Assoc. Prof. Hamish Coates

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

Hamish Coates et al. — Thu, 19 May 2011 23:10:40 PDT

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.

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

Daniel Edwards et al. — Thu, 19 May 2011 23:10:38 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.

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 22:28:08 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.

The Real Academic Revolution

Hamish Bennett Coates — Thu, 02 Dec 2010 15:19:56 PST

Academic work and its associated profession make substantial contributions to the socio-economic development of Australia. But rarely is the work or the profession itself front-page news. This needs to change, partly because of the growing significance of academic work, and partly because of diverse pressures facing universities and its professional workforce. The growing significance of the academic profession is juxtaposed, almost in perfect counterpoint, by its shrinking capacity.

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

Daniel Edwards et al. — Sun, 10 Oct 2010 08:06:57 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. — Sun, 10 Oct 2010 08:06:57 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)

Engaging students for success

Hamish Bennett Coates — Sun, 10 Oct 2010 08:06:56 PDT

ACER produces AUSSE Institution Reports for participating universities, providing details about the responses from students in their institution and selected benchmark groups. These reports provide a basis for publication and presentation of analyses within higher education communities, at conferences, and in magazines and journals. ACER also produces this Australasian Student Engagement Report (ASER), a series of AUSSE Research Briefings, and a series of AUSSE Enhancement Guides. These public documents are intended to convey general results to wider audiences.

The Australian academic profession in 2007 : a first analysis of the survey results

Hamish Bennett Coates et al. — Sun, 10 Oct 2010 08:06:55 PDT

Graduate Course Experience 2009

Hamish Coates et al. — Thu, 23 Sep 2010 16:57:53 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.

VET Leadership for the Future: Contexts, characteristics and capabilities : research briefing.

Hamish Coates et al. — Wed, 15 Sep 2010 16:44:55 PDT

Key insights:

Leadership is about managing change and guiding growth in fluid environments.

Leadership requires a ‘change capable culture’ that gives space to lead.

VET needs strategies for managing the looming succession crisis.

Too little is known about leaders and their work.

Leaders’ roles and work focus are not clearly defined.

Markers of effective performance are not clearly defined and deployed.

Produce a framework of key capabilities and competencies.

Effective leadership education must be current and shaped by understanding of effective practice.

VET Leadership for the Future: Contexts, characteristics and capabilities

Hamish Coates et al. — Wed, 15 Sep 2010 16:44:54 PDT

This study examines leadership in Australia’s vocational education and training (VET) sector. VET leaders make a vital and growing contribution to learners, industry and society, yet research on their work is limited. This has direct implications for ensuring leadership is most effective, and for framing evidence-based capacity development. To assist the sector, and in particular the people who find themselves running large and complex training organisations, this study paints a picture of what VET leaders do, and of how they can do it best.

Evaluation of the Special Tertiary Admissions Test (STAT)

Hamish B. Coates et al. — Mon, 22 Mar 2010 16:14:17 PDT

This paper reports findings from the first national Australian study of the predictive validity of the Special Tertiary Admissions Test (STAT). Background on tertiary admissions procedures in Australia is presented, followed by information on STAT and the research methods. The results affirm that STAT, through the provision of baseline and objective data, offers a valid and efficient means for ensuring that people who are capable of success at university are able to gain admission. They affirm the importance of taking an evidence-based disciplinary perspective to university admissions. Implications for the development and use of the assessment are considered.

Refinement of the Learning and Teaching Performance Fund Adjustment Process

Gary Marks et al. — Thu, 18 Feb 2010 16:39:49 PST

Report for the Higher Education Division, Department of Education, Science and Technology.

Australia’s casual approach to its academic teaching worfkforce

Hamish B. Coates et al. — Wed, 03 Feb 2010 15:38:01 PST

Australian academics’ response to the Changing Academic Profession (CAP) survey indicates that they are among the least satisfied academics in the world. This dissatisfaction has been expressed after two decades of rapid growth in the student body and structural changes in the academic workforce, particularly an expansion in the amount of teaching provided by casual staff. The growth in casual staff numbers is a factor that has simultaneously created a precariously employed but cheaper and more flexible workforce along with higher levels of stress among the full-time teachers responsible for managing and supervising casual teachers. The academic profession has an important role to play in creating a highly educated workforce for Australia and in generating export income by teaching international students. Careful attention needs to be paid to this situation especially in light of the need to replenish the ageing academic workforce.

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. — Thu, 19 Nov 2009 20:30:33 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.

Enhancing international student engagement in Australian higher education - Evidence from the 2007 Australasian Survey of Student Engagement

Daniel Edwards et al. — Thu, 19 Nov 2009 20:30:32 PST

This analysis of data from the inaugural Australasian Survey of Student Engagement (AUSSE) sheds light on the engagement and experiences of undergraduate international students in Australia. This paper first examines the differences in individual characteristics of international and domestic students, and explores disparities in specific areas of course engagement and university experiences of international students when compared to their domestic classmates. The paper then focuses on the six scales of student engagement used in the AUSSE and shows that there are differences within the international student cohort depending on field of study, year level and family education history. It concludes by showing that when university engagement measures are examined in a multiple regression model, student characteristics other than international student status appear to have the most substantial impact on engagement.

The attractiveness of the Australian academic profession : a comparative analysis

Hamish Coates et al. — Tue, 29 Sep 2009 22:30:02 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.

Graduate course experience 2007 : the report of the course experience questionnaire

Daniel Edwards et al. — Wed, 29 Jul 2009 19:36:29 PDT

This report analyses the course experience perceptions of those graduates who completed the requirements for a coursework degree from an Australian higher education institution in 2006 and who responded to the 2007 Course Experience Questionnaire (CEQ). It is the fifteenth report in a series that began in 1993 but it may also be considered to be the sixth in a new series of reports on the expanded CEQ because the structure of the questionnaire since 2002 differs considerably from earlier versions. Several further revisions have been incorporated into this report, such as a greater emphasis on results pertaining to postgraduate coursework degrees.

Supply, Demand and Characteristics of the HDR Population in Australia

Daniel Edwards et al. — Wed, 22 Jul 2009 18:49:34 PDT

This research has been undertaken for the Department of Innovation, Industry, Science and Research by researchers from the Australian Council for Educational Research. It was conducted during May and June 2009. Its focus is on identifying the higher research degree (HDR) population in Australia, examining the characteristics of this population, and the levels of demand and supply for people with these qualifications now and into the future. This research also catalogues a number of existing data sources that can be utilised for research into this population and identifies key gaps in the current collections which inhibit some areas of analyses into this level of qualification. The HDR qualifications – the doctorate by research (or PhD) and the masters by research – provide important skills and knowledge that can be effectively used to build the innovation and research capacity of the Australian economy. As 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. The role of those with the skills and competencies provided through higher research degrees is therefore of increasing importance to the future development of the Australian economy.

Balancing act : challenges for educational leadership

Michelle Anderson et al. — Tue, 21 Jul 2009 21:09:57 PDT

Research carried out the University of Western Sydney and the Australian Council for Educational Research into leadership at the higher education level reveals the challenges faced by educational leaders. The study, 'Learning Leaders in Times of Change', surveyed higher educational leaders to explore the challenges they face in their roles and the capabilities involved in leadership of teaching and learning. The study lists a series of core recommendations - identified by the 513 leaders involved in the study and validated by an additional 600 higher educational leaders from Australia and across the world - designed both to help address the leadership succession and capabilities crises, and to secure the Australian education system during the challenging times that lie ahead. The next phase of 'Learning Leaders in Times of Change' project, building on the study results, is to develop an Online Leadership Learning System resource. [Author abstract, ed]