Abstract
The analysis of throughput rates involves the calculation of how many students in a given cohort completed their degrees and graduated within the stipulated time, how many dropped out, and how many took longer than the stipulated time to graduate. In the University of Johannesburg throughput is calculated as the number of students who graduated in a given cohort over the number of students enrolled. It is disheartening to realise that some students lend up out of university for a number of reasons and this contributes to the throughput rate calculation. Scott et al. (2007) suggests that a lack of academic 'preparedness', in terms of both social class and the high school curriculum is one of the reasons why students fail to or take longer to master degree requirements. While the study done in 2010 by the Council on Higher Education, Higher Education Monitor on access, retention and throughput, reports amongst others that lecturers’ pedagogical resources and the institutional environment are factors that contribute to students’ success or failure in a university. Some students have financial pressures that oblige them to work while they study or take breaks between years to earn, which delays their progress in the university. According to skillsportal South Africa there has been misalignments between institutions teaching style and students’ learning styles which is believed to have a direct impact on throughput rates. This paper reports on the throughput rate of Mining Engineering students in the University of Johannesburg with a particular focus on the 2009 to 2013 cohorts. The paper delves into the causes of some students in Mining Engineering National Diploma failing to complete their diploma requirements. The paper should inform students, their families, academics, higher education institutions as well as the government as the main funder of higher education.