2_b_Eng Project Plan 3 2_0

8/13/2019 2_b_Eng Project Plan 3 2_0

http://slidepdf.com/reader/full/2beng-project-plan-3-20 1/34

ENGINEERING PROJECT PLAN:

SU’s PROJECT TO INCREASE GRADUATE OUTPUTS IN ENGINEERING

Approved by Executive Committee of Council, on behalf of CouncilStellenbosch University

21 August 2007SU Eng project3.2.doc





2

ENGINEERING PROJECT PLAN:SU’S PROJECT TO INCREASE GRADUATE OUTPUTS IN ENGINEERING

EXECUTIVE SUMMARY

In the Minister of Education’s letter to SU (Stellenbosch University) dated 14 March 2007,project funds to the amount of R39 million, spread over a period of three financialyears, was allocated to increase graduate outputs in Engineering, on condition that

• Project plans are submitted to the Department giving the time lines for theimplementation of the projects and including substantive cost estimates; and

• Indications are given of how the shortfall will be made up should the cost of SU’splans exceed the Department’s allocation.

JIPSA documents indicated that an additional one thousand engineers per year are

required to sustain South Africa’s current growth plans. Stellenbosch University normallycontributes about ten percent of the total annual output of engineers qualifying in SouthAfrican higher education institutions. SU’s Engineering Project Plan therefore aims toincrease the number of bachelors degrees awarded in Engineering at this university byten percent of the additional number needed, i.e. one hundred per annum.

To realise this aim, SU devised strategies to overcome obstacles and constraints whichare common to most universities, although some apply more particularly to SU. The mainobstacles and constraints are the lack of adequate numbers of high school leavers whoare suitably qualified to pursue university programmes in engineering succesfully; thelack of demographic diversity (especially gender and race) in engineering graduates;and the suboptimal graduation rates in some undergraduate university engineering

programmes.SU’s devised three broad strategies to overcome these obstacles and constraints. Each ofthe strategies are tranlated into specific action plans with specified timelines andresource requirements. The respective strategies and actions plans are briefly describedbelow.

Strategy A: Increase student total intake

Our past records show that with proper selection, motivation and improved throughput,roughly 67% of new entrants into engineering programmes can complete their studieswith a qualification in engineering. Therefore, in order to produce 100 additionalengineering graduates per year, not less than 150 additional entrants must be enrolledannually. Because the pool of suitably qualified high school leavers seems to be stagnantof the last few years, and because this pool is the object of increasingly intensecompetition amongst all higher education programme providers requiring new entrantsto have a proper grounding in mathematics, this strategy is designed to increase thenumber of new entrants into SU engineering programmes by cultivating new studentmarkets and by creating the teaching and learning infrastructure to cope withpotentially 600 additional students (150 x 4 = 600, since the engineering programme is a4-year professional bachelors degree programme).

Specific action plans will be followed by SU to realise this strategy. They are:

A1. Outreach to additional student markets

Intensified marketing of engineering programmes through visits to partner schools with

significant numbers of Grade 12 learners in the fields of Mathematics and Physical



3

Science, offering a one-stop admission service. Increased sponsorship of Grade 11 and 12learners to attend Engineering Winter Week.

A2. More learners select Mathematics and Physical Sciences at School

Beginning 2008, students in Engineering will follow a service learning module called

“Perspectives on Society”. The theoretical part of this module will overview topics suchas culture and technology, value systems and ethics, societal divisions, formal andinformal sectors, and challenges such as poverty and HIV/AIDS. For the practical part ofthe course, the engineering student will for one semester act as a tutor in Mathematicsand Physical Sciences extra classes offered on weekday afternoons or Saturday mornings,at the Partner Schools in disadvantaged communities. The extra classes will be offeredin Grades 8 and 9 already, using interesting examples of mathematics and scienceapplications in engineering, to encourage learners to select Mathematics and PhysicalSciences for their senior secondary school years. The tutorial service will be continuedwith Grade 10, 11 and 12 learners to help them achieve good pass marks in the subjectsrequired for admission into engineering programmes.

A3. Refurbish & expand Engineering Faculty physical infrastructureTo make provision for the increased intake into first year programmes from 2008onwards, a large hall with bulky drawing tables can be refurbished as a 250 seatlecture/tutorial room and a computer users' area. For the increase in practicals inElectronics, a course taken by all first year students, additional laboratory electronicequipment will have to be purchased.

For the 2nd, 3rd and 4th year programmes the increased student numbers will require anexpansion of laboratory facilities in the departments of Civil, Electrical, Mechanical,Industrial and Process Engineering.

This form of infrastructure refurbishment will not be of the simple additive “brick-and-mortar” type, but rather the installation of intelligent infrastructure which is more cost-effective in the long run.

A4. Expand teaching resources

It is clear from work load calculations, that the current academic staff complementshould be increased by about 20% to cope with the additional 600 (40%) undergraduatestudents. These staff members are added in proportion to the growth in student intakeuntil the total additional student numbers stabilise at 600 in 2013, requiring 15additional senior lecturers. By 2009 only one quarter of the eventual number of seniorlecturers will be added.

Strategy B: Increase diversity of student intake

B1. Expand English teaching offering without affecting Afrikaans offeringAll fist year modules are offered in parallel medium (Afrikaand and English) since 2005.Although it is far more costly, expansion of parallel medium teaching into the secondyear is planned to provide students more opportunities to develop bilingual receptiveskills. In 3rd and 4th year lectures, each module will, as far as practically possible, betaught at least once in English and at least once in Afrikaans in every 3 year cycle. DVDrecordings of all lectures in 3rd and 4th year will then be made and placed in a library.Any student, who by the 3rd year has not developed sufficient receptive skills inAfrikaans, may review the module's key concepts from a recorded English lecture, whichwill be no more than 2 years old. Contents will be searchable by topic.

B2. Access bursaries for financially disadvantaged students into Engineering



4

To significantly increase the intake of students from the designated groups at SUEngineering, access bursaries will be required. The term "access bursaries" is used,because such students normally have little difficulty obtaining bursaries from the publicor private sector once they have demonstrated success after their first year ofengineering studies. They will therefore usually not need bursaries from US from the 2 nd

year onwards. A revolving bursary fund can be utilised.B3. Differentiated selection criteria for learners from disadvantaged schools

Some of the intended growth in black, coloured and Indian students that the EngineeringFaculty wishes to admit to meet its targets will have to come from schools whereresources for teaching Maths and Science are limited. The plan is thus to admit studentsfrom designated groups who are on the waiting list (i.e. with total point scores belowcurrent admissions criteria, but still with 60% in higher grader Maths and Science) intoEngineering. These students will commence directly with the Extended DegreeProgramme, where they will receive sufficient academic support to correct anyshortcomings in Maths and Science from school.

Strategy C: Increase the graduation rateC1. Guaranteed residence placement for certain engineering students

Interviews with failing students have revealed that the time lost through commuting isone of the greatest inhibitors of students from disadvantaged communities to studysuccessfully. Furthermore, since engineering studies require a lot of group work, theuniversity residence environment is far more conducive to this type of learning thanprivate accommodation. Engineering students from the designated groups musttherefore be given assurance of university residence accommodation, once they areadmitted to an engineering programme. To maximise their chances for successfulstudies, these students must therefore have the complete package: certainty aboutadmission to B Eng, residence placement and a bursary.

C2. No more than 5 modules per semester

To increase success rates, the SU Engineering Faculty has decided to reduce the numberof courses to 5 per semester, thereby allowing students to spend more time learningfewer techniques to a greater depth (developing engineering thinking skills thoroughly),rather than covering too many diverse topics in the undergraduate programme. The firstyear programme for 2008 has already been redesigned to 5 modules per semester, withthe advanced years programme reviews to follow in 2008.

Generally students find 5 modules per week far easier to cope with, and it is also easierto schedule with limited class room resources. Lastly, since modules will be offered inAfrikaans and English for improved access to SU Engineering, it is more cost effective to

offer fewer modules in parallel medium or with technological mediation.C3. More tutor/mentorship support

SU Engineering has introduced a successful tutor/mentorship programme for its first yearstudents since 2004. This programme will be expanded to cope with the intendedincrease in student intake, and should also be provided at the senior years ofengineering studies. The source of tutors and mentors should be postgraduate studentsin engineering.

Overall financial implications

The financial implications of SU’S Project to increase graduate outputs inengineering can be analysed from various angles. In the table below, costs are analysed

by topic over two periods, viz. 2007 to 2009: the years during which the Department ofEducation’s allocation for this rpoject will be made available, and 2010 to 2013: the



5

years before the project’s recurrent costs can be fully recovered from subsidy andtuition fees.

2007-2009 2010-2013Table 1. Summary of costs by period and topic:Engineering project plan R'000 % R'000 %

Marketing 3 562 9% 5 830 11%Infrastructure expansion & refurbishment 27 650 71% 0 0%

Staffing (academic) 2 079 5% 23 740 47%

Removing language barriers to learning 5 428 14% 17 570 35%

Tutors/mentors 320 1% 3 563 7%

Total 39 039 100% 50 702 100%

From Table 1 it is evident that 71% of the Department’s allocation will be utilised forinfrastructure expansion and refurbishment.

Table 1 also shows that the total cost of this project is estimated to be R 89.7 million,leaving a shortfall of R 50.7 million after the Department’s allocation is accounted for.

The Executive Committee of the Council of the University of Stellenbosch agreed, onbehalf of Council, to cover the shortfall in the event that no, or inadequate, furtherresources are made available by the Department (Minutes, Council Exco, 21 August2007).



6

Engineering Project Plan:

Stellenbosch University Engineering Faculty project to increase graduate outputs

in Engineering

1 Background

The Minister of Education, in her letter dated 14 March 2007 to the Vice-

Chancellor of Stellenbosch University, allocated R 39 million to SU to increase

graduate outputs in engineering. R 10 million each is allocated for the 2007/8

and 2008/9 financial years, and a further R 19 million is allocated for the

2009/2010 financial year. She requested the SU Council to provide her with a

proposal on the SU student enrolment plan and performance targets by 30 June2007. The purpose of this document is to set out SU's strategy and action plans

to provide in the need for a national increase in engineering graduates.

2 Strategy

The SU strategy for an increase in engineering B Eng graduates has the following

parts, which are numerically and graphically depicted in Appendix A:

Part A: Increase student total intake

Part B: Increase diversity of student intake

Part C: Increase the graduation rate

Each of these strategies is explained in the sections that follow, then converted

into action plans and then finally the required resources are determined to

execute these plans. When the funding is applied from the R 39 million allocated

by the Minister to SU, it will be referred to as the DoE Earmarked Funds (DoE EF).

3 Strategy Part A: Increase student total intake

The Stellenbosch engineering students have a good success rate compared to

other programmes at SU and other engineering faculties in SA. Cohort analyses

show that 36.7% of the SU Engineering students graduate within the minimum B.

Eng. period of 4 years, 58.8% within 5 years and 65.4% in 6 or more years.

The graduation rate can possibly be improved marginally, but to significantly

increase the number of graduates, more first year students will have to beenrolled for Engineering. SU was approached by representatives of JIPSA to



7

participate in the initiative to increase the production of professional engineers by

about 1000 per year. At present SU produces about 10% of the engineering

graduates in SA and thus would plan to produce 100 additional graduates. With

the current throughput rates an additional 150 to 170 students should be enrolled

as first entrants in engineering.

The current intake for SU has been around 360 new engineering students for the

past 2 years (statistics taken in June, after completion of the first semester). The

strategy, as shown in Appendix A, is thus to increase the new entrants at SU

engineering by 50 in 2008, by 100 in 2009 and by 150 in 2010 for a total intake

of about 510 first year engineering students. The aim is then to stabilise the first

year engineering intake after 2010 at this level, which will be about 40% more

than the 2007 intake.

A differentiated selection process will be applied to ensure a balance of students

amongst the B Eng programmes offered at SU. Since there is a minimum set-up

cost to offer an ECSA accreditable engineering programme, no Engineering

Department should have too few students. Also, Departments should not have

more students than teaching and infrastructure resources can cope with.

Action plans to increase student total intake

3.1 Outreach to additional student markets

SU Engineering's traditional market has been Afrikaans speaking students, and the

University's vision is to continue serving these students. However, the population

growth in the white Afrikaans speaking communities is decreasing and the

participation rate from the coloured communities in tertiary education is very low.

On the other hand the demand for tertiary education amongst the black

community and female students is rapidly increasing, and the demand for black

and female engineers in industry is extremely high. SU Engineering will therefore

increase its marketing to the English speaking and black, coloured and Indian

communities as well as females from all population groups.

Marketing will be in the form of targeted visits to schools in potential studentsupply regions for SU. The strategy is to build more long term relationships with

the Engineering faculty's "Partner Schools" in the black and coloured communities

in particular. These schools must have a significant number of learners that take

Mathematics and Physical Science as subjects up to Grade 12. Senior academics

and marketing personnel will present Engineering as a field of study and as a

career to learners, teachers and parents during school visits. A one-stop service

will be offered to interested learners to assist them with admission to an

engineering programme at Stellenbosch University, residence placement and

bursaries.



8

More learners, in particular from the black and coloured communities, will be

sponsored to attend Engineering Winter Week. This affords Grade 11 and 12

learners the opportunity to spend a week in Stellenbosch campus residences

during their July holidays. During this time they are exposed to the whole range

of Stellenbosch Engineering Programmes and the laboratories at the faculty.

Learners are also taken out to industry visits every day. The success rate of actual

enrolments of learners who attended the Engineering Winter Week into the first

year engineering is very high.

Resources required

A full time marketing post will be established in the Dean's Division to co-

ordinate and execute the undergraduate marketing actions. The equivalent of 5

half day administrative posts, one per SU Engineering department, will be

sponsored in order to release time from the Departments' senior academic staff to

personally participate in marketing excursions. Travel and accommodation

expenses during marketing excursions are also budgeted for as shown in

Appendix C. The source for the funding is the DoE EF.

3.2 More learners select Mathematics and Physical Sciences modules at school

It will make no sense if tertiary institutions, and engineering faculties in particular,

compete for a fixed number of learners with acceptable matric results in

Mathematics and Physical Science. More learners must be encouraged to enrol for

these subjects and then supported to master them. One of the examples of how

this can be done, is by combining community interaction and service learning with

learner support and awareness generation, as described below.

The SU Engineering Faculty will institute a service learning module for 3rd and 4th

year students from 2008 onwards, called "Perspectives on Society". The theoretical

part of the module will cover Philosophy topics such as culture and technology,

engineering in a multi-cultural society, value systems and ethics, as well as

Sociology topics such as cultural differences in the society, functioning of the

informal sector and national, social and economical challenges such as poverty

and HIV/Aids. For the practical part of the course, the engineering student will for

one semester act as a tutor in Mathematics and Physical Science extra classes

offered on weekday afternoons or Saturday mornings, at the schools in

disadvantaged communities. These tutorial sessions will be run in cooperation

with willing teachers in the Partner Schools of the Stellenbosch Engineering

Faculty. The extra classes will be offered in Grades 8 and 9 already, using

interesting examples of mathematics and science applications in engineering, to

encourage learners to select Mathematics and Physical Science for their senior

secondary school years. The tutorial service will be continued with Grade 10, 11



9

and 12 learners to help them achieve good pass marks in the subjects required

for admission into engineering programmes.

Resources required

One half day administrative post will be required in the Engineering Dean's

Division, to organise the service learning aspect of the course and liaise with the

Partner Schools for the Tutorial Classes in schools. The engineering students will

be refunded for travel time to the schools. The budget for this strategic item is

shown in Appendix D, and the source for the funding is the DoE EF.

3.3 Refurbish & expand Engineering Faculty physical infrastructure

The classroom, computer and laboratory infrastructure will have to be increased

at the Faculty of Engineering to accommodate 150 extra first year students in the

programmes. At present the faculty has a total head count of about 1400undergraduates. Although the student increase is phased in at first year level (50,

then 100, then 150 at the third intake), eventually by the year 2013, each of the

classes in the four years of the B Eng programme may have an additional 150

students. This increase of 600 undergraduates in total cannot be accommodated

in the current physical facilities of the Engineering Faculty buildings. The rest of

the SU campus facilities are also under pressure due to student increases, so that

certain refurbishments and expansions at the Engineering building will be

necessary.

To make provision for the increased intake into first year programmes from 2008

onwards, a large hall with bulky drawing tables can be refurbished as a 250 seat

lecture/tutorial room and a computer users' area. For the increase in practicals in

Electronics, a course taken by all first year students, additional laboratory

electronic equipment will have to be purchased.

For the 2nd, 3rd and 4th year programmes the increased student numbers will

require an expansion of laboratory facilities in the departments of Civil, Electrical,

Mechanical, Industrial and Process Engineering.

Resources required

The expansion of the Engineering Faculty's physical infrastructure is budgeted for

in Appendix E. Since this requires large capital investments, the source for the

funding will be from the DoE EF. Even if the actual student growth is lower than

anticipated, an investment in engineering training facilities will still pay off,

because it will enable organic growth of student numbers in future.

3.4 Expand teaching resources

If an additional 600 undergraduate students are to be educated at SU Engineering

without negatively affecting success rates, additional staff will be essential.





11

4 Strategy Part B: Increase diversity of student intake

Stellenbosch University's student diversity profile is still low compared to other SA

universities, and the recent HEQC Audit report requires SU the provide self-

improvement plans for this situation. The Engineering Faculty's undergraduatestudent diversity profile is also much lower than the rest of the university.

Action plans to increase diversity of student intake

4.1 Expand English teaching offering without affecting Afrikaans offering

To significantly increase accessibility for English and black students (in particular)

to the Stellenbosch Engineering Faculty, those students must be given the

assurance that they can learn in English. However, to many current students,

members of the SU Council, the Convocation and the public, it will not be

acceptable if teaching in English is at the expense of instruction in Afrikaans. Aninnovative and financially affordable solution is called for to expand the English

teaching offering without negatively affecting the Afrikaans offering.

The Engineering Faculty has a language plan that implements the SU's Vision

Statement to promote Afrikaans in a multilingual context:

• All modules of the 1st year programmes have been instructed in parallel

medium since 2005. This could be done at a relatively low cost since all B

Eng programmes at SU use a common set of modules in the 1st year.

• At the same time, for those students with inadequate academic literacy in

Afrikaans or English, language courses are offered for credits in the 1 st and

2nd year of engineering, to develop bilingual receptive skills (listening and

reading).

Despite these measures to develop multilingualism as an asset of SU Engineering

graduates, many potential students (e.g. black students who have only had an

African language and English as school subjects) still feel apprehensive about

their chances for academic success in senior years if lectures are not available in

English.

The Engineering faculty will therefore improve its language plan as follows from2009 onwards:

• Expand the parallel medium teaching to the 2nd year level for all

engineering programmes. It is far more costly to implement than the first

year parallel medium teaching, because classes become smaller as students

specialise into their respective engineering fields. Additional academic staff

will be needed, unless quality of teaching and research is compromised.

However, teaching in both Afrikaans and English in separate classes gives

students another year to develop their bilingual receptive skills.



12

• In 3rd and 4th year lectures, each module will, as far as practically possible,

be taught at least once in English and at least once in Afrikaans in every 3

year cycle. DVD recordings of all lectures in 3 rd and 4th year will then be

made and placed in a library. Any student, who by the 3rd year has not

developed sufficient receptive skills in Afrikaans, may review the module's

key concepts from a recorded English lecture, which will be no more than 2

years old.

• NB: For the above approach to work, the contents of courses will be

carefully divided into a fixed number of lectures devoted to a particular

engineering technique, so that students can search the recorded lectures

by topic, independent of the text book used in a particular year. If a

lecturer introduces new concepts/techniques (i.e. from the latest

developments in the field (which have not yet been standardised asengineering techniques and DVD recorded) (s)he may have to explain it in

both Afrikaans and English during lectures.

• The new approach guarantees that, with the aid of technology, a student

can learn in Afrikaans or English, even though all instruction does not have

to be in parallel medium in 3rd and 4th years of the engineering programme.

Resources required

The budget for implementing the new SU Engineering Faculty language plan

through parallel medium combined with technological mediation is provided in

Appendix G1. Where large classes are split any way, there is no additional cost

for teaching separate classes in Afrikaans and English. For smaller classes,

additional academic resources are budgeted for to teach in English as well.

The cost of providing technology mediated instruction in Afrikaans and English to

the 3rd and 4th years is calculated in Appendix G2. The once off cost for

translating all teaching material in both Afrikaans and English is also budgeted

for. Funding expenses in Appendices G1 and G2 will be from the DoE EF.

Sustained income for continuing the parallel medium instruction in the 2nd year

will be available in the longer term without the DoE EF because:

• Subsidy income for the new students (eventually 600) will start coming in

• Economies of scale should increase efficiencies in the undergraduate

programmes

However, the new parallel medium 2nd year offering will occur in 2009 for the first

time (for the 50 new 1st year entrants of 2008). The subsidy income for these

students only arrive at the university two years later, and the build up to the break

even capacity of 150 second year students is still in progress. The DoE EF will

have to be applied to fund the extra cost of parallel medium instruction in 2009.The DoE EF will also be approached to fund the engineering undergraduate



13

expansion programme in the transition period from 2010 till 2013, else the

parallel English teaching offering will not be affordable in the long run.

4.2 Access bursaries for financially disadvantaged students into Engineering

As indicated in Appendix A, the bulk of the SU engineering student increase issought from Black, Coloured and Indian enrolment. One of the major challenges

amongst these student groups, especially if they are from disadvantaged black

and coloured communities, is access to funding for tertiary education before they

have demonstrated success at university.

To significantly increase the intake of students from the designated groups at SU

Engineering, access bursaries will be required. The term "access bursaries" is

used, because such students normally have little difficulty obtaining bursaries

from the public or private sector once they have demonstrated success after their

first year of engineering studies. They will therefore usually not need SU bursaries

from the 2nd year onwards.

The access bursaries will usually be "full bursaries" covering all the student's

expenses at university. Such bursaries will also increase SU Engineering's chances

of drawing top students from the designated groups.

Resources required

The cost of the engineering diversity bursaries are budgeted for Appendix H. The

SU bursary office currently provides diversity bursaries, but it does not normally

cover the full cost of studying engineering. Since the competition for students

from the designated groups engineering is very strong, SU will have to find a

source establish an Engineering Student Bursary Revolving Fund to provide the

top-up to full bursaries for a period of three years, and if the programme

progresses well, to extend the bursaries for another 3 years to span the transition

period until the full subsidies are received for the additional 600 undergraduate

students. The Engineering Student Bursary Fund will likely operate as a revolving

fund, because it can be assumed that a large portion of the Fund's bursaries will

be bought out by industrial companies as they take over the sponsorship of

successful students under their own bursary schemes.

4.3 Differentiated selection criteria for learners from disadvantaged schools

SU Engineering has introduced selection criteria since the beginning of 2007. The

requirement is that a learner should have achieved at least 60% in matric higher

grade Maths and Science, as well as a certain total points score (41 point for most

programmes at present). The points score is determined by first allocating 7

points to every subject passed at 80% of better, 6 points for subjects passed

between 70% and 79%, etc. The Maths and Science point scores are doubled

before being added to the scores for the 4 best other matric subjects.



14

Students with total scores between 35 and 40 are placed on a waiting list, and

given access to Engineering studies in November, provided that the Engineering

Faculty has the capacity to admit them into the programmes of their choice.

All students who currently (2007) meet the criteria are admitted to the 4 year B

Eng programme. After early assessment in the first quarter, some students are

transferred to the extended degree programme (EDP, a 5 year programme by

which the first two years of the B Eng is extended over a 3 year period, with the

addition of a number of support modules during this initial study phase).

Some of the intended growth in black, coloured and Indian students that the

Engineering Faculty wishes to admit to meet its targets will have to come from

schools where resources for teaching Maths and Science are limited. The plan is

thus to admit students from designated groups who are on the waiting list (i.e.

with total point scores between 35 and 40, but still with 60% in higher grader

Maths and Science) into Engineering. However, these students who have been

admitted under a relaxed selection criteria will commence directly with the

Extended Degree Programme (EDP, the 5 year programme), where they will receive

sufficient academic support to correct any shortcomings in Maths and Science

from school.

In order not to decrease the overall success rate of the Engineering Faculty when

some students are accepted with differentiated admission criteria, extra

mentors/tutors will have to be provided for these students. This element is

described in Section 5.3 of this document.

Resources required

The Tutor/mentors are budgeted for in Appendix J and the source of funding is

the DoE EF.

5 Strategy Part C: Increase the graduation rate

Students from schools in disadvantaged communities (mostly black and coloured)

in general have a lower success rate in tertiary degree programmes. Since theplan at SU Engineering is to increase its admission of black and coloured students,

specific plans will be implemented to increase their success rate in the

engineering programmes.

Action plans to increase the graduation rate

5.1 Guaranteed residence placement for certain engineering students

Parents with limited financial resources often accommodate their studying

children at home or rent private lodging further away from the Stellenbosch

campus to try and save costs. However, interviews with failing students haverevealed that the time lost through commuting is one of the greatest inhibitors of



15

students from disadvantaged communities to study successfully. Furthermore,

since engineering studies require a lot of group work, the university residence

environment is far more conducive to this type of learning than private

accommodation.

Engineering students from the designated groups must therefore be given

assurance of university residence accommodation, once they are admitted to an

engineering programme. To maximise their chances for successful studies, these

students must therefore have the complete package: certainty about admission to

B Eng, residence placement and a bursary. Furthermore, students who qualify for

engineering admission, have already selected the more "difficult" subjects (Maths

and Science) and should be admitted to university residence accommodation on

merit with 80% average in matric and not 90% as for the rest of the applicants.

(Check with the Student Dean about admission requirement into residences ).

Resources required

Enough university accommodation must be found and the necessary

arrangements must be made with the university's residence administration.

5.2 No more than 5 modules per semester

The credit loading of B Eng programmes is prescribed by the Engineering Council

of South Africa (560 credits minimum over 4 years) and is one of the highest of all

programmes at a university. Many engineering programmes have 75 or more

credits and up to 6 modules per semester.

To increase success rates, the SU Engineering Faculty has decided to reduce the

number of courses to 5 per semester, thereby allowing students to spend more

time learning fewer techniques to a greater depth (developing engineering

thinking skills thoroughly), rather than covering too many diverse topics in the

undergraduate programme. The first year programme for 2008 has already been

redesigned to 5 modules per semester. Programme reviews, to reform the senior

years to fewer modules per semester, will occur in 2008 as well.

Generally students find 5 modules per week far easier to cope with, and it is also

easier to schedule with limited class room resources. Lastly, since modules will

be offered in Afrikaans and English for improved access to SU Engineering, it is

more cost effective to offer fewer modules in parallel medium or with

technological mediation.

Resources required

The normal Programme Committee functions will be used to redesign the

engineering programmes over the course of the next 2 years to carefully

distribute the work load of the B Eng programme over the four academic years.

The cost for teaching delivery has been budgeted in Appendices G1 and G2.



16

5.3 More tutor/mentorship support

Students who struggle with engineering studies benefit tremendously from extra

individualised help. This applies even more so to students from disadvantaged

school backgrounds, where good mathematics and science tuition was not

constantly available. Such students need help to fill in the gaps in specific areas

of their knowledge while they study engineering.

SU Engineering has introduced a successful tutor/mentorship programme for its

first year students since 2004. This programme should be expanded to cope with

the intended increase in student intake, and should also be provided at the senior

years of engineering studies.

The obvious source or tutors/mentors are postgraduate students, provided that

enough of them are available and that the mentorship functions do not adversely

affect their own studies. It is possible that senior students who do not have a full

coarse load my also act as mentors/tutors.

In 2006 the faculty started a separate strategy to increase the postgraduate

student intake. These students will be offered tutor/mentorship positions,

provided that it takes up only a very small portion of their week (typically not

more than 4 hours during the weeks when the undergraduate students are on

campus).

Resources required

The budget to extend the tutor/mentorship service to 150 students at each of the

4 undergraduate years is shown in Appendix J. Although it is budgeted this way,

it is envisaged that more help will be needed and provided during the first 3 years

of study, and less help given in the final year to ensure that all students can

function independently by the time they graduate. The source of funding will be

the DoE EF.

6 Overall financial implications

The total budget for increasing the output of undergraduate students from theStellenbosch Engineering Faculty is shown in Appendix B.

The conclusions from the analysis are:

• The R 39M funding from the DoE will cover a lot of the expenses, but not

all that is required to increase the SU Engineering graduate output by 100

students.

• The DoE EF has been allocated for 3 years to the B Eng which is a

professional 4 year degree. The funding for the 4th

year has not yet beenguaranteed, and there is a transition period of 4 years (until 2013) before



17

the subsidy income makes the expanded undergraduate programme

financially sustainable. Some agreement will have to be reached with the

DoE to fund the programme in the transition period, provided of course

that the expansion targets are met in the build up period from 2007 to

2009.

• The R 39M will not be applied in units of R 10M (2007), R 10M (2008) and R

19M (2009) as it is received. In particular, some of the R 10M received in

2007 should be carried over for expenses which will occur in years 2 and 3

of the programme. By the end of year 3, all of the R 39M from the DoE EF

will be spent.

• Almost all of the R39M will be applied for fixed expenses (infrastructure

augmentation and recurring expenses to increase engineering student

diversity), i.e. it is not applied to variable costs that can be scaled by the

number of additional first year students enrolled. This is mainly because of

the following factors:

o The current engineering facilities are filled to capacity, and even a

small increase in first year intake will require a significant

investment in infrastructure.

o A decision to offer engineering teaching in parallel medium (to

improve accessibility) adds an immediate fixed extra cost, virtually

irrespective of the increase in students, unless the student numbers

can be instantly doubled.

• On the other hand, if a decision is made to expand the infrastructure and

to offer parallel medium instruction, the planned student increase must be

significant enough to allow financial break even in the longer term (See the

sustainability discussion in the next section).

• The plan makes provision for a limited expansion of teaching staff. Should

the growth of new student intake not realise as planned by the end of

2009, or should the DoE not be able to continue funding the expansion

programme until the sustainability state, the additional staff will have to be

shed again. However, the investment in infrastructure expansion will not

be fruitless, because it will allow organic growth of the undergraduate

intake over a longer period.

• An integral part of the plan is to increase the diversity of the student

profile. This will only be possible if full bursaries, that build up to a total of

about R 3M per annum, can be provided to students from disadvantaged

communities. The cumulative total towards these access bursaries amountsto about R 15M over a 6 year period. Unless these bursaries can be



18

obtained as an additional grant from the DoE, it is proposed that the SU

investigates ways to establish an Engineering Student Bursary Revolving

Fund that provides bursaries for diversity and meritorious students enrolled

under this plan.

7 Sustainability considerations

A key question is whether expenses related to the increased number of

engineering students can be sustained after the initial investment period of DoE

Earmarked Funds has expired. Appendix K provides an Income Statement for the

situation from 2013 onwards, when the increased student intake has resulted in a

sustained increase in engineering graduate outputs.

The conclusions from the analysis are:• Assuming that the current success rates can be maintained, an intake of

150 first years will result in an increased output of 100 engineering

graduates.

• The total income due to engineering undergraduate student increases will

be approximately R 21M.

• The total expenses to produce these graduates include all the staffing

costs, US levies on staff and students, sustained marketing for recruitment,

parallel medium instruction with technology augmentation, tutors/mentorsfor students from disadvantaged school backgrounds and full access

bursaries for students from the designated groups.

• The total expenses amount to approximately R 21M, resulting in a small

profit of about R 400 000 (2%). The break even point is therefore indeed

for an intake of an additional 150 1st year students.

• A sensitivity analysis by means of the spread sheets show that:

o For a steady state intake of 100 1st year students (50 less than the

target of 150), the financial loss will be R 1.4M p.a. in the long term.

o For a steady state intake of 200 1st year students (50 more than the

target of 150), the financial gain will be R 2.3M p.a. in the long term.



1 9

A p p e

n d i x A : H i s t o r i c a l & p l a n n e d i n c

r e a s e d e n g i n e e r i n g s t u d e n t g r o w t h f o r S t e l l e n b o s c h E n g i n e e r i n

g F a c u l t y f o r 2 0 0 8 a n d f o r w a r d

N o t e s :

1 .

G r a d u a t i o n s t a t i s t i c s d e l a y e d w i t h 4 y e

a r s w . r . t . i n t a k e s t a t i s t i c s i n t h e t a b l e b e l o w

2 .

F i g u r e s i n B o l d a r e a c t u a l s t a t i s t i c s a n d P l a i n n u m b e r s a r e f o r e c a s t e d f i g u r e s

3 .

I n t a k e s a r e f o r N E W 1 s t y e a r r e g i s t r a t i o n s . J u n e s t a t i s t i c s ( 2 0 0 0 - 2 0 0 6 ) ; M a r

c h s t a t i s t c s ( 2 0 0 7 )

4 .

N u m b e r s u n d e r l i n e d a r e s t r a t e g i c d e c i s i o n s , s u p p o r t e d b y a c t i o n p l a n s

I n t a k e y e a r

2 0 0 0

2 0 0 1

2 0 0 2

2 0 0 3

2 0 0 4

2 0 0 5

2 0 0 6

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

1 s t Y

E A R S T U D E N T I N T A K E

W h i t e

2 4 3

2 9 4

2 3 9

2 9 0

3 1 8

2 8 5

3 2 1

3 2 0

3 5 3

3 7 8

3 9 3

3 6 8

3 4 2

B l a c k , C o l o u r e d , I n d i a n

2 0

2 1

2 5

4 5

4 4

2 6

3 8

4 1

5 8

8 3

1 1 8

1 4 3

1 6 9

T O T A

L I N T A K E

2 6 3

3 1 5

2 6 4

3 3 5

3 6 2

3 1 1

3 5 9

3 6 1

4 1 1

4 6 1

5 1 1

5 1 1

5 1 1

P l a n

n e d g r o w t h w r t 2 0 0 7

5 0

1 0 0

1 5 0

1 5 0

1 5 0

B l a c

k , C o l o u r e d , I n d i a n %

8 %

7 %

9 %

1 3 %

1 2 %

8 %

1 1 %

1 1 %

1 4 %

1 8 %

2 3 %

2 8 %

3 3 %

O u t p u t y e a r

2 0 0 3

2 0 0 4

2 0 0 5

2 0 0 6

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

2 0 1 4

2 0 1 5

B E N G G R A D U A T E S

D e c ( n

) + M a r c h ( n + 1 )

1 8 6

2 1 6

2 3 7

2 6 7

2 9 0

2 4 9

2 8 7

2 8 9

3 2 9

3 6 9

4 0 9

4 0 9

4 0 9

G r a d u

a t i o n %

7 1 %

6 9 %

9 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

8 0 %

D o c u

m e n t d a t e :

9 M a

y 2 0 0 7

V e r s i o n 3 .

H i s t o r i c a l a n d P l a n n e d B

E n g I n t a k e & G r a d u a t e s a t S t e l l e n b o s c h E n g i n e e r i n g F a c u l t y

0 1 0 0

2 0 0

3 0 0

4 0 0

5 0 0

6 0 0

2 0 0 0

2 0 0 1

2 0 0 2

2 0 0 3

2 0 0 4

2 0 0 5

2 0 0 6

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

I n t a k e ( A l l s t u d e n t s )

E n g G r a d u a t e s ( 4 y e a r s l a t e r )

I n t a k e ( B l a c k s t u d e n t s )





2 1

A p p e n d i x C : B u d g e t f o r 3 . 1 O u t

r e a c h t o a d d i t i o n a l s t u d e n t m a r k e t s

A n n u a l i n f l a t i o n f a c t o r :

6 % f r o m A p p B

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

S a l a r

i e s f o r h a l f d a y p o s t s

6

@

R 7

0 0 0 0

R 4 2 0 0 0 0

R 4 4 5 2 0 0

R 4 7 1 9 1 2

R 5 0

0 2 2 7

R 5 3 0 2 4 0

R 5 6 2 0 5 5

R 5 9 5 7 7 8

A d v e

r t s i n g c o s t s

R 3 5 0 0 0 0

R 3 7 1 0 0 0

R 3 9 3 2 6 0

R 4 1

6 8 5 6

R 4 4 1 8 6 7

R 4 6 8 3 7 9

R 4 9 6 4 8 2

S p o n

s o r l e a r n e r s t o E n g i n e e r i n g W i n t e r w e e k

2 0 0 7

C o s t :

R 9 9 0

# l e a

r n e r s :

1 0 0

R 9 9 0 0 0

R 1 0 4 9 4 0

R 1 1 1 2 3 6

R 1 1

7 9 1 1

R 1 2 4 9 8 5

R 1 3 2 4 8 4

R 1 4 0 4 3 3

T r a v e

l e x p e n s e s t o s c h o o l r e g i o n s

n a t i o n

a l

1 0

@

R

2 0 0 0

R 2 0 0 0 0

R 2 1 2 0 0

R 2 2 4 7 2

R 2

3 8 2 0

R 2 5 2 5 0

R 2 6 7 6 5

R 2 8 3 7 0

l o c a l

1 0

@

R 4 0 0

R 4 0 0 0

R 4 2 4 0

R 4 4 9 4

R

4 7 6 4

R 5 0 5 0

R 5 3 5 3

R 5 6 7 4

A c c o m m o d a t i o n i n n a t i o n a l r e g i o n s

2 p e o

p l e

4 0

@

R 6 0 0

R 2 4 0 0 0

R 2 5 4 4 0

R 2 6 9 6 6

R 2

8 5 8 4

R 3 0 2 9 9

R 3 2 1 1 7

R 3 4 0 4 4

2 n i g h

t s

1 0 v e

n u e s

R e f r e

s h m e n t s

2 0

@

R 2 0 0

R 4 0 0 0

R 4 2 4 0

R 4 4 9 4

R

4 7 6 4

R 5 0 5 0

R 5 3 5 3

R 5 6 7 4

S o u r c

e :

D o E E F

T O T A L

R 9 2 1 0 0 0

R 9 7 6 2 6 0

R 1 0 3 4 8 3 6

R 1 0 9

6 9 2 6

R 1 1 6 2 7 4 1

R 1 2 3 2 5 0 6

R 1 3 0 6 4 5 6



2 2

A p p e n d i x D : B u d g e t f o r 3 . 2 M o r e l e a r n e r s i n M a t h e m a t i c s &

S c i e n c e s

A n n u a l i n f l a t i o n f a c t o r :

6 %

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0

1 2

2 0 1 3

S a l a r y f o r h a l f d a y p o s t

1

@

R 7 0 0 0 0

R 7 0 0 0 0

R 7 4 2 0 0

R 7 8 6 5 2

R 8 3 3 7 1

R 8 8 3 7 3

R 9 3 6 7 6

R 9 9 2 9 6

T r a v e

l e x p e n s e s t o s c h o o l b y c o o r d i n a

t o r

l o c a l s c h o o l s

2 0

@

R 4 0 0

R

8 0 0 0

R 8 4 8 0

R 8 9 8 9

R 9 5 2 8

R 1 0 1 0 0

R 1 0 7 0 6

R 1 1 3 4 8

T r a v e

l r e i m b u r s e m e n t s f o r s t u d e n t s

6 T u t . s e s s i o n s / s e m .

2 4 0 0

@

R 5 0

R 1 2 0 0 0 0

R 1 2 7 2 0 0

R 1 3 4 8 3 2

R 1 4 2 9 2 2

R 1 5 1 4 9 7

R 1 6 0 5 8 7

R 1 7 0 2 2 2

4 s t u d

e n t s / c a r

1 0 0 c a r s

S o u r c

e :

D o E E F

T O T A L

R 1

9 8 0 0 0

R 2 0 9 8 8 0

R 2 2 2 4 7 3

R 2 3 5 8 2 1

R 2 4 9 9 7 0

R 2 6 4 9

6 9

R 2 8 0 8 6 7





2 4

A p p e n d i x F : B u d g e t f o r 3 . 4 A d d i t i o n a l T e a c h i n g R e s o u r c e s

I n c r e a s

e i n U n d e r g r a d u a t e s t u d e n t i n t a k e ( b a s e d o n S t r a t e g y i n A p p e n d i x A ) :

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

S t u d e n t i n c r e a s e i n a c a d e m i c y e a r

1

5 0

1 0 0

1 5 0

1 5 0

1 5 0

1 5 0

2

5 0

1 0 0

1 5 0

1 5 0

1 5 0

3

5 0

1 0 0

1 5 0

1 5 0

4

5 0

1 0 0

1 5 0

T o t a l U n d e r g r a d u a t e s t u d e n t i n c r e a s e :

5 0

1 5 0

3 0 0

4 5 0

5 5 0

6 0 0

C a l c u l a

t e a d d i t i o n a l s t a f f r e q u i r e m e n t s ( i f p e r m a n e n

t S e n i o r L e c t u r e r E q u i v a l e n t s w e r e e m p l o y e d ) :

A s s u m

e a n u n d e r g r a d u a t e s t u d e n t t o s t a f f r a t i o o f :

2 0

C u r r e n

t s t a f f c o u n t a t S U E N G :

7 0

U n d e r g

r a d u a t e s t u d e n t s t h a t c a n b e h a n d l e d :

1 4 0 0

, w h i c h i s a b o u t c o r r e c t f o r t h e c u r r e n t 2 0 0 7 h e a d c o u n t

A d d i t i o n a l s t u d e n t s t o b e h a n d l e d b y 2 0 1 3

6 0 0

, t h e s t e a d y s t a t e

v a l u e f r o m t h e t a b l e a b o v e

N e w t o

t a l u n d e r g r a d u a t e n u m b e r s b y 2 0 1 3

2 0 0 0

W i t h n o i n c r e a s e i n p e r m . s t a f f t h e i r l o a d i n g w i l l b e :

1 . 4 3

T h u s , a d d i t i o n a l s t a f f n e e d e d f o r a l l a c a d e m i c f u n c t i o n s

4 3 % a d d i t i o n a l s e n i o r

l e c t u r e r e q u i v a l e n t s

S t a f f w

o r k l o a d t o w a r d s u n d e r g r a d u a t e t e a c h i n g

5 0 %

i . e . a s s u m e t h a t t h e a d d i t i o n a l a c a d e m i c s t a f f w i l l b e e m p l o y e

d f o r

T h u s , a d d i t i o n a l s t a f f r e q u i r e d f o r e x t r a U G t e a c h i n g

o n l y

1 5

t e a

c h i n g f u n c t i o n s o n l y ( w i l l n o t d o r e s e a r c h , e t c . a l s o )

T h e n u

m b e r o f U G s t u d e n t s p e r d e d i c a t e d U G S L E

i s

4 0

C o s t i n g f a c t o r s :

E x p e n s e s f o r a c a d e m i c s t a f f :

C o E o f a n S L E

R 3 0 7 0 3 9

f r o m A p p e n d i x G 1 , f o r 2 0 0 7

S U A c a d e m i c s t a

f f l e v y

R 6 7 2 3 5

f r o m A p p e n d i x G 1

T o t a l

c o s t p e r S L E

R 3 7 4 2 7 4

I n f l a t i o n f a c t o r u s e d

6 %

f r o m A p p B

A p p e n d i x F ( c o n t . ) : B u d g e t f o r 3 . 4 A d d i t

i o n a l T e a c h i n g R e s o u r c e s

C a l c u l a

t e c o s t o f e m p l o y m e n t o f a d d i t i o n a l a c a d e m i c s t a f f m e m b e r s a s n e w s t u d e n t n u m b e r s g r

o w :

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

# o f n e

w s t u d e n t s ( f r o m t a b l e a b o v e )

5 0

1 5 0

3 0 0

4 5 0

5 5 0

6 0 0

# o f e x t r a d e d i c a t e d S L E ' s r e q u i r e d

1

4

8

1 1

1 4

1 5

E x p e n s e ( f u l l c o s t o f e x t r a a c a d e m i c s t a f f )

R 3 7 4 2 7 4

R 1 4 9 7 0 9 6

R 2 9 9 4 1 9 2

R 4 1 1 7 0 1 4

R 5 2 3 9 8 3 6

R 5 6 1 4 1 1 0

A d j u s t i n g s t a f f e x p e n s e s f o r i n f l a t i o n :

R 3 9 6 7 3 0

R 1 6 8 2 1 3 7

R 3 5 6 6 1 3 1

R 5 1 9 7 6 3 5

R 7 0 1 2 0 8 3

R 7 9 6 3 7 2 2





2 6

A p p e n d

i x G 1 ( c o n t . ) : C o s t o f 2 n d y e a r p a r a l l e l m e d i u m i n s t r u c t i o n

E x t r a s t a f f i n g C o s t a t o t h e r S U F a c u l t i e s

M O

D U L E N A M E

M O D U L E

N U M B E R

M O D U L E

C O D E

T O T A L

s t u d e n t s

P r e s e n t # o f

L e c t u r e r s

E x t r a S L E ' s

n e e d e f o r | |

m e d i u m

E x s t r a

S L E C o s t

t o E m p l o y

E x s t r a L e v y

p e r V E - C 1

L e c t u r e r

T O T A L

E X S T R A

E X P E N S E S

I N U S T R I A L

/ B E D R Y F S

E & E

M & M

P R O C E S S

/ P R O S E S

C I V I L / S I V I E L

C H E M

/ C H E M I E

D E P T

M A T H S / W I S K

W E T E N S K

D E P T

G E O L O G I E

/ G E O L O G I E

D E P T

S T A T I S T I C S

/ S T A T I S T I E K

D E P T

C h e m i e C

4 8 3 2 1

2 1 4

4 8

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6

0

C h e m i e C

4 8 3 2 1

2 4 4

3 9

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6

0

I n g e n i e u r s g

e o l o g i e

5 9 5 5 2

2 1 4

7 2

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

I n g e n i e u r s w

i s k u n d e

3 8 5 7 1

2 1 4

3 8 4

3

0 . 0 0

0

0

0

0

a m o u n t


i s k u n d e

3 8 5 7 1

2 4 2

1 7 1

2

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

b e l o w


i s k u n d e

3 8 5 7 1

2 5 2

6 4

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

c a l c u l a t e d


i s k u n d e E

4 7 9 5 3

2 4 4

8 7

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

o n p r e v i o u s

N u m e r i e s e

M e t o d e s B

3 6 3 2 3

2 6 2

1 4 8

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

s h e e t

R e k e n a a r w

e t e n s k a p

1 8 1 3 9

2 1 4

5 0

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

R e k e n a a r w

e t e n s k a p E

5 9 5 3 6

2 1 2

5 9

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

O t h e r F A C U L T I E S

T o e g e p a s t e

W i s k u n d e B

2 0 7 5 3

2 2 4

3 2 2

2

0 . 0 0

0

0

0

0

T o t a l e x t r a c o s t

T o e g e p a s t e

W i s k u n d e B

2 0 7 5 3

2 4 2

1 1 1

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

( C 1_

L e v i e s + C o E )

T o e g e p a s t e

W i s k u n d e B

2 0 7 5 3

2 6 4

5 3

1

0 . 2 5

7 6 7 6 0

1 6 8 0 9

9 3 5 6 9

7 6 7 6 0

1 7

2 . 8

1 8 4 8 9 6

1 5 3 5 2

0

6 1 4 0 7 8

7 6 7 6 0

7 6 7 6 0

R 1 1 0 6 0 1 3

T o t a l e x t r a e x p e n s e t o

o f f e r 2 n d y e a r i n P a r a l l e l M e d i u m =

R 3 1 6 4 5 2 0

C a l c u l a t e I N C O M E , E X P E N S E a n d P R O F I T / L O S S t o p r e s e n t a l l 2 n d Y e a r B E n g

P r o g r a m m e s i n P a r a l l e l M e d i u m

N B :

A

b o v e a m o u n t s h o u l d b e f u n d e d o u t o f D o E E F i n 2 0 0 9 ( i . e . t h e f i r s t t i m e t h a t p a r a l l e l m e d i u m i s o f f e r e d i n t h e

B E n g 2 n d y e a r , t h e n f o r 3 m o r e y e a r s u n t i l n e w s t u d e n t n u

m b e r b u i l d u p t o f u l l c a p a c i t y

A d d i t i o n a l s

t u d e n t s i n S t e a d y s t a t e

1 5 0

C a r r i e d o v e r f r o m A p p e n d i x A

a n d f o r t h e n f o r a f u r t h e r 2 y e a r s d u e t o t h e d e l a y i n s u b s

i d y f o r n e w r e g i s t r a t i o n s .

I N C O M E

R 5 5 4 0 5 5 0

S t u d y f e

e s

R 2 9 5 7 5 5 0

S u b s i d y

R 2 5 8 3 0 0 0

E X P E N S E S

R 5 6 2 4 7 6 6

S t u d e n t

l e v y

R 2 2 5 6 3 0 0

S t a f f c o s t o f e m p l o y m e n t

R 2 7 6 3 3 5 1

9 S e n i o r L e c t u r e r s a d d e d ; r o u n d e d u p f r o m t h e C o E e x t r a s t a

f f i n g c a c u l a t i o n s i n t h e t a b l e s a b o v e

S t a f f l e v

y

R 6 0 5 1 1 5

P R O F I T / L

O S S

R - 8 4 2 1 6



2 7

A p p e n

d i x G 2 : C o s t o f r e c o r d i n g l e c t u r e s o n D V D

C a l c u l a t e n u m b e r o f l e c t u r e s t o b e r e c o r d e d p e r a n n u m :

C L A S S E S :

3 r d y e a r

4 t h y e a r

N u m b e r

o f B E n g P r o g r a m m e s

7

7

N u m b e r

o f M o d u l e s p e r y e a r

1 1

1 1

N u m b e r

o f i n s t r u c t i o n w e e k s p e r m o d u l e

1 2

1 2

N u m b e r

o f L e c t u r e s p e r m o d u l e p e r w e e k

3

3

T O T A L N U M B E R O F L E C T U R E S R E C O R D E D p . a .

2 7 7 2

2 7 7 2

C a l c u l a t e t h e c o s t o f r e c o r d i n g a n d a r c h i v i n g t h e l e c t u r e s

P a y m e n

t t o r e c o r d i n g p e r s o n e e l p e r l e c t u r e

R 5 0 s

t u d e n t l a b o u r

C o s t o f D V D m e d i a p e r l e c t u r e

R 1 0

# c o p i e s s a v e d i n l i b r a r y

5

H a l f d a y

p o s t f o r r e c o r d i n g a n d a r c h i v i n g a d m i n i s t a t o r

R 7 0 0 0 0

C o s t o f E q u i p m e n t

Q u o t e d c o s t o f a D V D c a m e r a

R 1 2 0 0 0 e a .

D V D E d

i t i n g C o n s o l e

R 2 0 0 0 0 e a .

O n c e o f f c o s t t o t r a n s l a t e a l l l e c t u r i n g m a t e r i a l f o r 3 r d a n d 4 t h y e a r c l a s s e s :

T r a n s l . t i m e p e r l e c t u r e ( h r s )

2

# m o d u l e s i n 3 r d + 4 t h y e a r

1 0 5

# l e c t u r e

s p e r w e e k

3

W o r k h o u r s p e S L E p . a .

1 6 0 0

# l e c t u r e

w e e k s p e r m o d u l e

1 2

C o

E p e r S L E ( A p p G 1 )

R 3 0 7 0 3 9

O n c e o f f t r a n s l a t i o n c o s t

R

1 4 5 0 7 5 9

C L A S S E S :

3 r d y e a r

4 t h y e a r

T o t a l c o

s t o f r e c o r d i n g l a b o u r

R 1 3 8 6 0 0

R 1 3 8 6 0 0

T o t a l c o

s t o f p r o c e s s a d m i n i s t r a t i o n

R 3 5 0 0 0

R 3 5 0 0 0

T o t a l c o

s t o f m a t e r i a l

R 1 3 8 6 0 0

R 1 3 8 6 0 0

T o t a l c o

s t o f c a m e r a e q u i p m e n t

R 8 4 0 0 0

R 8 4 0 0 0

T o t a l c o

s t o f E d i t i n g e q u i p m e n t

R 2 0 0 0 0

T O T A L C O S T

R 4 1 6 2 0 0

R 3 9 6 2 0 0

S o u r c e :

D o E E F :

T o t a l b o t h y e a r s

R

2 2 6 3 1 5 9

R e c u r r i n

g c o s t s p . a . f o r 3 r d a n d 4 t h y e a r p r o g r a m m e s t o g e t h e r

T o t a l c o

s t o f r e c o r d i n g l a b o u r

R 2 7 7 2 0 0

T o t a l c o

s t o f p r o c e s s a d m i n i s t r a t i o n

R 7 0 0 0 0

T o t a l c o

s t o f m a t e r i a l

R 2 7 7 2 0 0

T O T A L

R 6 2 4 4 0 0



2 8

A p p e n d i x H : B u d g e t f o r 4 . 2 B u r s a r i e s f o r f i n a n c i a l l y d i s a d v a n

t a g e d s t u d e n t s f r o m d e s i g n a t e d g r o u p s

I n f l a t i o n f a c t o r

6 %

T a k e n f r o m A p p e n d i x B

C o s t o f e n g i n e e i r n g s t u d i e s

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

C l a s s

f e e s

R 2 1 0 0 0

R 2 2 2 6 0

R 2 3 5 9 6

R 2 5 0 1 1

R 2 6 5 1 2

R 2 8

1 0 3

R e s i d

e n c e F e e s

R 1 5 0 0 0

R 1 5 9 0 0

R 1 6 8 5 4

R 1 7 8 6 5

R 1 8 9 3 7

R 2 0

0 7 3

M e a l s

R 8 0 0 0

R 8 4 8 0

R 8 9 8 9

R 9 5 2 8

R 1 0 1 0 0

R 1 0

7 0 6

B o o k s

R 4 0 0 0

R 4 2 4 0

R 4 4 9 4

R 4 7 6 4

R 5 0 5 0

R 5

3 5 3

T O T A L

R 4 8 0 0 0

R 5 0 8 8 0

R 5 3 9 3 3

R 5 7 1 6 9

R 6 0 5 9 9

R 6 4

2 3 5

N e w s

t u d e n t i n t a k e

5 0

1 0 0

1 5 0

1 5 0

1 5 0

1 5 0

( F r o m

A p p A )

% o f s t u d e n t s n e w s t u d e n t s

6 0 %

6 0 %

6 0 %

6 0 %

6 0 %

6 0 %

g i v e n f u l l b u r s a r i e s

N u m b

e r o f B u r s a r i e s r e q u i r e d

3 0

6 0

9 0

9 0

9 0

9 0

B u d g e t f o r b u r s a r i e s

R 1 4 4 0 0 0 0

R 3 0 5 2 8 0 0

R 4 8 5 3 9 5 2

R 5 1 4 5 1 8 9

R 5 4 5 3 9 0 0

R 5 7 8 1

1 3 4

B u y o

u t f a c t o r

5 0 %

N o t e : A s s u m e t h

a t i n d u s t r y w i l l b u y o u t A c c e s s B u

r s a r i e s t o g e t s u c c e s s f u l 1 s t y e a r s t u d e n t s

N e t t b

u d g e t f o r b u r s a r i e s

R 1 4 4 0 0 0 0

R 2 3 3 2 8 0 0

R 3 3 2 7 5 5 2

R 2 7 1 8 2 1 3

R 2 8 8 1 3 0 6

R 3 0 5 4

1 8 4

I n s t e a d y s t a t e , a t 2 0 0 7 R a n d v a l u e :

N e w s

t u d e n t i n t a k e

1 5 0

% o f s t u d e n t s n e w s t u d e n t s

6 0 %

g i v e n f u l l b u r s a r i e s

G r o s s

n u m b e r o f B u r s a r i e s r e q u i r e d

9 0

B u r s a

r i e s b o u g h t o u t b y I n d u s t r y

4 5

N e t t n

u m b e r o f b u r s a r i e s r e q u i r e d p . a .

4 5

C o s t o f b u r s a r i e s

R 2 1 6 0 0 0 0



2 9

A p p

e n d i x J : B u d g e t f o r 5 . 3 C o

s t i n g f o r T u t o r s / m e n t o r s t o i n c r e a s e s u c c e s s r a t e

I n c r e a s e i n U n d e r g r a d u a t e s t u d e n t i n t a

k e ( b a s e d o n S t r a t e g y i n A p p e n d i x A ) :

N u m b e r o f m e n t e e s p e r m e n t o r / t u t o r

4

N u m b e r o f m e n t o r ' s h o u r s s p e n t p e r m e n t e e s t u d e n t

1

p e r w e e k

T O T A

L n u m b e r o f h o u r s p e r m e n t o r / t o t u r

4

p e r w e e k

N u m b e r o f m e n t o r i n g / t u t o r i n g w e e k s r e

q u i r e d p e r y e a r ( i n l c u d i n g e x a m a n d t e s t w e e k s )

3 0

H o u r l y r a t e o f m e n t o r s / t u t o r s

R 5 0

A n n u a l i n f l a t i o n r a t e

6 %

T a k e n f r o m A p p B

2 0 0 8

2 0 0 9

2 0 1 0

2

0 1 1

2 0 1 2

2 0 1 3

S t r u d

e n t n u m b e r s d i r e c t l y t r a n s f e r r e d f r o m A p p F

5 0

1 5 0

3 0 0

4 5 0

5 5 0

6 0 0

N u m b e r o f m e n t o r / t u t o r s r e q u i r e d

1 3

3 8

7 5

1 1 3

1 3 8

1 5 0

C o s t

f o r T u t o r s / M e n t o r s ( w i t h C P I i n f l a t i o n )

R 7 8 0 0 0

R 2 4 1 6 8 0

R 5 0 5 6 2 0

R 8 0 7 5 0 9 R 1 0 4 5 3 3 1 R 1 2 0 4 4 0 3

S t e a d

y s t a t e c o s t o f T u t o r s / m e n t o r s ( 2 0

0 7 R a n d v a l u e )

R 9 0 0 0 0 0



3 0

A p p e n d i x K : S u s t a i n a b i l t y c a l c u l a t i o n

N o t e s

:

1

A p p e n d i x F s h o w s t h a t , a f t e r i n i t i a l i n c r e a s e o f f i r s t y e a r s t u d e n t s , t h e s u s t a i n e

d s t u d e n t n u m b e r s

( i . e . w h e n a l l y e a r g r o u p s 1 - 4 h a v e b e e n i n f i l t r a t e d b y t h e n e w i n t a k e ) , w i l l b e r e a c h e d i n 2 0 1 3 .

2

T o s i m p l i f y t h e c a l c u l a t i o n , d o a

l l t h e s u m s i n 2 0 0 7 R a n d s , a n d a s s s u m e t h a t a l l m o n e t a r y v a l u e s w i l l

b e a d j u s t e d w i t h t h e C P I i n f l a t i o

n r a t e e v e r y y e a r .

C o s t i n g

f i g u r e s :

S t u d y f e e

s p e r F T E B E n g S t u d e n t ( 2 0 0 7 )

R 1 9 7 1 7

F r o m A p p G 1

S u b s i d y p e r 1 s t , 2 n d a n d 3 r d y e a r F T E B E n g S t u d e n t ( 2 0 0 7 )

R 1 7 2 2 0

F r o m A p p G 1

S u b s i d y p e r 4 t h y e a r F T E B E n g S t u d e n t ( 2 0 0 7 )

R 3 4 4 4 0

F r o m A p p G 1

S u b s i d y p e r B E n g g r a d u a t e ( 2 0 0 7 )

R 1 9 7 6 1

S U L e v y

p e r F T E S t u d e n t ( 2 0 0 7 )

R 1 5 0 4 2

F r o m A p p G 1

C o s t o f E

m p l o y m e n t ( C o E ) o f a S e n i o r L e t u r e r ( 2 0 0 7 )

R 3 0 7 0 3 9

F r o m A p p G 1

S U L e v y

p e r F T E_

C 1 p e r s o n n e l m e m b e r ( 2 0 0 7 )

R 6 7 2 3 5

F r o m A p p G 1

S U L e v y

p e r a n y o t h e r p e r s o n n e l m e m b e r ( 2 0 0 7 )

R 3 0 9 0 3

S t e a d y

s t a t e s t u d e n t n u m b e r s p e r y e a r g r o u p :

Y e a r

1

2

3

4

T o t a l

S t u d e n t n u m b e r s w i t h n o d r o p - o u t s

1 5 0

1 5 0

1 5 0

1 5 0

f r o m A p p e n d i x A

A t t r i t i o n r a t e a s s u m e d

1 8 . 0 %

1 2 . 0 %

8 . 0 %

n / a

N e t t s t u d e n t s

1 5 0

1 2 3

1 0 8

1 0 0

4 8 1

N e t t % l e f t o f o r i g i n a l f i r s t y e a r s

8 2 . 0 %

7 2 . 2 %

6 6 . 4 %

T h e l a s t p e r c e n t a g e m u s t t i e w i t h

S U E N G g r a d u a t i o n r

a t e o f

6 5 . 4 0 %



3 1

A p p e n d i x K : S u s t a i n a b i l t y c a l c u l a t i o n ( c o n t )

C a l c u l a t e I N C O M E , E X P E N S E a n d P R O F I T / L O S S i n s t e a d y s t a t e

% o f T o t a l I N C O M

E

I N C O M E

1 0 0 %

R 2 1 4 4 2 6 7 5

S t u d y

f e e s

4 4 %

R 9 4 8 0 3 4 4

i . e . T o t a l n u m b e r o f s t u d e n t s * S t u d y f e e s p e r s t u d e n t

S u b s i d y

R 1 1 9 6 2 3 3 2

n o n - f i n a l y e a r i n p u t s u b s i d y

3 1 %

R 6 5 6 4 9 5 3

i . e . T o t a l n u m b e r o f s t u d e n t s i n y e a r s 1 - 3 * S u

b s i d y p e r s t u d e n t

4 t h y e a r s t u d e n t s s u b s i d y

1 6 %

R 3 4 2 9 5 6 3

i . e . T o t a l n u m b e r o f s t u d e n t s i n y e a r 4 * S u b s i d y p e r f i n a l y e a r s t u d e n t

g r a d u a t i o n o u t p u t s u b s i d y

9 %

R 1 9 6 7 8 1 6

i . e . T o t a l n u m b e r o f s t u d e n t s i n y e a r 4 * S t u d y

f e e s p e r B E n g g r a d u a t e



3 2

A p p e n

d i x K : S u s t a i n a b i l t y c a l c u l a t i o n ( c o n t .

)

% o f T o t a l E X P E N S E S

E X P E N S E S

1 0 0 %

R 2 1 0 1 8 4 8 2

S t u d e n t l e v y

3 4 %

R 7 2 3 2 5 0 6

i . e . T o t a l n u m b e r o f s t u d e n t s * S U l e v y p e r s t u d e n t

T e a c h

i n g s t a f f c o s t o f e m p l o y m e n t

R 7 3 6 8 9 3 6

A d d i o n a l S e n i o r L e c t u r e r c o s t f o r p a r a l l e l m e d i u m ( s e c t i o n 4 . 1 )

1 3 %

R 2 7 6 3 3 5 1

F r o m A p p G 1

9

S e n i o r L e c t u r e r s * C o E p e r F T E S L

A d d i t i o n a l a c a d e m i c s t a f f c o s t s ( s e c t i o n 3 . 2 )

2 2 %

R 4 6 0 5 5 8 5

f r o m A p p F

1 5

E x t r a T e a c h i n g s t a f f t o c o p e

w i t h a d d i o n a l s t u d e n t s

T e a c h

i n g s t a f f l e v y

R 1 6 1 3 6 4 0

f o r A

d d i o n a l S e n i o r L e c t u r e r c o s t f o r p a r a l l e l m e d i u m ( s e c t i o n 4 . 1 )

3 %

R 6 0 5 1 1 5

F r o m A p p G 1

9

S e n i o r L e c t u r e r s * S U l e v y p

e r F T E S L

f o r A

d d i t i o n a l a c a d e m i c s t a f f c o s t s ( s e c t i o n 3 . 2 )

5 %

R 1 0 0 8 5 2 5

F r o m A p p F

1 5

E x t r a T e a c h i n g s t a f f t o c o p e

w i t h a d d i o n a l s t u d e n t s

O t h e r r e c u r r i n g e x p e n s e s

R 4 8 0 3 4 0 0

M a r k e t i n g f o r a d d i t i o n a l s t u d e n t s ( s e c t i o n 3 . 1 )

4 %

R 9 2 1 0 0 0

F r o m A p p C

S e r v

i c e l e a r n i n g t o e n c o u r a g e l e a r n e r s i n M a t h s & S c i e n c e ( s e c t i o n 3 . 2 )

1 %

R 1 9 8 0 0 0

F r o m A p p D

D V D

r e c o r d i n g s o f a l l 3 r d & 4 t h y e a r l e c t u r e s ( s e c t i o n 4 . 1 )

3 %

R 6 2 4 4 0 0

F r o m A p p G 2

T u t o

r s / m e n t o r s f o r i n c r e a s e d s u c c e s s r a t e s ( s e c t i o n 5 . 3 )

4 %

R 9 0 0 0 0 0

F r o m A p p J

A c c e s s b u r s a r i e s

1 0 %

R 2 1 6 0 0 0 0

F r o m A p p H

A s s u m i n g 5 0 % b u y b a c k o f

S U b u r s a r i e s b y I n d u s t r y

P R O F I T / L O S S

R 4 2 4 1 9 3

2 %

B u i l d u

p t o s u s t a i n a b i l i t y :

A t t r i t i o n

f a c

t o r s

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

2 0 1 3

2 0 1 3

S t u d e n t i n c r e a s e i n a c a d e m i c y e a r

1

5 0

1 0 0

1 5 0

1 5 0

1 5 0

1 5 0

1 5 0

1 5 0

2

1 8 %

4 1

8 2

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

3

1 2 %

3 6

7 2

1 0 8

1 0 8

1 0 8

1 0 8

4

8 %

3 3

6 6

9 9

9 9

9 9

T o t a l U n d e r g r a d u a t e s t u d e n t i n c r e a s e :

5 0

1 4 1

2 6 8

3 7 8

4 4 7

4 8 0

4 8 0

4 8 0



3 3

p p e

n d i x L : L e v y r e d u c t i o n a s a m e a n s t o f u n d t h e s h o r t f a l l

U L e v y :

I n f l a t i o n

f a c t o r ( F r o m A p p B )

P e r s t u d e n t

R 1 5 0 4 2

6 %

f r o m A p p G 1

P e r S L E

R 6 7 2 3 5

f r o m A p p G 1

n c r e a s e i n U n d e r g r a d u a t e s t u d e n t i n t a k e ( b a s e d o n S t r a t e g y i n A p p e n d i x

A ) :

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

2 0 1 3

o t a l U G s t u d e n t i n c r e a s e :

5 0

1 5 0

3 0 0

4 5 0

5 5 0

6 0 0

F r o m A

p p F

t a f f

i n c r e a s e F o r P a r a l l e l M e d i u m

9

9

9

9

9

f r o m A p p G 1

F o r E x t r a S t u d e n t s

1

4

8

1 1

1 4

1 5

f r o m A p p F

o t a l L e v y r e d u c t i o n a s k e d f r o m S U

F o r e x t r a s t u d e n t s

R

7 5 2 1 0 0

R 2 2 5 6 3 0 0

R 4 5

1 2 6 0 0

R 6 7 6 8 9 0 0

R 8 2 7 3

1 0 0

R 9 0 2 5 2 0 0

F o r e x t r a s t a f f

R 6 7 2 3 5

R 2 6 8 9 4 0

R 5

3 7 8 8 0

R 7 3 9 5 8 5

R 9 4 1

2 9 0

R 1 0 0 8 5 2 5

O T A

L ( i t o 2 0 0 7 R a n d s ) :

R

8 1 9 3 3 5

R 2 5 2 5 2 4 0

R 5 0

5 0 4 8 0

R 7 5 0 8 4 8 5

R 9 2 1 4

3 9 0

R 1 0 0 3 3 7 2 5

O T A

L ( i t o R a n d s w i t h i n f l a t i o n )

R

8 6 8 4 9 5

R 2 8 3 7 3 6 0

R 6 0

1 5 2 0 2

R 9 4 7 9 2 8 9

R 1 2 3 3 0

9 3 2

R 1 4 2 3 3 0 3 1

u m u l a t i v e t o t a l :

R

8 6 8 4 9 5

R 3 7 0 5 8 5 5

R 9 7

2 1 0 5 7

R 1 9 2 0 0 3 4 7

R 3 1 5 3 1

2 7 9

R 4 5 7 6 4 3 1 0

Documents

2_b_Eng Project Plan 3 2_0