REPORT ON THE STATE OF THE ARTS, HUMANITIES AND SOCIAL SCIENCES IN SOUTH AFRICAN UNIVERSITIES

Prepared for the Andrew W. Mellon Foundation

Ahmed Essop

December 2015

1 1. Introduction

This report on the trends in, and the size and shape of, the Arts, Humanities and Social Sciences (AHSS) at South African universities between 2000 and 2013, which was commissioned by the Andrew W. Mellon Foundation (AWMF), has the purpose of informing the Mellon Foundation’s “policy and practice on grant making” in AHSS at South African universities in line with the Foundation’s new Strategic Plan, which calls for “a bold and creative approach to grant making, responsive to promising new organisations as well as to established institutions” and which seeks “a larger family of grantees to underscore the potential contribution of the humanities and arts to social mobility”.

The report is based on a combination of quantitative and qualitative analysis, including unstructured interviews with selected academic and institutional actors in AHSS. Furthermore, in line with the Mellon Foundation’s focus, which does not include professional fields in the humanities and social sciences, the analysis focuses on the arts and non-professional humanities and social sciences (ANPH), as outlined in Appendix Two.

3. Part One: Size and Shape of AHSS in South African Universities

3.1 Background

The role and status of AHSS has been the subject of public debate in the recent past as a result of two studies – the Academy of Science of South Africa’s (ASSAf) Consensus Study on the State of the Humanities in South Africa (ASSAf, 2011) and the Charter for the Humanities and Social Sciences (DHET, 2011) commissioned by the Minister of Higher Education and Training. In both cases the studies were initiated because of concerns, as stated in the ASSAf study, “over the diminishing role which the Humanities are playing in the so-called ‘knowledge chain’. These worries have pointed specifically to the weakening place of the Humanities within the academy, and, more generally, a deepening disregard of the Humanities in society” ASSAf, 2011:14).

The seriousness of the concerns led ASSAf to conclude that AHSS was in crisis, as reflected in, amongst other factors, declining enrolments, falling graduation rates, declining funding, lack of weight of scholarship in terms of international standing, racial inequalities in knowledge production and intellectual stagnation. This crisis, in ASSAf’s view, is the result of government policy that has “systematically benefited Science, Technology, Engineering and Mathematics [STEM] to the exclusion, and even detriment of the Humanities disciplines” (Ibid:15). Although the Minister of Higher Education and Training shied away from the notion of “crisis”, suggesting that it was “debatable” whether there was a crisis, he argued that the role of AHSS in the development of society needed to be strengthened as post-1994 it was “playing a less prominent role in public discourse than (it) did during the late

2 apartheid period” (DHET, 2011:7). He goes on to argue that this is due to the fact that:

“…..today’s social struggles are not as clear cut as they were when there was a single overarching aim: defeating apartheid. Today we face a whole new set of challenges as a country and, of course, also as social scientists. Even most of the progressive social scientists no longer identify with a social project or a social movement which shapes their consciousness and work. It’s disturbing to note that debate is so muted around the major problems that face our society” (Ibid:7).

The findings of this report suggest that ASSAf’s contention that AHSS is in crisis is over-stated and flawed in so far as the perceived crisis is linked to declining enrolments. The latter, in the period covered by the ASSAf study, namely, 1996-2008 must be understood in the context of changes in enrolments patterns linked to broader societal changes and government policy as outlined in the National Plan for Higher Education (NPHE). In the first instance, there was a major shift in enrolments between 1993 and 1999 from AHSS, which decreased from 57% to 49%, to business, commerce and management (BCM), which increased from 19% to 26%, while science, engineering and technology (SET) remained relatively stable, increasing from 24% to 25% (DoE, 2001:20). This shift, as indicated in the NPHE, was due in the main to a decline in enrolments in education in part as a result of an over- supply of teachers and the declining status of teaching as a profession, and an increase in business and commerce programmes as a result of labour market signals, which suggested a skills shortage in management and finance. The latter, together with an increased focus on improving mathematics and science results in schools, impacted on and adversely influenced public perceptions regarding the value of a qualification in AHSS in the labour market. In the second instance, government policy in the NPHE signalled that the balance in enrolments between AHSS, BCM and SET should be shifted over a ten-year period from the then ratio of 49%; 26%: 25% to 40%; 30%; 30%. This change in policy took into account both the need to redress inequalities in access to SET qualifications by black students and to overcome the apartheid legacy in higher education, which assigned the historically black universities to focus in the main on programmes in public administration to produce graduates to fill the Bantustan bureaucracies (Ibid: 30). And importantly, the NPHE indicated that reducing the share of AHSS below 40% would not be desirable given the role of AHSS in contributing to knowledge production, as outlined in Education White Paper 3: A Programme for the Transformation of Higher Education, which states:

The focus on science, engineering and technology programmes is necessary to correct present imbalances, in particular, the shortage of trained personnel in these fields. However, this will not diminish the importance of programmes in the social sciences and humanities which contribute to knowledge production, in particular, to the understanding of social and human development, including social transformation. They also play an important role in career-oriented training in a range of fields such as education, law, private and public sector management, social development and the arts. In addition, in the context of the communications and information revolution, the social sciences and humanities, as well as the sciences and technologies,

3 must contribute to the development of the analytic, intellectual, cultural and ethical skills and competencies necessary for participation in the knowledge society (DoE 1997:#2.25).

This is echoed in the National Development Plan (NDP), which argues that the humanities provide a comparative advantage for higher education and the science and innovation systems given South Africa’s past and its commitment to building a non-racial and non-sexist society in the cradle of humankind (NDP, 2011:290). And similarly in the White Paper on Post-School Education and Training, which proposes the establishment of a National Institute for the Humanities and Social Sciences (NIHSS) to “stimulate new and fresh scholarship” on “historical, and contemporary issues associated” with the challenges of post-apartheid South Africa (DHET, 2013:37-38).)

However, the recognition accorded AHSS in higher education policy does not find resonance in science policy, which determines research priorities and funding. As the ASSAf study points out, and it is not necessary to rehearse the detailed argument here, in science policy the “Humanities have been given largely symbolic recognition only” (ASSAf, 2011:38). More importantly, it reflects a “handmaidenly and instrumentalist role for the social and behavioural sciences” in support of the National System of Innovation, with the focus on human dynamics reduced to “research on behavior and choice” outside of the social and political context within which such choices are made (Ibid:50-51). Although the most recent policy document of the Department of Science and Technology (DST) on a Science Engagement Framework to facilitate public engagement in science broadly defined holds promise in so far as it recognises the role of the humanities and social sciences in contributing to the “theoretical, historical and philosophical” understanding of the “science- society interface”, including “knowledge and understanding of the ‘Big Questions’ questions facing society today”, it inevitably reduces AHSS to an instrumentalist role when identifying the specific contribution it can make to implementing the framework. This includes the following:

 Enhancing dialogue on science in public debate;  Enabling members of the public to have greater confidence in the ways in which scientific insight is applied by government and other sectors;  Improving the interaction between academic researchers and public policy makers;  Engaging with the public to strengthen the case for increased funding for the HSS;  Stimulate greater public interest and enthusiasm for the HSS;  Contributing to greater public understanding of science and the importance of evidence, and understanding uncertainty; and  Engaged scholarship which produces co-created, self-reflective knowledge and new formations of community in the process (DST, 2014:11-12).

4 The main focus remains on AHSS contributing to enhancing the public understanding of the role of science. More importantly, the fact that AHSS needs to engage with the public to ensure increased funding support for the humanities speaks volumes. The language of “crisis” in the ASSAf study is informed by this privileging of STEM in science policy, which fuels the perception that AHSS is not valued. This continues, and despite initiatives to the contrary such as the development of the Charter for the Humanities, in the public imagination it is STEM that is privileged, as reflected in the media focus on “Big Science” such as the Square Kilometre Array (SKA) project. In highlighting this and the inconsistencies and contradictions between the government’s higher education and science and innovation policies, the ASSAf study, whatever its other flaws, has made an important contribution.

As regards intellectual stagnation, which also speaks to the Minister of Higher Education and Training’s concern about the “muted debate” around the major challenges that confront South African society, this is probably the result, as one institutional leader observed, of a scholarly identity crisis in AHSS post- 1994. In the late apartheid period in the 1970s and 1980s, in opposition to the then moribund Calvinist and apartheid supporting AHSS prevalent in the historically Afrikaans-speaking universities and the liberal tradition, which was dominant in the historically English-speaking universities, there was a flowering of an alternative revisionist discourse rooted in the Marxist tradition, which reinterpreted the historiography and political economy of South Africa. The work of the revisionists was not only shaped by an academic critique of the apartheid state, but this was undertaken in dialogue with, and in support of, the then emerging internal anti-apartheid movement, in particular, the non- racial trade union movement, which emerged out of the Durban strikes of 1973. The public expression of the symbiotic relationship between the revisionist academics and the organised trade union and anti-apartheid community organisations at the time is best captured in the biennial History Workshop organised at the University of the Witwatersrand. This combined an academic conference on South African historiography and political economy across the disciplinary divides with an open day which brought the public and community and trade union organisations onto campus to participate in debates and seminars on the key social and political issues of the day and to engage with these through drama, music, dance, art and photography exhibitions.

In the early 1990s, against the backdrop of the negotiations for a political settlement, the focus within the academy shifted from a critique of the apartheid state to the development of policies in preparation for a democratic dispensation. This trend continued and the symbiotic relationship remained post-1994 in support of the newly elected democratic government as it fashioned the institutions and policies of a post-apartheid constitutional democracy. In this period the critical tradition in AHSS fostered by the revisionist school was put on a back-burner in support of the common project to build a constitutional democracy and state. This may well have been a contributory factor to the intellectual stagnation of AHSS suggested by the ASSAf study. However, as the democratic state took shape and South African society made the transition to “normality”, the political and ideological bonds

5 that bound the anti-apartheid movement gave way to fissures and fractures reflecting different institutional, organisational and individual interests. The latter gave rise in the early 2000s to critiques of the democratic state as it grappled with the complexities and contradictions of addressing the myriad challenges of redressing the inequalities of the past and building a common society in the context of a rapidly changing world. This has resulted in a revitalisation and reinvigoration of AHSS and a breaking down of the symbiotic relationship, as the bonds of the past forged against a common enemy no longer hold. It is the loss of this symbiotic relationship between the academy and organised social formations united in a common cause against the apartheid state that the Minister of Higher Education and Training laments.

3.2 The Current State of AHSS: Academic Voices and Perspectives

What then is the current state of AHSS? In order to answer this question a set of unstructured interviews were undertaken with a small and select group of academics, including institutional leaders, to solicit their views on the current state of AHSS in South African universities (see Appendix One for a list of the interviewees). These views, while by no means representative in the formal sense of the term, reflected a surprising level of commonality. They have been synthesised and presented with the addition of background and/or contextual information below.

The most striking and somewhat surprising finding to emerge from these interviews is that there is unanimity that while there may be challenges AHSS is not in crisis. If anything, the intellectual project of AHSS is flourishing, albeit unevenly across the South African higher education institutional landscape. And further, that the marginalisation of AHSS faculties, which was a feature of many institutions in the late 1990s, is a thing of the past. One senior academic stated, “The humanities have never had it so good”. Another indicated that the current conjuncture represents a “fertile moment to build on opportunities to move AHSS to a new level”, in particular, to move beyond South African “exceptionalism” and to “reconnect to regional, continental and global humanities”.

The growing strength of AHSS is the result of a range of developments identified by the participants, which together with continuing challenges, are discussed below.

3.2.1 Research and Scholarship in AHSS

The revitalisation and reinvigoration of research in AHSS in the early 2000s is reflected in the large number of institutional research centres established and the wide-ranging set of research themes that animate the work of such centres. A study undertaken by the Centre for Research on Evaluation, Science and Technology (CREST) indicates that there are currently 95 research centres in the humanities and social sciences at South African

6 universities.1 However, the distribution is highly uneven with four institutions – the universities of Cape Town, Witwatersrand, Pretoria and Stellenbosch, accounting for 55% of the centres (CREST, 2014a:24). In addition, the establishment of the DST funded South African Research Chairs Initiative (SARChI) – there are currently 58 SARChI Chairs in AHSS, which represents 30.2% of the total number of chairs 2, and the Catalytic Projects initiated by the NIHSS has contributed to strengthening research in AHSS. All of this is in addition to the research undertaken by faculty and department-based academics. This has resulted in an increase in research productivity in AHSS – accredited research output increased by 26.9% between 2000 and 2013. Furthermore, in 2012, AHSS accounted for 36% of the total university journal article output (CREST, 2014a:25).

The research themes in AHSS are wide-ranging and include amongst others, race and identity, pre-1652 historiography, urbanisation and migration, sustainable cities, museum and heritage studies, class formation and social fragmentation post-apartheid, labour and social movements, state development, peace and conflict, aesthetics and politics, development of African languages, gender and reproductive health, sexual identity, social media and technology, medical anthropology, and Indian Ocean studies. This is not an exhaustive list but provides a flavour of the range and scope of research being undertaken.

In relation to going forward there seems to be a growing view that the future of AHSS research lies in addressing real world challenges through an inter- disciplinary approach both within AHSS and, importantly, at the intersection between AHSS and the natural sciences. However, there are also views which, while not against an inter-disciplinary approach, have urged caution that if not well focused it could result in outcomes that are conceptually and theoretically superficial and/or lead to the reification of theory.

A key issue for the development of a future research agenda for AHSS, which also has a bearing on teaching, is the lack of epistemological transformation – the fact that knowledge production and transmission is dominated by the western canon with little or no regard for the epistemological traditions of the Global South in general and Africa in particular. Although this has been brought to the fore earlier this year by the “Rhodes Must Fall” movement at the University of Cape Town (UCT), its antecedent can be traced to Mahmood Mamdani’s proposal to restructure the African history programme at UCT and the resistance to this, in the late 1990s. The Mamdani moment did not gain traction at the time probably because it coincided with the policy development focus discussed above, and the fact that demographic changes in the student body in terms of race had not been fully realised.

1 This is based on a mining of existing databases and is not an exhaustive list; a number of centres that were identified in the course of preparing this report are not included in the CREST Study. 2 Of the 58 SARChI Chairs in AHSS, 33 (56.9%) are in ANPH; 27 (46.6%) of the 58 SARChI Chairs are in the research-intensive universities.

7 The “Rhodes Must Fall” movement, building on existing initiatives such as the annual Summer School convened at the University of South Africa on Decoloniality, which focuses on epistemological transformation and brings together students and academics from South Africa and the Continent, has given impetus to a broader national conversation on issues of epistemological transformation and curriculum restructuring at different universities. It has been suggested that the conversation should be broadened to include the issue of language, in particular, the importance of ensuring that students undertaking research in or on communities are conversant in the local language. In this regard, one academic pointed out the irony of the revisionist historiography of the 1970s and 1980s being undertaken by historians none of whom saw the importance of learning an African language. Another pointed out that the increase in the number of African doctoral students has had a “positive impact on the nature of knowledge production, as it has enabled a deeper understanding of social and economic issues”. This is due to the fact that as first-language speakers they can immerse themselves in communities, which facilitates the development of ethnographic approaches and contributes to insights, which are not available to researchers who are not conversant in African languages. It seems clear that issue of epistemological transformation, including language, needs to be at the centre of any future research agenda for AHSS. Moreover, as one academic argued, the focus on epistemological diversity needs to be developed as a national project rather than ad-hoc interventions focused on curriculum change at individual universities.

Aside from the epistemological diversity debate, the lack of impact of the outcomes of research on curriculum change was also identified as a challenge. The key issue in this regard seems to be the disjuncture between the research centres and teaching departments, in particular, the fact that centre-based researchers are often not linked to departments and are not required to teach. Furthermore, although doctoral students attached to the research centres are registered in departments, they too tended to be at one- remove from the departments and did not participate in teaching or in the day- to-day activities of the departments. This precluded them from being exposed to the minutiae of academic life and induction into the full meaning of becoming an academic. This can and has resulted in doctoral students and post-doctoral fellows attached to the research centres being viewed and viewing themselves as an academic elite. As one academic put it in relation to the privileging of research in institutions in general, there seems to be “less teaching and mentoring and the lecture theatre or seminar room is not seen as a laboratory, which results in a disconnect with the real world of students”.

Finally, with regard to the role of the National Research Foundation (NRF) in supporting AHSS research, there were three main concerns raised. The first relates to the NRF’s approach to research. It is held that the NRF’s focus is too narrowly disciplinary-based and is not supportive of inter-disciplinary research projects. This is in part, according to the views expressed in the CREST Study, the result of the NRF’s rating and recognition system, which views academics participating in inter-disciplinary projects as lacking focus and rewards sole-authored publications (CREST, 2014b:41). If there was greater flexibility in interpreting its mandate and a more imaginative approach

8 to defining what constitutes science and AHSS, it could increase the funding to AHSS through funding inter-disciplinary projects, which would ensure that the social implications and context of science and technology research is considered.

In its defence the NRF would argue that its attempts to invite applications for inter-disciplinary research between the sciences and AHSS have not been successful and that, in particular, there has been a lack of enthusiasm on the part of researchers in AHSS. The lack of enthusiasm may be on both sides of the divide. One senior institutional leader confirmed that attempts at promoting inter-disciplinary research between AHSS and mining engineering at the institutional level failed because of resistance from mining engineering. The challenges in overcoming methodological and ideological differences in inter- and trans-disciplinary research between AHSS and the sciences should not be under-estimated. As one of the researchers involved in a joint social science and health science project indicated in the CREST Study:

“The epistemological gaps between social and health sciences mean that there are fundamental differences in understanding and defining the problem and how to go about addressing it. This leads to difficulties in appreciating the respective roles of biomedical and social research. In addition, bioethics poses significant constraints on social scientific research. The employment of social theory is sometimes regarded as extraneous to the pursuit of biomedical interventions. Finally, ethnographic and qualitative research methods are not regarded as evidence in the same fashion as statistical records in the biomedical sciences” (CREST, 2014:40).

This is not to suggest that the methodological and ideological difficulties are irreconcilable. However, these are unlikely to be overcome in the absence of an enabling policy environment and associated incentives.

The second concern relates to the impact of the rating system on research, in particular, the research trajectories of early career academics. Access to NRF funding, in particular, substantial research grants is dependent on obtaining a research rating. This precludes non-rated researchers as one Dean put it, “from getting serious research grants”. This adversely impacts on young and junior researchers at the start of their academic careers and precludes the development of their research profile, which is a pre-condition for promotion.

The third concern relates to funding. There is a perception that the overall funding for AHSS is inadequate. However, this perception is not borne out by the evidence. The NRF funding for AHSS (excluding freestanding bursaries and fellowships) has increased from R18.2m (8.7% of the total NRF research budget of R208.6m) in 1998/99 to R237.5m (16.8% of the total NRF research budget of R1 409m) in 2014. On average, AHSS has received 17% of the total NRF research allocation between 2009 and 2014. 3 Furthermore, according to the CREST Study, between 2001 and 2011, the AHSS share of the total higher education research and development budget, which includes government, private sector, donor and institutional funding, has “remained

3 This information was provided by the NRF in a personal communication.

9 more or less steady, averaging 33%”. In money terms it increased from R585m in 2001/2002 to R5 424m in 2010/11. This, according to the World Social Science Report, is at the “median level of the 31 countries for which such data is available” (CREST, 2014b: 26).

The NRF would argue that its funding is tied to priorities identified by the DST and within that its allocation is dependent on the total quantum of fund available. Thus for example, in response to a call for applications for Human and Social Dynamics Grand Challenge (in specified themes) a total of 56 applications were received and while 23 were eligible for funding based on the pre-determined criteria, only 17 were funded based on the available funds.

The perception that AHSS is underfunded is clearly fuelled by the continued privileging of STEM in science policy, including the emphasis on its importance in the public domain, as well as the fact that that the focus on “Big Science” linked to high-status projects such as the SKA reduces the funding available for research in all fields, including the natural sciences.

3.2.2 Internationalisation of Scholarship

The growing strength of AHSS has also been impacted on by the greater exposure to global scholarship and engagement. The focus on national issues in the 1970s and 1980s, coupled with limited international participation and exposure, which would also go some way in explaining the intellectual stagnation of AHSS suggested by the ASSAf study, no longer holds. This was illustrated with reference to the most recent International Sociological Association Congress, which was attended by some 60 participants from South Africa, and where South Africa apparently led the debates in the field of labour studies and the sociology of work. Similarly, it was suggested that in a number of fields, in particular, in critical theory and cultural studies, South African research was at the cutting edge, as testified to by the large number distinguished academics from other parts of the world that participate in academic events in South Africa on a regular basis. The academic who made this observation went on to indicate that it was no longer necessary to go abroad to get a taste of the latest trends in research and knowledge production. It has been suggested in this regard that the moment may be ripe for establishing an international academic journal that provides a platform for this research, including research from other parts of the Global South.

The growing international participation is evident in the increase in number of papers co-authored by a South African academic with an international academic. International co-authorship in AHSS (including economics and management sciences) between 1995 and 2007 increased from 15% to 33% of all papers published (CREST, 2014b: 22).

However, while there is increasing participation and collaboration with international scholars, this is skewed in that it is mainly restricted to Western Europe and North America. There is recognition that collaborative engagements are necessary both nationally, in particular, with the historically

10 disadvantaged universities, but also within the region and Continent and the Global South more generally.

3.2.3 AHSS and Public Engagement

There is recognition that in the 1990s and early 2000s universities became more inward looking and their public engagement role was eroded. The impact of research and knowledge production in AHSS is not evident in the public sphere. This is not only due the “kinds of questions asked and not asked” as one academic argued, but also about “who does and who does not participate in the public sphere”. Although there is no harking back to a romantic past – the symbiotic relationship characteristic of the 1980s discussed above, there is agreement that AHSS needs to be opened, and open itself up, to a larger public audience. The beginnings of such an opening are there as reflected in the range of public lectures, seminars and workshops held at universities, including in some cases in the townships, involving both academic and non-academic participants. This seems especially promising at the interface of the visual and performing arts and the humanities in relation to public culture and communities. However, these are local and ad-hoc initiatives and, while not unimportant, there is a recognition that there needs to be a more concerted effort, both regionally and nationally, to re-imagine the relationship between AHSS and the public-at-large. This will require co- ordination and co-operation between different universities, as regional or national events are time-consuming and expensive to organise.

3.2.4 Growth in Doctoral Programmes

There has been a significant growth in doctoral headcount enrolments in ANPH, which has increased by 99.7% - from 1 860 in 2000 to 3 714 in 2013. This together with the fact that there are an increasing number of full-time students and innovations such as the establishment of postgraduate centres at some institutions has contributed to strengthening doctoral programmes. However, while there is increased funding for doctoral scholarships and post- doctoral fellowships, this may not be adequate to meet the demand, especially in the research-intensive universities, where there seems to be capacity to enrol additional students. Moreover, increasing the number of doctoral enrolments will not result in an oversupply of graduates, as is the case in the USA where the academic labour market is saturated. In South Africa the DHET has calculated that the planned expansion of the higher education system, coupled with improved staff: student ratios and taking into account attrition rates, will require just over 1 200 new academics to be recruited annually over the next five years (DHET, 2015: 13-14). However, despite this and given that not all doctoral graduates necessarily pursue academic and/or research careers, it has been suggested that consideration should be given, as is being done in North America in particular, to rethinking the structure of PhD programmes to ensure that students are prepared both for academic and for non-academic careers.

11

There are also a number of concerns with regard to the structure of, and the activities covered by, doctoral scholarships, which include the following:

 The three-year funding restriction on doctoral scholarships imposed by the National Research Foundation (NRF) and the NIHSS is inappropriate as the majority of students take at least four years to complete. The fact that at the end of three-years students have to find other sources of funding - usually part-time work, impacts on their ability to complete and prolongs the time-to-completion beyond four years. Thus funding should be provided for a minimum of four years and ideally five-years, with the final year as a post-doctoral year to enable preparation for an academic career. In this regard it should be noted that the new Generation of Academics Programme (nGAP), which has been established by the DHET as part of its Staffing South Africa’s Universities Framework (SSAUF) (DHET, 2015), provides for funding for 6 years – the first four years of which are allocated for completion of a PhD and the remaining two years for induction and early career development linked to a full-time post in the institution. The SSAUF, which has been developed in partnership with the higher education sector, is based on a report prepared by a Higher Education South Africa (HESA) Task Team, Proposal for a National Programme to Develop the Next Generation of Academics for South African Higher Education (HESA, 2011).4 Furthermore, it should be noted that from 2016 the NRF is introducing an Extension Scholarship Support for Masters and Doctoral Students programme, which will provide funding for an additional year to support the completion of a doctorate and/or to prepare an article for submission for journal publication (NRF, 2015).

 Scholarships should make provision for funding for fieldwork and archival research, which is a major constraint currently and impacts on the quality of dissertations.

 Scholarships should make provision for exchange visits overseas for up to six months, including travel grants for conference attendance. This is critical as it exposes students to global issues and developments and contributes to developing their self-confidence as researchers and academics.

 The NRF should increase the number of freestanding scholarships provided. The current system of linking doctoral scholarships to research chairs and rated-researchers is limiting, as it restricts students to pursue research based on the interests of the research chair or rated-researcher. This also applies to scholarships provided by donor agencies as part of supporting research programmes at institutional research centres, which require students to pursue research based on the focus of the Centre. As the scholarships are not transferable, if the Centre concerned is unable to fill all the available places, the funds cannot be utilised to fill places in

4 It should be noted that HESA was re-launched as Universities South Africa (USA) on 22 July 2015.

12 other parts of the faculty where there may be demand. This suggests that flexibility should be built into scholarship support programmes targeting particular fields or programmes of study.

3.2.5 Developing a Postgraduate Culture

There is a growing recognition that the current model of doctoral training based on the British model, which revolves around the relationship between an individual student and supervisor, is not appropriate in the South African context. This model is in part responsible both for the poor completion rates – just over 50% drop-out (see 3.3.2.7 below), and the apparent weak conceptual, theoretical and methodological grounding of doctoral graduates. As stated in a proposal submitted by the University of the Witwatersrand for AWMF support for a doctoral programme:

“For all its simplicity and brevity, a growing consensus sees this model as poorly fit for South African circumstances. It routinely generates a sense of profound alienation and isolation—more so in the humanities, where doctoral candidates pursue research individually rather than as members of project teams or laboratories. For students who are inadequately prepared at the pre- doctoral level to undertake a large-scale, individually-designed research project, and to situate that project in relation to several fields of empirical scholarship and theoretical debate, the model can a produce profound sense of frustration and inadequacy. Unreliable or inadequate funding - notably for research expenses, but equally for mere subsistence - only amplify the pressure to complete a task of overwhelming dimensions” (Wits 2015: 2).

In response to the shortcomings of the current model there is consensus that the development of a strong postgraduate culture requires providing support to cohorts of doctoral students through a common programme that broadly combines three elements:

 Academic – exposure to different disciplinary, theoretical and methodological traditions.  Technical – reading, writing, presentation and publication skills.  Subjective – cultivating the development of an academic and scholarly identity and the internalisation of the underpinning values; in short, what it means to be an academic citizen.

In line with this a number of institutions, in the main the research-intensive universities, have established institution or faculty-based Postgraduate Centres to provide the necessary support. These provide a common institutional space and, outside of the formal mentorship and other programmes, provide for the development of student-initiated intellectual projects across the disciplinary divides, and facilitate and contribute to the development of academic peer networks. The main benefit of this model is the potential that it holds for facilitating the development of the next generation of academic leaders. It has been suggested that consideration should be given to extending this model through initiating national and regional summer/winter schools, which would broaden the base of the peer networks across institutional divides, and more importantly, would contribute to building

13 postgraduate and staff capacity in those institutions that currently do not have access to the human and/or financial resources to mount such programmes internally. In this regard it should be noted that national and regional doctoral schools are an integral component of the NIHSS doctoral programme, but are limited to the recipients of NIHSS scholarships.

3.3 The Current State of AHSS: Data Analysis

The data sources used to undertake the analysis below are listed in Appendix One. The main source for the data on student enrolment and graduation trends was the Higher Education Management Information System (HEMIS), which is the national database for the public higher education system managed by the Department of Higher Education and Training (DHET). The report does not include analysis of staff trends, as staff data in HEMIS is limited to full-time equivalents (FTEs) in broad fields of study. Although universities were requested to provide detailed staff information linked to disciplines, less than half the institutions responded and it has therefore not been possible to provide an overview of system trends in this regard. The main source for research data was the Annual Research Output reports prepared by the DHET.

The analysis of student enrolment and graduation data covers the period 2000-2013, as HEMIS, which was implemented in 2000, captures data at discipline level and enables cohort analysis. The South African Post- Secondary Education (SAPSE) information system, which HEMIS replaced did not allow for the latter. The 2013 cut-off date is linked to the fact that there is a two-year time lag in the collection and verification of data in HEMIS. However, for ease of presentation, the timeline in the tables focuses on four years – 2000, 2005, 2010 and 2013 and, where appropriate, more detailed tables are included in the appendices. The assumptions that were made for interpreting the data in HEMIS for the purposes of this study, including inconsistences in HEMIS, which may impact on the analysis, are highlighted below:

 The analysis of overall trends in enrolments in the public higher education system is based on the categorisation of Educational Subject Matter (CESM) in HEMIS. There are four broad categories namely, Science, Engineering and Technology (SET), Business, Commerce and Management (BCM), Humanities (includes the social sciences), and Education, which is separate category because of the priority accorded to teacher training in national policy.  Economics as a discipline was included in the humanities in HEMIS until 2010; thereafter it was moved to BCM. For purposes of this study, it has been included in humanities after 2010 to ensure analytical consistency and on the understanding that economics is a social science.  Physical Education, Health Education and Leisure, which was included as part of the humanities until 2009 in HEMIS, has been excluded from the analysis as it has been removed as a separate field in HEMIS. The reported numbers prior to 2009 were small, thus excluding it does not impact on the analysis.

14  The analysis focuses on the arts and non-professional humanities and social sciences (ANPH), as outlined in Appendix Two, in line with the AWMF, which does not fund the professional fields in the humanities and social sciences.  ANPH is categorised into two sub-categories, namely, Humanities and Social Sciences (HSS) and the Visual and Performing Arts (VPA).  In the case of the HSS, the “other” category in HEMIS, which includes data that cannot be assigned, has not been included in the analysis. The numbers are small and excluding them does not make a material difference to the analysis. However, the “other” category in VPA has been included as the changes in the categorisation of VPA in HEMIS, which came into effect in 2010, were substantive and excluding them may impact on the analysis, especially as overall numbers in VPA are small.  Library Science and Museum Studies has been integrated, as Museum Studies as a separate reporting category only appears in HEMIS since 2010. The numbers are small and do not impact on the analysis.  Public Administration and Public Policy has been integrated, as Public Policy as a separate reporting category only appears in HEMIS since 2010. The numbers are small and do not impact on the analysis.  Undergraduate includes occasional, postgraduate certificate, and diploma students. The numbers are small and do not impact on the analysis.  The focus of the analysis is on postgraduate qualifications, namely, honours, master and doctorates, given the policy priority to increase postgraduate enrolments and graduates, in particular, at the doctoral level.  There are significant inconsistencies and discrepancies with regard to headcount enrolments for particular disciplines in relation to the base year, that is, 2000, as well as in the middle years of the period under review. This is probably due to the fact that 2000 was the year that HEMIS was introduced and the transition to HEMIS may have impacted on the stability of the data submitted by the universities. The middle years between 2005 and 2008 coincided with the restructuring of the institutional landscape of the public higher education system through mergers and incorporation and the integration of the data systems of the affected institutions may have also impacted on the stability of the data submitted. The inconsistencies have been highlighted, where appropriate, below. However, it is unlikely that they would adversely affect the overall findings of this study.  The universities have been categorised into five types for the purposes of the report, namely, research-intensive universities (5), other universities (5), historically black universities (HBUs)(6), universities of technology (UoTs) (6) and the distance university, namely, the University of South Africa (Unisa) (see Appendix Three for the institutions that are included in each type). This was informed by the categories previously used in the analysis of the higher education system and enables assessing institutional level changes based on historical categories. The distinction between research- intensive and other universities is based on the fact that in the 1990s about two-thirds of all research outputs and masters and doctoral graduates were produced by the research-intensive institutions. Although the historical categories have been affected by the institutional restructuring of the higher education system through mergers and incorporation in the early to mid-

15 2000s, the categorisation in broad terms remains relevant for comparative purposes.  Black refers to African coloured and Indian students.

3.3.1 Overall Enrolment Trends in Higher Education: 2000-2013

The size and shape of, and the overall trends in, the higher education system across the four broad fields of study, provides the context within which to assess and locate the trends in ANPH. The main trends emerging from the data in Tables 1 and 1a below, regarding headcount enrolments in SET, BCM, Education and the Humanities between 2000 and 2013 may be summarised as follows:

 Total headcount enrolments in higher education increased by 70.2% between 2000 and 2013 - from 578 175 to 983 698.  Total headcount enrolments in the humanities (including education) increased by 62.9% - from 270 236 to 440 106. This was lower than the corresponding increase in SET – 74%, and BCM – 84.8%.  Total headcount enrolments in the humanities (excluding education) increased by 39.2% - from 191 904 to 267 115, while the total headcount enrolments in education increased by 120.8% - from 78 332 to 172 991.  Total headcount enrolments in the humanities (including education) as a percentage of total headcount enrolments in higher education decreased from 46.7% in 2000 to 44.7% in 2013.  Total headcount enrolments in the humanities (excluding education) as percentage of total headcount enrolments in higher education decreased from 33.2% in 2000 to 27.2% in 2013.

The decrease in the humanities (including education) share of total headcount enrolments in higher education was in line, as discussed in 3.1 above, with government policy, which had set a target of 40% of total headcount enrolments for the humanities to be achieved by 2000. The fact that total headcount enrolments in the humanities (including education) remain above the planned target is a reminder of the continued inequities in the education system in relation to the number of African students leaving the school system without the necessary background in mathematics and science to enable them to pursue higher education qualifications, which require a high-level pass in mathematics and science. It also reflects the continued demand for qualifications in professional fields such as education, law and social development, in which the humanities play a central role. The substantial increase in headcount enrolments in education suggests that initiatives to reverse the decline in enrolments in teacher training in the 1990s such as Funza Lushaka, which provides full bursaries to students enrolled in teacher education programmes, are succeeding. It should, however, be noted that while there was a concern expressed in the NPHE for the drop in enrolments in education in the 1990s, the 40% target set for headcount enrolments in the humanities was a general target cutting across different fields and did not specify targets for specific sub-fields in the humanities.

16 Table 1: Headcount Enrolments in Higher Education (see Appendix Four) CESM 2000 2005 2010 2013 % Change SET 163 023 210 707 251 334 283 622 74% BCM 140 660 214 485 257 859 259 970 84.8% Education 78 332 105 826 145 413 172 991 120.8% Humanities 191 904 200 986 238 320 267 115 39.2% Other* 2 330 3 867 0 0 Unknown 1 886 2 11 0 Total 578 135 738 482 892 937 983 698 70.2%

* Physical Education, Health Education and Leisure

Table 1a: Headcount Enrolments per Field of Study as a Percentage of Total Headcount Enrolments in Higher Education (see Appendix Five) CESM 2000 2005 2010 2013 SET 28.2% 28.5% 28.1% 28.8% BCM 24.3% 29.0% 28.8% 26.4%

Education 13.5% 14.3% 16.2% 17.6%

Humanities 33.2% 27.2% 26.6% 27.2% Total (Education & 46.7% 39.5% 42.8% 44.6% Humanities)

3.3.2 Enrolments Trends in ANPH

The increased enrolments in the humanities albeit with a decrease in the proportionate share of total enrolments between 2000 and 2013, is also reflected in the enrolment trends for ANPH. The main trends emerging from the data in Tables 2 and 2a below, which provide an overview of headcount enrolments in ANPH between 2000 and 2013 may be summarised as follows:

 Total headcount enrolments in ANPH between 2000 and 2013 increased by 31.9% - from 95 527 to 126 021.  Total headcount enrolments in ANPH as a percentage of total headcount enrolments in the humanities (including education) decreased from 35.3% to 28.6%.  Total headcount enrolments in ANPH as a percentage of total headcount enrolments in the humanities (excluding education) decreased from 49.7% to 47.2%.  Total headcount enrolments in HSS increased by 27.2% - from 88 439 to 112 512.  Total headcount enrolments in HSS as a percentage of total headcount enrolments in the humanities (including education) decreased from 32.7% to 28.6%.

17  Total headcount enrolments in HSS as a percentage of total headcount enrolments in the humanities (excluding education) decreased from 46.1% to 42.1%.  Total headcount enrolments in VPA increased by 90.6% - from 7 088 to 13 509.  Total headcount enrolments in VPA as a percentage of total headcount enrolments in the humanities (including education) increased from 2.6% to 3%.  Total headcount enrolments in VPA as a percentage of total headcount enrolments in the humanities (excluding education) increased from 3.7% to 4.9%.

There are two important points, which emerge from these trends. First, in relation to the decline in ANPH’s share of the total headcount enrolments in the humanities (including education), although there is no benchmark against which to assess the decrease from 35.3% to 28.6%, it could be argued that its current share is appropriate in the context of the need and demand for professional programmes in a developing society. Second, is the significant increase in headcount enrolments in VPA, albeit from a small base. The reasons for this are not clear. It may be due to a combination of factors such the freeing of the visual and performing arts from the straitjacket imposed under apartheid, opportunities for building on the innovations that emerged outside the academy in the late 1980s and 1990s, and the incentive provided by the introduction of the new funding framework in 2004, which recognises and makes provision for the fact that the visual and performing arts are more expensive.

Table 2: Headcount Enrolments in ANPH as a % of Total Humanities Enrolments CESM 2000 2005 2010 2013 % Change Humanities 191 904 200 986 238 320 267 115 39.2% Education 78 332 105 826 145 413 172 991 120.8% Total AHSS 270 236 306 812 383 733 440 106

Total ANPH 95 527 98 312 118 133 126 021 31.9% ANPH % of Humanities 35.3% 31.9% 30.8% 28.6% (including education) ANPH % of Humanities 49.7% 48.9% 49.5% 47.2% (excluding education)

Total HSS 88 439 89 488 105 464 112 512 27.2% HSS % of Humanities 32.7% 29.2% 27.5% 25.6% (including education) HSS % of Humanities 46.1% 44.5% 44.2% 42.1% (excluding education)

Total VPA 7 088 8 824 12 669 13 106 112.3% VPA % of Humanities 2.6% 2.9% 3.3% 3.0% (including education) VPA % of Humanities 3.7% 4.4% 5.3% 4.9% (excluding education)

18

Table 2a: Headcount Enrolments in ANPH Disciplines (see Appendix Six) CESM 2000 2005 2010 2013 % Change HSS Anthropology 2 329 1 916 3 466 4 396 88.8% Archaeology 348 345 History 3 214 2 231 2 206 2 278 -29.1% Languages, Linguistics, 23 578 20 418 24 109 21 587 -8.4% Literature Library Science 3 785 3 233 2 684 4 965 31.2% Philosophy 1 750 1 786 2 226 2 964 69.4% Political Science 3 862 4 883 5 932 8 571 121.9% Public Administration 13 958 16 747 17 218 19 617 40.1% Psychology 22 845 26 812 33 601 33 927 50.1% Religion 1 563 930 480 518 -66.9% Sociology 8 671 6 876 10 732 10 336 19.2% Theology 2 884 3 647 3 112 3 008 -31.9% Total HSS 88 439 89 488 105 464 112 512 27.2%

VPA Dance 288 204 212 369 28.1% Design and Applied Arts 76 36 3 547 3 543 4 561.1% Drama and Theatre Arts 898 1 653 1 882 2 139 137.9% Film, Video & 140 101 1 258 1 142 715.7% Photographic Arts Fine and Studio Art 2 581 4 126 3 254 3 138 21.6% Music 2 263 2 326 2 467 2 774 22.6% Other 842 378 49 404 -51.8% Total VPA 7 088 8 824 12 669 13 509 90.7%

Total ANPH 95 527 98 312 118 133 126 021 31.9%

3.3.2.1 Enrolment Trends in ANPH Disciplines

Headcount enrolments in ANPH between 2000 and 2013 increased in all the disciplines except for History, Languages, Linguistics and Literature, Religion and Theology. However, there are also significant inconsistencies and discrepancies with regard to headcount enrolments for particular disciplines in relation to the base year, that is, 2000, as well as in the middle years of the period under review. The reasons for the latter are outlined in 3.3 above.

The main trends emerging from the data in Table 2a above, which provides an overview of headcount enrolments in ANPH disciplines between 2000 and 2013 may be summarised as follows:

19 (i) Humanities and Social Sciences

 Total headcount enrolments in three disciplines grew by up to 40%, namely, Sociology – 19.2%; Library Science – 31.2%; and Public Administration – 40%. In the case of Library Science it should be noted that there was a significant year-on-year increase in headcount enrolments, which increased by 89.3% between 2012 and 2013 - from 2 623 to 4 965. If the 2012 headcount enrolment is taken as the base then in fact there is a 30.7% decrease in total headcount enrolments between 2000 and 2012. This discrepancy is highlighted given the growing importance of Heritage and Museum Studies as a field in the recent past. However, as indicated in 3.3 above, Museum Studies is reflected as a separate category in HEMIS from 2010 onwards. In 2013 there were a total of 59 enrolments in Museum Studies – 28 in undergraduate qualifications and 32 in postgraduate qualifications. The low numbers in Museum Studies may be indicative of the fact that it has been conceptualised narrowly as a technical and operational programme for administering museums rather than in broad terms linking Museum Studies to History, Heritage and Arts and Culture.  Total headcount enrolments in three disciplines grew by between 50% and 90%, namely, Psychology – 50.1%; Philosophy – 69.4%; and Anthropology – 88.8%. It should be noted that the increase in enrolments in Philosophy is at odds with the fact that it has apparently been identified as a discipline “at-risk” by the DST.  Total enrolments in one discipline, Political Science, grew by 121.9%. This is a massive increase and may be due to students interested in pursuing careers in the public service, which has been expanding in the past decade, including a greater interest in pursuing careers in the diplomatic service and in international agencies.  Total enrolments in four disciplines decreased by between 8% and 70%, namely, Language, Linguistics and Literature – 8.4%; History – 29.1%; Theology - 31.9%; and Religion – 66.9%. It should be noted in relation to Languages, Linguistics and Literature, that total headcount enrolments in 2000 are inconsistent with headcount enrolments in subsequent years. In the light of this, if 2001 is used as the base year, headcount enrolments between 2001 and 2013 increase by 9.1%. There are also significant variations in headcount enrolments between 2006 and 2012, which cannot all be ascribed to the likely impact of institutional restructuring indicated above. This may be due to enrolments in teacher education upgrading programmes in this period. However, in light of the emphasis on the role and importance of languages for the humanities raised in the views of academics discussed above, and the fact that languages have been identified as “at-risk” by both the DST and the NIHSS, a more detailed analysis of enrolment trends is necessary to inform policy and initiatives in this field.

20 (ii) Visual and Performing Arts

 Total headcount enrolments in three disciplines grew by between 20% and 30%, namely Fine and Studio Art – 21.6%; Music – 22.6% and Dance – 28.1%.  Total headcount enrolments in two disciplines grew by between 100% and 750%, namely, Drama and Theatre Arts – 137.9%; and Film, Video and Photographic Arts – 715.7%  Total headcount enrolments in one discipline grew by over 4 500%, namely, Design and Applied Arts.

The very large changes in Film, Video and Photographic Arts and Design and Applied Arts should be treated with caution. They may not necessarily reflect a sudden increase in demand but rather changes in defining and categorising fields of study within VPA in HEMIS after 2010.

3.3.2.2 Enrolment Trends in Qualification Levels

There are two main findings with regard to enrolments in ANPH in relation to qualification levels between 2000 and 2013. First, in terms of the share of total headcount enrolments, undergraduate enrolments have decreased by 1.3% - from 84.1% to 82.8% and postgraduate headcount enrolments have correspondingly increased from 15.8% to 17.2%. Second, while there has been a steady increase in headcount enrolments at all qualification levels, there was significant growth at the doctoral level. Total headcount enrolments at the undergraduate, honours and masters level increased by 29.8%, 39.3% and 30.5% respectively, while at the doctoral level it increased by 99.7% - from 1 860 in 2000 to 3 714 in 2013. The doctoral share of total headcount enrolments increased from 1.9% in 2000 to 2.9% in 2013. This finding is based on the following trends, which emerge from Table 3 and Tables 3, a, b, c, and d below, which provide an overview of enrolments trends in ANPH qualification levels and disciplines.

Qualification Level

Table 3: Enrolment Trends in Qualification Levels Qualification Level 2000 2013 Undergraduate 84.1% 82.8% Honours 7.0% 7.4% Masters 6.9% 6.9% Doctoral 1.9% 2.9%

(i) Undergraduate Enrolments

 Total undergraduate headcount enrolments in ANPH increased by 29.8% - from 80 354 in 2000 to 104 345 in 2013.  Total undergraduate headcount enrolments in HSS increased by 24.6% - from 73 943 to 92 107.  Total undergraduate headcount enrolments in VPA increased by 90.9% - from 6 411 to 12 238.

21  Total undergraduate headcount enrolments in ANPH as a percentage of total headcount enrolments in ANPH decreased from 84.1% to 82.8%.

Table 3a: Undergraduate Headcount Enrolments in ANPH Disciplines (see Appendix Seven) CESM 2000 2005 2010 2013 % Change HSS Anthropology 2 059 1 498 3 171 3 881 88.5% Archaeology 222 186 History 2 752 1 744 1 736 1 803 -34.5% Languages, Linguistics, 20 635 17 703 21 121 18 746 -9.2% Literature Library Science 3 290 2 721 2 350 4 478 36.1% Philosophy 1 470 1 540 1 837 2 583 75.8% Political Science 3 044 4 031 4 715 7 130 134.2% Public Administration 12 621 14 517 14 996 16 558 65.9% Psychology 17 956 21 713 27 573 26 816 49.3% Religion 980 688 339 378 -61.4% Sociology 7 396 5 707 8 677 8 163 10.4% Theology 1 739 1 721 1 428 1 384 -20.5% Total HSS 73 943 73 583 88 167 92 107 24.6%

VPA Dance 228 202 204 359 57.5% Design & Applied Arts 823 1 496 1 629 1 896 130.4% Drama and Theatre Arts 69 25 3 407 3 379 4 797.1% Film, Video & Photographic Arts 130 92 1 201 1 046 704.6% Fine and Studio Art 2 414 3 872 2 991 2 862 18.6% Music 1 938 1 914 2 126 2 409 27.24% Other 810 256 11 286 24.3% Total VPA 6 411 7 856 11 569 12 238 90.9%

Total ANPH 80 354 81 439 99 736 104 345 29.8%

(ii) Honours Enrolments

 Total honours headcount enrolments in ANPH increased by 39.3% - from 6 690 in 2000 to 9 321 in 2013.  Total honours headcount enrolments in HSS increased by 39.3% - from 6 487 to 9 036.  Total honours headcount enrolments in VPA increased by 40.4% - from 203 to 285.  Total honours headcount enrolments in ANPH as a percentage of total headcount enrolments in ANPH increased from 7% to 7.4%.

22 Table 3b: Honours Headcount Enrolments in ANPH Disciplines (see Appendix Eight) CESM 2000 2005 2010 2013 % Change HSS Anthropology 80 131 109 194 142.5% Archaeology 44 68 History 198 164 193 186 -6.1% Languages, Linguistics, Literature 1 193 829 1 179 987 -17.3% Library Science 218 129 226 266 22% Philosophy 109 59 111 136 24.8% Political Science 254 262 443 593 133.5% Public Administration 341 549 655 931 173.0% Psychology 3 158 2 912 4 075 4 461 41.3% Religion 149 42 21 16 -89.3% Sociology 571 453 871 874 53.1% Theology 216 391 281 326 50.9% Total HSS 6 487 5 919 8 209 9 036 39.3%

VPA Dance 3 0 5 2 -33.3% Design and Applied Arts 0 2 2 2 200.0% Drama and Theatre Arts 32 69 84 89 178.1% Film, Video & Photographic Arts 6 5 31 40 566.7% Fine and Studio Art 26 34 29 32 23.1% Music 136 82 76 88 -35.3% Other 1 56 13 33 3 200% Total VPA 204 248 240 285 40.4%

Total ANPH 6 690 6 167 8 449 9 321 39.3%

(iii) Masters Enrolments

 Total masters headcount enrolments in ANPH increased by 30.5% - from 6 626 in 2000 to 8 647 in 2013.  Total masters headcount enrolments in HSS increased by 26.5% - from 6 233 to 7 882.  Total masters headcount enrolments in VPA increased by 94.6% - from 393 to 765.  Total masters headcount enrolments in ANPH as a percentage of total headcount enrolments in ANPH did not increase and remained at 6.9%.

23 Table 3c: Masters Headcount Enrolments in ANPH Disciplines (see Appendix Nine) CESM 2000 2005 2010 2013 % Change HSS Anthropology 145 233 127 204 40.7% Archaeology 54 70 History 183 218 155 142 -22.4% Languages, Linguistics, 1 313 1 398 1 258 1 255 - 4.4% Literature Library Science 232 325 71 146 -93.1% Philosophy 116 125 217 156 37.1% Political Science 490 507 639 635 29.6% Pub Administration 906 1 401 1 319 1 765 94.8% Psychology 1 455 1 687 1 465 1 890 29.9% Religion 257 99 51 61 -76.3% Sociology 571 554 843 823 44.1% Theology 566 872 825 736 30.0% Total HSS 6 233 7 418 7 024 7 882 26.5%

VPA Dance 26 2 3 7 -73.1% Design and Applied Arts 7 8 123 133 1 800% Drama and Theatre Arts 40 81 145 127 217.5% Film, Video & 4 3 20 51 1 175% Photographic Arts Fine and Studio Art 133 205 202 198 48.9% Music 157 256 173 195 24.2% Other 26 51 22 55 111.5% Total VPA 393 607 688 765 94.6%

Total ANPH 6 626 8 024 7 712 8 647 30.5%

(iv) Doctoral Enrolments

 Total doctoral headcount enrolments in ANPH increased by 99.7% - from 1 858 in 2000 to 3 710 in 2013.  Total doctoral headcount enrolments in HSS increased by 96.4% - from 1 776 to 3 488.  Total doctoral enrolments in VPA increased by 170.7% - from 82 to 222.  Total doctoral enrolments in ANPH as a percentage of total enrolments in ANPH increased from 1.9% to 2.9%.

24 Table 3d: Doctoral Headcount Enrolments in ANPH Disciplines (See Appendix Ten) CESM 2000 2005 2010 2013 % Change HSS Anthropology 45 55 60 118 162.2% Archaeology 29 21 History 81 105 120 148 82.7% Languages, Linguistics, 437 490 551 599 37.1% Literature Lib Science 45 58 37 77 71.1% Philosophy 55 64 61 89 61.8% Political Science 75 84 134 213 184% Public Administration 90 279 249 364 304.4% Psychology 276 500 488 760 175.4% Religion 177 101 69 64 -63.8% Sociology 134 162 342 477 256% Theology 363 663 578 562 54.8% Total HSS 1 776 2 560 2 715 3 488 96.4%

VPA Dance 31 2 0 2 -1 450% Design & Applied Art 0 1 15 29 2 900.0% Drama & Theatre Art 4 7 21 28 600.0% Film/Video/Photo Art 1 1 6 5 400.0% Fine & Studio Art 8 15 33 46 475.0% Music 33 75 92 82 148.5% Other 5 13 6 30 500.0% Total VPA 82 114 172 222 170.7%

Total ANPH 1 858 2 673 2 887 3 710 99.7%

Disciplines

The enrolment increases and decreases in disciplines across the qualification levels between 2000 and 2013 mirror in broad terms the general increases and decreases in disciplines as outlined in 3.2.2.1 above with the following exceptions:

 Theology decreased at the undergraduate level but increased at all the postgraduate levels.  Dance decreased at all levels, which may be due, in particular, at the masters and doctoral level, to inaccuracies in enrolment data for 2000.  Music decreased at the honours level.  All the disciplines, except for Dance and Religion increased at the doctoral level.

In terms of the disciplines in which headcount enrolments decreased between 2000 and 2013, the proportionate decrease between undergraduate, honours and masters was as follows:

25  History - 34.5%; 6.1%; 22.4%.  Languages, Linguistics and Literature: 9.2%; 17.3%; 4.4%.  Religion: 61.4%; 89.3%; 76.3%

The substantial increase in doctoral headcount enrolments between 2000 and 2013 in both HSS and VPA is significant given the concerns regarding the paucity of doctoral enrolments and its implications for replenishing an ageing professoriate. This suggests that the funding framework for public higher education institutions, which was implemented in 2004, and which provides a substantial incentive for enrolling doctoral students, has had a positive impact. The increase in doctoral enrolments has also occurred before the recent initiatives to address the paucity of doctoral enrolments such as the doctoral scholarships and support provided by the NIHSS and the nGAP project of the DHET.

3.3.2.3 Enrolment Trends at Qualification Level and Discipline in ANPH by Race and Nationality

Qualification Level

(i) ‘Race’

The main finding is that the race-based inequalities in access to postgraduate qualifications have been reversed since 2000 at honours and masters level, and more recently at the doctoral level. This is in part due to the significant growth in postgraduate enrolments of black students from the Southern African Development Community (SADC) and the rest of the African Continent, in particular, at the doctoral level. It also holds true when only black and white South African postgraduate enrolments are taken into account. However, there is a caveat – the general reversal is not reflected in postgraduate enrolments in VPA, which remain predominantly white across the different qualification levels. This finding is based on the following trends, which emerge from Tables 4 and 5 below, which provide an overview of postgraduate enrolments trends in ANPH based on race and nationality.

Overall

 Total postgraduate headcount enrolments in ANPH increased by 42.8% between 2000 and 2013 – from 15 174 to 21 677.  The black share of total postgraduate enrolments increased from 53.8% to 68.8%.  The white share of total postgraduate enrolments decreased from 46.1% to 31.2%.  Total black postgraduate headcount enrolments in HSS increased by 80.5% - from 8 011 to 14 587 and constituted 70.8% of total postgraduate headcount enrolments in HSS in 2013 as against 55.3% in 2000.  Total white postgraduate headcount enrolments in HSS decreased by 8.3% - from 6 485 to 5 948 and constituted 29.1% of total postgraduate headcount enrolments in VPA in 2013 as against 44.7% in 2000.

26  Total black postgraduate headcount enrolments in VPA increased by 177.6% - from 161 to 447 and constituted 35.1% of total postgraduate headcount enrolments in VPA in 2013 as against 23.7% in 2000.  Total white postgraduate headcount enrolments in VPA increased by 59.6% from 517 to 894 and constituted 64.9% of total postgraduate headcount enrolments in 2013 as against 76.2% in 2000.  Total black South African postgraduate headcount enrolments increased by 58.7% - from 7 586 to 12 036 and constituted 66.3% of total South African postgraduate headcount enrolments in 2013 as against 53.9% in 2000.  Total white South African postgraduate headcount enrolments decreased by 6% - from 6 501 to 6 110 and constituted 33.4% of total South African postgraduate headcount enrolments in 2013 as against 46.1% in 2000.

Honours

 Total black honours headcount enrolments increased by 74.1% - from 3 899 to 6 787 and constituted 72.8% of total honours enrolments in 2013 as against 58.3% in 2000.  Total white honours headcount enrolments decreased by 9.2% - from 2789 to 2533 and constituted 27.2% of total honours enrolments in 2013 as against 41.7% in 2000.  Total black South African honours headcount enrolments increased by 54.4%% - from 3 698 to 5 709 and constituted 70.3% of total South African honours headcount enrolments in 2013 as against 58.5% in 2000.  Total white South African honours headcount enrolments increased by 7.3% - from 2 617 to 2 412 and constituted 29.7% of total South African honours headcount enrolments in 2013 as against 41.4% in 2000.

Masters

 Total black masters headcount enrolments increased by 62% - from 3 608 to 5 844 and constituted 67.6% of total masters headcount enrolments in 2013 as against 54.4% in 2000.  Total white masters headcount enrolments decreased by 7.2% - from 3 020 to 2 802 and constituted 32.4% of total masters headcount enrolments in 2013 as against 45.6% in 2000.  Total black South African masters headcount enrolments increased by 43% - from 3 348 to 4 787 and constituted 65.5% of total South African masters headcount enrolments in 2013 as against 54.2% in 2000.  Total white South African masters headcount enrolments decreased by 11% - from 2 833 to 2 522 and constituted 34.5% of total South African masters headcount enrolments in 2013 as against 45.8% in 2000.

Doctorate

 Total black doctoral headcount enrolments increased by 241.3% - from 666 to 2 273 and constituted 61.4% of total doctoral headcount enrolments in 2013 as against 35.8% in 2000.

27  Total white doctoral headcount enrolments increased by 20.5% - from 1 193 to 1 437 and constituted 38.8% of total doctoral headcount in 2013 enrolments as against 64.1% in 2000.  Total black South African doctoral headcount enrolments increased by 129.6% - from 544 to 1 249 and constituted 53% of total South African doctoral headcount enrolments in 2013 as against 34.1% in 2000.  Total white South African doctoral headcount enrolments decreased by 5.3% - from 1 051 to 1 106 and constituted 47% of total South African doctoral headcount enrolments in 2013 as against 65.9% in 2000.

These figures must be read in relation to the demographic composition of South Africans. In 2001, blacks comprised 90.4 % of the South African population. In 2011, blacks comprised 91.1 % of the South African population.

Disciplines

The increase in black enrolments in postgraduate qualifications, in particular, at the doctoral level, is broadly replicated at the discipline level except for the disciplines listed below in which there were more whites than blacks. However, even in these disciplines in proportionate terms white enrolments are decreasing:

 Philosophy – whites constituted 52.2% of postgraduate enrolments in 2013 as against 60.3% in 2000.

 Design and Applied Arts - whites constituted 63.8% of postgraduate enrolments in 2013 as against 85.7% in 2000.

 Drama and Theatre Arts - whites constituted 55.3% of postgraduate enrolments in 2013 as against 59.2% in 2000.

 Fine and Studio Art - whites constituted 74.3% of postgraduate enrolments in 2013 as against 86.8% in 2000.

 Music - whites constituted 62.2% of postgraduate enrolments in 2013 as against 71.8% in 2000.

28 Table 4: Headcount Enrolments in ANPH by Race and Qualification Level (see Appendix Eleven) HSS 2000 2005 2010 2013 % Change Black Honours 3 831 3 455 5 717 6 662 73.4% Masters 3 530 4 586 4 498 5 591 58.4% Doctoral 650 1 258 1 598 2 204 239.1% Total: Black HSS 8 011 9 299 11 767 14 458 80.5%

White Honours 2 655 2 463 2 493 2 374 -10.6% Masters 2 704 2 832 2 526 2 290 -15.3% Doctoral 1 126 1 302 1 161 1 284 14.0% Total: White HSS 6 485 6 597 6 180 5 948 -8.3% Total HSS 14 496 15 896 17 993 20 406 40.8% Black as % of HSS 55.3% 58.5% 65.4% 70.8% White as % of HSS 44.7% 41.5% 34.3% 29.1%

VPA Black Honours 68 85 78 125 83.8% Masters 78 131 194 253 224.4% Doctoral 15 34 44 69 360.0% Total: Black VPA 161 250 316 447 177.6%

White Honours 134 163 162 159 18.7% Masters 316 476 494 512 62.0% Doctoral 67 80 128 153 56.2% Total: White VPA 517 718 784 825 59.6% Total: VPA 678 968 1 100 1 272 87.6% Black as% of VPA 23.7% 25.8% 28.7% 35.1% White as% of VPA 76.3% 74.2% 71.3% 64.9%

Total ANPH 15 174 16 864 19 048 21 677 42.8% Black as % of Total 53.8% 57.2% 63.4% 68.8% White as % of Total 46.1% 43.4% 36.6% 31.2%

(ii) Nationality

The main finding is that there has been a substantive growth in postgraduate enrolments of students from other countries. This has grown by 243.1% between 2000 and 2013. The major growth occurred between 2000 and 2010 when enrolments grew by 188.4%. However, since then growth has been slower and seems to be levelling off – between 2010 and 2013 enrolments grew by 18.9%. The Southern African Development Community (SADC) and the rest of the African continent account for 80.1% of all international postgraduate enrolments, with just over half coming from SADC. Although the increase is at all qualification levels, the largest increase is at the doctoral level, which has grown by 413%. However, although there has been substantive growth, international students constitute just under a fifth of total postgraduate enrolments in 2013. This finding is based on the following

29 trends, which emerge from Table 5 below, which provides an overview of enrolments trends in ANPH based on nationality:

 Total postgraduate headcount enrolments in ANPH increased by 39.5% between 2000 and 2013 – from 15 174 to 21 637.  Total international postgraduate headcount enrolments in ANPH increased by 243.1% from 1 087 to 3 730.  The international share of total postgraduate enrolments increased from 7.1% to 17.2%. • Total international honours headcount enrolments increased by 208% - from 337 to 1 038 and constituted 11.2% of total honours headcount enrolments in 2013 as against 5.6% in 2000. • Total international masters headcount enrolments increased by 199% - from 447 to 1 337 and constituted 15.5% of total masters headcount enrolments in 2013 as against 6.7% in 2000. • Total international doctoral headcount enrolments increased by 413.2% - from 264 to 1 355 and constituted 36.5% of total doctoral headcount enrolments in 2013 as against 14.2% in 2000.

Table 5: Headcount Enrolments in ANPH by Nationality and Qualification Level Country 2000 2005 2010 2013 % Change SADC Honours 165 318 646 775 369.7% Masters 157 441 694 754 380.2% Doctoral 50 152 347 557 1 014% Total: SADC 372 911 1 687 2 086 460.8%

Other African Honours 40 84 176 142 255.0% Masters 103 193 250 303 194.2% Doctoral 71 153 265 467 557.7% Total: Other African 214 431 690 912 326.2%

Other International Honours 172 153 121 121 -29.7% Masters 187 340 368 280 49.7% Doctoral 143 294 270 331 131.5% Total: Other International 501 787 758 732 46.1% Total: International 1 087 2 129 3 135 3 730 243.1%

South Africa Honours 6 313 5 612 7 505 8 238 30.5% Masters 6 180 7 050 6 400 7 310 18.3% Doctoral 1 595 2 075 2 005 2 355 47.6% Total: South Africa 14 088 14 737 15 909 17 948 27.4%

Total: All Nationalities 15 174 16 864 19 044 21 678 42.9% SADC - % of Total Postgraduate 2.5% 5.4% 8.9% 9.6% Other African - % of Total Postgraduate 1.4% 2.5% 3.6% 4.2% Other International - % of Total 3.3% 4.7% 4.0% 3.4% Postgraduate International - % of Total Postgraduate 7.2% 12.6% 16.5% 17.2% South Africa - % of Total Postgraduate 92.8% 87.4% 83.5% 82.8%

30

3.3.2.4 Enrolment Trends at Qualification Level and Discipline in ANPH by Gender

Qualification Level

The main finding is that female enrolments in postgraduate qualifications between 2000 and 2013 gradually increased from just over 56% to just over 60%. This increase is reflected in both HSS and VPA. However, although there are more females than males at honours and masters level, this is reversed at the doctoral level in HSS but not in VPA. This finding is based on the following trends, which emerge from Table 5 below, which provides an overview of enrolments trends in ANPH based on gender.

Overall

 Total postgraduate headcount enrolments in ANPH increased by 39.5% between 2000 and 2013 – from 15 174 to 21 637.  The female share of total postgraduate enrolments increased from 56.1% to 60.8%.  The male share of total postgraduate enrolments decreased from 43.9% to 39.2%.  Total female postgraduate headcount enrolments in HSS increased by 50.8% - from 8 220 to 12 396 and constituted 60.8% of total postgraduate headcount enrolments in HSS in 2013 as against 56.2% in 2000.  Total male postgraduate headcount enrolments in HSS increased by 25.2% - from 6 397 to 8 009 and constituted 39.2% of total postgraduate headcount enrolments in HSS in 2013 as against 43.8% in 2000.  Total female postgraduate headcount enrolments in VPA increased by 166.7% - from 296 to 790 and constituted 62.1% of total postgraduate headcount enrolments in VPA in 2013 as against 53.1% in 2000.  Total male postgraduate headcount enrolments in VPA increased by 84.7% - from 261 to 482 and constituted 37.9% of total postgraduate headcount enrolments in 2013 as against 46.8% in 2000.

Honours

 Total female honours headcount enrolments increased by 47.1% - from 4 368 to 6 552 and constituted of 70.3% of total honours enrolments in 2013 as against 66.2% in 2000.  Total male honours headcount enrolments increased by 24.1% - from 2 231 to 2 768 and constituted 29.7%% of total honours enrolments in 2013 as against 33.8% in 2000.

Masters

 Total female masters headcount enrolments increased by 47.3% - from 3 362 to 4 953 and constituted 67.6% of total masters headcount enrolments as against 50.7% in 2000.

31  Total male masters headcount enrolments increased by 2.1% - from 3 264 to 3 334 and constituted 40.2% of total masters headcount enrolments in 2013 as against 49.3% in 2000.

Doctorate

 Total female doctoral headcount enrolments increased by 141.5% - from 696 to 1 681 and constituted 45.3% of total doctoral headcount enrolments in 2013 as against 37.4%.  Total male doctoral headcount enrolments increased by 74.5% - from 1 163 to 2 029 and constituted 54.7% of total doctoral headcount enrolments in 2013 as against 62.6% in 2000.  Total female doctoral headcount enrolments in HSS increased by 133.3% - from 667 to 1 556 and constituted 37.3% of total doctoral headcount enrolments in HSS in 2013 as against 44.6% in 2000.  Total male doctoral headcount enrolments in HSS increased by 72.5% - from 1 120 to 1 932 and constituted 62.7% of total doctoral headcount enrolments in HSS in 2013 as against 55.4% in 2000.  Total female doctoral headcount enrolments in VPA increased by 331% - from 29 to 125 and constituted 56.3% of total doctoral headcount enrolments in VPA in 2013 as against 40.3% in 2000.  Total male doctoral headcount enrolments in VPA increased by 125.6% - from 43 to 97 and constituted 43.7% of total doctoral headcount enrolments in HSS in 2013 as against 59.7% in 2000.

Disciplines

The gradual increase in female enrolments in postgraduate qualifications is broadly replicated at the discipline level except for the disciplines listed below in which there are more men than women. However, even in these disciplines with the exception of Dance and Music in proportionate terms male enrolments are decreasing:

 History – men constituted 53.6% of postgraduate enrolments in 2013 as against 60.3% in 2000.  Philosophy - men constituted 53.9% of postgraduate enrolments in 2013 as against 60.4% in 2000.  Public Administration - men constituted 52% of postgraduate enrolments in 2013 as against 65.9% in 2000.  Religion - men constituted 70.7% of postgraduate enrolments in 2013 as against 76.5% in 2000.  Theology - men constituted 77.4% of postgraduate enrolments in 2013 as against 84.1% in 2000.  Dance - men constituted 60% of postgraduate enrolments in 2013 as against 45% in 2000.  Music – men constituted 50.4% of postgraduate enrolments in 2013 as against 41% in 2000.

32 Table 6: Headcount Enrolments in ANPH by Gender and Qualification Level (see Appendix Twelve) HSS 2000 2005 2010 2013 % Change Male Honours 2 163 1 935 2 384 2 678 23.8% Masters 3 114 3 463 3 108 3 399 9.1% Doctoral 1 120 1 559 1 577 1 932 72.5% Total Male HSS 6 397 6 958 7 069 8 009 25.2%

Female Honours 4 234 3 983 5 824 6 358 50.2% Masters 3 229 4 135 4 158 4 482 38.8% Doctoral 667 1 018 1 172 1 556 133.3% Total Female HSS 8 220 9 135 11 154 12 396 50.8% Total HSS 14 617 16 093 18 223 20 405 39.6% Male % of HSS Total 43.8% 43.2% 38.8% 39.2% Female % of HSS Total 56.2% 56.8% 61.2% 60.8%

VPA Male Honours 68 88 76 90 32.3% Masters 150 206 262 295 96.7% Doctoral 43 59 73 97 125.6% Total Male VPA 261 353 411 482 84.7%

Female Honours 134 161 164 194 44.8% Masters 133 220 185 471 254.1% Doctoral 29 38 65 125 331.0% Total Female VPA 296 418 413 790 166.9% Total VPA 557 771 824 1 272 56.1% Male % of VPA Total 46.9% 45.8% 49.9% 37.9% Female % of VPA Total 53.1% 54.2% 50.1% 62.1%

Total ANPH 15 174 16 864 19 048 21 677 42.9% Male % of Grand Total 43.9% 43.3% 39.3% 39.2% Female % of Grand Total 56.1% 56.7% 60.7% 60.8%

3.3.2.5 Enrolment Trends in ANPH by Institutional Type

As indicated above, the universities have been categorised into five types for the purposes of the report, namely, research-intensive universities (5), other universities (5), historically black universities (HBUs) (6), universities of technology (UoTs) (6) and the distance university, namely, the University of South Africa (Unisa). The institutions that are included within each type are listed in Appendix Three.

The main finding is that there is a greater spread of postgraduate enrolments in ANPH across institutional types and that the erstwhile dominance of the research-intensive institutions is diminishing. The main beneficiaries of this greater spread of postgraduate enrolments are the HBUs, Unisa and the

33 UoTs. However, although diminishing, the research-intensive universities continue to play a significant role in postgraduate training, especially at the masters and doctoral levels with 46.0% and 46.4% of total headcount enrolments respectively. Furthermore, the research-intensive universities together with the other universities account for two-thirds of all masters and doctoral enrolments. The interviews with the academics also suggests that in the main it is the research-intensive universities that possess the institutional capacity in terms of staff qualifications and experience to increase postgraduate enrolments in ANPH. This finding is based on the following trends, which emerge from Table 7 below, which provides an overview of headcount enrolments in ANPH by qualification level and institutional type between 2000 and 2013 (see Appendix Thirteen for headcount enrolments by qualification level in ANPH at individual institutions):

Overall

 Total postgraduate headcount enrolments in ANPH increased by 42.9% - from 15 174 in 2000 to 21 678 in 2013.  The research-intensive universities’ share of total postgraduate headcount enrolments decreased from 39.9% in 2000 to 36.0% in 2013.  The other universities’ share of total postgraduate headcount enrolments decreased from 23.5% to 21.1%.  The HBUs share of total postgraduate headcount enrolments increased from 11.8% to 14.7%.  Unisa’s share of total postgraduate headcount enrolments increased from 24.0% to 25.8%.  The UoTs share of total postgraduate headcount enrolments increased from 0.8% to 2.3%.

Honours

 Total honours headcount enrolments in ANPH increased by 39.3% - from 6 690 in 2000 to 9 321 in 2013.  Total honours headcount enrolments in the research-intensive universities increased by 28.9%, but their share of total honours headcount enrolments decreased from 24.4% in 2000 to 22.6% in 2013.  Total honours headcount enrolments in the other universities increased by 49.2%, and their share of total honours headcount enrolments increased from 20.3% to 21.8%.  Total honours headcount enrolments in the HBUs increased by 30.5% and their share of total honours enrolments decreased from 14.3% to 13.4%.  Total honours headcount enrolments at Unisa increased by 43.7% and its share of total honours enrolments increased from 40.9% to 42.3%.  Total honours enrolments at the UoTs increased by 100% but their share of total honours enrolments remained at 0%.

34 Masters

 Total masters headcount enrolments in ANPH increased by 30.5% - from 6 626 in 2000 to 8 647 in 2013.  Total masters headcount enrolments at the research-intensive universities increased by 18.2%, but their share of total masters enrolments decreased from 50.9% in 2000 to 46.1% in 2013.  Total masters headcount enrolments at the other universities decreased by 1.4% and their share of total masters enrolments decreased from 26.8% to 20.2%.  Total masters headcount enrolments at the HBUs increased by 114.1% and their share of total masters enrolments increased from 10.8% to 17.7%.  Total masters headcount enrolments at Unisa increased by 50.8% and its share of total masters headcount enrolments increased from 9.7% to 11.3%.  Total masters headcount enrolments at the UoTs increased by 252.6% and their share of total masters headcount enrolments increased from 1.4% to 4.7%.

Doctoral

 Total doctoral headcount enrolments in ANPH increased by 99.5% - from 1 860 in 2000 to 3 710 in 2013.  Total doctoral headcount enrolments at the research-intensive universities increased by 64.4%, but their share of total doctoral enrolments decreased from 56.3% in 2000 to 46.4% in 2013.  Total doctoral headcount enrolments at the other Universities increased by 83.2%, but their share of total doctoral enrolments decreased from 23.5% to 21.5%.  Total doctoral headcount enrolments at the HBUs increased by 244.9% and their share of total doctoral headcount enrolments increased from 6.4% to 11.0%.  Total doctoral headcount enrolments at Unisa increased by 171.8% and its share of total doctoral headcount enrolments increased from 13.6% to 18.5%.  Total doctoral headcount enrolments at the UoTs increased by 1 533.3% and their share of total doctoral headcount enrolments increased from 0.3% to 2.6%.

35 Table 7: Headcount Enrolments in ANPH by Qualification Level and Institutional Type 2000 Honours % Total Masters % Total Doctoral % Total Overall % Total Total RUs 1 633 24.4% 3 374 51.0% 1 046 56.3% 6 053 39.9% Other U 1 361 20.3% 1 776 27.0% 436 23.4% 3 573 23.5% HBUs 954 14.3% 715 10.8% 118 6.4% 1 787 11.8% UNISA 2 741 41.1% 646 10.0% 253 13.6% 3 640 24.0% UoTs 0 0% 116 2.0% 6 0.3% 122 0.8% Total 6 690 6 626 1 858 15 174

2005 RUs 1 607 26.1% 3 689 45.4% 1 274 47.7% 6 570 38.7% Other U 1 247 20.2% 1 945 24.0% 694 26.0% 3 886 23.0% HBUs 669 10.8% 1 071 13.2% 221 8.3% 1 961 11.6% UNISA 2 628 42.6% 1 226 15.1% 455 17.0% 4 309 25.4% UoTs 16 0.3% 194 2.4% 29 1.1% 239 1.4% Total 6 167 8 124 2 673 16 964

2010 RUs 1 670 19.8% 3 610 46.8% 1 336 46.8% 6 616 34.7% Other U 2 008 23.8% 1 751 22.7% 700 24.5% 4 459 23.4% HBUs 1 018 12.0% 1 283 16.6% 343 12.0% 2 644 13.9% UNISA 3 753 44.4% 811 10.5% 415 14.5% 4 979 26.1% UoTs 0 0% 257 3.3% 63 2.2% 320 1.7% Total 8 449 7 712 2 857 19 048

2013 RUs 2 105 22.6% 3 982 46.0% 1 720 46.4% 7 807 36.0% Other U 2 031 21.8% 1 751 20.3% 799 21.5% 4 581 21.1% HBUs 1 245 13.4% 1 531 17.7% 407 11.0% 3 183 14.7% UNISA 3 939 42.3% 974 11.3% 686 18.5% 5 599 25.8% UoTs 1 0% 409 4.7% 98 2.6% 508 2.3% Total 9 321 8 647 3 710 21 678

3.3.2.6 Graduates and Throughput Rates in ANPH: Cohort Studies

Graduates

The main finding is that the total number of graduates in postgraduate qualifications has increased by 52%. The increase is proportionately higher in honours than in masters and doctoral qualifications as shown in Table 8 below (see Appendix Fourteen for the total number of graduates in ANPH at individual institutions). However, the total number of graduates in a given year is not an indicator of the effectiveness and efficiency of the higher education system in terms of graduate outputs. The latter can best be measured through the throughput rate, which calculates the number of first-time entering students, that is, a cohort, to the number of students of that cohort who graduate either within regulation time, that is, the minimum time to graduate,

36 or who take more than the minimum time to graduate and/or who leave without graduating.

Table 8: Total Number of Graduates in ANPH by Qualification Level Qualification 2000 2005 2010 2013 % Change Honours 3 019 2 869 3 787 4 865 61.1% Masters 1 442 1 592 1 750 1 913 32.7% Doctoral 298 352 379 457 29.8% Total 4 759 4 813 5 916 7 235 52.0%

Cohort Throughput Rates

Enhancing the effectiveness and efficiency of the South African higher education system has been major challenge. While there has been increased access to higher education, this has not been matched by increased success in terms of the number of students of an entering cohort graduating. On average about 50% of an entering undergraduate cohort leaves the higher education system without graduating. The findings of cohort studies of postgraduate qualifications below indicate that the situation is not much better at the postgraduate level. The findings referred to are based on the 2008 first- time entering cohort, which is the latest study undertaken by the Council on Higher Education (CHE) as part of its statistical analysis of trends in higher education and is based on data from HEMIS (CHE: 2015). These studies do not distinguish between ANPH and the humanities in general and therefore cannot be strictly compared to the enrolment data used in the rest of this report. However, there is a breakdown of broad fields within AHSS and it can be safely assumed that a more fine-grained analysis would not yield substantially different results.

The main trends in throughput rates based on cohort studies in Figures 1-8 (CHE, 2015) may be summarised as follows:

(i) Honours

 Of the 2008 entering cohort, 39% graduated within regulation time, that is, one-year; 67% graduated within 3 years; 74% within 6 years; and 26% dropped out without obtaining a qualification.  In terms of broad fields, AHSS performs better than the average, with cohort completion rates (within three years) of 88% for the Arts and Fine Arts; 70% for Public Management; 93% for Psychology; and 81% for the Social Sciences.

37 Figure 1: Throughput rates for Honours with first year of enrolment in 2008 (excluding UNISA)

80% 70% 60% 50% 40% 30% 20% 10% 0% 2008 2009 2010 2011 2012 2013* 2010 2011 2012 2013* non-accumulative accumulative Graduated 39% 17% 11% 5% 2% 1% 67% 71% 73% 74% Dropped out 17% 5% 2% 1% 0% 1% 23% 24% 24% 26%

Figure 2: Percentage of the 2008 cohort doing Honours that graduated in 3 years i.e. by 2010

95% 100% 100% 90% 93% 84% 85% 86% 88% 88% 90% 77% 78% 81% 80% 70% 72% 73% 74% 70% 60% 60% 49% 50% 40% 30% 20% 10% 0%

(ii) Coursework Masters

 Of the 2008 entering cohort, 9% graduated within regulation time, that is, one-year; 37% graduated within 3 years; 54% within 6 years; and 46% dropped out without obtaining a qualification.  In terms of broad fields, AHSS performance is more uneven than at honours, with cohort completion rates (within four years) of 60% for the Arts and Fine Arts; 35% for Public Management; 75% for Psychology; and 48% for the Social Sciences.

38 Figure 3: Throughput rates for coursework Masters with first year of enrolment in 2008 (excluding UNISA)

60%

50%

40%

30%

20%

10%

0% 2008 2009 2010 2011 2012 2013* 2010 2011 2012 2013* non-accumulative accumulative Graduated 9% 17% 12% 9% 6% 3% 37% 46% 52% 54% Dropped out 20% 10% 5% 3% 2% 6% 35% 38% 40% 46%

Figure 4: Percentage of the 2008 cohort doing coursework Masters that graduated in 4 years i.e. by 2011

80% 75% 67% 70% 60% 61% 60% 52% 54% 55% 55% 48% 50% 44% 45% 35% 36% 39% 39% 40% 29% 30% 20% 16% 20% 15% 10% 0%

(iii) Research Masters

 Of the 2008 entering cohort, 38% graduated within regulation time, that is, two years; 67% within 3 years; 54 % within 6 years; and 46% dropped out without obtaining a qualification.  In terms of broad fields, AHSS performance is well below compared to the coursework masters, with cohort completion rates (within four years) of 37% for the Arts and Fine Arts; 27% for Public Management; 71% for Psychology; and 39% for the Social Sciences.

39 Figure 5: Throughput rates for research Masters with first year of enrolment in 2008 (excluding UNISA)

60%

50%

40%

30%

20%

10%

0% 2008 2009 2010 2011 2012 2013* 2010 2011 2012 2013* non-accumulative accumulative Graduated 5% 17% 16% 8% 5% 3% 38% 46% 51% 54% Dropped out 21% 10% 6% 2% 1% 6% 37% 39% 40% 46%

Figure 6: Percentage of the 2008 cohort doing research Masters that graduated in 4 years i.e. by 2011

100% 100% 90% 80% 71% 70% 57% 57% 59% 60% 50% 52% 53% 41% 42% 42% 44% 45% 50% 36% 37% 39% 39% 40% 27% 27% 30% 20% 10% 0%

(iv) Doctorate

 Of the 2008 entering cohort, 17% graduated within regulation time, that is, three years; 30% within 4 years; 41% within 5 years; 48% within 6 years; and 52% dropped out without obtaining a qualification.  In terms of broad fields, AHSS performance is generally better compared to the research masters, with cohort completion rates (within 6 years) of 59% for the Arts and Fine Arts; 41% for Public Management; 49% for Psychology; and 43% for the Social Sciences.

40 Figure 7: Throughput rates for Doctoral degrees with first year of enrolment in 2008 (excluding UNISA)

60%

50%

40%

30%

20%

10%

0% 2008 2009 2010 2011 2012 2013* 2010 2011 2012 2013* non-accumulative accumulative Graduated 3% 4% 10% 13% 11% 7% 17% 30% 41% 48% Dropped out 16% 8% 6% 4% 1% 17% 31% 34% 35% 52%

Figure 8: Percentage of the 2007 cohort doing Doctoral degrees that graduated in 6 years i.e. by 2012

80% 75% 70% 56% 58% 59% 59% 60% 46% 47% 47% 49% 49% 50% 42% 43% 46% 38% 41% 41% 40% 34% 35% 30% 20% 20% 10% 0%

3.3.2.7 Research Output in ANPH: Overall and by Institutional Type

The research outputs have been calculated based on the DHET approved accredited publication research outputs, which include journal articles, books and conference proceedings. The latter does not, however, distinguish between local and international publications and/or ISI-cited publications. The analysis covers the period 2010 to 2013, as prior to this the information on research outputs was not classified according to disciplinary fields. The latter makes it difficult to compare the changes in research outputs with the changes in postgraduate enrolments, as changes in the latter cover the period 2000 to 2013.

41 Overall

The main finding is that although the total AHSS research output increased by 26.9% between 2010 and 2013, AHSS research output as a proportion of total research output decreased by 4.0% - from 38.8% to 34.8%. However, total ANPH research output, as a proportion of total research output remained stable at 25%. Furthermore, three-quarters of all the research output in the Humanities in 2013 was in ANPH. This finding is based on the following trends, which emerge from Table 10, which provides an overview of research outputs in the higher education system as a whole and in AHSS and ANPH in particular:

 Total research output in the higher education system across the different fields increased by 43.7% - from 9 747.80 units to 14 008.67 units.  Total AHSS research output increased by 38.8% - from 3 778.81 units to 5 246.07units.  Total AHSS research output as a proportion of total research output decreased from 38.8% to 37.4%.  Total ANPH research output increased by 41.6% - from 2 506.36 units to 3 549.08 units.  Total ANPH research output, as a proportion of total research output decreased slightly from 25.7-% to 25.3%.  Total ANPH research output, as a proportion of total humanities research output, increased from 66.3% to 74%.

Table 10: Research Output (RO) – Overall Overall 2010 2011 2012 2013 % Change Total RO 9 747.80 11 191.00 12 367.81 14 008.67 43.7% Total AHSS RO 3 778.81 3 953.89 4 627.67 5 246.07 38.8% Total ANPH RO 2 506.36 2 539.14 2 942.22 3 549.08 41.6% Total AHSS RO as % of Total RO 38.8% 35.3% 37.4% 34.2% Total ANPH RO as % of Total RO 25.7% 22.7% 23.8% 25.3% Total ANPH RO as % of Total AHSS RO 66.3% 64.2% 66.6% 74.0%

Institutional Types

The main finding is that the trends in research output are broadly similar to those relating to postgraduate enrolments, that is, that there is a greater spread of research output by institutional type and the previous dominance of the research-intensive institutions is diminishing. The main beneficiaries of this greater spreading of postgraduate enrolments are the other universities, HBUs, Unisa and the UoTs. However, although diminishing, the research- intensive universities continue to play a significant role in research accounting for 46.9% of all research output in ANPH in 2013. Furthermore, the research- intensive universities together with the other universities account for just over three-quarters of all research output in ANPH. This finding is based on trends emerging from the data in Tables 10a, b, c, d and e below, which provide an overview of research output by institutional type in general and in AHSS and ANPH in particular (see Appendix Fourteen for research output in ANPH for individual institutions):

42 (i) Research-Intensive Universities

 Total research output in the research-intensive universities increased by 36.2% - from 5 557.84 units to 7 568.97 units but their share of total research output decreased from 57.0% in 2010 to 54.0% in 2013.  Total AHSS research output increased by 31.5% - from 1 818.35 units to 2 390.38 units.  Total AHSS research output as a proportion of total overall AHSS research output increased from 48.1% to 50%.  Total ANPH research output increased by 35.7% - from 1 228.08 units to 1 666.37 units.  Total ANPH research output as a proportion of total AHSS research outputs increased from 67.5% to 69.7%.  Total ANPH research output as a proportion of total overall ANPH research outputs decreased from 49.0% to 46.9%.

Table 10a: Research Output - Research-Intensive Universities 2010 2011 2012 2013 % Change Total RO 5 557.84 6 064.91 6 677.00 7 568.97 36.2% Total AHSS RO 1 818.35 1 838.64 2 119.95 2 390.38 31.5% Total ANPH RO 1 228.08 1 234.90 1 366.99 1 666.37 35.7% Total AHSS RO as % of Total RO 32.7% 30.3% 31.8% 31.6% Total ANPH RO as % of Total RO 22.1% 20.4% 20.5% 22.0% Total ANPH RO as % of Total AHSS RO 67.5% 67.2% 64.5% 69.7% Total AHSS RO as % of Overall AHSS RO 48.1% 46.5% 46.0% 50.0% Total ANPH RO as % of Total Overall AHSS RO 32.5% 31.2% 30.0% 34.8% Total ANPH RO as % of Total Overall ANPH RO 49.0% 48.6% 46.5% 46.9%

(ii) Other Universities

 Total research output in the other universities increased by 56.8% - from 2 247.31 units to 3 523.03 units and their share of total research output increased from 23.1% in 2010 to 25.5% in 2013.  Total AHSS research output increased by 42.8% - from 1 032.22 units to 1 474.59 units.  Total AHSS research output as a proportion of total overall AHSS research output increased from 27.3% to 31.0%.  Total ANPH research output increased by 45.6% - from 736.13 units to 1 070.71 units.  Total ANPH research output as a proportion of total Humanities research outputs increased from 71.3% to 72.6%.  Total ANPH research output as a proportion of total overall ANPH research output increased from 29.4% to 30.2%.

43 Table 10b: Research Output - Other Universities 2010 2011 2012 2013 % Change Total RO 2 247.31 2 786.39 3 108.49 3 523.03 56.8% Total AHSS RO 1 032.22 1 137.32 1 306.33 1 474.59 42.8% Total ANPH RO 736.13 746.00 923.46 1 070.71 45.6% Total AHSS RO as % of Total RO 45.9% 40.8% 42.0% 41.8% Total ANPH RO as % of Total RO 34.0% 26.8% 29.7% 30.4% Total ANPH RO as % of Total AHSS RO 71.3% 65.6% 70.7% 72.6% Total AHSS RO as % of Overall AHSS RO 27.3% 28.8% 28.2% 31.0% Total ANPH RO as % of Total Overall AHSS RO 19.5% 18.9% 19.9% 22.3% Total ANPH RO as % of Total Overall ANPH RO 29.4% 29.4% 31.4% 30.2%

(iii) HBUs

 Total research output in the HBUs increased by 66.3% - from 699.56 units to 1 163.58 units and their share of total research output increased from 7.29% in 2010 to 8.4% in 2013.  Total AHSS research output increased by 89.5% - from 247.80 units to 469.58 units.  Total AHSS research output as a proportion of total overall AHSS research output increased from 6.6% to 9.8%.  Total ANPH research output increased by 63% - from 187.89 units to 306.33 units.  Total ANPH research output as a proportion of total Humanities research output decreased from 75.8% to 65.2%.  Total ANPH research outputs as a proportion of total overall ANPH research outputs increased from 7.5% to 8.6%.

Table 10c: Research Output – HBUs 2010 2011 2012 2013 % Change Total RO 699.56 919.95 1 056.06 1 163.58 66.3% Total AHSS RO 247.80 280.27 407.86 469.58 89.5% Total ANPH RO 187.89 186.09 251.96 306.33 63.0% Total AHSS RO as % of Total RO 35.4% 30.5% 38.6% 40.4% Total ANPH RO as % of Total RO 26.7% 20.2% 23.2% 23.6% Total ANPH RO as % of Total AHSS RO 75.8% 66.4% 61.2% 65.2% Total AHSS RO as % of Overall AHSS RO 6.6% 7.1% 8.8% 9.8% Total ANPH RO as % of Total Overall AHSS RO 5.0% 4.7% 5.4% 6.4% Total ANPH RO as % of Total Overall ANPH RO 7.5% 7.3% 8.6% 8.6%

(iv) UNISA

 Total research outputs increased by 40.2% - from 734.60 units to 1 030.04 units and its share of total research output remained the same at 7.5%.  Total AHSS research outputs increased by 37.3% - from 562.75 units to 772.82 units.  Total AHSS research output as a proportion of total overall AHSS research output increased from 14.9% to 16.1%.  Total ANPH research outputs increased by 40.2% - from 311.67 units to 436.98 units.

44  Total ANPH research outputs as a proportion of total Humanities research outputs increased from 55.4% to 56.5%.  Total ANPH research outputs as a proportion of total overall ANPH research outputs remained the same – 12.4% as against 12.3%.

Table 10d: Research Output: UNISA 2010 2011 2012 2013 % Change Total RO 734.60 797.62 892.50 1 030.04 40.2% Total AHSS RO 562.75 571.59 641.94 772.82 37.3% Total ANPH RO 311.67 308.58 332.77 436.98 40.2% Total AHSS RO as % of Total RO 76.6% 71.7% 71.9% 75.0% Total ANPH RO as % of Total RO 42.4% 38.7% 37.3% 42.4% Total ANPH RO as % of Total AHSS RO 55.4% 54.0% 51.8% 56.5% Total AHSS RO as % of Overall AHSS RO 14.9% 14.5% 13.9% 16.1% Total ANPH RO as % of Total Overall AHSS RO 8.2% 7.8% 7.2% 9.1% Total ANPH RO as % of Total Overall ANPH RO 12.4% 12.2% 11.3% 12.3%

(v) UoTs

 Total research output in the UoTs increased by 49.5% - from 483.63 units to 723.05 units and their share of total research output increased from 5.0% to 5.4%.  Total AHSS research outputs increased by 18.7% - from 116.87 units to 138.70 units.  Total AHSS research output as a proportion of total overall AHSS research output decreased from 3.1% to 2.9%.  Total ANPH research outputs increased by 0.11% - from 63.30 units to 63.37 units.  Total ANPH research outputs as a proportion of total Humanities research outputs decreased from 54.2% to 45.7%.  Total ANPH research outputs as a proportion of total overall ANPH research outputs decreased from 2.5% to 1.8%.

Table 10e: Research Output - UoTs 2010 2011 2012 2013 % Change Total RO 483.63 622.13 629.76 723.05 49.5% Total AHSS RO 116.87 126.07 151.58 138.70 18.7% Total ANPH RO 63.30 63.57 73.34 63.37 0.11% Total AHSS RO as % of Total RO 24.1% 20.3% 24.1% 19.2% Total ANPH RO as % of Total RO 13.1% 10.2% 11.6% 8.8% Total ANPH RO as % of Total AHSS RO 54.2% 50.4% 48.4% 45.7% Total AHSS RO as % of Overall AHSS RO 3.1% 3.2% 3.3% 2.9% Total ANPH RO as % of Total Overall AHSS RO 1.7% 1.6% 1.6% 1.3% Total ANPH RO as % of Total Overall ANPH RO 2.5% 2.5% 2.5% 1.8%

4. Summary and Recommendations

4.1 Summary of Findings

The main finding of this report is that AHSS is not crisis but is thriving at South African universities, albeit unevenly. However, it continues to play second

45 fiddle to STEM in the public perception and domain given the priority accorded to STEM in the National System of Innovation and public pronouncements linked to high status projects such as the SKA. In order to further strengthen AHSS, a number of challenges need to be addressed. The current strength of AHSS is reflected in the following:

 A relatively strong and vibrant research culture as indicated by the large number of institutional AHSS research centres and a wide-ranging research agenda with a growing focus on inter-disciplinary studies, a greater engagement with, and exposure to, international scholarship, an increase in research output and the greater spread of the latter across the different institutional types.  An increase in headcount enrolments in postgraduate qualifications and the greater spread of the latter across the different institutional types. This growth has been particularly impressive at the doctoral level, which has grown by just under 100% between 2000 and 2013 and is set to grow further given recent initiatives to increase doctoral enrolments such as the doctoral programme of the NIHSS and the DHET’s nGAP project for building the next generation of academics. Furthermore, race and gender- based inequalities in postgraduate enrolments at all levels and fields have been reversed, except in relation to race in VPA and gender at the doctoral level.  The establishment of postgraduate centres, although limited to a small number of universities, to address shortcomings in the inherited doctoral training model and, in particular, to provide support to enable students to successfully navigate the demands of doctoral study and to facilitate the development of an academic/scholarly identity, including peer networks, which is essential to the project of building the next generation of academics.

The current challenges faced by AHSS, which need to be addressed, include the following:

 The strength of AHSS, despite the greater institutional spread of postgraduate enrolments and research outputs, remains concentrated in the research-intensive universities. This is not necessarily a disadvantage. It provides the foundation for seizing the opportunity for building the “humanities of the future” as one senior academic argued, given the rich themes that South Africa offers in the context of building a non-racial and non-sexist constitutional democracy. And as another academic pointed out “South Africa is a laboratory for the humanities”. However, if the comparative advantage provided by the humanities, as suggested by the NDP, is to be exploited it requires the experience and expertise that resides in the research-intensive universities. The challenge then is not to dissipate the existing strengths but to use these to support and build capacity in those universities that have seen an increase in postgraduate enrolments and research outputs but which still lack the wherewithal in terms of senior scholars, in particular, to take full advantage of their potential to grow further.

46  The nature and production of knowledge, which remains embedded in the Western canon and does not reflect the changing nature of South African society, in particular, the changing demographics of the student body. The implications of the latter for curriculum restructuring based on the affirmation of epistemological diversity, including the role of language in knowledge production, requires attention.  The poor throughput and high drop-out rates, which given that on average 50% of students drop-out across the different qualification levels, except honours, can be defined as a “crisis”. At the doctoral level this directly impacts on the ability of the higher education system to replenish the academic labour force.  The lack of visibility of AHSS in the public sphere and the need to re- imagine the relationship between AHSS and the public-at-large.

4.2 Recommendations

The point of departure for the recommendations, based on the main finding of the report that AHSS is not in crisis, is to identify interventions that would contribute to the further strengthening of AHSS by building on the “opportunities to move AHSS to a new level”, in particular, to move beyond South African “exceptionalism” and to “reconnect to regional, continental and global humanities”, as a senior academic argued. The recommendations are addressed to the key role-players in higher education, namely, higher education institutions, government, statutory agencies and donor organisations. It should be emphasised that the findings, in particular, those gleaned from the interviews do not formally represent the views of institutional stakeholders and that the selected interviewees were not representative of the full range of universities. Given the latter, the NIHSS and the South African Humanities Deans’ Association (SAHUDA) should consider convening a consultative forum to engage with the findings and recommendations of this report, as a basis for developing a framework for supporting AHSS at South African universities. It is against this background that the following specific recommendations are made for consideration by the key role-players in higher education:

 The initiation of an ambitious inter-disciplinary national research project on a theme that addresses a key national challenge and that has the potential of capturing the public imagination and impacting beyond the academy. Such a project, aside from its impact on knowledge production, could contribute to the enhancing the role of AHSS in the public sphere. The research theme should be determined in consultation with the academic community. However, given the role of race in South Africa’s past and the fact that race remains a fault-line post-apartheid, which has come sharply to the fore more recently, a project on the meaning of race, both race as culture and as class, in the context of building a common society is suggestive and could build on inter-disciplinary insights both from within AHSS but also from the interface between the AHSS and the natural and biological sciences.  The identification of a limited set of research themes that speak to national, regional and global challenges could serve as the focal point of

47 joint intra- and inter-disciplinary research projects, both intra- and inter- university within South Africa and between South African and African universities, including where appropriate, universities in other parts of the world. The timeline for supporting such research projects should be three- to-five years, which would enable both capacity development and the promotion of mobility, including facilitating the development of cohorts of peer research networks, which will contribute to building the next generation of academic leaders.  The initiation of a national project on the historical imagination of the global south, which focuses on the potential and possibilities, including the implications, of epistemological diversity for the restructuring of the AHSS curriculum. This could take the form of facilitating a national conversation through seminars, colloquia, and summer/winter schools, which bring together academics, postgraduate students and international scholars.  Given the centrality of language in epistemological diversity, consideration should be given to supporting the initiation of two projects; (i) a pilot project on translation, which focuses on translating core texts both from within the Western canon and from other traditions into African languages and vice- versa; and (ii) a pilot project exploring the possibilities and constraints in enabling doctoral students to submit their dissertations in an African language. The intrinsic value of such a project aside, it would in addition contribute to disrupting existing institutional power relations as the academic expertise in African languages has been developed in some of the historically black universities.  The role of epistemological diversity in curriculum aside, consideration should be given to initiating a pilot national project on the restructuring of the curriculum in the UoTs through the introduction of a general AHSS- related component into the curriculum to highlight the importance of the social context of science, engineering and technology.  The visual and performing arts, which are particularly strong outside of the academy, require support because, despite their potential to contribute to enhancing social cohesion and identity, their role tends to be unrecognised and underfunded. In addition, Art History and Criticism remains singularly untransformed. In the light of this, consideration should be given to supporting the establishment of Chairs in Music, Dance and African Art, as well as supporting visual and performing artists in-residence programmes, which would contribute to facilitating a dynamic interchange between the academy and the vibrant visual and performing arts community outside the academy.  The establishment of at least two Chairs in Public Humanities, the focus of which would be to facilitate the interface between the visual and performing arts and the humanities in relation to public culture and communities, including the initiation of:

(i) National and regional Festivals of the Humanities, which provide a public platform for showcasing AHSS, including an academic conference and public seminars, workshops, exhibitions and performances. (ii) A literary and political journal, which promotes long-form narrative journalism, essays and book reviews, and bridges the divide between

48 the academic and public spheres. The sustainability of such a journal focused on South Africa may be a challenge. However, it may be worth exploring a broader continental-wide journal that is based in South Africa. (iii) An international academic journal, which features the inter-disciplinary academic research linked to the “Humanities of the Future”, with a particular emphasis on research from the global south.

 A pre-condition for supporting research projects should be the development of joint research projects based on inter-institutional collaboration in the first instance between South African universities, which will enable the building of capacity in postgraduate training and research in those institutions that have the potential and which have taken the initial steps in this regard and can demonstrate progress. The joint research proposals submitted should be scrutinised to ensure that the roles and responsibilities of the proposed partners and collaborators are proportionate and balanced and that all the partners have been fully involved in the development of the joint research proposal. In the second instance, institutional collaboration between South African universities, which also involve international partners, in particular from the global south in general and Africa in particular, should be regarded as added advantage in supporting joint research proposals.  Research support should in addition, have two further conditions attached: (i) The researchers, in particular those based in research centres, should be required to teach at a minimum at least one honours course based on their research focus. (ii) Research proposals, which address key national challenges, should be required to indicate how the results of the research will be disseminated beyond the academic community and, where relevant, the arrangements for engaging the potential users of the research.

 There should be continued support for doctoral scholarships and post- doctoral fellowships, which would contribute to building the next generation of academics, based on the following:

(i) Scholarships should be for a minimum of four years and ideally five- years, to include a post-doctoral fellowship year in preparation for an academic career. (ii) The involvement of doctoral students in undergraduate teaching and tutoring based on an appropriate workload should be a condition of scholarship support. (iii) Funding for field-work and archival research should be included as part of the scholarships. (iv) Funding for exchange visits overseas, as well as within South Africa, including travel grants for conference attendance should be included as part of the scholarships. (v) There should be flexibility in terms of utilisation, that is, if there is insufficient demand for a targeted field or programme, the scholarship should be transferable to fields or programmes where there is excess demand.

49 (vi) The development and building of a postgraduate culture and peer networks should be encouraged through supporting national and regional summer/winter schools based on inter-disciplinary themes. These could also play an important role in contributing to the development of a postgraduate culture in universities, which do not have and cannot sustain a postgraduate centre. (vii) The establishment of postgraduate centres, which address the shortcomings in the current doctoral training model, should be supported in universities where doctoral enrolments are growing but which lack the resources to establish such centres. (viii) To build postgraduate training in universities that have limited supervisory capacity, scholarships should be provided linked to co- supervision arrangements with universities with the requisite capacity.

50 Appendix One

Data Sources

 The Higher Education Management Information System (HEMIS), which is the national database for the public higher education system managed by the Department of Higher Education and Training (DHET), for the data on enrolment and graduation trends.  The Annual Research Output report prepared by the DHET for the data on research outputs.  The Council on Higher Education’s (CHE) annual VitalStats for the data on cohort completion rates.  The National Research Foundation (NRF) publications for data on research funding.  DHET and DST policy documents.  Unstructured interviews with key academic and institutional actors in AHSS.  Studies on AHSS in South African universities.  Media articles and reports.

Interviews

1. State Officials/Science Councils

 Dr Andrew Kanicki, Executive Director, Knowledge Fields Development, National Research Foundation.  Dr Sagren Moodley, Director, Research and Policy Analysis, Department of Science and Technology.  Dr Loyiso Nongxa, Chairperson, National Research Foundation.  Dr Sarah Mosoetse, Chief Executive Officer, National Institute for the Humanities and Social Sciences.  Dr Mala Singh, Board Member, National Research Foundation.  Prof Ari Sitas, Chairperson, National Institute for the Humanities and Social Sciences.  Prof Crain Soudien, Deputy Vice-Chancellor, UCT and Chief Executive Officer-Elect, Human Sciences Research Council.  Dr Nan Yeld, Director, Teaching and Learning Development, Department of Higher Education and Training.

2. Vice-Chancellors

 Prof Ahmed Bawa, Durban University of Technology.  Prof Adam Habib, University of the Witwatersrand.  Prof Peter Mbati, University of Venda.  Prof Cheryl de la Rey, University of Pretoria.  Prof Derrick Swartz, Nelson Mandela Metropolitan University.  Dr Mvuyo Tom, University of Fort Hare.

51 3. Deans of Arts and Humanities Faculties

 Prof Rose Boswell, Nelson Mandela Metropolitan University.  Prof Alex Broadbent, University of Johannesburg.  Prof Sakhela Buhlungu, University of Cape Town.  Prof Mokgale Makgopa, University of Venda.  Prof Johan Hattingh, University of Stellenbosch.  Prof Ruksana Osman, Univertsity of the Witwatersrand.

4. Academics/Scholars

 Prof Philip Bonner (Retired), Department of History and (previous) SARChI Chair in Local History and Present Realities, University of the Witwatersrand.  Prof Michael Cross, Research Professor, Faculty of Education, University of Johannesburg.  Prof Shireen Hassim, Department of Politics, University of the Witwatersrand.  Dr Khayaat Fakier, Senior Lecturer, Department of Sociology, University of Stellenbosch.  Prof Shameel Jeppie, Associate Professor, Department of History and Director, Institute for the Humanities, University of Cape Town.  Prof Russell Kaschula, African Language Studies, School of Languages and SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education, Rhodes University  Prof Premesh Lalu, Professor of History and Director, Centre for Humanities Research, University of the Western Cape.  Prof Xolela Mangcu, Associate Professor, Department of Sociology, University of Cape Town.  Prof Achille Mbembe, Research Professor in History and Politics, Wits Institute for Social and Economic Research, University of the Witwatersrand.  Prof Dilip Menon, Mellon Chair of Indian Studies and Director, Centre for Indian Studies in Africa, University of the Witwatersrand.  Prof Rajend Mesthrie, School of African and Gender Studies, Anthropology and Linguistics and SARChI Chair in Migration, Language and Social Change, University of Cape Town.  Prof Thaddeus Metz, Distinguished Research Professor, Department of Philosophy, University of Johannesburg.  Prof Gary Minkley, Department of History and SARChI Chair in Social Change, University of Fort Hare.  Prof Hlonipha Mokoena, Associate Professor of Politics, Wits Institute for Social and Economic Research.  Prof Bheki Petersen, Department of African Literature, University of the Witwatersrand.  Prof Puleng Segalo, Associate Professor of Psychology and Acting Tuition Manager: College of Human Sciences, University of South Africa.

52  Prof Katijah-Khoza Shangase, Associate Professor, Department of Speech Pathology and Audiology, University of the Witwatersrand.  Prof Ruth Simbao, Associate Professor, Department of Fine Art, Rhodes University.  Prof Peter Vale, Research Professor, Faculty of Humanities, and Director, Johannesburg Institute for Advanced Studies, University of Johannesburg.  Prof Edward Webster, Honorary Research Associate, Society, Work and Development Institute, University of the Witwatersrand.

53 Appendix Two

Arts and Non-Professional Humanities and Social Sciences (ANPH)

Humanities and Social Sciences (HSS) Anthropology Archaeology History Languages, Linguistics and Literature Library Science Museum Studies Philosophy Political Science Public Policy Public Administration Psychology Religion Sociology Theology

Visual and Performing Arts (VPA) Dance Design & Applied Arts Drama & Theatre Arts Film, Video & Photographic Arts Fine & Studio Art Music

54 Appendix Three

Institutional Categories

(i) Research-Intensive Universities

 Stellenbosch University (SU)  University of Cape Town (UCT)  University of KwaZulu-Natal (UKZN)  University of Pretoria (UP)  University of the Witwatersrand (Wits)

(ii) Other Universities

 Nelson Mandela Metropolitan University (NMMU)  North West University (NWU)  Rhodes University (RU)  University of the Free State (UFS)  University of Johannesburg (UJ)

(iii) Historically Black Universities (HBUs)

 University of Fort Hare (UFH)  University of Limpopo (UL)  University of Venda (UV)  University of the Western Cape UWC)  University of Zululand (Unizul)  Walter Sisulu University (WSU)

(iii) Distance Education

 University of South Africa (Unisa)

(iv) Universities of Technology

 Cape Peninsula University of Technology (CPUT)  Central University of Technology (CUT)  Durban University of Technology (DUT)  Mangosuthu University of Technology (MUT)  Tshwane University of Technology (TUT)  Vaal University of Technology (TUT)

55 Appendix Four: Headcount Enrolments in Higher Education CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 % Change SET 163 023 169 257 176 729 193 864 202 552 210 707 211 585 214 682 224 950 237 055 251 334 264 447 273 282 283 622 74.0% BCM 140 660 184 166 200 193 215 065 238 532 214 485 223 036 228 776 234 586 236 284 257 859 267 475 261 716 259 970 99.0% Educ 78 332 100 029 108 830 105 597 112 064 105 826 98 476 106 365 124 690 137 467 145 413 164 939 168 608 172 991 120.8% Hum 191 904 142 032 178 208 187 519 181 551 200 986 203 833 206 557 210 671 222 155 238 320 241 338 249 767 267 115 39.1% Other* 2 330 2 913 3 221 3 140 3 781 3 867 4 090 4 509 4 579 4 671 0 0 0 0 Uk** 1 886 640 1 6 0 2 360 0 14 144 11 0 0 0 Total 578 135 599 037 667 182 705 191 732 480 738 482 741 380 760 889 799 490 837 776 892 937 938 200 953 373 983 698 70.2%

* Physical Education, Health Education and Leisure ** Unknown

Appendix Five: Headcount Enrolments per Field of Study as a Percentage of Total Headcount Enrolments in Higher Education CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 SET 28.2% 28.0% 27.0% 28.5% 27.6% 28.5% 28.5% 28.2% 28.1% 28.2% 28.1% 28.1% 28.6% 28.8% BCM 24.3% 31.0% 30.0% 30.5% 32.5% 29.0% 30.0% 30.0% 29.3% 28.2% 28.8% 28.5% 27.4% 26.4% Educ 13.5% 17.0% 16.0% 15.0% 15.2% 14.3% 13.2% 13.9% 15.5% 16.4% 16.2% 17.5% 17.6% 17.6% Hum 33.2% 24.0% 27.0% 27.0% 24.7% 27.2% 27.4% 27.1% 26.2% 26.5% 26.6% 25.7% 26.1% 27.2% Total 46.7% 41.0% 43.0% 42.0% 39.5% 41.5% 40.6% 41.0% 41.7% 42.9% 42.8% 43.2% 43.7% 44.6% (E&H)

56 Appendix Six: Headcount Enrolments in ANPH Disciplines CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 % Change HSS Anthropology 2 329 1 665 1 553 1 485 1 817 1 916 2 260 2 261 2 555 2 987 3 466 3 703 3 905 4 396 88.8% Archaeology 348 706 348 345 History 3 214 2 611 2 667 2 350 2 653 2 231 2 310 2 122 2 142 2 094 2 206 2 111 2 143 2 278 -29.1% Languages, 23 578 19 775 20 327 20 366 19 889 20 418 19 431 16 674 17 130 20 607 24 109 18 594 18 970 21 587 -8.4% Linguistics & Literature Library Science 3 785 4 049 3 577 3 028 2 744 3 233 2 977 3 389 3 251 3 568 2 684 2 434 2 623 4 965 31.2% Philosophy 1 750 1 788 2 436 2 365 1 867 1 786 1 806 1 635 1 691 1 640 2 226 2 296 2 529 2 964 69.4% Political Science 3 862 4 113 4 397 4 629 4 777 4 883 5 601 5 983 7 275 7 480 5 932 6 580 7 800 8 571 121.9% Public 13 958 11 320 11 408 11 955 11 690 16 747 16 819 17 621 18 260 19 095 17 218 18 909 20 544 19 617 40.1% Administration Psychology 22 845 23 174 25 650 27 086 26 882 26 812 27 651 28 625 28 817 28 689 33 601 31 110 29 787 33 927 50.1% Religion 1 563 1 539 1 130 1 580 392 930 554 492 398 407 480 454 495 518 -66.9% Sociology 8 671 7 019 6 821 7 396 6 815 6 876 7 535 8 232 8 064 8 680 10 732 10 579 10 503 10 336 19.2% Theology 2 884 3 210 3 581 3 358 4 184 3 647 3 606 3 438 3 437 3 433 3 112 3 078 3 135 3 008 -31.9% Total HSS 88 439 80 205 83 507 86 596 84 443 89 488 93 222 90 478 93 027 100 025 105 464 99 849 106 000 112 512 27.2%

VPA Dance 288 129 203 170 211 204 460 162 180 189 212 231 332 369 28.1% Design & App 76 75 45 27 53 36 26 41 39 46 3 547 3 629 3 567 3 543 4 561.1% Arts Drama &Theatre 898 1087 1 317 1 408 1 470 1 653 1 406 1 703 1 762 1 794 1 882 2 172 2 282 2 139 137.9% Film, Video & 140 55 232 278 95 101 306 183 282 294 1 258 1 305 1 216 1 142 715.7% Photographic Arts Fine &Studio Art 2 581 3260 3 589 3 443 4 169 4 126 3 601 3 575 3 662 3 809 3 254 3 578 3 280 3 138 21.6% Music 2 263 2085 1 792 2 104 1 990 2 326 2 223 2 233 2 322 2 533 2 467 2 616 2 667 2 774 22.6% Other 842 741 98 1 475 1 499 378 700 456 510 511 49 39 31 404 -51.8% Total VPA 7 088 7 432 7 276 8 905 9 487 8 826 8 722 8 353 8 757 9 176 12 669 13 570 13 375 13 509 90.7% TOTAL ANPH 95 527 87 637 90 783 95 501 93 930 98 312 101 944 98 831 101 784 109 201 118 133 113 419 119 375 126 021 31.9%

57 Appendix Seven: Undergraduate Headcount Enrolments in ANPH Disciplines CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 % Change HSS Anthropology 2 059 1 337 1 144 1 041 1 455 1 498 1 727 1 787 2 206 2 636 3 170 3 322 3 465 3 881 88.5% Archaeology 0 0 0 0 0 0 0 0 0 0 222 579 203 186 History 2 752 2 143 2 098 1 831 2 131 1 744 1 878 1 722 1 717 1 650 1 738 1 635 1 671 1 803 -34.5% Languages, 20 635 16 988 17 444 17 564 17 007 17 703 16 671 14 044 14 427 17 583 21 121 15 629 16 177 18 746 -9.2% Linguistics & Literature Library Science 3 290 3 456 3 072 2 495 2 201 2 721 2 619 3 040 2 872 3 150 2 350 1 994 2 324 4 478 36.1% Philosophy 1 470 1 527 2 143 2 077 1 625 1 540 1 508 1 347 1 360 1 329 1 837 1 919 2 147 2 583 75.8% Political Science 3 044 3 188 3 467 3 725 3 843 4 031 4 559 4 952 6 136 6 175 4 715 5 268 6 426 7 130 134.2% Public Administration 12 621 9 746 9 808 9 807 9 166 14 517 14 630 15 382 15 782 16 381 14 996 16 201 17 654 16 558 31.2% Psychology 17 956 18 462 20 680 21 902 21 680 21 713 22 542 23 765 23 944 23 651 27 573 24 432 23 409 26 817 49.3% Religion 980 866 402 769 230 688 345 341 262 288 339 302 349 378 -61.4% Sociology 7 396 5 600 5 335 5 940 5 563 5 707 6 196 6 904 6 748 7 388 8 677 8 418 8 351 8 163 10.4% Theology 1 739 1 974 2 207 1 786 2 217 1 721 1 682 1 682 1 786 1 797 1 428 1 439 1 489 1 384 -20.5% Total HSS 73 943 65 289 67 801 68 937 67 119 73 583 74 469 74 967 77 241 82 029 88 167 81 140 83 725 92 107 24.6%

VPA Dance 228 127 201 166 207 202 455 159 170 183 204 217 320 359 57.5% Design & Applied 69 65 36 21 40 25 18 30 27 30 3 407 3 464 3 402 3 379 4797.1 Arts % Drama & Theatre 823 926 1 186 1 269 1 318 1 496 1 235 1 518 1 571 1 598 1 629 1 909 2 033 1 896 130.4% Film, Video & 130 45 216 274 88 92 290 164 271 273 1 201 1 208 1 116 1 046 704.6% Photographic Arts Fine & Studio Art 2 414 3 075 3 639 3 232 3 932 3 872 3 348 3 291 3 363 3 506 2 991 3 251 2 988 2 862 18.6% Music 1 938 1 733 1 430 1 688 1 576 1 914 1 868 1 886 1 953 2 179 2 126 2 275 2 318 2 409 27.24% Other 810 708 50 1 431 1 464 256 554 375 417 401 11 8 7 286 24.3% Total VPA 6 411 6 679 6 758 8 080 8 625 7 856 7 768 7 424 7 772 8 170 11 569 12 332 11 951 12 238 90.9% TOTAL ANPH 80 354 71 968 74 559 77 017 75 744 81 439 82 237 82 391 85 103 90 199 99 736 93 472 95 909 104 345 29.8%

58 Appendix Eight: Honours Headcount Enrolments in ANPH Disciplines CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 % Change HSS Anthropology 80 105 114 127 120 131 181 125 127 128 109 148 182 194 142.5% Archaeology 0 0 0 0 0 0 0 0 0 0 44 42 64 68 History 198 190 248 243 186 164 147 143 181 176 193 165 156 186 -6.1% Languages, 1 193 1 080 1 072 910 827 829 951 936 1 018 11 96 1 179 1 128 982 987 -17.3% Linguistics & Literature Library Science 218 242 176 181 160 129 160 149 193 240 226 295 163 266 22.0% Philosophy 109 67 63 64 46 59 88 101 84 83 111 100 136 136 24.8% Political Science 254 255 208 214 255 262 353 367 461 581 443 472 514 593 133.5% Public Administration 341 360 372 400 563 549 620 652 710 799 655 830 811 931 173.0% Psychology 3 158 2 955 2 964 3 113 2 943 2 912 3 096 3 004 3 172 3 234 4 075 4 627 4 199 4 461 41.3% Religion 149 176 159 207 25 42 43 29 23 35 21 32 32 16 -89.3% Sociology 571 508 510 497 367 453 561 580 526 507 871 922 885 874 53.1% Theology 216 241 227 300 387 391 373 328 313 301 281 296 289 326 50.9% Total HSS 6 487 6 180 6 114 6 257 5 880 5 919 6 573 6 413 6 806 7 280 8 209 9 057 8 412 9 036 39.3%

VPA Dance 3 0 0 0 0 0 3 1 8 6 5 1 4 2 -33.3% Design & Applied 0 1 0 2 0 2 0 0 1 1 2 3 1 2 200.% Arts Drama & Theatre 32 33 45 58 47 69 76 80 73 77 84 107 80 89 178.1% Film, Video & 6 7 11 1 0 5 6 7 2 6 31 50 45 40 566.7% Photographic Arts Fine & Studio Art 26 31 33 31 36 34 37 52 36 31 29 37 28 32 23.1% Music 136 94 86 108 89 82 67 51 68 67 76 72 72 88 -35.3% Other 1 5 4 3 2 56 29 1 0 5 13 17 11 33 3200.% Total VPA 203 171 179 202 174 248 217 192 188 192 240 288 241 285 40.4% TOTAL ANPH 6 690 6 351 6 292 6 459 6 053 6 167 6 790 6 605 6 993 7 472 8 449 9 344 8 654 9 321 39.3%

59 Appendix Nine: Masters Headcount Enrolments in ANPH Disciplines CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 % Change HSS Anthropology 145 166 221 245 162 233 295 292 171 169 127 151 162 204 40.7% Archaeology 0 0 0 0 0 0 0 0 0 0 54 59 64 70 History 183 197 214 178 228 218 181 158 145 156 155 163 160 142 -22.4% Languages, 1 313 1 286 1 355 1 424 1 520 1 398 1 315 1 208 1 211 1 321 1 258 1 273 1 270 1 255 -4.4% Linguistics & Literature Library Science 232 299 281 310 329 325 140 144 138 124 71 101 93 146 -93.1% Philosophy 116 135 164 164 153 125 164 147 198 179 217 211 168 156 37.1% Political Science 490 581 618 578 567 507 562 531 548 583 639 685 672 635 29.6% Public Administration 906 1 052 1 015 1 495 1 683 1 401 1 298 1 320 1 498 1 665 1 319 1 599 1 729 1 765 94.8% Psychology 1 455 1 454 1 626 1 619 1 785 1 687 1 523 1 392 1 283 1 367 1 465 1 487 1 522 1 890 29.9% Religion 257 296 346 364 80 99 88 537 67 48 51 52 51 61 -76.3% Sociology 571 736 793 758 689 554 573 540 585 577 843 862 866 823 44.1% Theology 566 598 703 770 920 872 798 779 719 763 825 799 795 736 30.0% Total HSS 6 233 6 801 7 335 7 906 8 118 7 418 6 938 6 567 6 563 6 952 7 024 7 441 7 553 7 882 26.5%

VPA Dance 26 1 1 3 3 2 2 2 2 1 3 11 7 7 -73.1% Design & Applied 7 9 9 4 13 8 8 7 9 13 123 143 136 133 1 800% Arts Drama & Theatre 40 43 76 71 94 81 87 93 107 101 145 129 142 127 217.5% Film, Video & 4 3 5 4 7 3 8 9 6 9 20 41 53 51 1 175% Photographic Arts Fine & Studio Art 133 143 166 164 186 205 195 207 234 245 202 239 219 198 48.9% Music 157 190 215 235 249 256 223 225 225 202 173 179 201 195 24.2% Other 26 24 41 38 30 51 97 79 93 101 22 9 9 55 111.5% Total VPA 393 413 513 519 582 607 620 622 676 672 688 750 765 765 94.9% TOTAL ANPH 6 626 7 214 7 848 8 425 8 700 8 024 7 557 7 189 7 238 7 624 7 712 8 191 8 318 8 647 30.5%

60 Appendix Ten: Doctoral Headcount Enrolments in ANPH Disciplines CESM 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 HSS Anthropology 45 57 73 73 80 55 57 57 50 54 60 82 96 118 162.2% Archaeology 29 26 16 21 History 81 81 108 98 107 105 104 100 99 112 120 147 156 148 82.7% Languages, 437 421 455 468 534 490 495 485 475 508 551 564 542 599 37.1% Linguistics & Literature Library Science 45 52 48 42 55 58 59 57 48 55 37 44 43 77 71.1% Philosophy 55 59 66 61 43 64 45 41 49 49 61 66 78 89 61.8% Political Science 75 89 104 112 112 84 126 133 132 141 134 155 188 213 184.0% Public Administration 90 162 212 252 278 279 270 268 271 250 249 280 290 364 304.4% Psychology 276 303 379 452 473 500 490 465 419 437 488 564 657 760 175.4% Religion 177 201 223 240 57 101 78 66 47 36 69 69 63 64 -63.8% Sociology 134 174 183 201 197 162 205 208 205 209 342 378 402 477 256.0% Theology 363 397 445 502 660 663 643 650 619 572 578 545 561 562 54.8% Total HSS 1 776 1 995 2 295 2 498 2 595 2 560 2 569 2 527 2 412 2 421 2 715 2 918 3 091 3 488 96.4%

VPA Dance 31 1 1 1 1 0 0 0 0 0 0 2 2 2 -93.5% Design & Applied 0 0 0 0 0 1 1 4 2 2 15 20 28 29 2 900.0% Arts Drama & Theatre 4 8 11 10 11 7 8 12 11 18 24 27 27 28 600.0% Film, Video & 1 0 0 0 0 1 2 3 4 6 6 6 3 5 400.0% Photographic Arts Fine & Studio Art 8 10 12 16 16 15 21 25 29 27 33 51 45 46 28.3% Music 33 68 62 73 75 75 66 71 76 85 92 90 77 82 148.5% Other 5 4 2 3 3 15 20 2 1 4 3 5 4 30 500.0% Total VPA 82 91 86 103 106 114 117 116 123 142 172 201 186 222 170.7% TOTAL ANPH 1 858 2 086 2 382 2 604 2 701 2 673 2 686 2 643 2 535 2 563 2 887 3 119 3 277 3 710 99.7%

61 Appendix Eleven: Headcount Enrolments in ANPH Disciplines by Race and Qualification Level

Anthropology 2000 2005 2010 2013 % Change Black Undergraduate 1 540 962 2 652 3 421 122.1% Honours 45 54 65 156 246.7% Masters 66 179 82 151 128.8% Doctorate 17 23 38 79 364.7% Black Total 1 669 1 217 2 836 3 706 213.3%

White Undergraduate 519 536 519 560 7.9% Honours 36 77 44 38 5.5% Masters 78 54 45 53 -32.1% Doctorate 28 32 22 39 39.3% White Total 660 699 630 690 4.5%

Overall Total 2 329 1 916 3 466 4 396 88.7% Black % of Total 71.7% 63.5% 81.8% 84.3% Enrolments White % of Total 28.3% 36.5% 18.2% 15.7% Enrolments Black % of Total PG 47.4% 61.1% 62.5% 74.8% Enrolments White % of Total PG 52.6% 38.9% 37.5% 25.2% Enrolments

History 2000 2005 2010 2013 % Change Black Undergraduate 2 259 1 084 1 126 1 264 -44.0% Honours 142 84 108 113 -20.4% Masters 98 90 67 60 -38.8% Doctorate 28 38 58 69 146.4% Black Total 2 527 1 297 1 360 1 522 -32.6%

White UG 493 660 612 522 5.9% Honours 56 80 85 73 30.3% Masters 85 128 88 82 -3.5% Doctorate 53 67 62 79 49.0% White Total 687 934 846 756 10.0%

Overall Total 3 214 2 231 2 206 2 278 -29.1% Black % of Total 78.6% 58.1% 61.7% 66.8% Enrolments White % of: Total 21.4% 41.9% 38.3% 33.2% Enrolments Black % of Total PG 58% 45.5% 49.8% 50.8% Enrolments White % of Total PG 42% 54.5% 51.2% 48.2% Enrolments

62

Languages, Linguistics 2000 2005 2010 2013 % Change and Literature Black Undergraduate 15 279 11 008 16 556 14 608 -4.4% Honours 778 457 782 648 -16.7% Masters 741 809 747 817 10.3% Doctorate 195 268 331 361 85.1% Black Total 16 992 12 540 18 417 16 434 -3.3%

White Undergraduate 5 357 6 695 4 565 4 138 -22.7% Honours 415 372 397 337 -18.8% Masters 572 589 511 438 -23.4% Doctorate 242 222 220 238 -1.6% White Total 6 586 7 878 5 692 5 153 -21.7%

Overall Total 23 578 20 418 24 109 21 587 -8.4% Black % of Total 72.1% 61.4% 76.4% 76.1% Enrolments White % of: Total 27.9% 38.6% 23.6% 23.9% Enrolments Black % of Total PG 58.2% 56.4% 62.2% 64.3% Enrolments White % of Total PG 41.8% 43.6% 37.8% 35.7% Enrolments

Library Science 2000 2005 2010 2013 % Change Black Undergraduate 2 254 1 838 2 222 4 300 90.8% Honours 143 71 210 239 59.4% Masters 137 220 61 134 -3.6% Doctorate 15 35 29 65 333.3% Black Total 2 549 2 164 2 522 4 724 85.3%

White Undergraduate 1 036 883 117 150 -85.5% Honours 75 58 15 20 -84.0% Masters 95 105 9 2 -90.5% Doctorate 30 23 8 12 -63.3% White Total 1 236 1 069 149 182 -85.3%

Overall Total 3 785 3 233 2 671 4 906 29.6% Black % of Total 67.3% 66.9% 94.4% 96.3% Enrolments White % of: Total 32.7% 33.1% 5.6% 3.7% Enrolments Black % of Total PG 42.4% 63.7% 90.4% 89.6% Enrolments White % of Total PG 57.6% 36.3% 9.6% 9.9% Enrolments

63

Philosophy 2000 2005 2010 2013 % Change Black Undergraduate 629 722 1 049 1 838 192.2% Honours 59 13 42 77 23.4% Masters 51 37 82 55 7.8% Doctorate 21 25 23 50 139.1% Black Total 760 796 1 197 2 019 165.6%

White Undergraduate 841 810 788 746 -11.3% Honours 50 46 69 59 18.0% Masters 65 88 135 101 55.4% Doctorate 34 39 38 39 14.7% White Total 990 990 1 029 945 -4.5%

Overall Total 1 750 1 786 2 226 2 964 69.4% Black % of Total 43.4% 44.6% 53.8% 68.1% Enrolments White % of: Total 56.6% 55.4% 46.2% 31.9% Enrolments Black % of Total PG 46.8% 30.2% 37.8% 47.8% Enrolments White % of Total PG 53.2% 69.8% 62.2% 52.2% Enrolments

Political Science 2000 2005 2010 2013 % Change Black Undergraduate 2 539 3 263 3 904 6 384 151.4% Honours 169 168 332 504 198.2% Masters 315 346 438 518 64.4% Doctorate 30 51 84 167 456.7% Black Total 2 873 3 827 4 758 7 573 163.6%

White UG 505 769 811 746 47.4% Honours 85 94 111 89 4.7% Masters 175 161 201 117 -33.1% Doctorate 45 33 50 46 2.2% White Total 809 1 056 1 173 998 23.3%

Overall Total 3 682 4 883 5 932 8 571 132.8% Black % of Total 78% 78.4% 80.2% 88.3% Enrolments White % of: Total 22% 21.6% 29.8% 11.7% Enrolments Black % of Total PG 62.7% 66.2% 70.2% 82.5% Enrolments White % of Total PG 37.3% 33.8% 29.8% 17.5% Enrolments

64

Psychology 2000 2005 2010 2013 % Change Black Undergraduate 11 254 13 694 19 371 19 455 72.9% Honours 1 546 1 459 2 534 2 927 89.3% Masters 605 805 679 997 64.8% Doctorate 66 173 212 378 472.7% Black Total 13 470 16 132 2 2797 23 756 76.4%

White Undergraduate 6 703 8 019 8 202 7 362 9.8% Honours 1 612 1 453 1 541 1 534 -4.8% Masters 850 882 786 893 5% Doctorate 210 327 276 382 81.9% White Total 9 375 10 680 10 804 10 171 84.9%

Overall Total 22 845 26 812 33 601 33 927 48.55% Black % of Total 59% 60.2% 67.8% 70% Enrolments White % of: Total 41% 39.8% 32.2% 30% Enrolments Black % of Total PG 45.3% 47.8% 56.8% 60.5% Enrolments White % of Total PG 54.7% 52.2% 43.2% 39.5% Enrolments

Public Administration 2000 2005 2010 2013 % Change Black Undergraduate 12 368 13 984 14 689 16 255 31.4% Honours 305 519 620 911 198.7% Masters 802 1 269 1 262 1 700 112.0% Doctorate 52 234 196 314 503.8% Black Total 13 526 16 007 16 766 19 180 41.8%

White Undergraduate 254 533 307 303 19.3% Honours 36 30 35 20 -44.4% Masters 104 132 57 65 -37.5% Doctorate 38 45 53 50 31.6% White Total 432 740 452 437 1.16%

Overall Total 13 958 16 747 17 218 19 617 40.5% Black % of Total 97% 95.6% 97.4% 97.8% Enrolments White % of: Total 3% 4.4% 2.6% 2.2% Enrolments Black % of Total PG 86.7% 90.7% 93.5% 95.6% Enrolments White % of Total PG 13.3% 9.3% 6.5% 4.4% Enrolments

65 Religion 2000 2005 2010 2013 % Change Black Undergraduate 495 580 262 317 -39.5% Honours 83 30 14 7 -91.6% Masters 104 74 36 31 -69.0% Doctorate 52 70 42 45 -13.5% Black Total 735 756 354 399 45.7%

White Undergraduate 485 107 77 61 -87.4% Honours 66 12 7 9 -86.4% Masters 153 25 15 30 -80.4% Doctorate 125 31 27 19 -84.8% White Total 828 174 126 119 -85.6%

Overall Total 1 563 930 480 518 -66.8% Black % of Total 47% 81.1% 73.7% 77% Enrolments White % of: Total 53% 19.9% 26.3% 23% Enrolments Black % of Total PG 41% 71.9% 65.2% 58.9% Enrolments White % of Total PG 59% 28.1% 34.8% 41.1% Enrolments

Sociology 2000 2005 2010 2013 % Change Black Undergraduate 5 387 1 552 7 621 7 307 35.7% Honours 421 328 780 862 104.7% Masters 355 397 659 777 118.9% Doctorate 59 99 260 388 557.6% Black Total 6 412 5 041 9 319 9 216 43.7%

White Undergraduate 2009 1 489 1 056 856 -57.4% Honours 150 125 91 12 92.0% Masters 215 157 184 46 -78.6% Doctorate 75 63 82 89 18.7% White Total 2 449 1 835 1 413 1 120 -54.3%

Overall Total 8 861 6 876 10 732 10 336 16.6% Black % of Total 72.4% 73.3% 86.8% 89.2% Enrolments White % of: Total 27.6% 26.7% 13.2% 10.8% Enrolments Black % of Total PG 65.4% 70.7% 82.6% 93.2% Enrolments White % of Total PG 34.6% 29.3% 17.4% 6.8% Enrolments

66 Theology 2000 2005 2010 2013 % Change Black Undergraduate 1 224 1 202 855 966 -21.1% Honours 140 273 211 242 72.8% Masters 254 362 371 392 54.3% Doctorate 117 242 270 278 137.6% Black Total 1 734 2 079 1 706 1 888 8.9%

White Undergraduate 516 519 574 418 -19.0% Honours 76 118 70 84 10.5% Masters 312 510 454 344 10.3% Doctorate 246 421 308 284 15.4% White Total 1 150 1 568 1 406 1 120 -2.6%

Overall Total 2 884 3 647 3 112 3 008 Black % of Total 60.1% 57% 54.8% 62.8% Enrolments White % of: Total 39.9% 43% 45.2% 37.2% Enrolments Black % of Total PG 44.6% 45.5% 50.5% 56.2% Enrolments White % of Total PG 55.4% 54.5% 49.5% 43.8% Enrolments

Dance 2000 2005 2010 2013 % Change Black Undergraduate 54 84 113 215 298.1% Honours 1 0 1 1 0% Masters 4 0 1 5 25.0% Doctorate 6 0 0 1 -83.3% Black Total 65 84 117 221 240.0%

White Undergraduate 174 118 91 144 -17.2% Honours 2 0 4 1 -1.0% Masters 22 0 2 2 -90.9% Doctorate 25 2 0 1 -463.6% White Total 223 120 95 148 -33.6%

Overall Total 288 204 212 369 28.1% Black % of Total 22.6% 41.2% 55.2% 59.9% Enrolments White % of: Total 76.4% 58.8% 44.8% 40.1% Enrolments Black % of Total PG 18.3% 0% 25% 63.6% Enrolments White % of Total PG 81.7% 100% 75% 36.4% Enrolments

67

Design & Applied Arts 2000 2005 2010 2013 % Change Black Undergraduate 28 22 1 848 2 174 7 644.3% Honours 0 1 1 0 0% Masters 1 4 45 49 4 800% Doctorate 0 0 5 12 1 200.0% Black Total 29 26 1 899 2 235 7 606.9%

White Undergraduate 40 4 1 559 1 205 2 912.5% Honours 0 1 1 2 200.0% Masters 6 4 78 84 1 300.0% Doctorate 0 1 10 17 1 700.0% White Total 46 10 1 648 1 308 2 743.5%

Overall Total 76 36 3 547 3 543 4 561.8% Black % of Total 36.8% 72.2% 53.5% 63.1% Enrolments White % of: Total 63.2% 27.8% 46.5% 36.9% Enrolments Black % of Total PG 14.3% 45.5% 36.4% 37.2% Enrolments White % of Total PG 85.7% 54.5% 63.6% 63.8% Enrolments

Drama & Theatre Arts 2000 2005 2010 2013 % Change Black Undergraduate 368 671 917 1 255 241.0% Honours 17 12 27 34 100.0% Masters 13 10 53 64 392.3% Doctorate 1 0 6 11 1 000.0% Black Total 397 693 1 006 1 364 243.6%

White Undergraduate 454 825 712 641 41.2% Honours 17 57 57 55 223.5% Masters 27 71 92 63 133.35% Doctorate 3 7 15 17 466.7% White Total 501 960 876 775 54.7% Overall Total 898 1 653 1 882 2 139 138.2%

Black % of Total 44.2% 42% 53.5% 63.8% Enrolments White % of: Total 55.8% 58% 46.5% 36.2% Enrolments Black % of Total PG 40.8% 14% 34% 44.7% Enrolments White % of Total PG 59.2% 86% 66% 55.3% Enrolments

68 Film, Video & 2000 2005 2010 2013 % Change Photographic Arts Black Undergraduate 18 27 615 661 3 572.2% Honours 3 1 13 24 700.0%* Masters 1 1 6 21 2 000.0%* Doctorate 0 0 2 2 200.0% Black Total 22 28 635 708 3 118.2%

White Undergraduate 112 65 586 385 243.7% Honours 4 5 18 16 300.0% Masters 3 2 14 30 900.0% Doctorate 1 1 4 3 200.0% White Total 120 73 623 434 261.7%

Overall Total 140 101 1 258 1 142 715.8% Black % of Total 15.7% 27.7% 50.5% 62% Enrolments White % of: Total 85.7% 72.3% 49.5% 38% Enrolments Black % of Total PG 33.3% 22.2% 36.8% 49% Enrolments White % of Total PG 66.6% 88.8% 63.2% 51% Enrolments

* Large Unknown

Fine & Studio Art 2000 2005 2010 2013 % Change Black Undergraduate 809 1 647 1 411 1 478 82.7% Honours 3 7 3 8 166.7% Masters 19 30 38 54 184.2% Doctorate 0 2 7 9 900.0% Black Total 831 1 686 1 458 1 549 86.4%

White Undergraduate 1 605 2 225 1 580 1 380 -14.0% Honours 23 27 26 24 4.3% Masters 114 175 164 144 26.3% Doctorate 8 13 25 37 362.5% White Total 1 750 2 440 1 796 1 589 -9.2%

Overall Total 2 581 4 126 3 254 3 138 Black % of Total 32.2% 40.9% 44.8% 49.4% Enrolments White % of: Total 67.8% 59.1% 55.2% 50.6% Enrolments Black % of Total PG 13.2% 15.4% 18.2% 25.7% Enrolments White % of Total PG 86.8% 84.6% 81.8% 74.3% Enrolments

69

Music 2000 2005 2010 2013 % Change Black Undergraduate 841 1 079 1 474 1 774 110.9% Honours 48 33 33 55 14.6% Masters 36 62 45 53 47.2% Doctorate 8 24 20 30 275.0% Black Total 933 1 199 1 573 1 912 104.9%

White UG 1 097 834 652 635 -42.1% Honours 88 49 43 33 -62.5% Masters 121 194 128 142 17.4% Doctorate 25 51 72 52 108.0% White Total 1 330 1 127 894 862 -35.2%

Overall Total 2 263 2 326 2 467 2 774 22.6% Black % of Total 41.2% 51.5% 63.8% 68.9% Enrolments White % of: Total 58.8% 48.5% 36.2% 31.1% Enrolments Black % of Total PG 28.2% 28.8% 28.7% 37.8% Enrolments White % of Total PG 71.8% 71.2% 71.3% 62.2% Enrolments

70 Appendix Twelve: Headcount Enrolments in ANPH Disciplines by Gender and Qualification Level

Anthropology 2000 2005 2010 2013 % Change Male Undergraduate 539 526 952 1 212 124.9% Honours 25 40 30 70 141.4% Masters 49 133 39 75 53.1% Doctorate 22 28 23 51 131.8% Total Male 634 726 1 004 1 408 58.3%

Female Undergraduate 1 521 972 2 219 2 670 75.5% Honours 55 91 79 124 125.4% Masters 96 101 88 129 34.4% Doctorate 23 27 37 67 191.3% Total Female 1 695 1 191 2 422 2 988 76.3%

Overall Total 2 329 1 916 3 466 4 396 88.7% Male % of Total Enrolments 27.2% 37.9% 29% 32% Female % of Total 72.8% 62.1% 69.9% 68% Enrolments Male % Total PG 35.7% 48.1% 31.2% 38.1% Enrolments Female % of Total PG 64.3% 52.4% 69.2% 62.3% Enrolments

History 2000 2005 2010 2013 % Change Male Undergraduate 1 065 736 730 789 -25.9% Honours 126 92 109 106 -18.2% Masters 99 115 69 63 -36.4% Doctorate 54 68 68 85 57.4% Total Male 1 343 1 010 976 1 043 -55.4%

Female Undergraduate 1 687 1 008 1 009 1 015 -39.8% Honours 72 72 85 80 11.1% Masters 85 103 86 79 -7% Doctorate 27 37 52 63 133.3% Total Female 1 871 1 220 1 231 1 236 -33.9%

Overall Total 3 214 2 231 2 206 2 278 -29.1% Male % of Total Enrolments 41.8% 45.3% 44.2% 45.8% Female % of Total 58.2% 54.7% 55.8% 54.2% Enrolments Male % Total PG 60.4% 56.5% 52.7% 53.6% Enrolments Female % of Total PG 39.8% 43.5% 47.7% 46.8% Enrolments

71 Languages, Linguistics & 2000 2005 2010 2013 % Change Literature Male Undergraduate 7 629 5 947 7 504 6 020 -21.1% Honours 353 207 312 296 -16.1% Masters 522 527 412 427 -18.2% Doctorate 208 233 273 270 29.8% Total Male 8 711 6 915 8 501 7 012 -19.5%

Female Undergraduate 13 006 11 756 13 617 12 726 -2.15% Honours 840 621 867 691 -17.7% Masters 791 870 846 828 4.7% Doctorate 229 257 279 329 43.7% Total Female 14 866 13 504 15 608 14 575 -1.95%

Overall Total 23 578 20 418 24 109 21 587 -8.4% Male % of Total Enrolments 36.9% 33.9% 35.3% 32.5% Female % of Total 63.1% 64.7% 64.7% 67.5% Enrolments Male % Total PG 36.8% 35.6% 33.4% 34.9% Enrolments Female % of Total PG 63.2% 64.4% 66.6% 65.1% Enrolments

Library Science 2000 2005 2010 2013 % Change Male Undergraduate 1 013 885 671 1 104 9.0% Honours 62 44 62 62 0% Masters 69 126 18 49 -29.0% Doctorate 22 27 13 33 50.0% Total Male 1 166 1 082 763 1 248 7.0%

Female Undergraduate 2 278 1 836 1 680 3 173 39.3% Honours 156 85 226 204 30.8% Masters 163 199 71 97 -40.5% Doctorate 23 31 37 44 91.3% Total Female 2 619 2 151 1 921 3 717 41.9%

Overall Total 3 785 3 233 2 684 4 965 31.2% Male % of Total Enrolments 30.8% 33.5% 28.4% 25.1% Female % of Total 69.2% 66.5% 71.6% 74.9% Enrolments Male % Total PG 30.9% 38.3% 27.9% 29.6% Enrolments Female % of Total PG 69.1% 61.7% 72.1% 70.4% Enrolments

72 Philosophy 2000 2005 2010 2013 % Change Male Undergraduate 506 645 830 954 88.5% Honours 60 39 70 75 25.0% Masters 80 71 132 96 20.0% Doctorate 40 40 36 63 57.5% Total Male 686 795 1 068 1 188 73.2%

Female Undergraduate 963 894 1 007 1 630 69.3% Honours 49 20 41 61 24.5% Masters 36 54 85 60 66.7% Doctorate 15 24 25 26 73.3% Total Female 1 064 992 1 158 1 776 66.9%

Overall Total 1 750 1 786 2 226 2 964 69.4% Male % of Total Enrolments 39.2% 44.5% 48% 40.1% Female % of Total 60.8% 54.5% 52% 59.9% Enrolments Male % Total PG 64.1% 60.7% 61.2% 61.6% Enrolments Female % of Total PG 35.9% 39.3% 38.8% 38.4% Enrolments

Political Science 2000 2005 2010 2013 % Change Male Undergraduate 1 510 1 911 2 107 3 054 102.2% Honours 147 148 226 296 102.0% Masters 297 319 350 333 12.1% Doctorate 49 51 94 148 202.0% Total Male 2 002 2 429 2 777 3 831 91.4%

Female Undergraduate 1 535 2 121 2 608 4 076 165.5% Honour 107 113 217 297 177.6% Masters 193 188 290 302 56.5% Doctorate 26 33 40 65 150.0% Total Female 1 860 2 455 3 155 4 739 154.8%

Overall Total 3 862 4 883 5 932 8 571 122.0% Male % of Total Enrolments 51.8% 49.7% 46.8% 44.7% Female % of Total 48.2% 50.3% 53.2% 55.3% Enrolments Male % Total PG 60.4% 60.7% 55.1% 53.9% Enrolments Female % of Total PG 39.6% 39.3% 44.9% 46.1% Enrolments

73 Psychology 2000 2005 2010 2013 % Change Male Undergraduate 5 128 5 646 7 022 6 506 26.9% Honours 689 590 675 778 12.9% Masters 488 379 342 473 -3.1% Doctorate 104 181 171 260 150.0% Total Male 6 409 6 796 8 210 8 017 25.1%

Female Undergraduate 12 728 16 067 20 551 20 311 59.6% Honours 2 469 2 322 3 400 3 682 49.1% Masters 967 1 308 1 123 1 417 46.5% Doctorate 172 319 317 500 190.7% Total Female 16 436 20 016 25 391 25 910 57.6%

Overall Total 22 845 26 812 33 601 33 927 48.5% Male % of Total Enrolments 28% 25.3% 24.4% 23.6% Female % of Total 72% 74.7% 75.6% 76.4% Enrolments Male % Total PG 26.2% 22.5% 19.7% 21.2% Enrolments Female % of Total PG 72.8% 77.5% 80.3% 78.8% Enrolments

Public Administration 2000 2005 2010 2013 % Change Male Undergraduate 4 895 5 746 5 428 6 145 25.5% Honours 229 310 324 417 82.1% Masters 584 836 748 937 60.4% Doctorate 67 205 180 234 249.2% Total Male 5 775 7 096 6 680 7 754 34.3%

Female Undergraduate 7 727 8 771 9 567 10 413 34.8% Honours 112 240 331 113 0.9% Masters 322 566 571 828 157.1% Doctorate 23 74 69 111 382.6% Total Female 8 183 9 650 10 538 11 864 45.0%

Overall Total 13 958 16 747 17 218 19 617 40.5% Male % of Total Enrolments 41.4% 42.4% 38.8% 39.5% Female % of Total 58.6% 57.6% 61.2% 60.5% Enrolments Male % Total PG 65.9% 60.6% 56.3% 52% Enrolments Female % of Total PG 34.1% 39.4% 43.7% 48% Enrolments

74 Religion 2000 2005 2010 2013 % Change Male Undergraduate 544 234 123 142 -73.9% Honours 94 33 15 7 -92.5% Masters 194 79 38 41 -78.9% Doctorate 158 79 57 51 -67.7% Total Male 990 426 232 240 -75.8%

Female Undergraduate 437 454 217 236 -46% Honours 55 9 6 9 -83.6% Masters 63 20 14 20 -68.2% Doctorate 19 22 12 13 -31.6% Total Female 573 504 248 278 -51.5%

Overall Total 1 563 930 480 518 -66.8% Male % of Total Enrolments 63.3% 45.8% 48.3% 46.3% Female % of Total 36.7% 54.2% 51.7% 53.7% Enrolments Male % Total PG 76.5% 78.9% 78.6% 70.7% Enrolments Female % of Total PG 23.5% 21.1% 21.4% 29.3% Enrolments

Sociology 2000 2005 2010 2013 % Change Male Undergraduate 1 909 1 888 3 011 2 770 45.1% Honours 202 127 327 296 45.5% Masters 272 220 314 310 12.2% Doctorate 71 77 195 268 277.5% Total Male 2 455 2 311 3 846 3 643 48.4%

Female Undergraduate 5 486 3 820 5 636 5 393 -1.7% Honours 368 326 544 578 57.1% Masters 298 334 529 513 72.1% Doctorate 63 85 147 209 231.7% Total Female 6 216 4 564 6 886 6 693 7.7%

Overall Total 8 671 6 876 10 732 10 336 19.2% Male % of Total Enrolments 28.3% 33.6% 35.8% 35.2% Female % of Total 71.7% 66.4% 64.2% 64.8% Enrolments Male % Total PG 42.7% 36.3% 40.1% 40.2% Enrolments Female % of Total PG 57.3% 63.7% 59.9% 59.8% Enrolments

75 Theology 2000 2005 2010 2013 % Change Male Undergraduate 748 974 886 865 15.6% Honours 176 306 220 252 43.2% Masters 460 659 614 561 21.9% Doctorate 326 571 455 441 35.3% Total Male 1 709 2 510 2 174 2 119 24.0%

Female Undergraduate 991 747 542 520 -47.5% Honours 40 85 62 74 85.0% Masters 106 212 211 175 65.1% Doctorate 37 92 123 121 227.0% Total Female 1 175 1 137 938 889 -24.3%

Overall Total 2 884 3 647 3 112 3 008 4.3% Male % of Total Enrolments 59.2% 68.8% 69.9% 70.4% Female % of Total 40.8% 31.2% 30.1% 29.6% Enrolments Male % Total PG 84.1% 79.7% 76.5% 77.3% Enrolments Female % of Total PG 15.9% 20.3% 23.5% 22.7% Enrolments

Dance 2000 2005 2010 2013 % Change Male Undergraduate 52 43 61 111 113.5% Honours 1 0 2 0 -100.0% Masters 11 0 0 5 -120.0% Doctorate 15 0 0 1 -93.3% Total Male 79 43 63 117 48.1%

Female Undergraduate 176 159 143 248 40.9% Honours 2 0 3 2 0% Masters 15 2 3 2 -86.7% Doctorate 16 0 0 1 -93.7% Total Female 209 161 149 253 21.0%

Overall Total 288 204 212 370 28.1% Male % of Total Enrolments 27.4% 21.1% 29.7% 31.7% Female % of Total 72.6% 78.9% 70.3% 68.3% Enrolments Male % Total PG 45% 0% 25% 54.5% Enrolments Female % of Total PG 55% 100% 75% 45.5% Enrolments

76 Design & Applied Arts 2000 2005 2010 2013 % Change Male Undergraduate 24 17 1 119 1 198 4 891.6% Honours 0 0 1 1 100.0% Masters 5 4 44 45 800.0% Doctorate 0 0 5 10 1 000.0% Total Male 30 21 1 170 1 253 4 076.7%

Female Undergraduate 44 10 2 287 2 181 4 856.8% Honours 0 2 1 2 200.0% Masters 2 4 79 88 4 300.0% Doctorate 0 1 10 19 1 900.0% Total Female 46 17 2 377 2 289 4 876.0%

Overall Total 76 38 3 547 3 543 4 561.8% Male % of Total Enrolments 39.4% 58.3% 33% 35.4% Female % of Total 60.6% 41.7% 67% 64.6% Enrolments Male % Total PG 71.4% 36.4% 35.5% 34.1% Enrolments Female % of Total PG 38.6% 63.6% 64.5% 65.9% Enrolments

Drama & Theatre Arts 2000 2005 2010 2013 % Change Male Undergraduate 348 496 581 602 73.0% Honours 14 20 22 28 100.0% Masters 17 29 68 52 19.8% Doctorate 3 3 12 10 233.3% Total Male 381 548 683 691 81.4%

Female Undergraduate 475 1 000 1 048 1 294 172.4% Honours 18 49 62 61 238.9% Masters 23 52 77 75 226.1% Doctorate 1 4 12 18 1 700.0 % Total Female 517 1 106 1 200 1 448 180.1%

Overall Total 898 1 653 1 882 2 139 138.2% Male % of Total Enrolments 42.4% 33.1% 36.3% 32.3% Female % of Total 57.6% 66.9% 63.7% 67.7% Enrolments Male % Total PG 45.3% 33.1% 40.3% 37% Enrolments Female % of Total PG 54.7% 66.9% 59.7% 63% Enrolments

77 Film, Video & 2000 2005 2010 2013 % Change Photographic Arts Male Undergraduate 59 63 501 447 657.6% Honours 4 2 13 8 100.0% Masters 2 1 11 19 850.0% Doctorate 0 1 5 4 400.0% Total Male 65 67 529 478 635.4%

Female Undergraduate 70 28 701 599 755.7% Honours 2 4 17 32 1 500.0% Masters 2 2 9 32 1 500.0% Doctorate 1 0 1 1 0% Total Female 75 34 729 663 784.0%

Overall Total 140 101 1 258 1 142 715.7% Male % of Total Enrolments 46.4% 66.3% 42% 41.8%. Female % of Total 53.6% 33.7% 58% 58.2% Enrolments Male % Total PG 60% 40% 51.8% 32.3% Enrolments Female % of Total PG 40% 60% 48.2% 67.7% Enrolments

Fine & Studio Art 2000 2005 2010 2013 % Change Male Undergraduate 851 1 490 1 104 1 048 23.1% Honours 3 8 4 5 66.6% Masters 43 53 53 58 34.9% Doctorate 3 6 11 19 533.3% Total Male 900 1 557 1 171 1 129 25.4%

Female Undergraduate 1 563 2 382 1 887 1 814 66.6% Honours 23 26 26 28 21.7% Masters 90 152 149 140 55.6% Doctorate 5 9 22 28 460.0% Total Female 1 682 2 569 2 083 2 009 19.4%

Overall Total 2 581 4 126 3 254 3 138 21.6% Male % of Total Enrolments 34.9% 37.7% 36.0% 36.0% Female % of Total 65.1% 62.3% 64.0% 64.0% Enrolments Male % Total PG 29.3% 26.4% 25.8% 29.7% Enrolments Female % of Total PG 70.7% 73.6% 74.2% 60.3% Enrolments

78 Music 2000 2005 2010 2013 % Change Male Undergraduate 733 907 1 129 1 206 64.5% Honours 47 41 31 44 -6.4% Masters 64 92 78 96 50.0% Doctorate 22 41 40 44 100.0% Total Male 866 1 080 1 278 1 389 60.4%

Female Undergraduate 1 204 1 007 998 1 204 0% Honours 89 41 45 44 -50.6% Masters 93 164 95 99 6.5% Doctorate 11 34 52 38 245.4% Total Female 1 397 1 245 1 189 1 385 -0.8%

Overall Total 2 263 2 326 2 467 2 774 22.6% Male % of Total Enrolments 38.3% 46.4% 51.8% 50.1% Female % of Total 61.7% 53.6% 48.2% 49.9% Enrolments Male % Total PG 41% 42.2% 43.8% 50.5% Enrolments Female % of Total PG 59% 57.8% 56.2% 49.5% Enrolments

79 Appendix Thirteen: Headcount Enrolments in ANPH by Institution and Qualification Level

Research-Intensive Universities

Stellenbosch University

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 2 635 3 875 3 658 3 048 15.7% Honours 304 329 404 376 23.5% Masters 995 1 122 834 823 -17.3% Doctoral 219 235 290 330 50.7% Total HSS 4 153 5 562 5 186 4 577 10.2%

VPA Undergraduate 238 337 468 556 133.0% Honours 21 39 33 26 22.2% Masters 57 107 92 63 9.6% Doctoral 3 6 23 23 666.7% Total VPA 319 489 616 667 108.7%

TOTAL ANPH 4 473 6 051 5 802 5 244 17.2%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 415 663 779 802 93.3% Honours 211 228 275 278 31.6% Masters 245 256 207 267 8.9% Doctoral 30 34 43 65 116.7% Total HSS 901 1 181 1 304 1 412 56.7%

VPA Undergraduate 69 114 134 149 116.6% Honours 15 35 28 21 40.0% Masters 7 26 22 19 164.3% Doctoral 1 1 3 3 200.0% Total VPA 92 176 187 192 108.6%

TOTAL ANPH 993 1 357 1 491 1 603 61.5%

80

University of Cape Town % Enrolments 2000 2005 2010 2013 Change HSS Undergraduate 1 641 2 475 2 171 2 646 61.2% Honours 192 182 268 301 57.0% Masters 323 352 404 411 27.2% Doctoral 148 174 168 191 29.1% Total HSS 2 304 3 182 3 011 3 549 54.0%

VPA Undergraduate 620 777 1 095 1 061 71.2% Honours 46 51 59 80 73.9% Masters 56 82 80 110 96.4% Doctoral 15 14 24 33 120.0% Total VPA 737 924 1 257 1 284 74.3%

TOTAL ANPH 3 041 4 106 4 268 4 833 59.0%

% Graduates 2000 2005 2010 2013 Change HSS Undergraduate 477 625 499 666 39.6% Honours 127 159 223 269 111.5% Masters 68 122 140 133 95.6% Doctoral 20 50 15 29 45.0% Total HSS 692 956 877 1 097 58.5%

VPA Undergraduate 123 243 255 249 103.0% Honours 27 31 47 55 103.7% Masters 10 26 21 34 240.0% Doctoral 1 1 2 4 300.0% Total VPA 161 301 325 342 112.8%

TOTAL ANPH 853 1 256 1 203 1 439 68.8%

81

University of KwaZulu-Natal % Enrolments 2000 2005 2010 2013 Change HSS Undergraduate 3 092 4 008 4 883 4 916 59.0% Honours 402 322 243 589 46.5% Masters 699 576 511 613 -12.4% Doctoral 197 318 263 459 133.0% Total HSS 4 391 5 224 5 900 6 577 49.8%

VPA Undergraduate 300 521 451 534 78.0% Honours 23 85 39 27 16.7% Masters 51 76 45 47 -7.8% Doctoral 11 17 13 16 45.5% Total VPA 385 698 547 623 62.0%

TOTAL ANPH 4 776 5 922 6 447 7 200 50.8%

% Graduates 2000 2005 2010 2013 Change HSS Undergraduate 785 645 737 868 10.7% Honours 298 220 194 438 46.9% Masters 182 99 145 120 -33.9% Doctoral 18 17 43 41 125.0% Total HSS 1 282 981 1 119 1 467 14.4%

VPA Undergraduate 71 100 85 116 62.2% Honours 20 63 31 19 -0.9% Masters 14 17 8 13 -7.1% Doctoral 0 2 2 1 -50.0% Total VPA 105 182 126 149 42.2%

TOTAL ANPH 1 387 1 163 1 245 1 616 16.5%

82 University of Pretoria Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 2 875 2 926 2 431 2 834 -1.4% Honours 426 367 328 332 -22.1% Masters 748 937 832 822 9.9% Doctoral 324 432 339 373 15.1% Total HSS 4 373 4 662 3 930 4 361 -0.3%

VPA Undergraduate 416 694 843 731 75.7% Honours 46 29 42 67 46.2% Masters 56 94 99 117 110.8% Doctoral 30 32 30 41 36.7% Total VPA 547 849 1 014 956 74.7%

TOTAL ANPH 4 921 5 512 4 944 5 317 8.1%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 442 583 445 563 27.3% Honours 276 296 243 272 -1.5% Masters 139 211 234 150 7.8% Doctoral 33 56 60 45 36.4% Total HSS 890 1 146 982 1 030 15.7%

VPA Undergraduate 84 125 212 177 109.7% Honours 25 23 29 52 105.3% Masters 19 15 14 13 -31.6% Doctoral 2 9 1 8 300.0% Total VPA 131 172 256 250 91.2%

TOTAL ANPH 1 021 1 319 1 238 1 280 25.3%

83 University of the Witwatersrand Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 105 1 524 2 811 2 420 119.0% Honours 165 194 244 288 0% Masters 359 272 597 890 148.1% Doctoral 99 47 199 241 0% Total HSS 1 728 2 036 3 851 3 839 122.2%

VPA Undergraduate 415 554 180 828 99.3% Honours 9 10 10 20 0% Masters 30 70 117 86 186.7% Doctoral 0 0 17 13 0% Total VPA 454 634 324 947 108.6%

TOTAL ANPH 2 182 2 670 4 175 4 786 119.4%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 281 325 456 530 88.2% Honours 143 148 205 229 0.0% Masters 87 49 187 240 175.9% Doctoral 7 16 23 24 0% Total HSS 518 538 871 1 023 97.3%

VPA Undergraduate 64 93 70 122 91.1% Honours 7 6 9 14 0% Masters 4 12 34 22 450.0% Doctoral 0 0 1 0 0% Total VPA 74 111 114 158 112.6%

TOTAL ANPH 593 649 985 1 180 99.2%

84 Other Universities

Nelson Mandela Metropolitan University

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 965 1 779 1 396 1 819 88.4% Honours 117 139 109 88 -24.9% Masters 234 423 303 276 18.3% Doctoral 28 68 64 73 160.7% Total HSS 1 344 2 410 1 871 2 256 67.8%

VPA Undergraduate 735 671 730 656 -10.8% Honours 0 0 0 0 0% Masters 15 13 27 29 93.3% Doctoral 1 5 3 3 200.0% Total VPA 751 689 760 688 -8.5%

TOTAL ANPH 2 096 3 099 2 632 2 944 40.5%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 216 311 138 338 56.7% Honours 76 107 78 63 -17.3% Masters 54 84 53 67 24.5% Doctoral 1 8 6 8 700.0% Total HSS 347 510 274 476 37.3%

VPA Undergraduate 124 134 208 155 24.6% Honours 0 0 0 0 0.0% Masters 3 3 2 5 66.7% Doctoral 0 0 0 0 0% Total VPA 127 137 210 160 25.6%

TOTAL ANPH 474 647 484 636 34.2%

85 North West University

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 4 029 5 539 3 809 4 943 22.7% Honours 483 365 1 128 1 058 119.0% Masters 540 514 506 668 23.6% Doctoral 94 234 267 341 262.4% Total HSS 5 146 6 651 5 710 7 010 36.2%

VPA Undergraduate 127 174 215 235 84.9% Honours 10 2 10 13 30.0% Masters 14 13 26 33 135.7% Doctoral 1 11 12 12 1 100.0% Total VPA 152 200 263 293 92.7%

TOTAL ANPH 5 299 6 850 5 973 7 303 37.8%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 1 021 797 780 1 127 10.4% Honours 254 216 410 452 77.7% Masters 114 146 111 171 50.3% Doctoral 16 28 44 54 235.4% Total HSS 1 405 1 186 1 346 1 804 28.4%

VPA Undergraduate 26 38 44 35 32.6% Honours 4 2 8 8 100.0% Masters 2 2 6 7 250.0% Doctoral 0 2 2 0 .0% Total VPA 32 44 60 50 54.6%

TOTAL ANPH 1 437 1 229 1 406 1 853 29.0%

86 Rhodes University

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 631 1 139 1 274 1 351 114.2% Honours 56 90 167 135 142.3% Masters 83 107 140 196 136.1% Doctoral 31 45 71 111 258.1% Total HSS 800 1 380 1 652 1 793 124.0%

VPA Undergraduate 147 225 244 188 28.0% Honours 9 10 10 18 105.9% Masters 11 16 31 37 236.4% Doctoral 2 0 6 11 450.0% Total VPA 169 251 291 254 50.6%

TOTAL ANPH 969 1 631 1 942 2 046 111.2%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 132 273 291 321 142.4% Honours 44 88 135 123 178.4% Masters 11 42 44 79 618.2% Doctoral 7 7 10 10 42.9% Total HSS 194 410 479 532 173.9%

VPA Undergraduate 34 44 47 41 19.9% Honours 8 10 10 16 93.8% Masters 4 6 13 12 200.0% Doctoral 0 0 0 2 .0% Total VPA 46 60 70 71 52.5%

TOTAL ANPH 241 470 549 603 150.6%

87 University of the Free State

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 2 303 3 527 4 576 5 560 141.4% Honours 172 215 293 340 96.9% Masters 391 606 401 182 -53.3% Doctoral 157 192 136 86 -45.4% Total HSS 3 023 4 541 5 406 6 168 104.0%

VPA Undergraduate 133 248 286 285 113.9% Honours 5 13 32 18 253.3% Masters 16 24 28 44 172.9% Doctoral 4 8 18 24 500.0% Total VPA 158 292 364 370 134.0%

TOTAL ANPH 3 181 4 833 5 770 6 538 105.5%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 411 400 318 856 108.4% Honours 99 100 131 167 69.4% Masters 70 98 86 40 -42.0% Doctoral 16 24 33 15 -9.4% Total HSS 595 622 567 1 077 81.2%

VPA Undergraduate 43 69 65 81 89.8% Honours 2 8 17 11 466.7% Masters 2 4 3 7 233.3% Doctoral 0 1 2 4 325.0% Total VPA 47 81 87 103 121.3%

TOTAL ANPH 641 704 654 1 181 84.1%

88 University of Johannesburg Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 2 345 3 223 4 585 5 867 150.2% Honours 509 414 259 363 -28.7% Masters 463 214 269 265 -42.8% Doctoral 118 131 123 139 17.8% Total HSS 3 435 3 982 5 236 6 634 93.1%

VPA Undergraduate 317 212 838 992 213.3% Honours 0 0 0 0 0% Masters 9 15 20 21 133.3% Doctoral 0 0 0 0 0% Total VPA 326 227 858 1 013 211.1%

TOTAL ANPH 3 761 4 209 6 094 7 646 103.3%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 420 483 716 1 176 179.8% Honours 285 253 185 288 1.0% Masters 131 63 92 63 -51.9% Doctoral 28 24 13 11 -60.7% Total HSS 864 823 1 005 1 538 77.9%

VPA Undergraduate 76 74 237 271 258.9% Honours 0 0 0 0 0% Masters 1 6 4 3 200.0% Doctoral 0 0 0 0 0% Total VPA 77 80 241 274 258.2%

TOTAL ANPH 941 902 1 246 1 812 92.6%

89 Historically Black Universities

University of Fort Hare

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 404 1 429 2 228 2 459 508.1% Honours 29 130 224 362 1147.1% Masters 31 133 325 508 1538.7% Doctoral 13 4 103 147 1026.9% Total HSS 477 1 696 2 879 3 475 628.0%

VPA Undergraduate 37 30 450 224 505.0% Honours 2 0 0 0 -100.0% Masters 1 3 3 1 0% Doctoral 0 3 1 2 -33.3% Total VPA 40 36 454 227 467.1%

TOTAL ANPH 517 1 732 3 333 3 702 615.5%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 95 210 295 308 224.2% Honours 5 74 128 204 3 983.3% Masters 3 22 69 73 2 333.3% Doctoral 3 0 15 7 133.3% Total HSS 106 306 507 593 458.2%

VPA Undergraduate 12 9 76 25 110.4% Honours 2 0 0 0 -100.0% Masters 0 1 0 0 0% Doctoral 0 0 0 0 0% Total VPA 14 10 76 25 80.4%

TOTAL ANPH 120 316 583 618 414.2%

90 University of Limpopo Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 859 1 237 1 905 2 124 14.2% Honours 245 120 199 186 -24.1% Masters 126 405 304 296 135.7% Doctoral 18 62 43 31 72.2% Total HSS 2 248 1 823 2 451 2 636 17.3%

VPA Undergraduate 0 3 2 28 748.7% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 0 3 2 28 748.7%

TOTAL ANPH 2 248 1 827 2 453 2 664 18.5%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 436 126 197 314 -28.0% Honours 148 76 96 101 -31.4% Masters 26 40 25 94 261.5% Doctoral 4 5 3 2 -50.0% Total HSS 614 246 321 512 -16.7%

VPA Undergraduate 0 0 0 0 0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 0 0 0 0 0%

TOTAL ANPH 614 246 321 512 -16.6%

91 University of Venda Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 555 1 953 729 1 282 -17.5% Honours 68 80 129 137 101.5% Masters 17 104 171 162 852.9% Doctoral 1 2 0 0 -100.0% Total HSS 1 641 2 139 1 029 1 581 -3.6%

VPA Undergraduate 13 26 7 0 -100.0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 13 26 7 0 -100.0%

TOTAL ANPH 1 654 2 165 1 036 1 581 -4.4%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 355 267 140 95 -73.3% Honours 31 29 66 54 74.2% Masters 4 14 29 15 275.0% Doctoral 0 0 0 0 0% Total HSS 390 310 236 164 -58.0%

VPA Undergraduate 11 0 2 0 -100.0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 11 0 2 0 -100.0%

TOTAL ANPH 401 310 238 164 -59.1%

92 University of the Western Cape Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 3 286 3 581 3 535 4 534 38.0% Honours 199 212 320 300 51.1% Masters 385 319 363 421 9.5% Doctoral 46 73 115 152 234.1% Total HSS 3 915 4 185 4 332 5 407 38.1%

VPA Undergraduate 29 2 0 0 -100.0% Honours 2 0 0 0 -100.0% Masters 2 0 0 0 -100.0% Doctoral 0 0 0 0 0% Total VPA 33 2 0 0 -100.0%

TOTAL ANPH 3 948 4 187 4 332 5 407 37.0%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 600 500 540 698 16.3% Honours 89 128 202 214 139.9% Masters 51 72 101 86 70.3% Doctoral 8 5 17 23 187.5% Total HSS 748 705 860 1 021 36.5%

VPA Undergraduate 10 2 0 0 -100.0% Honours 0 0 0 0 0% Masters 2 0 0 0 -100.0% Doctoral 0 0 0 0 0% Total VPA 12 2 0 0 -100.0%

TOTAL ANPH 760 707 860 1 021 34.4%

93 University of Zululand Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 428 1 657 2 087 3 087 116.2% Honours 104 70 66 116 12.0% Masters 73 77 91 93 27.1% Doctoral 22 75 81 75 235.8% Total HSS 1 627 1 880 2 326 3 371 107.2%

VPA Undergraduate 44 3 133 87 96.6% Honours 17 0 0 9 -46.5% Masters 4 15 0 0 -100.0% Doctoral 0 1 0 0 0% Total VPA 65 19 133 96 47.4%

TOTAL ANPH 1 692 1 898 2 459 3 466 104.9%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 291 151 237 749 157.3% Honours 45 29 28 73 61.0% Masters 8 22 14 8 6.7% Doctoral 5 11 6 5 7.1% Total HSS 349 213 285 835 139.5%

VPA Undergraduate 6 15 6 24 297.3% Honours 8 1 0 1 -86.7% Masters 0 4 0 0 0% Doctoral 0 0 0 0 0% Total VPA 13 20 6 25 84.0%

TOTAL ANPH 362 233 291 860 137.4%

94 Walter Sisulu University Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 652 1 429 2 982 2 870 73.7% Honours 78 58 80 135 74.2% Masters 29 15 27 50 72.4% Doctoral 0 1 0 0 -100.0% Total HSS 1 759 1 503 3 089 3 055 73.7%

VPA Undergraduate 106 227 736 1 064 904.1% Honours 1 0 0 0 -100.0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 107 227 736 1 064 894.7%

TOTAL ANPH 1 866 1 730 3 825 4 120 120.8%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 232 131 443 500 114.9% Honours 22 15 4 18 -16.3% Masters 0 2 3 7 250.0%

Doctoral 0 0 0 0 0%% Total HSS 254 148 450 525 106.5%

VPA Undergraduate 32 46 46 112 250.0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 32 46 46 112 250.0%

TOTAL ANPH 286 194 496 637 122.6%

95 Distance Education

University of South Africa Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 29 708 25 174 35 360 30 900 4.0% Honours 2 728 2 618 3 748 3 931 44.1% Masters 624 1 108 802 943 51.1% Doctoral 242 444 410 671 177.3% Total HSS 33 302 29 344 40 320 36 445 9.4%

VPA Undergraduate 564 749 560 558 -1.2% Honours 13 10 5 8 -38.5% Masters 22 18 9 31 40.9% Doctoral 11 11 5 15 36.4% Total VPA 610 788 578 612 0.2%

TOTAL ANPH 33 913 30 132 40 899 37 057 9.3%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 3 027 1 542 1 938 2 491 -17.7% Honours 650 523 1 004 1 245 91.5% Masters 172 113 60 120 -30.2% Doctoral 92 49 29 86 -6.5% Total HSS 3 941 2 227 3 031 3 942 0.0%

VPA Undergraduate 42 40 26 77 85.5% Honours 0 2 1 1 -50.0% Masters 5 1 1 2 -60.0% Doctoral 4 1 0 2 -50.0% Total VPA 51 44 28 82 62.4%

TOTAL ANPH 3 991 2 271 3 058 4 024 0.8%

96 Universities of Technology

Cape Peninsula University of Technology

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 301 1 132 1 282 1 228 -5.6% Honours 0 0 0 1 0% Masters 6 25 53 59 883.3% Doctoral 0 9 7 10 11.1% Total HSS 1 307 1 166 1 342 1 298 -0.7%

VPA Undergraduate 173 367 1 033 1 062 514.8% Honours 0 0 0 0 0% Masters 3 7 24 45 1 400.0% Doctoral 0 0 11 16 45.5% Total VPA 176 374 1 068 1 123 539.1%

TOTAL ANPH 1 483 1 540 2 410 2 421 63.2%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 196 258 277 319 62.7% Honours 0 0 0 1 0% Masters 0 1 4 9 800.0% Doctoral 0 0 1 1 0% Total HSS 196 259 282 330 68.3%

VPA Undergraduate 48 78 249 243 212.3% Honours 0 0 0 0 0% Masters 0 1 2 5 400.0% Doctoral 0 0 2 2 0% Total VPA 48 79 253 250 217.3%

TOTAL ANPH 244 338 535 580 137.7%

97 Central University of Technology

Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 88 947 1 123 1 528 1 636.5% Honours 0 16 0 0 0% Masters 4 21 13 14 250.0% Doctoral 2 6 5 9 350.0% Total HSS 94 990 1 141 1 551 1 550.1%

VPA Undergraduate 119 107 246 243 104.2% Honours 0 0 0 0 0% Masters 3 6 7 8 166.7% Doctoral 0 0 0 0 0% Total VPA 122 113 253 251 105.7%

TOTAL ANPH 216 1 102 1 394 1 802 734.3%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 17 329 216 296 1 638.2% Honours 0 3 0 0 0% Masters 0 0 0 4 0% Doctoral 0 0 0 1 0% Total HSS 17 332 216 301 1 667.6%

VPA Undergraduate 26 22 47 43 65.4% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 26 22 47 43 65.4%

TOTAL ANPH 43 354 262 344 698.8%

98 Durban University of Technology Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 1 264 1 119 1 361 1 713 35.5% Honours 0 0 0 0 0% Masters 2 11 15 32 1 500.0% Doctoral 0 1 21 27 2 600.0% Total HSS 1 266 1 131 1 397 1 772 40.0%

VPA Undergraduate 587 430 987 892 52.0% Honours 0 0 0 0 0% Masters 18 10 24 35 94.4% Doctoral 0 0 0 0 0% Total VPA 605 440 1 011 927 53.3%

TOTAL ANPH 1 871 1 571 2 408 2 699 44.3%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 248 210 291 587 136.5% Honours 0 0 0 0 0% Masters 0 1 1 3 200.0% Doctoral 0 0 3 5 66.7% Total HSS 248 211 295 595 139.7%

VPA Undergraduate 172 93 257 231 34.6% Honours 0 0 0 0 0% Masters 0 3 3 9 200.0% Doctoral 0 0 0 0 0% Total VPA 172 96 260 240 39.8%

TOTAL ANPH 420 307 555 835 98.8%

99 Mangosuthu University of Technology Enrolments 2000 2005 2010 2013 % Change HSS Undergraduate 683 1 136 812 910 33.3% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total HSS 683 1 136 812 910 33.3%

VPA Undergraduate 0 0 0 0 0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 0 0 0 0 0%

TOTAL ANPH 683 1 136 812 910 33.3%

Graduates 2000 2005 2010 2013 % Change HSS Undergraduate 92 193 131 254 176.1% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total HSS 92 193 131 254 176.1%

VPA Undergraduate 0 0 0 0 0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total VPA 0 0 0 0 0%

TOTAL ANPH 92 193 131 254 176.1%

100 Tshwane University of Technology

Enrolments 2000 2005 2010 2013 % Change HSS UG 3 039 2 774 3 169 4 066 33.8% Honours 0 0 0 0 0% Masters 54 76 64 157 190.7% Doctoral 0 7 10 23 228.6% Total HSS 3 093 2 857 3 243 4 246 37.3%

VPA UG 1 169 1 226 1 649 1 627 39.2% Honours 0 0 0 0 0% Masters 20 31 45 58 190.0% Doctoral 4 4 5 10 150.0% Total VPA 1 193 1 261 1 699 1 695 42.1%

TOTAL ANPH 4 286 4 118 4 942 5 941 38.6%

Graduates 2000 2005 2010 2013 % Change HSS UG 399 550 665 772 93.3% Honours 0 0 0 0 0% Masters 1 3 5 4 300.0% Doctoral 0 0 0 0 0% Total HSS 400 553 670 776 93.8%

VPA UG 224 320 403 452 101.8% Honours 0 0 0 0 0% Masters 1 5 7 10 900.0% Doctoral 0 0 0 0 0% Total VPA 225 325 410 462 105.3%

TOTAL ANPH 625 878 1 080 1 238 98.0%

101 Vaal University of Technology

Enrolments 2000 2005 2010 2013 % Change HSS UG 590 0 0 1 -99.9% Honours 0 0 0 0 0% Masters 1 0 0 0 -100.0% Doctoral 0 0 0 0 0% Total HSS 590 0 0 1 -99.9%

VPA UG 122 274 416 389 219.5% Honours 0 0 0 0 0% Masters 5 7 12 1 -80.0% Doctoral 0 2 4 3 50.0% Total VPA 127 283 432 393 210.0%

TOTAL ANPH 717 283 432 394 -45.1%

Graduates 2000 2005 2010 2013 % Change HSS UG 11 0 0 0 -100.0% Honours 0 0 0 0 0% Masters 0 0 0 0 0% Doctoral 0 0 0 0 0% Total HSS 11 0 0 0 -100.0%

VPA UG 1 58 62 55 5 400.0% Honours 0 0 0 0 0% Masters 0 1 1 0 -100.0% Doctoral 0 1 0 0 -100.0% Total VPA 1 60 63 55 5 400.0%

TOTAL ANPH 12 60 63 55 343.0%

102

Appendix Fourteen: Research Output in ANPH by Institution

Research-Intensive Universities

University of Stellenbosch CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 12.33 12.85 7.11 14.50 17.6% Languages, Linguistics & Literature 63.58 66.54 111.51 98.26 54.5% Philosophy, Religion & Theology 79.25 88.73 111.07 136.60 72.4% Psychology 17.23 22.85 28.47 39.57 129.7% Public Management 14.10 9.04 10.83 24.93 76.8% Social Sciences 54.01 74.59 78.78 68.16 26.2% Total 240.50 274.60 347.77 382.02 58.4%

University of Cape Town CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 6.00 15.75 15.70 12.20 103.3% Languages, Linguistics & Literature 46.73 33.15 39.03 49.91 6.8% Philosophy, Religion & Theology 16.45 16.91 28.62 26.76 62.7% Psychology 10.39 21.84 10.76 36.11 247.5% Public Management 2.59 5.70 0.27 1.00 -61.4% Social Sciences 106.51 70.29 77.27 96.54 -9.4% Total 188.67 163.64 171.65 222.52 17.9%

University of KwaZulu-Natal CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 17.50 14.05 13.50 11.45 -34.6% Languages, Linguistics & Literature 45.15 30.70 40.03 40.47 -10.4% Philosophy, Religion & Theology 67.77 33.87 58.28 98.72 45.7% Psychology 39.50 27.00 33.86 10.95 -72.3% Public Management 22.67 15.37 11.33 9.67 -57.3% Social Sciences 126.62 151.60 138.23 228.03 80.1% Total 319.21 272.59 295.23 399.29 25.1%

University of Pretoria CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 7.00 11.73 15.60 21.18 202.6% Languages, Linguistics & Literature 36.98 33.67 50.67 53.29 44.1% Philosophy, Religion & Theology 131.49 159.88 155.08 182.64 38.9% Psychology 4.16 5.94 2.71 7.76 86.5% Public Management 17.24 11.00 25.50 13.22 -23.3% Social Sciences 61.21 77.42 79.16 92.63 51.3% Total 251.08 299.64 328.72 370.72 47.7%

103 University of the Witwatersrand CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 3.33 13.38 11.00 10.96 229.1% Languages, Linguistics & Literature 56.69 41.94 47.05 65.20 15.1% Philosophy, Religion & Theology 10.00 7.50 6.00 2.00 -80.0% Psychology 25.57 34.67 35.63 29.22 14.3% Public Management 6.49 0.45 4.83 6.55 0.9% Social Sciences 119.52 126.49 118.83 177.89 48.8% Total 221.60 224.43 223.32 291.82 31.7%

Other Universities

Nelson Mandela Metropolitan University CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 4.00 7.03 4.87 7.00 75.0% Languages, Linguistics & Literature 13.54 25.82 9.00 10.13 -25.2% Philosophy, Religion & Theology 13.93 9.00 11.08 7.10 -49.0% Psychology 7.91 5.84 10.21 6.29 -20.5% Public Management 0 8.75 9.25 13.66 1 366.0% Social Sciences 23.00 8.20 10.16 10.36 -54.9% Total 62.38 64.64 54.57 54.54 -12.6%

North West University CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 3.50 3.50 16.50 13.33 280.9% Languages, Linguistics & Literature 42.31 38.08 49.82 66.09 56.2% Philosophy, Religion & Theology 97.55 96.13 135.59 180.15 84.7% Psychology 10.58 9.85 28.56 35.69 237.3% Public Management 9.00 13.50 9.28 28.76 219.5% Social Sciences 35.07 33.43 42.84 72.35 106.3% Total 198.01 190.49 282.57 396.37 100.2%

Rhodes University CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 23.61 9.00 10.00 19.20 -18.7% Languages, Linguistics & Literature 20.50 24.67 20.40 18.40 -10.2% Philosophy, Religion & Theology 5.54 7.23 5.00 3.50 -36.8% Psychology 6.45 12.00 13.13 16.83 160.9% Public Management 0 0 28.70 1.00 100.0% Social Sciences 27.51 28.78 29.27 51.89 88.6% Total 83.61 81.68 106.50 110.82 32.5%

104 University of the Free State CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 6.00 11.50 15.25 7.67 27.8% Languages, Linguistics & Literature 48.72 39.87 44.77 52.53 7.8% Philosophy, Religion & Theology 64.11 68.84 64.53 80.71 25.9% Psychology 7.67 13.08 14.70 16.04 109.1% Public Management 6.00 2.00 6.00 4.07 -32.2% Social Sciences 66.78 74.86 97.13 98.51 47.5% Total 199.28 210.15 242.38 259.53 30.2%

University of Johannesburg CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 25.75 37.37 31.17 40.46 57.1% Languages, Linguistics & Literature 42.70 26.77 16.56 48.84 14.4% Philosophy, Religion & Theology 15.50 23.01 20.09 29.22 88.5% Psychology 11.50 13.50 12.82 6.31 -45.1% Public Management 12.50 0.75 9.00 7.00 -44.0% Social Sciences 84.90 97.64 147.18 117.62 38.5% Total 192.85 199.04 237.44 249.45 29.3%

HBUs

University of Fort Hare CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 1.00 2.00 0 2.27 127.0% Languages, Linguistics & Literature 9.00 4.00 3.00 3.00 -66.6% Philosophy, Religion & Theology 7.50 3.50 11.70 9.96 32.8% Psychology 0 4.33 1.00 6.00 600.0% Public Management 0 3.50 3.50 7.22 722.0% Social Sciences 10.78 15.00 24.42 22.66 110.2% Total 28.28 32.33 43.62 51.11 80.7%

University of Limpopo CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 0 0 0 0 0% Languages, Linguistics & Literature 0 0 7.00 5.50 550.0% Philosophy, Religion & Theology 0 0 1.17 0 0% Psychology 1.50 7.99 13.43 22.78 1 418.6% Public Management 0 1.67 8.00 36.33 3 533.0% Social Sciences 2.00 6.46 7.97 3.00 50.0% Total 3.50 16.12 37.57 67.61 1 831.4%

105 University of Venda 2010 2011 2012 2013 % Change Visual & Performing Arts 1.00 2.00 2.50 2.00 100.0% Languages, Linguistics & Literature 1.00 2.16 2.64 4.36 336.0% Philosophy, Religion & Theology 0 0 0 0 0% Psychology 2.00 5.83 9.50 10.04 402.0% Public Management 4.13 0 5.55 5.97 44.5% Social Sciences 12.15 0 15.89 24.39 100.7% Total 20.28 9.99 36.08 46.74 130.5%

University of the Western Cape CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 1.00 1.00 0 1.00 0% Languages, Linguistics & Literature 19.36 0.88 34.03 9.23 -52.3% Philosophy, Religion & Theology 13.30 0 10.50 25.22 89.6% Psychology 3.99 10.50 6.04 6.58 64.9% Public Management 2.00 17.45 0.52 0 -100.0% Social Sciences 53.96 62.27 58.77 55.44 2.7% Total 93.61 92.10 109.86 97.47 4.1%

University of Zululand CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 0 0 1.00 0 0% Languages, Linguistics & Literature 4.00 2.00 6.00 5.00 25.0% Philosophy, Religion & Theology 1.50 0 4.00 3.00 100.0% Psychology 2.50 10.00 1.00 12.64 405.6% Public Management 0 0 0 2.50 250.0% Social Sciences 3.15 6.83 9.83 5.33 69.2% Total 11.15 18.83 21.83 28.47 155.3%

Walter Sisulu University CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 1.00 0 0 0 -100.0% Languages, Linguistics & Literature 0 0 1.00 0 0% Philosophy, Religion & Theology 0 0 1.00 0 0% Psychology 3.00 0 0 0 -300.0% Public Management 0.25 0 0 0 100.0% Social Sciences 6.30 16.72 1.00 14.93 137.0% Total 10.55 16.72 3.00 14.93 41.5%

106 Distance Education

UNISA CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 3.50 3.00 4.00 4.50 28.6% Languages, Linguistics & Literature 66.03 66.94 74.98 86.58 31.1% Philosophy, Religion & Theology 132.93 123.75 115.21 143.37 7.8% Psychology 28.15 13.73 23.02 34.54 22.7% Public Management 14.86 16.66 19.66 40.97 175.7% Social Sciences 66.20 84.50 95.90 127.02 91.9% Total 311.67 308.58 332.77 436.98 40.2%

UoTs

Cape Peninsula University of Technology CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 1.00 1.00 2.00 1.83 83.0% Languages, Linguistics & Literature 0 2.50 3.00 1.17 117.0% Philosophy, Religion & Theology 0 0 0 0 0% Psychology 0 2.58 1.00 0 0% Public Management 0.33 2.67 1.00 0 -100.0% Social Sciences 8.33 10.99 10.50 4.50 -46.0% Total 9.66 19.74 17.50 7.50 -22.4%

Central University of Technology CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 0.50 0 0 0 -100.0% Languages, Linguistics & Literature 0 0 0 0 0% Philosophy, Religion & Theology 3.00 3.00 2.00 1.33 -55.6% Psychology 1.00 0 0.17 0 -100.0% Public Management 0 1.33 0 0 0% Social Sciences 0.33 0 0.66 0 -100.0% Total 4.83 4.33 2.83 1.33 -72.5%

Durban University of Technology CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 2.30 1.00 0.09 3.70 60.9% Languages, Linguistics & Literature 0 0 0 0 0% Philosophy, Religion & Theology 0 3.67 1.00 1.00 100.0% Psychology 3.00 0 0 0 -300.0% Public Management 0.50 8.00 2.00 7.29 1 358.0% Social Sciences 4.93 3.17 3.88 6.17 25.2% Total 10.73 15.84 6.97 18.16 69.2%

107 Mangosuthu University of Technology CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 0 0 0 0 0% Languages, Linguistics & Literature 0 0 0 1.50 150.0% Philosophy, Religion & Theology 0 0 0 0 0% Psychology 0 0 0 0 0% Public Management 0 2.00 13.00 1.50 100.0% Social Sciences 0 1.00 1.00 2.46 246.0% Total 0 3.00 14.00 5.46 546.0%

Tshwane University of Technology CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 7.00 7.33 8.00 10.73 53.3% Languages, Linguistics & Literature 1.00 2.83 1.00 0.17 -83.0% Philosophy, Religion & Theology 2.67 0 0 0 -100.0% Psychology 0.33 0.50 1.00 0.50 51.5% Public Management 6.55 4.50 7.50 8.50 29.8% Social Sciences 6.50 3.50 4.84 3.97 -38.95% Total 24.05 18.66 22.34 23.87 -0.7%

Vaal University of Technology

CESM 2010 2011 2012 2013 % Change Visual & Performing Arts 0 0.50 6.00 7.25 725.0% Languages, Linguistics & Literature 0 0 0 0 0% Philosophy, Religion & Theology 0 1.00 2.00 0 0% Psychology 1.00 0.50 0 1.00 0% Public Management 12.86 0 0.70 0.13 -99.0% Social Sciences 0 0 1.00 0 0% Total 13.86 2.00 9.70 8.38 -39.5%

108 References

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Centre for Research, Evaluation, Science and Technology (CREST). 2014b. Mapping Social Sciences Research in South Africa. Part 2: The Political Economy of Social Sciences Research in South Africa. Stellenbosch.

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