Dr. Daniel Edwards

Pathways through higher education – from admissions to graduate outcomes

Daniel Edwards — Wed, 15 Feb 2012 16:12:07 PST

The contribution and standards processes of private higher education providers

Daniel Edwards et al. — Wed, 15 Feb 2012 16:00:36 PST

This research project has been conducted by the Australian Council for Educational Research (ACER) for the Australian Council for Private Education and Training (ACPET). The main purpose of this work is to provide information about the standards processes and practices among private1 higher education providers (HEPs) in Australia. This project has used quantitative modelling to determine the size, diversity and recent growth of HEPs in Australia, and to provide a contextual base for this part of the sector in comparison with the public universities. A number of HEPs have also participated in consultations undertaken as part of this research. Participating providers were self-selecting, putting forward their interest in participating in the research following letters of invitation from ACPET. The consultations were designed to canvas the standards processes currently in place among Australian HEPs, and to collect information about good practice and areas for improvement in this regard. This report begins by broadly examining the contribution – both quantitative as well as substantive – of the HEPs in Australia. This is done by examining national data relating to the higher education sector and noting some of the educational features of this part of the sector that differentiate it from public higher education institutions. The report then examines the current standards processes within Australian private HEPs, drawing primarily on information gathered during consultations with participating providers.

International engagements: The characteristics of international students’ engagement with university

Daniel Edwards — Mon, 18 Jul 2011 19:26:06 PDT

The international student market is important and lucrative for Australian universities and the Australian economy in general. In 2006, nearly 15 per cent of all income of Australian tertiary providers was derived from international student fees, a total of $2.3 billion. This makes international education Australia’s largest service export and its third largest export industry overall. Between 2001 and 2006, enrolments of undergraduate international students in Australian universities increased 43.3 per cent. By comparison, the growth in enrolments of domestic undergraduate students in this time was much smaller at 1.7 per cent (DEST, 2001 - 2006). In 2006, 14.2 per cent of all undergraduate onshore university students in Australia were classified as ‘overseas’ or international students (DEST, 2006). The income from these students has helped universities to expand over this period, despite indications of a real term reduction in federal government investment in the sector. However, recent evidence indicates that yearly growth in this market is slowing. Figures from Australian Education International show that international enrolments grew by 5.6 per cent between 2005 and 2006, a considerably smaller rate of growth than that experienced between 2002 and 2003, when international student numbers increased by 17.2 per cent. It is unclear as to whether this trend will continue, but regardless of forecasted numbers, it is clearly important for universities to understand how the experiences of international students differ from domestic students and recognise areas in which engagement of this group could be enhanced. This is important so as to ensure that international students are well supported, motivated and challenged, and that they have successful outcomes. It is important in order to help maintain the important contribution of the international student market to the financial stability of institutions and the economic prosperity of Australia. To this end, this Australasian Survey of Student Engagement (AUSSE) Research Briefing provides research-based insights on the engagement of international students. It first examines the engagement of international students, focusing on this cohort as a whole, and on specific sub-groups. Using this foundation, it explores more detailed differences between the engagement of international and domestic students.

Regenerating the academic workforce: the careers, intentions and motivations of higher degree research students in Australia: findings of the National Research Student Survey (NRSS)

Daniel Edwards et al. — Mon, 18 Jul 2011 19:26:02 PDT

The main findings of this report are based on the outcomes from the National Research Student Survey (NRSS) conducted in June 2010 across 38 of the 39 universities in Australia. In total 11,710 Higher Degree by Research students (those enrolled in PhD and masters by research degrees, also referred to simply as ‘research students’ in this report) responded to the NRSS, providing a 25.5 per cent response rate across the country. These response numbers represent the largest collection of survey responses from research students ever undertaken in Australia. The report primarily explores the career intentions and motivations of these students. It provides particular emphasis on the interests of Higher Degree by Research (HDR) students (referred to in this report as ‘research students’) in following an academic career on completion of their degree and the support they have received in terms of preparation for university teaching during their candidature. In the context of growing student enrolments and the large numbers of predicted retirements associated with an ageing academic workforce there is a need to examine the career intentions of research students. This report explores the extent to which the current cohort of research students may be a source of replenishment for the academic profession in the context of an ageing academic workforce. It is important to remember that the traditional notion of an academic being someone who has made a linear transition from school to university, to a HDR and on to academia is outdated. Research students come to the HDR from a diverse variety of professional backgrounds and have equally diverse aspirations for their careers after gaining their qualification. Some research students m y already be working in universities in an academic capacity. Many intend to use their research degree as a springboard to a career outside of the university sector. Others undertake a research degree out of interest in the subject matter and simply for the pleasure of studying at an advanced level. Nevertheless, those research students who aspire to an academic career do represent an important source of future academics. The findings of this report raise a number of crucial issues relating to the research degree in Australian universities, the career aspirations of research students and potential issues for the future of the academic workforce over the coming decade.

Student Aptitude Test for Tertiary Admission (SATTA) Pilot Program: Evaluation Report for the Department of Education, Employment and Workplace Relations (DEEWR)

Hamish Bennett Coates et al. — Thu, 19 May 2011 23:35:16 PDT

Since 2007 the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) has funded the Student Aptitude Test for Tertiary Admission (SATTA) pilot program. SATTA involves the supply, management and evaluation of uniTEST, and the evaluation of the Special Tertiary Admissions Test (STAT). This report documents the evaluation phase of the program, focusing in particular on various aspects of uniTEST. Seven recommendations are made. Significant policy change is planned for Australian higher education over the next few years, with both government and institutions seeking new ways to make the system larger, more inclusive and more productive. In this context, it is vital to develop new transparent mechanisms for helping each student understand her or his potential and access the system. This report details how aptitude testing can play an important role. The evaluation was conducted between late 2007 and early 2010. The evaluation involved background planning and review, data specification and collection, psychometric and statistical analysis, widescale consultation, and documentation and reporting. While many aspects of the data collection and analysis were difficult and complex, the project remained on schedule and has delivered a number of formative insights and findings on aptitude testing in Australian higher education. The academic aptitude test, uniTEST, was developed jointly by ACER and Cambridge Assessment in the UK. Within the context of university selection, the purpose of uniTEST is to enhance the effectiveness of admissions processes as they attempt to select students with the ability to undertake tertiary education, despite discouraging or ambiguous achievement scores at the end of high school. uniTEST is administered by individual universities in association with ACER. Evaluating the criterion validity of uniTEST was an important part of the national SATTA pilot. This has involved an analysis of concurrent validity – exploring how uniTEST relates to Year 12 achievement – and predictive validity, analysis of the extent to which test results predict future university performance. uniTEST is a high-stakes test that affects the future of test takers, therefore, its capacity to operate as an effective selection mechanism is critical. The criterion validity of the instrument provides an index of the extent to which this is the case.

Monitoring the pathways and outcomes of people from disadvantaged backgrounds and graduate groups

Daniel Edwards et al. — Thu, 05 May 2011 23:57:00 PDT

The development of a strong and vibrant knowledge economy is linked directly to successful learning outcomes among university graduates. Building evidence-based insights on graduate outcomes plays a particularly important role in shaping planning and practice. To this end, this paper analyses some key findings from the Graduate Pathways Survey, the first national study in Australia of bachelor degree graduates' outcomes five years after course completion. It focuses on the outcomes of graduates from disadvantaged groups, people of particular significance in an expanding and increasingly important higher education system. After advancing the rational for this analysis, the paper sketches the overall research approach. The paper continues with an analysis of education and employment outcomes for the target groups, and concludes by summarising implications for building further research insights.

Monitoring risk and return: Critical insights into graduate coursework engagement and outcomes

Daniel Edwards — Thu, 05 May 2011 23:47:13 PDT

Coursework graduate courses have been a significant growth area over the last few decades and are of immense importance to Australian higher education. The knowledge and skills achieved through postgraduate study make a significant contribution to individuals and society. As such, securing timely and relevant insights into postgraduate coursework education is of enormous importance. To that end, this briefing paper highlights a number of key findings from the 2010 Postgraduate Survey of Student Engagement (POSSE).

The Nature of Supply

Daniel Edwards — Thu, 05 May 2011 23:41:33 PDT

To PhD or not to PhD?

Daniel Edwards — Thu, 05 May 2011 23:36:41 PDT

Research degrees, particularly the PhD, are seen as an important stepping stone into a research career, particularly in the sciences where chemistry is no exception. However, as part of any contemplation about undertaking a PhD, prospective students should keep in mind the sort of career, types of future research and location of the work they might be hoping to pursue. A research project by the Australian Council for Educational Research (ACER) for the Federal Department of Education, Employment and Workplace Relations (DEEWR) provides some important insights into the supply and demand for research positions in science in Australia.

The Graduate Pathways Survey: New Insights on Education and Employment Outcomes Five Years after Bachelor Degree Completion

Hamish Coates et al. — Sun, 16 Jan 2011 21:52:55 PST

The development of a strong and vibrant knowledge-based economy is linked in direct ways with successful graduate outcomes. Building evidence-based insights on such outcomes plays an important role in shaping planning and practice. With this broad objective in mind, this article analyses findings from the Graduate Pathways Survey, the first national study in Australia of bachelor degree graduate outcomes five years after course completion. It begins by discussing key rationales and research contexts to position the study internationally and in terms of research on graduate careers, quality assurance and planning. Focus is then turned to highlighting findings from the study, which involved a census of graduates from all Australian universities. It looks at graduates’ perceptions of their degree and of its relevance to their work, their pathways into study and work and their salaries and satisfaction with their jobs. The article concludes by discussing the contribution of the findings for understanding graduates’ work and development, and for enhancing higher education quality and planning.

Forecasting university enrolment and completion numbers for Victoria

Daniel Edwards — Mon, 04 Oct 2010 20:10:12 PDT

This report is a culmination of the research and projection work previously completed for the Victorian Higher Education Expert Panel by ACER. The current report examines the components that will contribute to the higher education attainment numbers forecast for Victoria. Specifically, it looks at two main components; Victorian university graduates (with sub-components comprising domestic and international students) and university qualified people who obtained their degree outside of Australia. The estimates pertaining to Victorian university graduates have been converted into forecasts of commencement and completion numbers deemed necessary to meet the national attainment target by 2025. Detail about the Expert Panel and the Tertiary Education Plan can be found at the following link: http://www.skills.vic.gov.au/corporate/providers/universities/victorias-plan-for-tertiary-education#research

International students’ engagement with effective educational practices : a cross-national comparison

Daniel Edwards et al. — Mon, 04 Oct 2010 20:10:11 PDT

International students in USA universities have higher levels of engagement with their institution when compared to international students enrolled in Australasian universities.

❚ The largest difference between USA and Australian international students was related to student and staff interactions.

❚ The growth in engagement with their institution between first and later year students among the international cohort is more prominent among those enrolled in USA than those in Australia or New Zealand.

❚ Among Australasian higher education students the international student group on average have higher levels of engagement than domestic students.

❚ When compared cross-nationally, the engagement score difference between international students in Australasia and international in the USA is larger than the gap between domestic students from these countries. In a global context, there is room for improvement in the engagement of international students in Australia and New Zealand.

Engaging College Communities: The impact of residential colleges in Australian higher education

Hamish Bennett Coates et al. — Mon, 04 Oct 2010 20:10:10 PDT

This briefing affirms that residential colleges make a significant contribution to higher education in Australia. Colleges have been part of university life in this country for over 150 years, with the first college being founded in 1856, just six years after the foundation of University of Sydney. Collegiate education is growing today. Colleges are strengthening their links with academic and professional communities. The Association of Heads of Australian University Colleges and Halls Inc (AHAUCHI) provides national leadership. Markwell (2007) has explored the contributions made by colleges to excellence and equity in Australian higher education. Recent educational redesigns hint that the renaissance of residential life underway in the USA and UK is taking shape in Australia. (AUSSE Research Briefing Volume 4)

The Australian university experience - what we know (and what we don't)

Daniel Edwards — Wed, 29 Sep 2010 20:36:20 PDT

Graduate Course Experience 2009

Hamish Coates et al. — Thu, 23 Sep 2010 16:57:45 PDT

Graduate Course Experience is an annual survey about the attitudes of graduates towards their courses and the skills they acquired while undertaking tertiary education. Once again, universities throughout the country participate in the survey.

The future of the research workforce: estimating demand for PhDs in Australia

Daniel Edwards — Mon, 22 Mar 2010 16:08:30 PDT

s the developed world becomes more reliant on knowledge as a vital part of economic growth and development, the importance of highly skilled workers who can create, disseminate and use new knowledge becomes integral. Within Australia, recent policies relating to higher education and research have prompted new thinking about the extent to which the research training in Australia is able to facilitate growth, given the economy's current reliance on natural resources is unsustainable (Cutler, 2008). This paper draws on work undertaken for the Australian Department of Innovation, Industry, Science and Research specified to examine issues relating to the research workforce. It focuses on estimating the extent of workforce demand for the PhD in Australia between now and 2020. The research presented here is intended to stimulate further thought and research about these issues and the extent to which policy can be created to facilitate the sustainable growth of Australia's knowledge economy.

The 2008 graduate pathways survey : graduates education and employment outcomes five years after completion of a bachelor degree at an Australian university

Hamish Coates et al. — Sun, 22 Nov 2009 04:12:34 PST

This report presents findings from the first national study in Australia of bachelor degree graduates five years after degree completion. It details the design, development, implementation and outcomes of the Graduate Pathways Survey (GPS). Findings from the 2008 GPS are wide ranging. They must be read within the context of the project's methodology which is detailed in Appendix B, but it is clear that the findings have the capacity to shape university education and the development of Australia's economy and professional workforce. Findings from the 2008 Graduate Pathways Survey are of interest to a wide range of audiences. Potential university learners need timely and relevant information they can use to inform study and hence career choices. Ensuring that recent graduates are aware of work options and career pathways is important for them as individuals and for the Australian economy more generally. Graduate employers can make more informed recruitment and professional learning decisions given further information on medium-term graduate experiences. It is important, in turn, that careers and other advisors at institutions are well informed about the contexts and opportunities that shape graduates' employment trajectories. With greater insight into learners backgrounds, experiences and outcomes, university teachers, managers and leaders can redesign and enhance programs and student supports. The findings provide government with information on the economic and social contributions made by institutions and graduates.

Supply issues for science academics in Australia: now and in the future

Daniel Edwards et al. — Sun, 08 Nov 2009 20:21:14 PST

Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively by Hugo (2008). This paper investigates issues with demographic change and other key

factors related to the desirability of a science or mathematics academic career within

Australian universities. It draws on the findings of a research project undertaken in 2008

for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science academics in

Australia are a threat to the long-term sustainability of science faculties in Australian universities.

DOI 10.1007/s10734-009-9283-0

The attractiveness of the Australian academic profession : a comparative analysis

Hamish Coates et al. — Tue, 29 Sep 2009 22:30:40 PDT

This briefing provides an analysis of challenges facing the sustainability and development of the academic workforce in Australia. It draws together insights from national statistics collections and a number of recent studies, sheds light on current characteristics of the academic profession, and identifies key problem areas. From a review of the evidence, we argue that now is the time for both policy action at the national and institutional level to address these problems, and for further research that can inform workforce planning and development in the years to come.

Issues Facing Scientific Research Employment in Australia

Daniel Edwards — Sun, 20 Sep 2009 23:02:46 PDT

Do higher research qualifications help or hinder job seekers? A recent ACER research project sought Australian labour market expectations and impressions from employers and prospective employees.