australian graduate survey 2013 - deakin university · ii . tables and figures . table 1 response...

Strategic Intelligence and Planning Unit

Australian Graduate Survey 2013

Undergraduate Report

Deakin University CRICOS Provider Code: 00113B

Strategic Intelligence and Planning Unit Geelong Waterfront Campus, Locked Bag 20000, Geelong, VIC 3220

Tel 03 5227 8552 Fax 03 5227 8558 [email protected] www.deakin.edu.au

October 2013

© Deakin University, 2014 AGS Undergraduate Report May 2014

Report prepared by

The Strategic Intelligence and Planning Unit

Tel: +61 3 522 78552

Fax: +61 3 522 78558

Web: http://www.deakin.edu.au/planning_unit




i

Tables and Figures ii

Executive Summary 1

Graduates’ Main Activity 1

Graduates in Full-Time Work 1

Further Study 1

Course Experience Questionnaire (CEQ) Results 1

1 Introduction 3

1.1 About the Survey 3

1.2 About this report 4

1.3 Further Information 4

2 Response Rates 5

3 Graduates’ Main Activity 6

4 Graduates in Full-Time Work 7

4.1 Full-Time Work by Field of Education 8

4.2 By Faculty and Whether Seeking Other Work 9

4.3 Type/Length of Employment 10

4.4 Work Occupations 11

4.5 Employer Size 13

4.6 Graduate Salaries 13

4.7 Importance of Qualification, Major/s and Skills to Main Paid Job 14

4.8 Method of Finding Employment 15

5 Graduates in Further Full-Time Study 16

6 Course Experience Questionnaire (CEQ) Results 16

Appendix 1 - Domestic Bachelor Graduates by Destination & FOE, 2011-13 19

Appendix 2 - CEQ Scales and Items 20




ii

Tables and F igures

Table 1 Response Rates for All Graduates and Australian Residents, (GDS+CEQ) 2009-2013

Table 2 Response Rates for Domestic Bachelor Graduates by Faculty and Overall, 2009-2013

Table 3 Main Activity of Domestic Bachelor Graduates: Deakin, Vic & National, 2009-2013 (%)

Table 4 Employment Outcomes of Domestic Bachelor Graduates Available for Full-time Work: Deakin, Vic & National, 2009-2013 (percent)

Table 5 Employment Outcomes of Domestic Bachelor Graduates Available for Full-time Work by Faculty, 2009-2013 (percent)

Table 6 Domestic Bachelor’s in Full-time Work by Field of Education, 2009-2013 (%)

Table 7 Domestic Bachelor’s in Full-time Work by Faculty and Seeking Work Status, 2009-2013 (%)

Table 8 Domestic Bachelor Graduates in Full-time Work by Employment Length, 2013

Table 9 Domestic Bachelor’s in Full-time Work by Occupation, 2009-2013 (%)

Table 10 Domestic Bachelor’s Available for Full-time Work in FT/PT work by Employer Type, 2010-2013

Table 11 Domestic Bachelor Graduates in Full-Time Work by Size of Employer, 2009-2013 (%)

Table 12 Domestic Bachelor Graduates in Full-Time Work - Importance of Qualification, 2010-2013 (%)

Table 13 Domestic Graduates in Full-Time Work - Importance of FOEs Studied, 2010-2013 (%)

Table 14 Domestic Graduates in Full-Time Work - Importance of Skills Acquired, 2010-2013 (%)

Table 15 Domestic Bachelor Graduates in Full-Time Work by Method of Finding Employment, 2013

Table 16 Full Time Working Graduates in Further Study, 2009-2013 (percent)

Table 17 Bachelor CEQ Core Scales Percentage Agreement Deakin, Vic and National 2010-2013 (%)

Table 18 Bachelor CEQ Core Scales Percentage Agreement and Rank, Victorian Universities, 2013

Table 19 Bachelor CEQ Optional Scales Percentage Agreement Deakin, Vic and National 2011-2013 (%)

Figure 1. Domestic Bachelor Graduates in Full-Time Work of those Available for Full-Time Work. National, Victorian and Deakin Outcomes 2009 - 2013 (percent).

Figure 2 Domestic Bachelor’s in Full-Time Work by Field of Education, Deakin, Vic & National 2013 (%)

Figure 3 Domestic Bachelor Graduates Working Full-time by Faculty and Occupation, 2013

Figure 4 CEQ Core Scales Percent Agreement, 2013




1

Executive Summary

The purpose of this report is to provide an insight into the employment outcomes and further study activities of recent Deakin graduates, as well as a summary of their perceptions of the quality of key aspects of their learning experience as students of the university.

Where useful, comparisons are provided with other Victorian universities and the higher education sector nationally.

Graduates’ Main Activity

Domestic bachelor graduates’ “main activity”, approximately four months after completion of their qualification, showed sixty percent of graduates were available for full time work and a further 21% studying full time.

Deakin has consistently had a higher proportion of graduates who are working part-time, and not seeking full-time work, compared with the other Victorian universities and the sector average.

Graduates in Full-Time Work

Deakin graduates have experienced an ongoing decline in full-time employment rates from 2009 to 2013. This is consistent with the situation in Victoria and nationally. Moreover, Deakin’s employment outcomes are below both state and national benchmarks.

Of graduates, who are available for full time work, those from the Faculty of Health were most likely to report actually working full time, and SEBE graduates the least likely.

More than half of bachelor domestic graduates in full time work are in permanent positions, in a “professional” occupation, and working for a large business of one hundred or more employees.

Deakin’s graduates in their first full time job earn less on average than their Victorian or national counterparts.

More than half of domestic bachelor graduates in full time work reported that their qualification from Deakin was a formal requitement for their employment, with the internet and family and friends being the most important methods for finding a job.

Further Study

Over a fifth of Deakin’s new graduates were in full time study in 2013, with the highest proportion coming from SEBE courses. Where graduates are undertaking further study they are most likely to be studying at Deakin and enrolled in a bachelor degree honours or coursework masters.

Course Experience Questionnaire (CEQ) Results

Compared to the eight Victorian universities, Deakin has maintained a ranking of first for Overall Satisfaction for the fourth year in a row. Its rankings on the Good Teaching and Generic Skills scales were fourth and third respectively.




2

Deakin performs well in the four optional scales that it has participated in for the past several years, being consistently above the national average on measures of Intellectual Motivation, Student Support, Graduate Qualities and Learning Resources.




3

1 Introduction

1.1 About the Survey

The Australian Graduate Survey (AGS) is the national census of newly qualified higher education graduates, conducted annually since 1972. It is funded by the Federal Government and participating higher education sector institutions, with Graduate Careers Australia (GCA) retaining oversight and responsibility for prescribing how the AGS is conducted, compilation of the AGS national dataset, and associated reports.

In 2013 Deakin University’s AGS was coordinated, administered, data files created/maintained and analysed by the Strategic Intelligence and Planning Unit (SIPU). The AGS is one of Deakin University’s Strategic Surveys.

The 2013 AGS relates to graduates who completed the requirements for an award in 2012. Graduates are surveyed approximately four months after completion of their course. The AGS comprises the following components:

• The Graduate Destination Survey (GDS) collects information regarding graduates’ employment and salary outcomes, continuing study and labour market status, job search behaviour, previous education history and other respondent characteristics.

• The Course Experience Questionnaire (CEQ) focuses on graduates’ perceptions of teaching quality, their generic skills, and overall satisfaction with their course. Further optional CEQ scales are available.1 Accompanying the CEQ are two open-ended questions about what the graduate sees as the best aspects of their course and the aspects most in need of improvement.

From GCA’s website, “AGS data provide valuable insights for higher education policy makers, workforce planners and researchers, academics and administrators, and, of course, the graduates themselves. Findings from the GDS also assist prospective higher education students to make informed course and career decisions, and careers advisors can integrate these findings into their career counselling practices.” AGS data is used by the Department of Education in producing performance indicators, on the myUniversity website, by other external organisations, and has been used in the past in the allocation of learning and teaching performance funding.

In conjunction with the Australian higher education sector, GCA developed the Code of Practice, which governs the use of AGS data. In 2013, seeking to enhance privacy of information, a data sharing agreement was reached amongst Universities Australia (UA) member institutions. AGS data for 2013 files contains only data from those institutions.

1 Course Experience Questionnaire overview is at http://www.graduatecareers.com.au/research/start/agsoverview/ctags/ceqo/




http://www.graduatecareers.com.au/

http://www.deakin.edu.au/planning-unit/surveys/sef/survey-schedule-2014.pdf

http://www.deakin.edu.au/planning-unit/surveys/sef/survey-schedule-2014.pdf

http://www.graduatecareers.com.au/research/start/agsoverview/cop/

http://www.graduatecareers.com.au/research/start/agsoverview/ctags/ceqo/

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1.2 About this report

This report presents a subset2 of results from the 2013 AGS with a focus on values required for performance measuring and reporting and consistent with the sector focus on bachelor3 outcomes. In keeping with the LIVE Strategic Plan and associated functional plans, comparative results for the eight Victorian universities and sector results are included to reflect Deakin’s relative performance in the tertiary market.

1.3 Further Information

Various Faculty staff have access to on-line reports provided through the university’s COGNOS reporting tool, which contains historical data for Deakin from 2003 and national data from 2008. COGNOS query access is available to those with further training. AGS qualitative comments by course and other graduate attributes are provided to senior Faculty staff, as well as Faculty specific reports. Detailed data and analysis of the AGS is available via a Statistical Information Request to SIPU.

2 The full list of 2013 AGS national data variables may be downloaded at http://www.graduatecareers.com.au/research/start/2013ags/ 3 Bachelor refers to pass and honours bachelor degree graduates, graduate entry bachelors and three-year diplomates




https://www.deakin.edu.au/planning-unit/sirform/index.php

https://www.deakin.edu.au/planning-unit/sirform/index.php

http://www.graduatecareers.com.au/research/start/2013ags/

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2 Response Rates

In order to achieve a required fifty percent response rate for the external publication of outcomes, there are multiple follow-ups with non-respondents with the AGS at Deakin being administered on-line, via paper-based form, and lastly via phone.

In 2013, the AGS was distributed to 9,514 with a response rate of 57.5% achieved overall. This outcome represents a significant improvement on 2012 where there was a 53% response rate. Key factors which contributed to this were the introduction in the April 2013 round of a pre-notification of the survey signed by the Vice Chancellor, potential to win one of 4 x $500 prizes, and the Vice Chancellor mentioning the survey at graduation ceremonies. Ranking response rates by university shows Deakin’s standing at 13th in 2013. Many universities are clustered in the low 50s response rates with the median response rate being 53.8%. Response rates for 2009-13 are as per Table 1.

Table 1 Response Rates for All Graduates and Australian Residents, (GDS+CEQ) 2009-2013 (percent)

2009 2010 2011 2012 2013

Deakin – Total 59% 60% 56% 53% 58%

National – Total 56% 56% 56% 55% 54%

Deakin – Australian residents only 66% 65% 62% 58% 65%

National – Australian residents only 61% 62% 62% 60% 60%

National Response Ranking 12th 11th 18th 31st 13th

Improvement in response rate was evident in all faculties other than Business and Law (Table 2) whose graduates continue to be the most difficult to elicit survey responses, and experienced a large decline in response rate from 53% to 38% . In conjunction with the Faculty, specific communications have been instigated to improve responses from this group of students in 2014.

Table 2 Response Rates for Domestic Bachelor Graduates by Faculty and Overall, 2009-2013 (percent)

Faculty 2009 2010 2011 2012 2013 Arts and Education 69% 63% 57% 54% 55%

Business and Law 66% 62% 59% 53% 38%

Health 70% 65% 61% 58% 66%

SEBE 73% 70% 65% 60% 67%

Domestic Bachelor- All 69% 64% 60% 56% 59%

International Bachelor 37% 43% 40% 37% 35% All Bachelor graduates 62% 59% 56% 51% 56%




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3 Graduates’ Main Activity

Overall, the proportion of Deakin graduates available for full-time employment in 2013 was marginally below the national average.

The proportion of Deakin graduates in further full-time study has remained stable compared to 2012 and is slightly above the sector average. Deakin has consistently had a higher proportion of graduates who are working part-time and not seeking full-time work, than the other Victorian universities and the sector average.

Table 3 Main Activity of Domestic Bachelor Graduates: Deakin, Vic & National, 2009-2013 (percent)

Main Activity 2009 2010 2011 2012 2013

Available for full-time work

Deakin 68.7 63.9 61.3 59.7 60.3

Victoria 64.7 63.5 60.5 58.9 56.0

National 66.0 64.7 64.8 63.1 61.7

Studying full-time

Deakin 15.1 18.0 19.5 21.7 21.3

Victoria 19.2 20.3 23.7 25.6 27.3

National 18.3 19.1 19.5 20.8 20.8

Working part-time, not seeking full-time work

Deakin 12.3 12.6 13.9 12.6 14.2

Victoria 10.4 11.0 10.6 10.4 11.2

National 10.0 10.0 9.9 10.5 11.3

Not working, seeking part-time work

Deakin 0.5 0.8 0.9 0.6 0.8

Victoria 0.8 0.7 0.6 0.7 0.9

National 0.7 0.6 0.7 0.7 0.8

Unavailable for work or study

Deakin 3.3 4.6 4.4 5.3 3.4

Victoria 4.9 4.5 4.6 4.4 4.7

National 5.0 5.6 5.2 4.9 5.3

Number of responses Deakin 2 620 2 514 2 555 2 461 2 814

Victoria 16 429 16 179 17 645 16 640 17 390

National 62 959 64 359 67 587 67 356 69 310

There were variations by field of education (FOE) with the highest proportion of graduates:

• In further full-time study occurring in Natural and Physical Sciences (51%) and Society and Culture (37%);

• Available for full-time work occurring in Engineering and Related Technologies (86%) and Management and Commerce (76%)

See Appendix 1 for details of graduate activity by FOE.




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4 Graduates in Full-Time Work

This section of the report looks at the full-time employment outcomes for domestic bachelor graduates over the past five years.

Sixty seven per cent of Deakin domestic bachelor graduates were working full time. This outcome extends the long term decline in full-time employment evident in previous years. The comparable national figure for graduate employment was 71.3%, down from 76.1% in 2012 (Table 4 and Figure 1). The situation is similar by Faculty at Deakin with only SEBE showing a slight upturn in 2013 (Table 5).

Table 4 Employment Outcomes of Domestic Bachelor Graduates Available for Full-time Work: Deakin, Vic & National, 2009-2013 (percent)

Main Activity 2009 2010 2011 2012 2013 Working full-time Deakin 77.6 74.3 72.0 71.4 66.7

Victoria 79.4 75.8 75.4 74.5 68.0 National 79.0 76.0 77.0 76.1 71.4

Working part-time seeking full-time work

Deakin 15.8 18.2 19.2 19.4 22.6 Victoria 13.0 15.4 15.5 16.7 19.8 National 13.4 15.1 14.8 15.3 18.0

Not working, seeking full-time work

Deakin 6.5 7.5 8.7 9.3 10.8 Victoria 7.6 8.7 9.2 8.8 12.2 National 7.4 8.6 8.8 8.6 10.6

Number of responses Deakin 1812 1607 1566 1470 1738 Victoria 10627 10271 10673 9720 9737

National 41541 41656 43801 42145 42771

Figure 1. Domestic Bachelor Graduates in Full-Time Work of those Available for Full-Time Work. National, Victorian and Deakin Outcomes 2009 - 2013 (percent).




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Table 5 Employment Outcomes of Domestic Bachelor Graduates Available for Full-time Work by Faculty, 2009-2013 (percent)

Main Activity 2009 2010 2011 2012 2013 Working full-time Arts & Ed 74.3 69.0 68.1 69.7 63.9

Bus & Law 81.2 77.8 77.1 73.1 68.2 Health 83.0 80.6 75.9 77.5 71.4 SEBE 70.5 69.2 66.5 59.4 61.3


Arts & Ed 19.4 24.8 23.4 22.0 27.3 Bus & Law 13.7 12.3 13.2 16.1 19.7 Health 14.0 14.4 17.0 16.4 21.3 SEBE 14.0 19.8 23.1 26.0 21.6

Not working, seeking full-time work

Arts & Ed 6.3 6.2 8.6 8.4 8.8 Bus & Law 5.2 9.9 9.7 10.8 12.1 Health 3.0 5.0 7.0 6.0 7.3 SEBE 15.5 10.9 10.4 14.6 17.2

4.1 Full-Time Work by Field of Education

Full-time employment outcomes remained high for Deakin graduates from Nursing (87%) and Engineering and Related Technologies (82%). Graduates from Creative Arts (47%) and Natural and Physical Sciences (51%) did less well.

When comparing full-time employment by Field of Education against Victoria and National results, as per Figure 2, Deakin:

• Performed above the Victorian average for Architecture & Building and better than the Victorian and national outcomes for Nursing.

• Was significantly below the Victorian and National average for Health (excluding Nursing), and Information Technology.

Table 6 Domestic Bachelor’s in Full-time Work by Field of Education, 2009-2013 (percent)

Field of Education 2009 2010 2011 2012 2013 Natural & Physical Sciences 59.5 62.5 51.9 47.6 50.7

Information Technology 65.5 71.7 63.6 52.0 56.3

Engineering & Related Technologies 84.4 85.7 84.8 90.9 81.8

Architecture & Building 88.6 86.0 92.3 82.9 70.0

Agriculture, Environment & Related Studies 56.8 54.4 50.0 55.9 56.9

Health (Excluding Nursing) 61.5 66.2 58.1 68.1 64.2

Nursing 97.7 96.1 94.6 89.9 86.5

Education 83.5 74.5 77.2 75.5 70.7

Management & Commerce 80.1 75.9 74.3 72.2 67.5

Society & Culture 78.7 71.8 72.1 72.9 63.5

Creative Arts 49.7 55.4 50.4 53.1 47.3




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Figure 2 Domestic Bachelor’s in Full-Time Work by Field of Education, Deakin, Vic & National 2013 (%)

4.2 By Faculty and Whether Seeking Other Work

Survey respondents are asked whether they are seeking other work, even if in employment. This has been analysed for graduates in full-time work by Faculty as per Table 7. The Faculty of Science, Engineering & Built Environment is more likely than the other Faculties to have graduates in full-time work who are seeking other full-time work. This may suggest that these graduates may be more likely to be employed in work not directly related to their studies.




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Table 7 Domestic Bachelor’s in Full-time Work by Faculty and Seeking Work Status, 2009-2013 (percent)

Faculty 2009 2010 2011 2012 2013

Arts and Education

Working full-time 87.6 85.3 86.7 81.1 81.5 Work FT seeking other FT work 12.4 14.7 13.3 18.9 18.5

Business and Law


Health

Working full-time 90.9 86.8 92.5 89.2 79.6 Work FT seeking other FT work 9.1% 13.2 7.5 10.8 20.4

Science, Engineering & Built Environment


4.3 Type/Length of Employment

Over half (55%) of bachelor domestic graduates in full-time work were in permanent positions. Graduates in their first full-time position are more likely to be in a fixed term contract of up to 12 months (34%) than those who are not in their first full-time job (26%).

Table 8 Domestic Bachelor Graduates in Full-time Work by Employment Length, 2013

First Full-time Job Not in First FT Job Total

Count % Count % Count % Fixed-term contract more than 12 months 41 6.4% 33 6.5% 74 6.6%

Fixed-term contract up to 12 months 221 34.3% 123 25.7% 344 30.7%

Permanent 340 52.8% 281 58.8% 621 55.3%

Temporary/casual 42 6.5% 41 8.6% 83 7.4%




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4.4 Work Occupation

Graduates in full-time work are most likely to be in a professional occupation (54% in 2013) as per Table 9 and Figure 3, with the largest numbers in nursing and teaching.

As would be expected graduates from the Faculty Science, Engineering and Built Environment were most represented in technical and trades work (67%), Health graduates in the community and personal services areas (52%) and Business and Law graduates in clerical and administrative work roles.

Table 9 Domestic Bachelor’s in Full-time Work by Occupation, 2009-2013 (percent)

2009 2010 2011 2012 2013

Managers 8.6 7.7 8.3 9.1 9.8 Professional 64.5 58.8 55.4 57.9 54.2 Clerical & administrative workers 16.0 16.9 21.5 17.7 17.3 Community & personal service workers 4.4 5.9 4.8 5.9 6.1 Technicians & trades workers 2.2 4.2 3.2 2.6 4.1 Sales workers 2.8 4.4 5.2 5.4 6.1 Labourers 1.2 1.8 1.1 1.1 2.1 Machinery operators & drivers 0.4 0.3 0.5 0.3 0.3 Total (N) 1376 1159 1111 1028 1124

Figure 3 Domestic Bachelor Graduates Working Full-time by Faculty and Occupation, 2013




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Graduates were working with a variety of employers, with most working in Industry and Commerce as per Table 10. At a detailed level, Industries with at least 50 graduates employed full-time across 2011-13 were:

• Hospitals (574) • Primary education (222) • Accounting services (146) • Combined primary & secondary education (97) • Legal services (110) • Secondary education (96) • Depository financial intermediation (81) • Sports & physical recreation activities (71) • Other social assistance services (80) • Higher education (52)

Industries with at least 50 graduates employed part-time (seeking FT work) across 2011-13 were:

• Supermarket & grocery stores (101) • Cafes restaurants & takeaway food services (85)

Table 10 Domestic Bachelor’s Available for Full-time Work in FT/PT work by Employer Type, 2010-2013 (percent)

Working Full-time


Employer Type 2010 2011 2012 2013 2010 2011 2012 2013

Aust. Govt 0.6% 1.5% 1.3% 1.1% 0.0% 0.0% 0.0% 0.0%

Defence 0.7% 0.5% 0.9% .4% 0.3% 0.0% 0.0% 0.0%

Education nfi\other 0.5% 0.9% 0.7% .8% 0.7% 1.0% 0.4% .3% Employment nfi\other 3.4% 3.5% 3.2% 2.4% 4.8% 6.3% 3.2% 4.1%

Health nfi\other 1.8% 2.0% 2.1% 2.0% 0.3% 1.0% 1.1% 1.3%

Health, private 4.0% 1.5% 3.0% 2.9% 0.3% 2.0% 2.8% 1.3%

Health, public 15.2% 12.9% 17.5% 17.5% 2.1% 3.3% 2.5% 2.3%

Higher education 1.8% 2.0% 1.2% 1.7% 1.4% 1.7% 4.6% 3.1% Industry & commerce 36.8% 40.3% 39.0% 41.1% 72.6% 71.4% 70.2% 68.8%

Local govt 0.6% 0.8% 1.2% 1.6% 0.3% 1.0% 0.7% 1.5% Not-for-profit organisation 3.5% 3.5% 2.3% 3.6% 2.7% 2.7% 3.2% 3.9%

Other Govt 3.0% 2.5% 2.7% 1.9% 0.0% 0.3% 0.0% .5%

Prof. Practice 10.1% 10.4% 10.9% 9.8% 1.4% 2.7% 2.1% 4.6%

Schools, private 3.3% 2.6% 2.7% 3.0% 5.1% 3.0% 4.2% 4.1%

Schools, public 13.6% 13.7% 10.8% 9.3% 7.5% 3.7% 5.3% 3.6%

State Govt 1.1% 1.3% 0.6% 1.0% 0.3% 0.0% 0.0% .5%




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4.5 Employer Size

Sixty five percent of respondents in full-time work were working for large businesses (ie 100 or more employees). In 2013, the FOEs where respondents are most likely to be working in a:

• Large business were Nursing (88%) and Information Technology (81%) • Medium business was Education (44%) • Small business was Architecture and Building (33%) and Agriculture Environmental and

Related Studies (24%),

Table 11 Domestic Bachelor Graduates in Full-Time Work by Size of Employer, 2009-2013 (percent)

2009 2010 2011 2012 2013 100 or more (Large Business) 61.7 63.6 63.1 65.0 64.8 20 to 99 (Medium Business) 20.9 18.4 19.2 17.8 16.7 2 to 19 (Small Business) 13.5 14.6 14.6 15.0 14.7 Do Not Know 3.9 3.5 3.1 2.2 3.8 Total (N) 1394 1188 1121 1040 1128

4.6 Graduate Salaries

This section of the report looks at the median salaries for graduates. Gross pre-tax starting salaries are shown for domestic bachelor graduates aged 25 years or less and in their first full-time job are shown in Figure 4.

In 2014, 443 entry level Deakin graduates were included in this cohort and had a median starting salary of $50, 000 which was on par with the Victorian but below the National median.

Figure 4 Median Salaries of Starting Graduates 2010-13




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4.7 Importance of Qualification, Major/s and Skills to Main Paid Job

Graduates in paid work were asked “How important are the following to your employment in your main paid job?” in terms of “qualification you have just completed; major fields of education you studied; and other skills and knowledge acquired during your course.”

In 2013 just over half of all respondents indicated that their qualification was a formal requirement. The proportion of this group who said their qualification was “not important” increased seven percent in 2013 over the previous year.

The importance of the fields of education studied was rated overall by 38% as a formal requirement for work, with a further 29% rating it as important.

The importance of the skills acquired was less likely to be considered a formal requirement for work at 24%, with 46% rating it as important.

Table 12 Domestic Bachelor Graduates in Full-Time Work - Importance of Qualification, 2010-2013 (percent)

Working Full-time

2010 2011 2012 2013

Formal Requirement 56.8 54.0 56.3 51.7

Important 20.2 19.0 19.0 17.1

Somewhat Important 12.0 12.8 12.6 11.8

Not Important 11.0 13.9 11.9 19.2

Do Not Know 0.1 0.2 0.2 0.2

Total 100.0 100.0 100.0 100.0

Total N 985 966 865 1157

Table 13 Domestic Graduates in Full-Time Work - Importance of FOEs Studied, 2010-2013 (percent)

Working Full-time

2010 2011 2012 2013


Important 35.6 32.9 33.2 29.0


Not Important 13.0 14.2 13.0 18.6

Do Not Know 0.4 0.4 0.5 0.5

Total 100.0 100.0 100.0 100.0

Total N 980 961 861 1155




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Table 14 Domestic Graduates in Full-Time Work - Importance of Skills Acquired, 2010-2013 (percent)

Working Full-time

2010 2011 2012 2013


Important 53.8 53.8 50.9 45.8


Not Important 7.5 7.7 9.0 11.9

Do Not Know 0.8 0.7 0.5 0.5

Total 100.0 100.0 100.0 100.0

Total N 981 962 862 1154

4.8 Method of Finding Employment

Nearly one quarter of domestic bachelor graduates found their full-time position via an internet advertisement (24.8%). The second most prevalent way of securing employment was via family and friends (20.3%). These two methods were the most prevalent regardless of whether the graduate was in their first full-time position or not.

Comparing Deakin with elsewhere, the university is slightly below the sector average in relation to University Careers Service (8% compared with 10.2%).

Table 15 Domestic Bachelor Graduates in Full-Time Work by Method of Finding Employment, 2013

First Full-time Job Not in First FT Job Total

Count % Count % Count %

Approached by an employer 34 4.8% 31 4.9% 65 4.9%

Approached employer 56 7.9% 65 10.4% 121 9.1%

Careers fair or information session 53 7.5% 18 2.9% 71 5.3%

Employment agency 7 1.0% 25 4.0% 32 2.5%

Family/friends 151 21.4% 120 19.1% 271 20.3%

Internet advertisement 173 24.5% 158 25.2% 331 24.8%

Media advertisement 22 3.1% 35 5.6% 57 4.3%

Other 59 8.4% 59 8.4% 118 8.9%

Other university source 35 5.0% 16 2.6% 51 3.8%

Resume on internet 11 1.6% 8 1.3% 19 1.4%

University careers service 69 9.8% 38 6.1% 107 8.0%

Work contacts/networks 35 5.0% 54 8.6% 89 6.7%




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5 Graduates in Further Full-Time Study

The percentage of Deakin’s 2012 domestic bachelor graduates who were in full time study in 2013 was 21%, virtually identical to the result in 2012. This compares with a figure of 27% in Victoria and 21% nationally.

Of the 611 graduates in further full time study, 63% were studying at Deakin, with 23.6% attending another university in Victoria.

In terms of the level of further full-time study, 29% were in a bachelor degree honours, 30% in a master’s degree by coursework and 15% a graduate/postgraduate diploma.

The Faculty most likely to have their graduates in further full-time study is SEBE (30%), followed by Health (25%), Arts and Education (18%) and Business and Law (13%).

By Field of Education Deakin graduates in full time study were most likely to have graduated from courses related to “Society and Culture” (35%), followed by “Health” (20%) and the “Natural and Physical Sciences” (17%).

Of domestic bachelor graduates who were working full time or accepted a full time position in 2013, twenty two percent were also studying full time.

Table 16 Full Time Working Graduates in Further Study, 2009-2013 (percent)

Main Activity 2009 2010 2011 2012 2013 Studying full time 15.4

18.2

19.9

22.2

21.5

Studying part time 5.8

7.5

7.5

8.6

6.8 No Study 78.9

74.3

72.5

69.2

71.7

6 Course Experience Questionnaire (CEQ) Results

In the CEQ, respondents are asked to rate the extent to which they agree or disagree with 13 core items constituting two summated rating scales and a single Item: the overall satisfaction indicator. In addition, Deakin graduates are asked to respond to four optional CEQ scales, that is, Intellectual Motivation, Student Support, Graduate Qualities and Learning Resources. The questions associated with each of these scales are included in Appendix 2.

Deakin bachelor graduates (including domestic and international) continue to report Course Experience Questionnaire (CEQ) outcomes which reflect high satisfaction with their course.

The results across the three core CEQ scales (Table 17) for Deakin are compared to the eight Victorian universities. Deakin has maintained a first ranking for Overall Satisfaction for the fourth year in a row (including 2010), is fourth on Good Teaching and third on the measure of Generic Skills.




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Table 17 Bachelor CEQ Core Scales Percentage Agreement Deakin, Vic and National 2010-2013 (percent)

Overall Satisfaction Good Teaching Generic Skills %Agreement 2011 2012 2013 2011 2012 2013 2011 2012 2013 Deakin 87.1 87.2 86.8 67.4 68.9 67.6 80.0 80.3 79.5 Vic universities 82.8 83.6 83.0 64.9 66.7 66.3 77.0 78.4 77.8 National 82.1 83.2 83.0 64.6 66.3 66.9 77.3 78.4 78.7 Deakin's Rank

Victoria (8 unis) 1 1 1 4 3 4 3 2 3 National (40 unis) 2 4 6 14 10 18 11 10 17

Figure 4 Bachelor CEQ Scales Percent Agreement, 2013

Table 18 Bachelor CEQ Core Scales Percentage Agreement and Rank, Victorian Universities, 2013

Overall Satisfaction Good Teaching Generic Skills

% Rank % Rank % Rank

Deakin University 87 1 68 4 79 3

La Trobe University 82 6 70 2 81 1

Monash University 85 3 66 5 79 4

RMIT 78 7 64 7 76 6

Swinburne University of Technology 86 2 68 3 81 2

University of Ballarat 83 5 74 1 78 5

University of Melbourne 83 4 65 6 76 7

Victoria University 73 8 57 8 70 8




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Deakin performs well in the four optional scales that it has participated in for the past several years, being consistently above the national average. The Learning Resources scale has been ranked first out of the seven participating institutions for the past three years. The Student Support Scale shows Deakin presently ranked 5th out of 10 institutions in 2013.

Table 19 Bachelor CEQ Optional Scales Percentage Agreement Deakin, Vic and National 2011-2013 (percent)

Intellectual Motivation Student Support Graduate Qualities Learning Resources

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Deakin 83.9 84.0 83.3 72.6 73.7 73.5 82.1 82.0 81.2 81.4 81.5 80.4 Victoria 81.6 81.2 80.4 68.3 71.3 71.4 78.5 79.6 79.6 NA NA NA National 82.6 81.5 80.9 69.1 70.9 71.6 78.8 80.0 80.3 76.1 76.5 77.1 Deakin National Rank 2/4 1/3 2/3 3/11 3/10 5/10 8/24 7/23 12/24 1/7 1/7 1/7




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Append ix 1 - Domest ic Bache lor Gradu ates b y Dest inat ion & FOE, 2011-13 2011 2012 2013 National

Count % Count % Count % %

AGRIC. ENVIRONMENTAL & RELATED

62 2.4% 67 2.7% 83 2.9% 1.5% Available for Full-time Work 38 61.3% 34 50.7% 51 61.4% 62.1% In Further Full-time Study 10 16.1% 25 37.3% 16 19.3% 21.3% Not working, seeking part-time work 1 1.6% 0 0.0% 0 0.0% 0.7% Unavailable for work or study 1 1.6% 3 4.5% 2 2.4% 5.4% Working part-time, not seeking full-time

12 19.4% 5 7.5% 14 16.9% 10.6%

ARCHITECTURE AND BUILDING 89 3.5% 83 3.4% 99 3.4% 2.8% Available for Full-time Work 39 43.8% 35 42.2% 60 60.6% 61.6% In Further Full-time Study 44 49.4% 37 44.6% 29 29.3% 23.5% Not working, seeking part-time work 0 0.0% 0 0.0% 2 2.0% 0.7% Unavailable for work or study 2 2.2% 7 8.4% 4 2.0% 5.2% Working part-time, not seeking full-time

4 4.5% 4 4.8% 4 4.0% 9.0%

CREATIVE ARTS 244 9.5% 162 6.6% 202 7.0% 9.2% Available for Full-time Work 137 56.1% 98 60.5% 110 54.5% 53.0% In Further Full-time Study 55 22.5% 35 21.6% 45 22.3% 22.9% Not working, seeking part-time work 4 1.6% 1 0.6% 3 1.5% 1.5% Unavailable for work or study 9 3.7% 8 4.9% 12 5.9% 6.6% Working part-time, not seeking full-time

39 16.0% 20 12.3% 32 15.8% 16.0%

EDUCATION 331 13.0% 289 11.7% 350 12.1% 8.9% Available for Full-time Work 241 72.8% 204 70.6% 249 71.1% 72.6% In Further Full-time Study 11 3.3% 12 4.2% 13 3.7% 6.7% Not working, seeking part-time work 3 0.9% 2 0.7% 3 0.9% 0.9% Unavailable for work or study 13 3.9% 19 6.6% 25 7.1% 5.0% Working part-time, not seeking full-time

63 19.0% 52 18.0% 60 17.4% 14.9%

ENGINEERING AND RELATED TECHNOLOGIES 39 1.5% 23 0.9% 51 1.8% 6.3% Available for Full-time Work 33 84.6% 22 95.7% 44 86.3% 83.1% In Further Full-time Study 3 7.7% 0 0.0% 4 7.8% 9.2% Not working, seeking part-time work 0 0.0% 0 0.0% 0 0.0% 0.2% Unavailable for work or study 2 5.1% 1 4.3% 1 2.0% 4.2% Working part-time, not seeking full-time

1 2.6% 0 0.0% 2 3.9% 3.3%

HEALTH 475 18.6% 532 21.6% 692 23.8% 19.0% Available for Full-time Work 290 61.1% 321 60.3% 401 57.9% 67.5% In Further Full-time Study 74 15.6% 104 19.5% 124 17.9% 21.3% Not working, seeking part-time work 6 1.3% 4 0.8% 4 0.6% 0.7% Unavailable for work or study 18 3.8% 19 3.6% 25 3.6% 5.4% Working part-time, not seeking full-time

87 18.3% 84 15.8% 138 19.9% 10.6%

INFORMATION TECHNOLOGY 62 2.4% 76 3.1% 130 4.5% 2.5% Available for Full-time Work 44 71.0% 50 65.8% 96 73.8% 76.8% In Further Full-time Study 8 12.9% 9 11.8% 15 11.5% 10.5% Not working, seeking part-time work 0 0.0% 1 1.3% 2 1.5% 0.8% Unavailable for work or study 2 3.2% 5 6.6% 5 3.8% 5.4% Working part-time, not seeking full-time

8 12.9% 11 14.5% 12 9.2% 6.5%

MANAGEMENT AND COMMERCE 404 15.8% 508 20.6% 519 17.9% 17.9% Available for Full-time Work 319 79.0% 392 77.2% 394 75.9% 75.5% In Further Full-time Study 36 8.9% 47 9.3% 50 9.6% 10.6% Not working, seeking part-time work 0 0.0% 2 0.4% 3 0.6% 0.5% Unavailable for work or study 16 4.0% 23 4.5% 16 3.1% 5.3% Working part-time, not seeking full-time

33 8.2% 44 8.7% 56 10.8% 8.1%

NATURAL AND PHYSICAL SCIENCES 146 5.7% 162 6.6% 7.1% 9.8% Available for Full-time Work 52 35.6% 63 38.9% 73 35.4% 37.6% In Further Full-time Study 73 50.0% 78 48.1% 105 51.0% 47.1% Not working, seeking part-time work 1 0.7% 0 0.0% 2 1.0% 0.8% Unavailable for work or study 5 3.4% 4 2.5% 7 3.4% 5.4% Working part-time, not seeking full-time

15 10.3% 17 10.5% 19 9.2% 9.1%

SOCIETY AND CULTURE 703 27.5% 559 22.7% 571 19.7% 22.0% Available for Full-time Work 373 53.1% 251 44.9% 260 45.5% 47.6% In Further Full-time Study 185 26.3% 188 33.6% 211 37.0% 32.4% Not working, seeking part-time work 7 1.0% 5 0.9% 6 1.1% 1.3% Unavailable for work or study 45 6.4% 41 7.3% 25 4.4% 6.4% Working part-time, not seeking full-time

93 13.2% 74 13.2% 69 12.1% 12.2%

Grand Total 2555 100.0% 2461 100.0% 29.3 100.0% 100.0%




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Appendix 2 - CEQ Scales and Items

Scale Label Item Status

Good Teaching

GTS01 The staff put a lot of time into commenting on my work Compulsory GTS03 The teaching staff normally gave me helpful feedback on how I was

going GTS10 The teaching staff of this course motivated me to do my best work GTS15 My lecturers were extremely good at explaining things GTS16 The teaching staff worked hard to make their subjects interesting GTS27 The staff made a real effort to understand difficulties I might be

having with my work

Generic Skills

GSS06 The course helped me develop my ability to work as a team member

Compulsory

GSS14 The course sharpened my analytic skills GSS23 The course developed my problem-solving skills GSS32 The course improved my skills in written communication GSS42 As a result of my course, I feel confident about tackling unfamiliar

problems GSS43 My course helped me to develop the ability to plan my own work

Overall Satisfaction

OSI49 Overall, I was satisfied with the quality of the course Compulsory

Clear Goals and Standards

CGS08 It was always easy to know the standard of work expected Optional CGS28 I usually had a clear idea of where I was going and what was

expected of me in this course CGS39 It was often hard to discover what was expected of me in this

course CGS46 The staff made it clear right from the start what they expected

from students

Appropriate Workload

AWS05 I was generally given enough time to understand the things I had to learn

Optional

AWS09 The sheer volume of work to be got through in this course meant it couldn't all be thoroughly comprehended

AWS19 The workload was too heavy AWS29 There was a lot of pressure on me as a student in this course

Appropriate Assessment

AAS04 To do well in this course all you really needed was a good memory Optional AAS26 The staff seemed more interested in testing what I had memorised

than what I had understood AAS44 Too many staff asked me questions just about facts

Intellectual Motivation

IMS02 I found my studies intellectually stimulating Optional (included by Deakin)

IMS07 I found my course motivating IMS13 Overall, my university experience was worthwhile IMS35 The course has stimulated my interest in the field of study

Student Support

SSS21 I was able to access information technology resources when I needed them

Optional (included by Deakin) SSS24 Relevant learning resources were accessible when I needed them

SSS25 Health, welfare and counselling services met my requirements SSS34 The library services were readily accessible SSS37 I was satisfied with the course and careers advice provided




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Scale Label Item Status

Graduate Qualities

GQS11 The course provided me with a broad overview of my field of knowledge

Optional (included by Deakin) GQS17 The course developed my confidence to investigate new ideas

GQS30 University stimulated my enthusiasm for further learning GQS36 I learned to apply principles from the course to new situations GQS40 I consider what I learned valuable for my future GQS48 My university experience encouraged me to value perspectives

other than my own

Learning Resources

LRS12 The library resources were appropriate for my needs Optional (included by Deakin)

LRS33 The study materials were clear and concise LRS38 It was made clear what resources were available to help me learn LRS41 Course materials were relevant and up to date LRS47 Where it was used, the information technology in teaching and

learning was effective

Learning Community

LCS18 I felt part of a group of students and staff committed to learning Optional

LCS20 Students' ideas and suggestions were used during the course LCS22 I learned to explore ideas confidently with other people LCS31 I felt I belonged to the university community LCS45 I was able to explore academic interests with staff and students




australian graduate survey 2013 - deakin university · ii . tables and figures . table 1 response...

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