Methodology

Key Concepts

The MyUniversity website will display data at three different levels: (1) institution, (2) subject area and (3) 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 be grouped according to the courses those students are studying.

  • 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.

Subject Areas

Code Subject area name Field of education
01 Natural & Physical Sciences 0103 (Physics and Astronomy), 0105 (Chemical Sciences), 0107 (Earth Sciences), 010000 (Natural & Physical Sciences), 019900 (Other Natural & Physical Sciences), 019999 (Natural & Physical Sciences n.e.c.)
02 Mathematics 0101 (Mathematical Sciences)
03 Biological Sciences 0109 (Biological Sciences)
04 Medical Sciences & Technology 019901 (Medical Science), 019903 (Forensic Science), 019905 (Food Science and Biotechnology), 019907 (Pharmacology), 019909 (Laboratory Technology)
05 Computing & Information Systems 0201 (Computer Science), 0203 (Information Systems), 0299 (Other IT), 020000 (Information Technology)
06 Engineering - Other 0301 (Manufacturing Engineering), 0305 (Automotive Engineering), 0311 (Geomatic Engineering - includes Surveying), 0399 (Other Engineering and Related Technologies), 0317 (Maritime Engineering and Technology), 030000 (Engineering and Related Technologies).
07 Engineering - Process & Resources 030300 (Process & Resources Engineering), 030301 (Chemical Engineering), 030303 (Mining Engineering), 030305 (Materials Engineering), 030307 (Food Processing Technology), 030399 (Process & Resources Engineering n.e.c.)
08 Engineering - Mechanical 0307 (Mechanical & Industrial Engineering & Technology)
09 Engineering - Civil 0309 (Civil Engineering)
10 Engineering - Electrical & Electronic 0313 (Electrical & Electronic Engineering & Technology)
11 Engineering - Aerospace 0315 (Aerospace Engineering & Technology)
12 Architecture & Urban Environments 0401 (Architecture & Urban Environment), 040000 (Architecture and Building)
13 Building & Construction 0403 (Building)
14 Agriculture & Forestry 0501 (Agriculture), 0503 (Horticulture and Viticulture), 0505 (Forestry Studies), 0507 (Fisheries Studies), 0599 (Other), 050000 (Agriculture, Environmental and Related Studies)
15 Environmental Studies 0509 (Environmental Studies)
16 Health Services & Support 0609 (Optical Science), 0615 (Radiography), 061700 (Rehabilitation Therapies), 061705 (Chiropractic & Osteopathy), 061707 (Speech Pathology), 061709 (Audiology), 061711 (Massage Therapy), 061713 (Podiatry), 061799 (Rehabilitation Therapies n.e.c.), 0619 (Complementary Therapies), 0699 (Other Health), 060000 (Health)
17 Public Health 0613 (Public Health)
18 Medicine 0601 (Medical Studies)
19 Nursing 0603 (Nursing)
20 Pharmacy 0605 (Pharmacy)
21 Dentistry 0607 (Dental Studies)
22 Veterinary Science 0611 (Veterinary Studies)
23 Physiotherapy 061701 (Physiotherapy)
24 Occupational Therapy 061703 (Occupational Therapy)
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 070101(Teacher Education: Early Childhood)
27 Teacher Education - Primary & Secondary 070103 (Teacher Education: Primary), 070105 (Teacher Education: Secondary)
28 Accounting 0801(Accounting)
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 Society and Culture), 0913 (Librarianship, Information Management and Curatorial Studies), 0917 (Philosophy and Religious Studies), 090000 (Society and Culture)
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 (Law)
39 Justice Studies & Policing 0911(Justice and Law Enforcement)
40 Economics 0919 (Economics and Econometrics)
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 (Creative Arts)
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 (Food, Hospitality and Personal Services), 1201 (General Education Programmes), 1203 (Social Skills Programmes), 1205 (Employment Skills Programmes), 1299 (Other Mixed Field Programmes), 120000 (Mixed Field Programmes).

Broad Field of Education: Under the Postgraduate Research section, users can filter information by using the 10 broad field of education codes. This is similar to the codes used for the subject area except that the data is grouped at the highest level i.e. 2 digit code.

Broad field of education

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:

  • atmospheric sciences
  • biological processes
  • chemical reactions
  • geological composition and structures
  • laboratory methodology
  • mathematical and statistical techniques
  • observation and measurement
  • scientific method
  • subatomic particles and quantum mechanics
  • thermodynamics and entropy.
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:

  • computation theory
  • computer programming
  • data format and coding
  • management, storage and retrieval of information in a computer environment
  • robotics programming and artificial intelligence
  • systems analysis.
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:

  • aeronautics
  • engineering and manufacturing technology
  • food technology
  • land information technology and remote sensing
  • materials science
  • principles of design, drafting, planning and commissioning.
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:

  • aesthetics and space dynamics
  • building economics
  • building science
  • building techniques and technologies
  • construction management
  • design and drawing.
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:

  • crop production
  • animal production and management
  • environmental impact and assessment
  • forest resource management
  • soil and water conservation
  • aquatic resource management.
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:

  • medicine
  • nursing
  • public health
  • rehabilitation therapies
  • veterinary studies.
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:

  • curriculum development
  • processes of learning and skill acquisition
  • teaching methods.
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:

  • management and administration
  • human and material resources management
  • sales and marketing
  • finance and financial management
  • human behaviour and time management.
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:

  • belief and value systems
  • cultural expression
  • human development and behaviour
  • human populations and their environments
  • politics of power
  • social organisation and structure
  • social research methodology.
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:

  • artistic and technical aspects of audio-visual communication
  • artistic and technical aspects of the creation and production of art and craft, photographs and fashion apparel
  • artistic and technical aspects of the creation, production and performance of music, dance and drama
  • history, development and theory of the visual and performing arts.

Data

Data for the MyUniversity website is obtained from the following sources:

  • Higher Education Information Management System (HEIMS)
  • Higher Education Student Data Collection
  • Higher Education Staff Data Collection
  • University Applications and Offers Data Collection
  • Teaching Awards
  • Student Surveys

Higher Education Information Management System (HEIMS)

All statistical data is submitted to the Department of Education via the Higher Education Information Management System (HEIMS). The higher education providers listed under the Universities and Postgraduate Research sections 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. Information under the “Undergraduate Courses” and “Postgraduate Courses” section is loaded directly into HEIMS by universities and other higher education providers and can be updated at any time.

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 section of the Department of Industry's website.

Details of the data elements reported by higher education providers are published in the Higher Education Student Data Collection section of the Department of Education's 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

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 section of the Department of Industry's website.

Details of the data elements reported by higher education providers are published in the Higher Education Staff Data Collection section of the Department of Education's HEIMSHELP website.

Data reported from the staff collection include 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. For further information, see the Higher Education Staff Data Review section of the Department of Industry's website.

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 section of the Department of Education's 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 section of the Department of Industry's 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.

Teaching Awards

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 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.

  • 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 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.

Student Surveys

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 Destination Survey and the Course Experience Questionnaire. Results from the University Experience Survey conducted by the Australian Council of Educational Research (ACER) are also displayed.

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 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 three measures displayed on this website from the Graduate Destination Survey are ‘Graduates in full time employment’, ‘Graduates in full time study’ and ‘Median graduate salary’. The data used in the calculation of these measures is restricted to Australian residents who have completed a bachelor course. It excludes questionnaires completed by relatives or from administrative data. These measures are discussed in detail in the ‘Data Description’ section below.

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 website.

The three measures displayed on this website from the Course Experience Questionnaire are ‘Overall Satisfaction Rate’, ‘Good Teaching Scale’ and ‘Generic Skills Scale’. They apply only to domestic and international students who have completed a bachelor course. These measures are discussed in detail in the sections below.

University Experience Survey (UES)

This student survey is conducted for the Department of Education and was administered online by the Australian Council for Educational Research (ACER) in 2012. It is designed to collect data that will help both universities and the government improve teaching and learning outcomes.

A sample of around 110,000 first and later year Australian students was selected to participate in the 2012 University Experience Survey, making it the largest ever survey of current university students in Australia. The UES covers the following facets of the student experience

  • skills development
  • learner engagement
  • teaching quality
  • student support
  • learning resources

The two measures displayed on this website from the University Experience Survey are the ‘Quality of educational experience’ and ‘Quality of teaching’ items. These measures are discussed in detail in the sections below.