

5)

The following suggestions were received that may help to optimize the semester system:

Students should receive an sms when they register indicating that all their tutorial material is available on myUnisa, with the link to the web site. 34

Students should receive get electronic or sms reminders of their assignment due dates, sent centrally by the Institution, not individual lecturers.

Students who will for whatever reason not receive get their final tutorial letters before their exam dates should be identified, and they should receive an sms alerting them to this fact, and telling them that their material is available online, with the link.

Compiled by Prof JM Kruger Acting Director Director School of Law

35

SCHOOL OF CRIMINAL JUSTICE REPORT ON SEMESTERISATION

1. All undergraduate modules offered in the School of Criminal Justice (SCJ) (see lists below per Department) are offered as semester modules of 12 credits with a 2 hour examination. An audit of modules which was conducted during the implementation phase of the semester yielded discrepancies in the credit allocation. These have since been rectified and all new modules have been designed as 12 credit modules from inception. 2. The BTech modules offered in the SCJ are 24 credits and continue to be offered as year modules. In the Department of Police Practice, the summative assessment takes the form of a portfolio which students prepare and submit to the University for assessment. 3. The School is monitoring the pass rates in each module on a continuous basis and have put strategies in place to intervene as soon as the DoHET pass rate benchmark of 56% is not met or when the pass rate drops with 10% variance or more in comparison with the equivalent previous examination period. 4. The 15 academic week per semester becomes problematic when the administrative systems fail to deliver study material in time. 5. The shifting of assignment due dates also results in a degree of confusion among students. 6. Some CoDs have reported that the use of multiple-choice questions, especially at third year level resulted in a drop in the pass rates in some of the modules.

36

Department of Penology: EXISTING CODE 2010 PEN1014 PEN1025 PEN1036 PEN1048 PEN2601 PEN2602 PEN2603 None (New module) None (New module) None (New module) CRS2M2C None (New module) None (New module) None (New module) None (New module) PEN3704 PEN3705 PEN3706 CSM3M2Q CSM3M1Q CODE AS FROM2011 PEN1501 PEN1502 PEN1503 Existing code Existing code Existing code PEN2604 PEN2605 PEN2606 PEN2607 PEN2608 PEN3701 PEN3702 PEN3703 Existing code Existing code Existing code PEN3707 PEN3708 NQF LEVE L 5 5 5 5 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 NO. OFCR EDITS 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12

MODULE NAME Introduction to fundamental penology Introduction to corrections science Penitentiary penology Correctional skills Fundamental penology Social dynamics in a correctional centre Community corrections Introduction to correctional management Correctional security Admission and release mechanisms Administration of the Correctional Services Act Correction and care Restorative justice in corrections Advanced fundamental penology Special needs offenders Unit and case management in corrections Youth corrections Offender development Correctional Management Principles Correctional management control mechanisms

37

Department of Police Practice

MODULE CODE

MODULE TITLE Description

NQF LEVEL OF MODULE

NQF CREDITS

POL 1501

POL 1502

Crime Prevention Principles for Policing 1 (Modules 1) Crime Prevention Principles for Policing 1 (Modules 2) Investigative Principles for Policing 1 (Modules 1) Investigative Principles for Policing 1 (Modules 2) English Practical: Policing (Module 1) English Practical: Policing (Module 2) Crime Prevention Principles for Policing 11 (Modules 1) Crime Prevention Principles for Policing 11 (Module 2) Investigative Principles for Policing 11 (Modules 1) Investigative Principles for Policing 11 (Modules 2) Introduction to crime information systems for Policing
38

12

12

OVM 1501

12

OVM 1502

12

EPP 1501

12

EPP 1502

12

POL 2601

12

POL 2602

12

OVM 2601

12

OVM 2602

12

CRI 2601

12

PRF 2601

Introduction to Professionalism for Policing: (Module A)

12

PRF 2602 Introduction to Professionalism for Policing: (Module B) POL 3701 Crime Prevention Principles for Policing 111 (Modules 1) Crime Prevention Principles for Policing 111 (Modules 2) Investigative Principles for Policing (Module 1) Investigative Principles for Policing (Module 2) Crime Information Systems for Policing (available from 2011) Professionalism for Policing Module A available from 2011 Professionalism for Policing Module B available from 2011 6 12

12

POL 3702 7 12

OVM 3701

12

OVM 3702

12

CRI 3701

12

PRF 3701

12

PRF 3702

12

39

Department of Criminology and Security Science

MODULE CODE CMY1501

MODULE TITLE Description Introduction to criminology: crime, criminals and criminal behaviour Introduction to criminology: victims and reduction of crime Introduction to criminology: reaction to crime

NQF LEVEL OF MODULE 5

NQF CREDITS

12

CMY1502

5 12

CMY1503 5 CMY201E Crime risk perspectives Principles of crime prevention, reduction and control Child and youth misbehaviour CMY203G Dealing with young offenders Reaction to crime: alternative dispute resolution 6 12 6 12 12

CMY202F

12

CMY204H

12

CMY205J

12

CMY3701

The explanation of

12

40

crime CMY3702 CMY3703 Crime typologies Technological developments and criminology Formal reaction to crime CMY3704 Victimology Contemporary criminological issues Research methodology in criminology 7 12 7 7 12 12

CMY3705 CMY3706

7 7

12 12

CMY3707

12

41

Programme Security Science

MODULE CODE

MODULE TITLE Description

NQF LEVEL OF MODULE 7 7 6 6 6 6 6 24 24 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 5 5 5 12 12 12 12 42

NQF CREDITS

ACI401S SRM401S SEP2602 SEP2602 SEP2601 SEP2601 SEP3702 SEP3702 SEP2603 SEP2603 SEP3701 SEP3701 SEP3704 SEP3704

ADVANCED CORPORATE INVESTIGATION IV

SECURITY RISK MANAGEMENT IV INDUSTRIAL SECURITY (MOD 2) INDUSTRIAL SECURITY (MOD 2) INDUSTRIAL SECURITY (MOD 1) INDUSTRIAL SECURITY (MOD 1) SECURITY PRACTICE III (MOD 2) SECURITY PRACTICE III (MOD 2)

7
CORPORATE INVESTIGATION II

7
CORPORATE INVESTIGATION II SECURITY PRACTICE III (MOD 1) SECURITY PRACTICE III (MOD 1) SECURITY RISK CONTROL MEASURES III SECURITY RISK CONTROL MEASURES III

6 6 7 7 7 7 7

SEP3703 SEP3703 SEP1504 SEP1504 SEP1501

CORPORATE INVESTIGATION III CORPORATE INVESTIGATION III SECURITY RISK CONTROL MEAS I SECURITY RISK CONTROL MEAS I SECURITY PRIN & PRAC I

7 7

SEP1501 SEP2605 SEP2605 SEP2604 SEP2604 SEP1505 SEP1505 SEP1503 SEP1503 SEP1502 SEP1502 SEP:3705

SECURITY PRIN & PRAC I SECUR TECH & INFO SECURIT II SECUR TECH & INFO SECURIT II SECUR RISK CONTR MEASURES II SECUR RISK CONTR MEASURES II SEC TECH & INF SECURITY I SEC TECH & INF SECURITY I CORPORATE INVESTIGATION I

5 6 6 6 6 5 5 5

12 12 12 12 12 12 12 12 12 12 12 12 12

CORPORATE INVESTIGATION I

5
FIRE PREV & SAFETY STRATEG.

5
FIRE PREV & SAFETY STRATEG. SEC TECH & INF SECURITY III

5 7

Compiled by: Prof. K. Pillay Director School of Criminal Justice

43

ANNEXURE E: COLLEGE OF SCIENCE, ENGINEERING & TECHNOLOGY

17 September 2010 SEMESTERISATION REPORT FOR THE SENATE TUITION & LEARNER SUPPORT COMMITTEE 1. Introduction The three schools in the College (School of Computing, School of Engineering and School of Science) reported on semesterisation at the College Tuition & Learner Support Committee meeting of 16 September 2010, and their separate reports are attached. This consolidated report draws largely on the content of those reports. Although the request to the colleges in the memo MONITORING THE IMPLEMENTATION OF SEMESTERISATION dated 27 July 2010 from Prof PH Havenga did not request data on the success of students, we have provided some as it was unclear just how detailed the report from DISA was likely to be. 2. Extent of Semesterisation School of Computing: All first and second level degree, diploma and service modules have been semesterised, except for EUP1501 (End-user Computing (Practical)) which will remain a year module. Third level semesterisation is planned for 2011, while the postgraduate qualifications (including the BTech) will remain on the year system. School of Engineering: All theory modules in Parts 1 and 2 of the various National Diplomas have been semesterised, except for SRV121Q (Surveying I), SRC211Q (Surveying II) and TST271Z (Theory of Structures II) because of the dependence of theory and practical. No practical or WIL modules have been semesterised. It has been approved by Senate that the School of Engineering will not proceed with semesterisation since all existing qualifications in the School are now in the process of being phased out in favour of new ones conforming to the requirements of the new HEQF. School of Science: The School will have all its modules semesterized by 2012. Currently, all first level modules are semesterized across the School. In the Department of Mathematical Sciences, all second level modules are also semesterized. The modules include modules that serve as service modules. These are modules like STA1510 in Statistics, MAT1581 in Mathematics, and PHY1505 in Physics. 3. Limiting the number of modules The structure of the major subjects in the Bachelor of Science offered by the School of Science was adapted from the old structure (essentially NQF5: NQF6: NQF7 :: 4: 4:4) to NQF5: NQF6: NQF7 :: 3: 4:5. This led to a reduction in the number of modules offered at the first level. This was implemented in 2010 for the first time. The School of Computing underwent this exercise a year earlier. Information Systems (INF) adopted the 3:4:5 structure, although Computer Science (COS) adopted a 4:5:5 structure. 44

The School of Engineering made no changes to the number of modules offered as their modules occur in engineering qualifications the content and structure of which are accredited by the Engineering Council of South Africa (ECSA). 4. Credit Values of Modules All modules offered by the Schools of Computing and Science have a value of 12 credits (although the second and third level chemistry modules have each divided into a theory and a practical component in the ratio of 8:4 respectively). The credit values of modules in the engineering modules will remain as is, until they are phased out. Several unsuccessful attempts have been made to rationalize the credit values to multiples of 12. 5. Operational and Other Issues All three schools reported that the semester system places additional pressure on human and institutional resources, and that the shorter tuition period exacerbates any delays in service delivery. Particular problems highlighted, and perceptions reported, were: Students are allowed to register after due dates Students do not get prescribed books in time to complete the first assignment Student assignment and other due dates are changed without consulting academics. These changes lead to problems, uncertainties and an increased volume of queries to deal with The increased marking responsibilities have seen an increase in contract staff In terms of increased student support: Some departments have, for example, increased the number of discussion classes offered. This has capacity implications. In terms of increased requirements for production of study material: Staff reported close deadlines as a source of some anxieties.

6. Effect of Semesterisation on Success Rate The School of Computing has performed an analysis of some of its modules, but with the caveat that it would be premature to draw any conclusions based on the data of only one year. Figure 1 gives a graphical summary of the analysis, with the assumptions and definitions, etc being given in their report attached to this document. From this limited data it appears that the success rate in the semester system is, on the whole, better than in the year system. It is also observed that the difference in success rates between the two semesters warrants further investigation. The School of Science has made the following observations on success rates: With regards to students performance, the trends do not offer any conclusive statements. The University wide data on semester-ization suggests that success rates are not significantly affected by semesters. The preliminary data an-alyzed across departments within the school, suggests that students tend to do a little better during the second semester versus the first semester. This trend is more consistent in the Department of Statistics versus the other departments. Further, the highly enrolled modules have consistent low pass rates (below 40%). 45

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Sem1 Sem2 AVG(Year)

Figure 1: Throughput visualisation of semesters and year modules

7. Some Recommendations for Improvement Devise a system whereby students are able to acquire their prescribed books more quickly Better planning in departments, schools and the college with a view to meeting the many deadlines that the semester system imposes on academics Investigate alternative forms of student support to supplement or replace discussion classes . Prof IW Alderton Deputy Executive Dean: CSET

46

CTLS report on semesterisation in the School of Computing (2009-2010)

Prof JA van Biljon

In 2009 the tuition period all first year degree, diploma and service modules were changed from a year to a semester (semesterised). This excludes EUP1501 that will remain a year module as approved. The second level modules were semesterised in 2010 and the third level semesterisation is planned for 2011. The postgraduate qualifications (degree and BTech) will remain as year modules.

Give the semesterisation schedule, the throughput data on semesterisation is currently only available for 2009. Based on an analysis of the data provided by Department of Information and Strategic Analysis (DISA) the throughput of the modules have been calculated as the average of number of students: AllPassed/written. For year modules the data since 2005 is used as module revision cycles are normally 3-4 years.

The results are presented in Table 1 under the following headings: module code, semester 1 and semester 2 throughput calculated as AllPassed/written for the semesters, the average yearly throughput calculated as AllPassed/written for the year modules (2005-2008), the throughput per year and finally the standard deviation over the four years.

The degree modules are listed first, INF1511 was introduced in 2009 hence no historical data is available. All the diploma modules, with the exception of EUC131T was introduced in 2009 and thus only the latter has the benefit of historical data.

Clearly comparing the throughput based on the data of one year has no congruent validity, especially when noting the deviation between years over the four year period presented here. Table 1: Throughput data (all values expressed as %) Degree modules AVG( Year) 42 38

Code COS101S COS111U

Sem1 50 25

Sem2 45 15

2005 47 51 47

2006 47 46

2007 37 31

2008 38 23

Stdev 5.5 13.0

COS112V

39

50 64 79 54 51

38 47 56 52

41 54 76 62

43 52 47 52

31 39 46 45

37 42 54 47

5.3 7.4 14.0 7.6

COS113W 65 INF1059 INF1208 INF1511 81 64 52

Diploma modules EUC131T ICT1129 ICT113A ICT121A ICT131C ICT132D ICT141E 52 20 52 22 83 63 19 55 32 13 27 85 86 13 28 21 20 27 44 11.1

Figure 1 presents a graphical view of the data in columns 1-4. Based on this view most modules had a better throughput in the semester system. However, as stated it would be premature to make any conclusion based on one years data. The difference between the throughput of the two semesters is interesting and warrants further investigation.

48

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Sem1 Sem2 AVG(Year)

Figure 1: Throughput visualisation of semesters and year modules

In general, the semester system places added pressure on human and institutional resources and the shorter period escalates the severity of delays in service delivery. The following problems have been singled out: Registrations allow students to register after the due dates. Students do not get prescribed books in time to complete the first assignment. Student assignment and other due dates are changed without any consultation with lecturers, this lead to countless problems, uncertainties and increased volume of queries.

49

School of Engineering Report on Semesterisation

1. Introduction
Departments in the School of Engineering introduced semesterisation in January 2010. This was applicable to only a small number of modules as it was decided that, due to a new PQM being introduced, these modules will be phased out. This request was approved by the College Tuition and Learner Support Committee.

2. Influence on workload of academics Semesterisation brought with it a higher workload for lectures. As example the National Diploma in Paper and Pulp is presented. The following 3 subjects from the Nat. Dipl. in Pulp and Paper have been semesterised: IPM101P, PTL101P and PCY201P. Two exam papers and doubling up on the number of Assignments, per above study modules, caused more work to be done. A few students may complete their studies in a shorter time period---and only if more study modules at all levels are semesterised. Learners who are in a full time work situation have less time to complete a specific study module. Only a very few students from the Pulp and Paper industry enrolled in either of the two Semesters. The reason for this has still not be defined. However, the Pulp and Paper Industry went through an economic down-turn phase. The companies then cut back on their training budgets. Less contact has been made with the students. FEITA did not release any funds. Tutoring could therefore not be funded. The FEITA did not release any grants because of the down-turn in the economy AND because of changes made by SARS asking each company to relate the monies asked for (from the FEITA) directly to a student with full details of the specific student.
50

For the rest of modules semesterised, it has been noticed in general the following:

The number of Assignments caused more work to be done for the lecturers. Appointment of more markers is needed. A few students may complete their studies in a shorter time period---and only if more study modules at all levels are semesterised. This needs to analyzed in terms of pre-requisites modules.

Many students go to exams venue lacking a good preparation

Semesterisation also had the effect that many more students registered for modules in programmes than in the past. An example is the National Diploma in Ming Engineering where module registrations were 64% higher than in the previous year. Both these two results of semesterisation placed stress on human recourses in the departments.

3. Advantages The advantages to students are obvious. They can register for the same module in the second semester of the year, or the following year, should they fail a module. This will allow them to move through the system faster and enable them to complete their qualifications in a shorter time. This is also a benefit to Unisa.

4. Disadvantages Presenting modules every semester causes a higher workload for lecturers. It also attracts more student registrations per annum for individual modules and this places a stress on the system.

5. Conclusions 5.1 Semesterisation has a increased workload on lecturers

51

5.2 Larger numbers of students register for individual modules per annum 5.3 Throughput should improve as students now have two opportunities to per annum to pass modules they have failed. 5.4 Larger numbers and larger throughput will result in additional cost units over the medium term.

52

Semestrization as Experienced in the School of Science

Report: CTLSC, 16 September 2010

I.

Background

In the past few years there were a quite a few studies published on the relationship between the natures of academic calendars, student progression, and resulting administrative functions. These studies include discussions on the changing landscape of higher education (Hendel & Horn, 2008), semesterization (Morris 2000; Trowler 1998), and the effects of an academic calendar change on students performance (Coleman et al, 1984). In the case of the study by Coleman et al, the study found that a change from quarter to a semester system caused a decrease in the average credit hour load, a decrease in the percentage of good grades, and a reduction in the course completion rates. Van der Hulst and Jansen (2002) note that the observed difference might be a factor of cohorts of students and other factors.

Thus, to better understand the impact of the academic calendar on students performance and the operations of the departments, there is a need to interrogate a series other extraneous factors. The School of Science, in an attempt to understand these factors as a conduit to improve students success rates, the School set out to first understand the literature on the subject and to begin collecting data on the impact of semesterization. The impact was focussed on students performance and operations of the departments.

II.

About Semesterization in the School of Science

a. Implementation The School will have all its modules semesterized by 2012. Currently, all first level modules are semesterized across the School. In the Department of Mathematical Sciences, all second level modules are also semesterized. The modules include modules that serve as service modules. These are modules like STA1510 in Statistics, MAT1581 in Mathematics, and PHY1505 in Physics. It should be noted that these modules have historic high enrolments and low exam pass rates 1. b. Observations

Exam pass rate = #passed/# wrote

53

The observations reported here are based on reports from academic staff in both school and departmental meetings. The data presented is based on data extracted from the XMO system during the exam signoff process. In terms of administration, the staff reported increased marking responsibilities, increased student support demands, increased requirements for production of study materials. These factors have led to some changes observed in the Departments. In terms of increased marking responsibilities: Departments have seen an increase in contract staff In terms of increased student support: Departments have increased the number of discussion classes offered. As an example, STA1510 now has 8 discussion classes sessions conducted in Polokwane, Durban, Florida, and Pretoria which is twice more than what it used to be. This has capacity implications. In terms of increased requirements for production of study material: Staff reported close deadlines as a source of some anxieties.

With regards to students performance, the trends do not offer any conclusive statements. The University wide data on semesterization suggests that success rates are not significantly affected by semesters. The preliminary data analyzed across departments within the school, suggests that students tend to do a little better during the second semester versus the first semester. This trend is more consistent in the Department of Statistics versus the other departments. Further, the highly enrolled modules have consistent low pass rates (below 40%). The data also suggests that the second semester has an advantage of slightly higher enrolments. In the sampled data, the difference is over 100 students.

III.

Way Forward

The School will continue to collect data on the impact of semesterization. Further, academic departments need to continue to re-evaluate its assessment practices and communication with students.

54

ANNEXURE F: DEPARTMENT INFORMATION AND STRATEGIC ANALYSIS

Information & Analysis Report

October 2010

A Report on Semesterisation at UNISA

Yuraisha Chetty, Prof George Subotzky & Herman Visser

Context and Purpose

One of the key academic planning priorities for the newly merged Unisa after 2004 was to develop an appropriate tuition policy in line with the emerging ODL identity of the institution. Considerable and intense debate was conducted on this matter, which culminated in final Senate approval of a policy to phase in the semesterisation of all courses, with allowance for retaining year-long courses where justified.

The post-merger period was characterised by intensive and increasingly sophisticated planning. Alongside the implementation numerous policies, procedures and plans, a series of reflective and evaluative initiatives were undertaken. These included the Commonwealth of Learning and HEQC audits, the organisational architecture initiative, the student and staff satisfaction and climate surveys and the ongoing reviews of the 2015 Strategic Plan and the three-year rolling Institutional Operational Plans. All these aim to enable the institution to reflect on its performance and prioritise areas for improvement. As implementation of post-merger policies and plans have reached an advanced stage, increasing emphasis is now being placed on the evaluation of these initiatives in order to determine their impact on stated outcomes, goals, objectives and targets.

In this context, the evaluation of the impact of the semesterisation process is particularly appropriate. As a first step, the Executive Director: Academic Planning requested DISA to provide an initial analysis of relevant trends related to semesterisation based on readily available information. Its scope is necessarily limited to a descriptive analysis of course success rates. Student success represents the ultimate outcome of teaching and learning endeavours and therefore constitutes the primary performance measure. A full evaluation would draw from a range of quantitative and qualitative sources over time in order to explain trends in course

55

success. In so doing, it would track causal links between specific initiatives and success outcomes.

First, a brief profile of courses is presented to provide additional views of the semesterisation process. This report therefore focuses on the following:

1. 2. 3. 4.

Number and Proportion of Courses by Tuition Period, 2008-10 Number and Proportion of Provisional Course Counts by Tuition Period, 2008-10 Number and Proportion of Undergraduate & Postgraduate FTEs by Tuition Period, 2006-9 Degree Credit Success Rates by Course Level & Tuition Period, 2006-9.

Number and Proportion of Courses by Tuition Period

The first view of the semesterisation process can be seen in the radical shifts in the number and proportion of Semester 1, Semester 2 and Year-Long courses over the past few years.

Figure 2: Number and Proportion of Courses by Tuition Period, 2008-10

5 000 4 000 3 000 2 000 1 000 0 S1 Only 2008 2009 2010 620 872 1 106 S2 Only 624 898 1 119

S1 Unduplicated Total 707 960 1 186

Y Only 3 310 2 491 2 134

Y2 Only 534

Y Unduplicated Total 3 313 2 491 2 134

Total 4 020 3 451 3 320

56

The number and proportion of courses offered only in Semester 1 and 2 increased substantially from 620 (15,4%) and 624 (15,5%) in 2008 to 1 106 (33,3%) and 1 119 (33,7%) in 2010 respectively. The total unduplicated number of semester courses (that is, the total of those offered in Semester 1 and 2 only, as well as those offered in both Semester 1 and 2) therefore increased from 707 (17,6%) in 2008 to 1 186 (35,7%) in 2010. Correspondingly, the number and proportion of Year-long courses declined from 3 310 (82,3%) in 2008 to 2 134 (64,3%) in 2010. Y2 courses were discontinued after 2008. As a result of rationalisation, the total number of courses was reduced by 700 from 4 020 in 2008 to 3 320 in 2010.

Number and Proportion of Course Counts by Tuition Period

The second view of the semesterisation process can be seen in shifts in the number and proportion of course counts by tuition period between 2008 and 2010.

Figure 1: Formal Provisional Course Count by Tuition Period, 2008-10 (as of 29 October 2010)

1 500 000 1 250 000 1 000 000 750 000 500 000 250 000 0

2008 23.1% 23.1% 51.2% 2.6% 100.0%

2009 357 333 411 966 436 876 1 206 175 29.6% 34.2% 36.2% 0.0% 100.0%

2010 435 427 394 086 317 889 1 147 402 37.9% 34.3% 27.7% 0.0% 100.0%

Semester 1 278 781 Semester 2 278 530 Year Year 2 Total 618 557 31 415 1 207 283

The process of semesterisation is clearly evident in the significant increase in the number and proportion of provisional formal course counts between 2008 to 2010 in Semester 1 courses (from 278 781 or 23,1% to 435 427 or 37,9%) and in Semester 2 courses (from 278 530 or 23,1% to 394 086 or 34,3%). A corresponding decline is evident for a Year-long courses (from 618 557 or 51,2% in 2008 to 317 889 or 27,7% in 2010). 57

Interestingly, in 2009, Semester 2 course counts exceeded those of Semester 1. The new applications process was introduced in 2009. It is therefore likely that many new applicants who missed deadline for first period registration in 2009 registered in the second period. At this point, it is not possible to draw any conclusive conclusions from the 2010 provisional course counts, as these are still subject to financial cancellations and subsequent reinstatements. In interpreting the figures, this must be constantly borne in mind.

FTE Enrolments

Another view of the semesterisation process emerges by examining the distribution of undergraduate and postgraduate FTE enrolments over the years.

Table 1: FTE Enrolments by Tuition Period, 2006-9

Course Level UG

Tuition Period Semester Year

2006 N 44 668 51 781 % 40,7% 47,2%

2007 N 46 443 54 430 % 39,9% 46,8%

2008 N 52 245 63 071 % 39,3% 47,4%

2009 N 75 542 43 271 81 % 55,5% 31,8% 0,1% 11,7% 1,0% 55,6% 44,4% 100,0%

PG < M

Semester Year 11 483 1 775 44 668 65 039 109 707 10,5% 1,6% 40,7% 59,3% 100,0% 13 987 1 426 46 443 69 843 116 286 12,0% 1,2% 39,9% 60,1% 100,0% 16 263 1 442 52 245 80 777 133 022 12,2% 1,1% 39,3% 60,7% 100,0%

15 896 1 317 75 623 60 484 136 108

M&D

Year Semester

Grand Total

Year Total

UG Semester FTE enrolments increased substantially from 44 668 or 40,7% of the grand total in 2006 to 75 542 (55,5%) in 2009. Correspondingly, UG Year-long FTEs declined from 51 781 (47,2%) to 43 271 (31,8%) over the period. As is evident, with one exception of a single PG course below Masters in 2009, all postgraduate courses are Year-long. This will shift as the next phases of the semesterisation process proceeds. As a result, the proportion of total FTEs enrolled in semester courses increased from 40,7% in 2006 to 55,6% in 2009, with a corresponding decline in Year-long courses from 59,3% to 44,4% over the period.

58

Degree Credit Success Rates

The final and most significant view of the semesterisation process is that of the degree credit success rates. This represents the most important performance measure and indicator of the impact of the process.

The degree credit success rate forms part of the HEMIS submission to the Department of Higher Education and Training. It is calculated by dividing the number of unweighted FTE successes (completed funded credits) over the number of unweighted FTE enrolments (enrolled funded credits). It therefore accounts not only for exam failures, but also for attrition between course enrolments and exam writing. As the recently conducted Exam Absence Survey indicated, up to 10% of student headcounts do not manage to make it to their exams for a variety of reasons mainly the pressures of work and domestic responsibilities.

Table 2: Degree Credit Success Rates by Tuition Period & Course Level, 2006-9

Course Level
UG

Tuition Period
Semester Year Total

2006
50.6% 51.6% 51.1%

2007
53.4% 55.9% 54.7%

2008
54.1% 57.0% 55.7%

2009
57.7% 66.6% 61.0% 81.8%

PG < M

Semester Year Total 48.4% 48.4% 39.8% 50.6% 50.7% 50.7% 51.8% 51.8% 49.0% 53.4% 54.9% 54.3% 49.9% 49.9% 44.8% 54.1% 55.4% 54.9%

51.8% 52.0% 42.4% 57.7% 62.2% 59.7%

M&D Grand Total

Year Semester Year Total

Unisas overall degree credit success rate increased very encouragingly by 9% from 50,7% in 2006 to 59,7% in 2009, with a healthy increase of 4,8% between 2008 and 2009. This exceeds the revised 2010 ministerial target of 56% and is approaching the original target of 60%. 59

The overall Semester success rate increased by 7,1% from 56,6% to 57,7% over the period, with a 3,6% increase between 2008 and 2009. The overall Year-long success rate increased by a much higher in 11,5% from a very similar baseline of 50,7% to 62,2% with a 6,8% increase between 2008 and 2009. From this it can be seen that the differential between the overall Year-long and Semester success rates increased from 0,1% in 2006 (50,7% versus 50,6% respectively) to 4,5% (62,2% versus 57,7% respectively) in 2009. At the UG level, although the success rate of UG Semester courses increased over the period by 7,1% from 50,6% in 2006 to 57,7% in 2009, that of the UG Year-long courses increased by a very substantial 15,0% from 51,6% to 66,6% over the period. Clearly, at the UG level, greater success is being achieved in Year-long courses. As a result, the success rate in UG Year-long courses progressively exceeded that of Semester courses throughout the period under review. The differential in the UG success rate grew substantially from 1% in 2006 (51,6% versus 50,6% respectively) to 8,9% in 2009 (66,6% versus 57,7% respectively). The success rate for PG below Masters was static over the period, rising from 48,4% in 2006 to 51,8% in 2007, then dipping and subsequently rising to the same figure in 2009. At the PG M & D level, the Year-long success rate showed a substantial increase from 39,8% in 2006 to 49,0% in 2007 but has subsequently declined to 44,8% in 2008 and then, worryingly, 42,4% in 2009. As almost all PG courses are Year-long, these trends were not affected by the process of semesterisation.

Conclusion

This brief report represents a first step in the full evaluation of the process of semesterisation undertaken at Unisa over the past few years. It first provided several views of the process, in terms of the shift over the past few years in the number and proportion of: a) Semester and Year-long courses; b) Provisional course counts by tuition period; c) Undergraduate and postgraduate FTE enrolments by tuition period. The main focus was on degree credit success rates as the primary performance indicator of the impact of the semesterisation process.

With regard to success rates, the findings are:

Between 2006 in 2008, the overall degree credit success rate for Year-long courses was only marginally higher that of Semester courses. However, in 2009, the Year-long success rate increased substantially to 62,2%, resulting in a differential of 4,5% above the Semester success rate of 57,7%. This was the combined result of a) a substantial increase of 15% in the UG Year-long course success rate to 66,6% as opposed to a more modest increase of 7,1% in the UG Semester course success rate over the period; and b) a static success rate in the Year-long courses at the PG below Masters level and a declining one at the M & D level over the period. 60

Clearly, at the UG level, greater success is being achieved in Year-long courses. Possible reasons for this include the following: - Student support initiatives, particularly in the College of Human Sciences, in which there are many Year-long courses, may be particularly effective. Course success rate in this college have been substantially higher consistently over time. Further research into this and into identifying the areas of success (fields of study, qualification levels and student support interventions) will undoubtedly throw some light on this matter. - Students enrolled in Year-long courses are likely to be less susceptible to the negative impacts of delays in receiving study materials. - Both Semester and Year courses have 12 credits each. This means that students enrolled for Semester courses have to cover the same amount of work in a shorter period of time. While many of them do cope, under-prepared students might not fare so well. However, as the UG Semester success rate also increased over the period under review, a main finding is that semesterisation has not impacted negatively on course success rates. Clearly, other factors are influencing course success. As just indicated, it is important to identify these factors through further research. Unisa's emerging student success and support frameworks indicate that student success is influenced by a wide range of academic, non-academic and administrative factors. This provides some guidelines for the investigation.

Finally, as indicated, while course success rates represent the primary performance measure in evaluating the impact of semesterisation, a full evaluation will need to draw from other qualitative and quantitative sources. These include staff and student satisfaction and experience. Further research in this regard will provide valuable insights into the strengths and shortcomings of the semesterisation process at Unisa.

61

ANNEXURE G: STUDY MATERIAL, PRINT, PRODUCTION AND DELIVERY

Implementation of the semesterisation within SMPPD From SMPPD we have had two inputs to your request on monitoring the implementation of semesterisation. From Planning and Coordination, the steps followed in implementing semesterisation are: 1. Study material items are prioritised differently at different times of the year according to the registration period. 2. Print quantities and stock are monitored proactively. 3. Submission documents have been altered to include changes regarding semesterisation. 4. Academics are advised on the implementation of semester modules. 5. Academic staff are trained in the correct uploading and submission processes. 6. Closer cooperation with Programme Accreditation and Registration is now in place. 7. Implemented warning systems on the cut off times for submission of study material. 8. Systems have been streamlined to accommodate semesterisation and to facilitate better reporting and follow-up processes in ensuring timely submission and delivery. 9. The restructuring and the re-allocating of functions is now complete. This has facilitated better and faster information distribution to improve work flow throughout the supply chain.

Possible Improvements that can still be implemented: 1. 2. 3. 4. Specific time frame to be adhered to mores trictly for applications for changes. Quality assurance of study material in academic departments can be improved. Study material should be submitted on time. Admin Staff in academic departments to be trained for the jobs they have to do.

From Despatch, the following response was received: In support of the semester model, Despatch had to streamline its operations to deliver study material in a shorter period to students who only have a 15 week tuition period. To this end, the following operation improvements have been implemented: 1. Material for the 5 Colleges have been split across two warehouses, namely CEMS and CLAW are warehoused in Muckleneuk and CAES, CSET and CHS are warehoused In Florida. All bulk material is warehoused offsite at the Laser Park warehouse. The two issuing warehouses therefore focus only on the College material warehoused and are

62

therefore able to ensure high levels of stock management, stock replenishment, optimal shelf space usage and picking process time. 2. We employ agency workers during registrations to ensure dedicated pickers with an average parcel pick of 5 per hour. Across the two warehouses we are able to pick an average of 9,000 parcels per day, thereby ensuring that all registrations which are finalised are picked the same day and handed to our service providers (SAPO and Skynet Couriers) the next day. We experience zero backlogs in the picking process. 3. We have entered in contractual agreements with SAPO and Skynet Couriers to ensure that all parcels handed over to them are delivered to their destinations within a maximum of 7 working days. These delivery agreements are monitored through daily statistics received from Unisa ICT and are based on data sharing between Unisa and the service providers. Whilst the package may be available within 7 working days at the destination post office, we find that students generally do not collect their material before 30 days have expired. To this end, Despatch sends a second sms to all students who have not yet collected their material after 25 days of it being at the destination post office to remind them of the parcel status. All parcels which are returned to Unisa after being held for 50 days are billed a RTS (Return To Sender) charge, which we wish to avoid. 4. All registration parcels have a unique track and trace number and we are able to monitor parcel movement via the service provider web portals. Students are sent an sms and letter notification of the parcel status which includes the track and trace number from SAPO and which the student uses to collect the parcel from the destination post office. Parcels can only be collected with valid identification and this proof of delivery (POD) is sent to Despatch/ICT for inclusion in the data file. POD from Skynet is also obtained. A challenge that is still experienced by Despatch is that we rely on the correctness of student address details and postal codes to ensure that parcels reach the correct destination. This remains a challenge as students do not always provide the correct postal codes for the area where they want the parcel delivered. A typical example is there is more than one Constantia in the country and should the student capture the incorrect postal code, the parcel may end up at the incorrect Constantia. Another challenge is that student address details are changed after registration. As explained earlier, Despatch picks the parcel the same day as registration is finalised. If the student changes his/her address detail or method of delivery (postal or courier) the next day, it will be too late as the parcels has already been picked and handed over to the service provider with the incorrect address detail.

In summary, the postal/courier system has worked better than the over the counter collection service we used to offer at Regional offices. This saves the university money by not having to print copies for every office, but rather send these out from two centralised locations within 24 hours. We hope this information is helpful to you in compiling the report. Thank you AM Mahomed

63