Methodology
Introduction
Most of the statistical data displayed on this website has been in the public domain for many years. However, the information was split across multiple sources, making it difficult to obtain a clear picture of the features of each higher education provider. The MyUniversity website brings this data together in a format that makes it easy for potential students, parents and career counsellors to obtain a clear picture of the features offered by each provider. The data sources for this website are discussed in detail below:
- Higher Education Student Data Collection
- Higher Education Staff Data Collection
- University Applications and Offers Data Collection
- University Teaching Awards
- Course Information
- Graduate Careers Australia
An explanation of how the data is structured and the year obtained is listed under the Key concepts section.
Higher Education Information Management System (HEIMS)
All data on the website is submitted to the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education via the Higher Education Information Management System (HEIMS). The higher education providers listed under the University Search and Postgraduate Research tabs on this website are required under section 19-70 of the Higher Education Support Act 2003 to provide the Minister with information related to the Higher Education Student Data Collection, Higher Education Staff Data Collection, and University Applications and Offers Data Collection.
1. Higher Education Student Data Collection
The Higher Education Student Data Collection encompasses enrolments, equivalent full time student load (unit of study data) and completions, and is reported by all higher education providers approved by the Higher Education Support Act 2003. Data from the collections are published in the Statistics Publications (link opens new window) section of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education website.
Details of the data elements reported by higher education providers are published in the Higher Education Student Data Collection (link opens new window) section of the Department of Education, Employment and Workplace Relations’ HEIMSHELP website.
Data reported from the student collection include key elements such as:
- course information including level, field of education and special course flag
- age (date of birth)
- gender
- citizenship
- Aboriginal and Torres Strait Islander indicator
- location of term residence
- location of permanent home residence
- basis for admission to course
- type of attendance (full time / part time)
- mode of attendance (internal, external, multi-modal)
- country of birth
- language spoken at home
- year of arrival in Australia
- tertiary entrance score
- equity data (disability, low socioeconomic status, non-English speaking background, women in non-traditional areas, regional/remote)
- highest educational attainment prior to commencement
- award course completions
The measures on this website relating to the Higher Education Student Data Collection are described below.
| Student demographics | The entire student population is included regardless of course level, type or fee-paying status. For all years, the Australian Defence Force Academy (ADFA) students are included in the University of New South Wales and the Australian Maritime College (AMC) students are included in the University of Tasmania. The total number of students includes all domestic and overseas students in undergraduate or postgraduate courses. The number of male students includes domestic and overseas students in undergraduate or postgraduate courses. It is calculated as a percentage of all students. The number of female students includes domestic and overseas students in undergraduate or postgraduate courses. It is calculated as a percentage of all students. Domestic students include Australian and New Zealand citizens, students with permanent humanitarian visas and students with other permanent visas. It is calculated as a percentage of all students. Overseas students include all students at an institution that are not domestic students. It is calculated as a percentage of all students. Indigenous students includes all students of Aboriginal and/or Torres Strait Islander descent who identify themselves as an Aboriginal and/or Torres Strait Islander and are accepted as such by the community in which they live. It is calculated as a percentage of all domestic students with a permanent home address in Australia. The indicator of students from low socioeconomic backgrounds is based on the department’s interim indicator of socioeconomic status (SES).
For each university, the CD component is assigned a weight of 2/3 and the Centrelink payments component a weight of 1/3. The low SES interim indicator is only calculated for domestic undergraduate students enrolled in Table A universities. The percentage of regional/remote students is derived from the number of students in regional/remote areas as a percentage of all domestic students with a permanent home address in Australia. The students’ postcode of permanent home residence is mapped to regional/remote categories using the Ministerial Council of Tertiary Education and Employment (MCTEE) (formerly MCEETYA) classification. The MCTEE codes are derived from the Australian Standard Geographical Classification. It includes domestic students with a permanent home residence in Australia only. The percentage of non-English speaking background students (NESB) is derived as the number of students from non-English speaking backgrounds as a percentage of all domestic students with a permanent home address in Australia. A student is classified as coming from a non-English speaking background if they are a domestic student who arrived in Australia less than 10 years prior to the year in which the data were collected, and who comes from a home where a language other than English is spoken. |
| Other Institutional Level Data | The main criterion used by universities or higher education providers in granting a student admission to the current course, OR an offer/admission to an applicant in a course is listed below. These terms describe the different basis of admission categories:
The student to staff ratio is discussed in the Higher Education Staff Collection section. |
| Subject Area Level Data | Attrition rate (domestic): Attrition rate is defined for commencing domestic undergraduate students. It is the number of students in year (x) who neither complete nor return to study in the following year (x + 1) as a percentage of all commencing domestic undergraduate students. The attrition rate displayed on the website does not include students who move to another university. Attrition rate (international): Attrition rate is defined for commencing international undergraduate students. It is the number of students in year (x) who neither complete nor return to study in the following year (x + 1) as a percentage of all commencing international undergraduate students. The attrition rate displayed on the website does not include students who move to another university. Adjusted attrition rate: Adjusted attrition rate is defined for commencing domestic undergraduate students. It is the number of students in year (x) who neither complete nor return to study in the following year (x + 1) as a percentage of all commencing domestic undergraduate students taking into account students who move to another university. Retention rate (domestic): Retention rate is defined for the number of domestic students who undertook an undergraduate course in year(x) and continue studying in year (x+1) as a proportion of all domestic students who undertook an undergraduate course in year(x) and did not complete a course in year(x). The retention rate displayed on the website does not include students who move to another university. Retention rate (international): Retention rate is defined for the number of international students who undertook an undergraduate course in year(x) and continue studying in year (x+1) as a proportion of all international students who undertook an undergraduate course in year(x) and did not complete a course in year(x). The retention rate displayed on the website does not include students who move to another university. Adjusted retention rate: Adjusted retention rate is defined for the number of domestic students who undertook an undergraduate course in year(x) and continue studying in year (x+1) as a proportion of all domestic students who undertook an undergraduate course in year(x) and did not complete a course in year(x) taking into account students moving to another university. The number of completing students is the number of domestic students who have successfully completed all the academic requirements of a course. Where a combined course automatically leads to two separate awards, a course completion only occurs when the requirements of both awards have been satisfied. A successful completion includes any required attendance, assignments, examinations, assessments, dissertations, practical experience and work experience in industry. The conferring of the award for a course is not synonymous with and should not be substituted for ‘course completion’, as some students may have completed all the academic requirements of the course but not have received the award. The number of commencing students is the number of students enrolled in a course for the first time at a university or other higher education provider. |
| Postgraduate Research Students | A postgraduate research student is a student undertaking a research doctorate (PhD) or research masters (masters) course for which at least two-thirds of the student load for the course is required as research. For the MyUniversity website, higher degree by research (HDR) students have been classified into the following categories:
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| General terminology | Attendance is classified by the higher education provider as being full time or part time. This is based on the equivalent full time student load (EFTSL) for the student aggregated across all units of study (including work experience in industry units) for all courses being undertaken by the student in the reporting year. Full time - Student load aggregated for all the courses being undertaken by the student in the reporting year is 0.75 of an EFTSL or more. Mode of attendance can be categorised as follows: Internal
External
Multi-modal
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2. Higher Education Staff Data Collection
The Higher Education Staff Data Collection includes information on the numbers and full time equivalence of staff. It is reported by Table A and B providers and Avondale College. Data from the collections is published in the Statistics Publications (link opens new window) section of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education website.
Details of the data elements reported by higher education providers are published in the Higher Education Staff Data Collection (link opens new window) section of the Department of Education, Employment and Workplace Relations’ HEIMSHELP website.
Data reported from the staff collection includes key elements such as:
- work contract
- current duties classification
- function (teaching, research, teaching and research, other)
- gender
- Aboriginal and Torres Strait Islander indicator
- highest qualification
- academic organisational unit.
In 2012, the department consulted with the sector and conducted a review of the Staff Data Collection. The review considered a range of issues, including the staff data used in the calculation of the student to staff ratio. For further information, see the Higher Education Staff Data Review (link opens new window) section of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education website.
The measures on this website relating to the Higher Education Staff Data Collection are described below.
| General terminology | The student to staff ratio is the equivalent full time number of students (numerator) divided by the equivalent full time number of staff (denominator). It is not equivalent to class size. The numerator and denominator are described as below: Numerator: students The number of students is based on the equivalent full time student load (EFTSL) value. The EFTSL indicates the notional proportion of the workload which would be applicable to a standard annual program for a student undertaking a full year of study of a particular course. This excludes offshore students and work experience in industry. The reporting period for the data is a calendar year (1 January to 31 December); this is irrespective of whether or not providers have two or three semesters per calendar year. Denominator: staff The number of academic staff is based on full time equivalence and includes full time, fractional full time and actual casual staff. This excludes estimated casual staff, TAFE work sector, non-academic organisational units, offshore staff and non-teaching staff. The academic staff qualifications do not include casual staff numbers and are calculated as follows:
The staff job title data has the following levels and does not include casual staff:
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| Work Contract | Percentage of full time staff (full time equivalence, FTE)
Percentage of part time staff (full time equivalence, FTE)
Percentage of actual casual staff (full time equivalence, FTE)
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See HEIMSHELP (link opens new window) for further information.
3. University Applications and Offers Data Collection
Each year the department collects data on the number of applications for Commonwealth supported undergraduate study at university, the number of offers received and the number of offers accepted. Details of the data elements reported by higher education providers are published in the University Applications and Offers Data Collection (link opens new window) section of the Department of Education, Employment and Workplace Relations’ HEIMSHELP website.
The data covers the main annual university admissions process (for first semester admissions) that runs from August to May each year. For 2008 and 2009, data was collected from Tertiary Admissions Centres. From 2010 onwards, in addition to this data, information is available for applications submitted directly to universities. On average, Tertiary Admissions Centres process around 80 per cent of applications with the remaining applications being made directly to universities. An applicant can make applications to more than one Tertiary Admissions Centre or apply directly to universities. The data reports on the count of individual applicants.
Data from this collection are published in the Undergraduate Applications Offers and Acceptances Reports (link opens new window) section of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education website.
The Applications and Offers Data Collection includes:
- applications made to state Tertiary Admissions Centres and applications made directly to universities
- applications and offers tables cover applications and offers for domestic, undergraduate, Commonwealth supported university places in the first semester of the academic year
- the reference year is the calendar year the courses, to which the applications are made, commence. For example, the reference year would be 2012 for applications made in 2011 for study in courses commencing in the first semester of 2012
- the first semester admission process runs from August the year prior to the reporting year to May of the reporting year
- around 80 per cent of applications are made to Tertiary Admissions Centres, with the remainder being made directly to universities
- an applicant may apply to more than one Tertiary Admissions Centre (or university) and therefore can receive more than one offer
- offers are made by Tertiary Admissions Centres or by universities in the case of direct applications.
4. University Teaching Awards
The Learning and Teaching Citations recognise and reward the diverse contribution that individuals and teams make to the quality of student learning. Citations are awarded to academic, general and sessional staff, and institutional associates, who have made significant contributions to student learning in a specific area of responsibility over a sustained period.
There are no specified categories for Citations other than the Early Career category. A concise Citation is used to describe the distinctive contribution of recipients. Each Citation is unique and reflects the diversity of ways in which university staff and associates contribute to learning and teaching in higher education. Information on individual citations is available at the Office for Learning and Teaching (link opens new window) website.
Citations were first awarded in 2006. A number of non-university higher education providers are eligible for citations and therefore the data on this website does not reflect the total number of citations awarded in any one year.
The Australian awards for university teaching is comprised of the following awards types:
- Awards for Teaching Excellence - Teaching Awards give recognition to teachers (individuals and teams) renowned for the excellence of their teaching, who have outstanding presentation skills and who have made a broad and deep contribution to enhancing the quality of learning and teaching in higher education.
- Awards for Programs that Enhance Learning – Program Awards recognise learning and teaching support programs and services that make an outstanding contribution to the quality of student learning and the quality of the student experience of higher education. The programs and services that receive Program Awards must have demonstrated their effectiveness through rigorous evaluation and will set benchmarks for similar activities in other institutions. Teaching Awards celebrate a group of the nation’s most outstanding university teachers in their fields.
Details of awards are available at the Office for Learning and Teaching (link opens new window) website. Awards for Teaching Excellence and Awards for Programs that Enhance Learning were first awarded in 2006. A number of non-university higher education providers are eligible for awards and therefore the data on this website does not reflect the total number of awards in any one year.
5. Course Information
Information under the Course Search is loaded into HEIMS by each higher education provider. The measures on this website relating to Course Search are:
ATAR score
All Australian states and territories (except Queensland) use a common index called the Australian Tertiary Admission Rank (ATAR) to measure student achievement. The Australian Tertiary Admission Rank (ATAR) is a number (not a mark) that indicates a student’s position in relation to their Year 7 cohort, including students who did not complete Year 12. The ATAR is reported as a number between 0.00 and 99.95 with increments of 0.05. The ATAR allows the comparison of students who have completed different combinations of subjects. The ATAR is calculated solely for use by higher education institutions, either on its own or in conjunction with other selection criteria, to rank and select school leavers for admission to tertiary courses.
Overall Position (OP) score
The OP score indicates a student’s state-wide rank and is only used in Queensland for admission to tertiary courses. There are 25 OP bands from 1 (highest) to 25 (lowest).
Cut-off score
Cut-off scores from the previous year are provided as a guide to course entrance and will vary each year according to demand for places. The entry cut-off reported is the published lowest entry cut-off for the previous year’s Year 12 students who received an offer of a Commonwealth supported or domestic fee-paying place in the course, through standard admission, in the main round of admission for the current academic year, where academic qualifications were the sole criterion for offer of a domestic fee-paying place (except for school subject prerequisites).
Higher education providers provide entry cut-off information according to the postcode location of the campus. Queensland higher education providers may provide an entry cut-off value for this field. In cases where there is direct entry or no Tertiary Admissions Centre is involved in the admission process, higher education providers provide the equivalent main round entry cut-off for the course.
Eligibility score
The eligibility score is determined by the institution and is the lowest score at which any student, whether Commonwealth supported or domestic fee-paying, is eligible for consideration for the course, excluding special entry. Higher education providers must provide eligibility score information for their campus according to the postcode location of the campus.
Course fee
The course fee is an indicative tuition fee for a domestic fee-paying place. This provides the projected average cost of a course based on the tuition fee for a full time student load (1 EFTSL) for a first year student. For universities that offer intensive or accelerated learning programs, the course fee can change.
Course duration
The duration of a course is the total Equivalent Full Time Study Loads (EFTSLs). For universities that offer intensive or accelerated learning programs, the duration of the course of study can be reduced.
6. Graduate Careers Australia
Graduate Careers Australia is a research-based organisation that conducts surveys to produce a range of graduate-related publications. The MyUniversity website uses data from two of these surveys i.e. Graduate Destinations Survey and the Course Experience Questionnaire. These are discussed in detail below.
1. Graduate Destination Survey (GDS)
The Australian Government funds the Graduate Destination Survey with significant in-kind contributions by institutions. The survey is completed by graduates four months after completion of their courses. It provides information on the proportion of graduates in full time employment (including industry, occupation and salary level) and full time study (including level and field) from each institution. For more information, visit the Graduate Careers Australia (link opens new window) website.
The results report on domestic graduates who have completed an undergraduate course four months prior to the survey.
- The response to the survey is only valid if the graduate themselves has completed the survey.
- The employment status indicator reports on graduates who are in full time employment as a proportion of those available to work full time.
- The full time study indicator is the proportion of graduates who are studying full time as a proportion of all bachelor degree graduates.
- The Graduate Destination Survey information should be used with some caution, as there are a number of issues that influence the results. The GDS is a section of the Australian Graduate Survey that is conducted annually by Graduate Careers Australia. The survey is sent to all graduates and has an approximate response rate of 56 per cent. The response rate varies by institution. The information provided is considered an estimate rather than an absolute descriptor.
- The estimates are from a survey, so the true value may differ. The reliability depends on the estimate size and the number of graduates the estimate is based on.
The measures on this website using results from the Graduate Destination Survey relate to students who have completed their bachelor course. The data used in the calculation of these measures is restricted to Australian residents and excludes questionnaires completed by relatives or from administrative data. The measures are described below.
The percentage graduates in full time employment provides the proportion of Australian bachelor graduates who completed their degree and who were in full time employment as a percentage of those who were available for full time employment. The true value may differ from the estimates provided on the website, as the latter are based on a survey and are subject to sampling variability. The reliability of the estimates provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will give consideration to showing confidence intervals / standard errors associated with estimates. Note that this data displayed on the MyUniversity website differs from that published by Graduate Careers Australia in that it includes all external students and is not restricted to those under 25 years old seeking their first full time employment.
The percentage graduates in full time study provides the proportion of Australian bachelor graduates who completed their degree, proceeding to full time study. The true value may differ from the estimates provided on the website, as the latter are based on a survey and are subject to sampling variability. The reliability of the estimates provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will show confidence intervals / standard errors associated with estimates.
The median graduate salary provides the median salary level of Australian bachelor graduates who completed their degree and who were in full time employment. The true value may differ from the estimates provided on the website, as the latter are based on a survey and are subject to sampling variability. The reliability of the median graduate salary provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will give consideration to showing confidence intervals / standard errors associated with estimates. Note that the data displayed on the website differs from that published by Graduate Careers Australia in that it includes all external students and is not restricted to those under 25 years old seeking their first full time employment.
2. Course Experience Questionnaire (CEQ)
This student survey is disseminated by Graduate Careers Australia and is a valuable source of information on student perceptions of their experiences at university. It is attached to the Graduate Destinations Survey as part of the Australian Graduate Survey. The Commonwealth funds the annual undergraduate Course Experience Questionnaire.
The Course Experience Questionnaire is completed by graduates four months after completion of their courses and covers the attitudes of graduates towards their courses and the skills they acquired while undertaking tertiary education. The survey asks graduates to nominate their level of satisfaction with a range of statements relating to their course experience using a five-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’. The CEQ currently covers the following facets of the undergraduate experience:
- good teaching
- generic skills
- overall satisfaction
- goals and standards
- workload
- assessment.
For more information, visit the Graduate Careers Australia (link opens new window) website.
The measures on this website using results from the Course Experience Questionnaire relate to students who have completed a bachelor course. The data used in the calculation of these measures includes both domestic and international students. The measures are described below.
The student’s Overall Satisfaction Rate (OSI) provides the proportion of bachelor graduates who completed their degree and were satisfied with the overall quality of their course. The true value may differ from the estimates provided on the website, as the latter are based on a survey and are subject to sampling variability. The reliability of the estimates provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will show confidence intervals / standard errors associated with estimates. This data includes responses from both domestic and international graduates. The MyUniversity website will report graduates responding 4 or 5 (on a five-point satisfaction scale). This differs from the data published by Graduate Careers Australia which includes responses of 3, 4 or 5.
The performance on the Good Teaching Scale (GTS) is a measure of the level of satisfaction with good teaching among bachelor graduates who have completed their degree. For graduates who responded to at least four of the six good teaching items, it is the proportion of students that had an average of 4 (agreed) or 5 (strongly agreed) for the items they responded to. The true value may differ from the estimates provided on the website, as the latter are based on a survey and are subject to sampling variability. The reliability of the estimates provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will show confidence intervals / standard errors associated with estimates. This data includes responses from both domestic and international graduates.
The six good teaching items are:
- Question 1: The staff put a lot of time into commenting on my work.
- Question 3: The teaching staff normally gave me helpful feedback on how I was going.
- Question 10: The teaching staff of this course motivated me to do my best work.
- Question 15: My lecturers were extremely good at explaining things.
- Question 16: The teaching staff worked hard to make their subjects interesting.
- Question 27: The staff made a real effort to understand difficulties I might be having with my work.
The performance on the Generic Skills Scale (GSS) is a measure of the level of satisfaction with generic skills acquired among bachelor graduates who completed their degree. For graduates who responded to at least four of the six generic skills items, it is the proportion of students that had an average of 4 (agreed) or 5 (strongly agreed) for the items they responded to. The true value may differ from the estimates provided on the website as the latter are based on a survey and are subject to sampling variability. The reliability of the estimates provided on the website depends on the estimate size and the number of graduates the estimate is based on. Future editions of the MyUniversity website will show confidence intervals/standard errors associated with estimates. This data includes responses from both domestic and international graduates.
The six generic skills items are:
- Question 6: The course helped me develop my ability as a team member.
- Question 14: The course sharpened my analytic skills.
- Question 23: The course developed my problem-solving skills.
- Question 32: The course improved my skills in written communications.
- Question 42: As a result of my course, I feel confident about tackling unfamiliar problems.
- Question 43: My course helped me to develop the ability to plan my own work.
Key concepts
In this section we examine the following concepts:
(a) the three different data levels
The MyUniversity website will display data at three different levels i.e. institution, subject area or broad field of education.
Institution - Institutional level includes data such as: total number of students, percentage male and female students etc. In general, the data will not have been grouped according to the courses those students are studying.
Subject Area - The field of education classification is used to describe higher education courses, specialisations and units of study with the same or similar vocational emphasis. The classification provides a hierarchical structure with groupings at three levels:
- Level I: 12 broad fields of education (2 digit code)
- Level II: 83 narrow fields of education (4 digit code including the relevant Level I code)
- Level III: 439 detailed fields of education (6 digit code including the relevant Level I and Level II codes)
The 45 different subject areas presented on the MyUniversity website have been compiled based on the fields of education shown below.
| Code | Subject area name | Field of education |
|---|---|---|
| 01 | Natural & Physical Sciences | 0103 (Physics and Astronomy), 0105 (Chemical Sciences), 0107 (Earth Sciences), 010000, 019900, 019999 |
| 02 | Mathematics | 0101 |
| 03 | Biological Sciences | 0109 |
| 04 | Medical Sciences & Technology | 019901 - 019909 |
| 05 | Computing & Information Systems | 0201 (Computer Science), 0203 (Information Systems), 0299 (Other IT), 020000 |
| 06 | Engineering - Other | 0301 (Manufacturing Engineering), 0305 (Automotive Engineering) ,0311 (Geomatic Engineering - includes Surveying), 0399 (Other), 0317 (Maritime Eng & Technology), 030000 |
| 07 | Engineering - Process & Resources | 0303 (Includes Chemical Engineering, Mining Engineering, Materials Engineering, Food Processing Technology, Process & Resources Eng. n.e.c.) |
| 08 | Engineering - Mechanical | 0307 |
| 09 | Engineering - Civil | 0309 |
| 10 | Engineering - Electrical & Electronic | 0313 |
| 11 | Engineering - Aerospace | 0315 |
| 12 | Architecture & Urban Environments | 0401, 040000 |
| 13 | Building & Construction | 0403 |
| 14 | Agriculture & Forestry | 0501 (Agriculture), 0503 (Horticulture and Viticulture), 0505 (Forestry Studies), 0507 (Fisheries Studies), 0599 (Other), 050000 |
| 15 | Environmental Studies | 0509 |
| 16 | Health Services & Support | 0609 (Optical Science), 0615 (Radiography), 061700 (Rehabilitation Therapies), 061705-061799 (Chiropractic & Osteopathy - Rehabilitation Therapies n.e.c.) 0619 (Complementary Therapies), 0699 (Other), 060000 |
| 17 | Public Health | 0613 (Public Health) |
| 18 | Medicine | 0601 |
| 19 | Nursing | 0603 |
| 20 | Pharmacy | 0605 |
| 21 | Dentistry | 0607 |
| 22 | Veterinary Science | 0611 |
| 23 | Physiotherapy | 61701 |
| 24 | Occupational Therapy | 6073 |
| 25 | Teacher Education - Other | 070107-070199 (Teacher-Librarianship through to Teacher Education n.e.c.), 0703 (Curriculum and Education Studies), 0799 (Other), 070100, 070000 |
| 26 | Teacher Education - Early Childhood | 70101 |
| 27 | Teacher Education - Primary & Secondary | 70113 |
| 28 | Accounting | 0801 |
| 29 | Business Management | 0803 (Business & Management) |
| 30 | Sales & Marketing | 0805 (Sales & Marketing) |
| 31 | Management & Commerce - Other | 0809 (Office Studies), 0899 (Other Management & Commerce), 080000 |
| 32 | Banking & Finance | 0811 (Banking & Finance) |
| 33 | Political Science | 0901 (Political Science and Policy Studies) |
| 34 | Humanities inc History & Geography | 090300 (Studies in Human Society), 090301 (Sociology), 090303 (Anthropology), 090305 (History), 090307 (Archaeology), 090309 (Geography), 090311 (Indigenous Studies), 090313 (Gender Specific Studies), 090399 (Studies in Human Society n.e.c.), 0999 (Other), 0913 (Librarianship, Information Management and Curatorial Studies), 0917 (Philosophy and Religious Studies), 090000 |
| 35 | Language & Literature | 0915 (Language and Literature) |
| 36 | Social Work | 0905 (Includes Social Work and Counselling) |
| 37 | Psychology | 0907 (Includes Psychology and Behavioural Science) |
| 38 | Law | 0909 |
| 39 | Justice Studies & Policing | 0911 |
| 40 | Economics | 0919 |
| 41 | Sport & Recreation | 092100 (Sport and Recreation), 092101 (Sport and Recreation Activities), 092103 (Sports Coaching), 092199 (Sport and Recreation n.e.c.) |
| 42 | Art & Design | 1003 (Visual Arts & Crafts), 1005 (Graphic & Design Studies), 1099 (Other Creative Arts), 100000 |
| 43 | Music & Performing Arts | 1001 (Includes Music, Dance & Theatre Studies, Dance, Performing Arts n.e.c.) |
| 44 | Communication, Media & Journalism | 1007 (Includes Journalism) |
| 45 | Tourism, Hospitality & Personal Services | 1101 (Food & Hospitality) and 1103 (Personal Services), 0807 (Tourism), 110000 1201 (General Education Programmes), 1203 (Social Skills Programmes), 1205 (Employment Skills Programmes), 1299 (Other Mixed Field Programmes), 120000 |
Broad field of education
Under the Postgraduate Research tab, users will be able to filter information using the following 10 broad fields of education codes. Note that this is similar to the subject area; however, the data is grouped only at the highest level i.e. 2 digit code.
| Code | Subject Area Name | Field of Education |
|---|---|---|
| 01 | Natural and Physical Sciences | Natural and Physical Sciences is the systematic study, through experiment, observation and deduction, of phenomena of the material and physical world. Natural Sciences are the earth sciences and the life sciences which study the earth and all living organisms; Physical Sciences comprise mathematics, physics and chemistry. The main purpose of this broad field of education is to develop an understanding of the workings of the universe, and to extend the body of scientific knowledge. The theoretical content of Broad Field 01 Natural and Physical Sciences includes:
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| 02 | Information Technology | Information Technology is the study of the processing, transmitting and storage of information by computers. The main purpose of this broad field of education is to develop an understanding of and ability to create information systems, programming languages, information management and artificial intelligence. The theoretical content of Broad Field 02 Information Technology includes:
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| 03 | Engineering and Related Technologies | Engineering and Related Technologies is the study of the design, manufacture, installation, maintenance and functioning of machines, systems and structures; and the composition and processing of metals, ceramics, foodstuffs and other materials. It includes the measurement and mapping of the earth’s surface and its natural and constructed features. The main purpose of this broad field of education is to develop an understanding of the conversion of materials and energy, and the measurement and representation of objects. The theoretical content of Broad Field 03 Engineering and Related Technologies includes:
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| 04 | Architecture and Building | Architecture and Building is the study of the art, science and techniques involved in designing, constructing, adapting and maintaining public, commercial, industrial and residential structures and landscapes. It also involves the study of the art and science of designing and adapting the surrounds of buildings and other external environments. The main purpose of this broad field of education is to provide an understanding of integrating structural and aesthetic elements in buildings, and construction methods, techniques and materials. The theoretical content of Broad Field 04 Architecture and Building includes:
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| 05 | Agriculture, Environmental and Related Studies | Agriculture, Environmental and Related Studies is the study of the theory and practice of breeding, growing, gathering, reproducing and caring for plants and animals. It includes the study of the interaction between people and the environment and the application of scientific principles to the environment to protect it from deterioration. The main purpose of this broad field of education is to develop an understanding of the management of farms, gardens, nurseries, turf playing surfaces, forests, fisheries, zoological gardens, wildlife and national parks and the production of primary agricultural products. The theoretical content of Broad Field 05 Agriculture, Environmental and Related Studies includes:
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| 06 | Health | Health is the study of maintaining and restoring the physical and mental wellbeing of humans and animals. The main purpose of this broad field of education is to develop an understanding of the principles and practices of identifying, treating, controlling and preventing injury and diseases. It is also concerned with the principles and practices of providing preventative, curative, rehabilitative and palliative care. The theoretical content of Broad Field 06 Health includes:
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| 07 | Education | Education is the study of the learning process and the theories, methods and techniques of imparting knowledge and skills to others. The main purpose of this broad field is to develop an understanding of the processes and methods of teaching and learning in preschools, schools, tertiary educational institutions and other settings. The theoretical content of Broad Field 07 Education includes:
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| 08 | Management and Commerce | Management and Commerce is the study of the theory and practice of planning, directing, organising, motivating and coordinating the human and material resources of private and public organisations and institutions. It includes the merchandising and provision of goods and services and personal development. The main purpose of this broad field of education is to develop an understanding of the theory and practice of decision making and policy formation, organisational development, planning, financial management and the marketing and selling of goods and services. The theoretical content of Broad Field 08 Management and Commerce includes:
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| 09 | Society and Culture | Society and Culture is the study of the physical, social and cultural organisation of human society. The main purpose of this broad field of education is to develop an understanding of human behaviour and interaction, beliefs and values, cultural expression, and social structure and organisation. The theoretical content of Broad Field 09 Society and Culture includes:
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| 10 | Creative Arts | Creative Arts is the study of creating and performing works of art, music, dance and drama. It includes the study of clothing design and creation, and the communication of messages in a variety of media. The main purpose of this broad field of education is to develop an understanding of composition, performance, artistic production, choreography, design and creativity and technical production. The theoretical content of Broad Field 10 Creative Arts includes:
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(b) how recent is the data?
All data is updated annually unless stated otherwise below.
| Data | Year |
|---|---|
| Student service and campus information for universities | This data has been supplied by the universities in 2012 and can be updated at any time. |
| Student data | Data is from 2011 with the exception of attrition and retention data that is from 2010. |
| Staff data | 2011 |
| Course data | This data is for 2013 courses. However, it can be updated whenever required by universities or other higher education providers. |
| Research data | 2011 |
| Graduate survey data – Graduate Outcomes | Data is from students who completed their courses in 2009 -2011 and is an average of this period. |
| Graduate survey data – Student Survey Results | 2011 |
| Undergraduate Applications and Offers data | Data is for the 2012 academic year. |
| University teaching awards | Data is for the total awards from 2009 to 2011. |
Note that the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education will strive to publish the most recent data that is available.
Double / combined degrees
This applies to completions, retention, attrition, commencing and Course Experience Questionnaire data. Students doing a combined/double degree would be counted more than once if their major courses are in different MyUniversity subject areas. Consequently, if the two listed majors are in the same MyUniversity subject area they are only counted once.
(c) how missing data is handled.
Missing data
If data is not available it will be displayed on the website as ‘N/A’ and have the footnote ‘N/A = Not available’.
Suppressed data
Under the Higher Education Support Act 2003, sections 179-5, 10, 15, 20(c) and the Privacy Act 1988, section 14 (IPP11), it is an offence to release any information that is likely to enable identification of any particular individual. To avoid any risk of disseminating identifiable data, a disclosure control technique called data suppression has been utilised. To ensure privacy, data fields that contain numbers less than five will be represented as ‘D/S’ and will have the footnote ‘D/S = Data has been suppressed’. Note that true zero values will always be reported as 0 and suppressed data falls within the range of 0 < x < 5.