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School of Indigenous Studies (SIS)

4 March 2011

MEMBERS OF THE SIS TEACHING AND LEARNING COMMITTEE Associate Dean Teaching & Learning (Jeromy Harvey) -‐ Chair Academic Coordinator, Student Services Directorate (Gabrielle Garratt) Associate Dean Research and Pre-‐Law Coordinator (Melville Thomas) Lecturer, Mainstream Units (Blaze Kwaymullina) Lecturer, Centre for Aboriginal Medical and Dental Health (Craig Allen) Co-‐opted member (Clint Braknell) Co-‐opted member (Tracie Pushman) Joy Neri (Administrative Officer) BY INVITATION (STANDING INVITEES/OBSERVERS) Dean (Winthrop Professor Jill Milroy) Deputy Dean (Professor Darlene Oxenham) Director Student Services (Ms Marilyn Strother) School Manager (Ms Nerry Nichols) BY INVITATION FTD/ASPIRE Coordinator (Ray Garrett)

TEACHING AND LEARNING COMMITTEE MEETING – THURSDAY, 10 MARCH 2011 This is to confirm that the meeting of the School of Indigenous Studies Teaching and Learning Committee meeting will be held at 3.30pm on Thursday 10 March 2011 in the Resource Library, School of Indigenous Studies. Part 1 and 2 of the agenda is to be dealt with en bloc by motion of the Chair. Part 3 is for discussion. A member may request the transfer of an item from Part 1 and Part 2 to Part 3. Joy Neri Administrative Officer

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AGENDA APOLOGIES The Chair will record any apologies. Members should forward apologies to the Administrative Officer prior to the meeting. WELCOME The Chair will welcome invitees and observers. DECLARATIONS OF POTENTIAL CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda. 1. MINUTES Confirmation of the minutes of the SIS Teaching and Learning Committee meeting held on 18 November 2010. 2. ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING ITEM/BUSINESS IN PROGRESS

ACTION RESPONSIBLE STATUS

Enhancing Research Skills and Outputs

Distribute a list of national and international A ranking journals. Organize a Faculty Research Day for the School. Mr. Tim Pitman is on leave until September 2011, and the Research Development Office is currently understaffed. Ms. Judy Berman advised to contact them by middle of the year.

Associate Dean Research, Mel Thomas Administrative Officer, Joy Neri

In progress Defer until June 2011

SIS Website The SIS Website Committee was established and have met twice. Meetings have been scheduled for the next four (4) months. A customised workshop for SIS staff will be arranged with the Website Office.

School Manager, Nerry Nichols

Done In progress

Faculty Teaching Awards

Explore and discuss this year’s Faculty Teaching Awards process for the School.

Chair, Jeromy Harvey and Dean, Jill Milroy

In progress

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PART 1 – ITEMS FOR INFORMATION AND NOTING 3. AUSTRALIAN UNIVERSITY SURVEY OF STUDENT ENGAGEMENT (AUSSE) The Chair will explain the UWA results of the 2010 Australian University Survey of Student Engagement. Members are encouraged to go through the results reports (please see Attachment A and B), and the Executive Summary (Attachment C). Also attached (Attachment D) is an overview of the results provided by Dr Greg Marie in IRU, which may also be helpful as a prompt to discussion. Dr Greg Marie provided a short comparative overview of AUSSE results, with those gleaned from the array of other surveys in which UWA participates, as they relate to the student learning experience. This added material helps to further contextualise the AUSSE results, and assists in determining if there are any persistent trends or patterns of which Academic Staff should be aware moving into the 2011 academic year. For information and appropriate dissemination. 4. SPOT QUESTIONNAIRE CHANGES In the next meeting, 14 April 2010, Professor Sid Nair, Higher Education Development, of CATL, will speak about the SPOT (Student Perceptions of Teaching) Questionnaire Changes. For information and noting by members. 5. THE NEW INDIGENOUS MAJOR AND ONLINE UNIT Blaze Kwaymullina will report and update the Committee on the new Indigenous Major, Bachelor of Arts in Indigenous Knowledge, and the new online unit which is a requirement for all University students to take in the New Courses 2012. For information and noting.

PART II – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC No items.

PART III – ITEMS FOR DISCUSSION AND DECISION 6. TEACHING AND LEARNING MONTH Teaching and Learning Month is all about discovering, discussing, pursuing, celebrating and valuing excellence in teaching and learning. In 2011, Teaching and Learning Month on 30th May to 10th June will focus on the implementation of the New Courses 2012. The theme “Assessment and Feedback in the New Courses” has been chosen to allow a particular focus on these issues, but activities and events will not be limited to this.

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The Committee needs to discuss and decide the School’s involvement, and the type of activities it will host this year. Please see Attachment E, which is a letter from Jacqueline Flowers of CATL. CATL will include information about any faculty/school events on their website, in the T&L month flyer, and in email advertising across the University. They can also manage registrations for the event through their website if required. For information and discussion. 7. UWA OPEN DAY 2011 The current SIS’ representative is Ray Garrett to the UWA Open Day Planning Forum. He is assisted by Gabe Garratt. Ray will update the Committee about the coming UWA Open Day on 14 August 2011 (10 am to 4 pm). Please see Attachment F for an overview of the Open Day 2011 and Attachment G for the critical timelines. The Chair will encourage the Committee members to give their inputs and suggestions to market the Indigenous Major, and to attract prospective students to Shenton House. Please note on Attachment H, Display Zone Suggestions, there is an information session for Indigenous Knowledge History and Heritage. For noting and discussion. 8. GUIDELINES ON ASSESSMENT Gabe Garratt will explain the guidelines on assessment. The type and complexity of assessment required from students depends on their year level. Members can discuss their inputs and concerns, as well. For noting and discussion. 9. COMMITTEE REPORT -‐ TEACHING FELLOWSHIP SCHEME Mel Thomas, Associate Dean Research, will explain the 2011 Teaching Fellowship Scheme. There is now a call for applications and Committee members are encouraged to highly consider this. Please see Attachment I for the guidelines and application process. The Teaching and Learning Committee’s Teaching Fellowship Scheme was introduced in 2005 and currently offers four Fellowships across the University on an annual basis. In 2011 these Fellowships are valued at $22,000 each. The Scheme is designed to support the University’s education priorities as identified in the Operational Priorities Plan. For 2011 the Education strategic objective is to improve the quality of the student learning experience which leads to one or more of the following priority objectives:

• to recruit and graduate a diverse student cohort of the highest quality; • to improve the University’s courses; • to extend high-‐quality teaching approaches and improve learning outcomes;

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• to further develop the links between teaching, learning and research; and • to improve student engagement in a high-‐quality campus community.

The Scheme is constructed to support innovative, reasonably short-‐term projects and to encourage projects that have an impact upon or could be adopted beyond the individual School/Administrative Section. Academic and professional staff are eligible to apply, specifically professional staff who provide various aspects of professional support and/or training which is focused on improving the student learning experience. The $22,000 funding for each Fellowship includes a $2,000 personal incentive which will be paid into a UWA account to be used at the Fellow’s discretion to enhance and support the Fellow’s career development while they remain a staff member at UWA. The Centre for the Advancement of Teaching and Learning will hold an information session on Wednesday, 28th February 2011, 9.30-‐11.30am Seminar Room 1 at Love House for members of staff interested in applying for a Fellowship. Prospective Fellows are strongly encouraged to attend, please register at: http://www.catl.uwa.edu.au/programmes/teaching_and_learning/fellowship_scheme_info The closing date for applications is midday on Wednesday, 30th March 2011. Further information on the Scheme may be obtained by contacting the Scheme’s Executive Officer, Sally Jackson, on 6488 2571 or email to [email protected] For information and discussion. 10. OTHER BUSINESS Nerry Nichols, School Manager, will update the Committee on the status of the planned moved to Old Pharmacology building. Also, the Chair will solicit feedback and concerns/issues from a Teaching and Learning perspective, for future meeting discussions. One concern that was informally brought up was non-‐Indigenous students’ inappropriate reaction to Indigenous lecturers. For information and discussion. 11. NEXT MEETING The next meeting of the Teaching and Learning Committee will be held on Thursday, 14th April 2011 at 2.30pm in the SIS Resource Library. The cut-‐off date for submission of items for the Committee’s agenda is Friday, 1st April 2011. Items should be forwarded to Joy Neri at [email protected].

Overview of student survey results at UWA Introduction This paper presents the main findings from recent student surveys conducted at UWA. The following surveys were examined: Australasian Survey of Student Engagement (AUSSE), 2008 and 2010 Course Experience (CEQ), 2009 and 2010 The national First Year Experience survey (FYE), 2009 Surveys of current students conducted for reviews of schools at UWA, 2004-2010 Student unit evaluations (the SURF survey), 2004-2010 The AUSSE At an institutional level, UWA’s AUSSE results have changed very little between 2008 and 2010. UWA rates similarly to other Group of Eight universities and Australasian universities as a whole on 5 of the 6 dimensions of engagement, the exception being the integration of employment-focused experiences with study on which UWA, like other Go8 universities, tends to score lower. Four out of 5 students rated their entire educational experience at UWA as good or excellent, and 9 out of 10 would attend UWA again given the chance to start over. Students in the field of education Health were significantly more engaged and satisfied than the average UWA student. Students in Engineering, Architecture and Business reported below average satisfaction. Two thirds of UWA students reported finding teaching staff available, helpful and sympathetic, and half find administrative staff helpful, considerate and flexible. Approximately 30% of UWA students reported participating in a community-based project as part of their study in the current academic year. 35% of UWA and other Go8 universities reported receiving prompt feedback on their work either often or very often, compared with 42% of Australasian universities combined. The CEQ Amongst the Go8 universities in 2009, UWA was second only to ANU on the Overall Satisfaction Item and the Good Teaching Scale. UWA rated higher than the University of Melbourne on the OSI and each of the 6 GTS items. Regarding feedback, UWA ranked second, after ANU, on the item “The staff put a lot of time into commenting on my work” and ranked third on “The teaching staff normally gave me helpful feedback on how I was going”, after ANU and UQ. OSI scores within UWA in 2010 range from 74% agreement in ECM to 90% agreement in LPS (UWA 85%). On the GTS, the range is much bigger, from Law (48%) , ECM (50%) and BIZ (56%) up to AHSS (76%) and EDUC (80%). The FYE The FYE surveys students in a representative range of Australian universities, aiming to provide insight into the first year student experience. Compared with other Go8 universities and all participating universities combined, a significantly lower proportion of UWA students reported that training for a specific job was important in their decision to go to university. UWA students tend to be less engaged in class activities, being less likely to ask questions, make class presentations or work on group projects.

Report 11_19. Overview of student survey results at UWA, 2010. Institutional Research Unit, The University of Western Australia. February 2011. 1

On a wide range of measures, UWA students consistently rate their university experience more positively than students from other Go8 universities and Australian universities combined. Approximately 20% of UWA and other Go8 students report that their financial situation is frequently a source of worry for them, compared with the national average of 27%. UWA students’ views of courses and teaching were also consistently more positive than those of students at other Go8 universities and Australian universities combined, in some cases by a considerable amount. This was true across numerous aspects of teaching and learning. Regarding transition from school to university, a lower proportion of UWA students felt that the standard at university was higher than they expected. UWA students more frequently felt that their final year of school was a good preparation for university. UWA rated higher than other Go8 universities and all universities combined on the FYE’s Teaching Scale and Course Satisfaction Scale. UWA students tended to score slightly lower on FYE’s Prepared and Present Scale but this might be related to their much more frequently making good use of technology in their studies (lecturers use of internet, podcasts, online discussion groups). Surveys conducted for reviews of schools 29 schools at UWA have been reviewed during the 7 years 2004-2010. Results of student surveys conducted for reviews can provide more specific information than national surveys such as the AUSSE, CEQ and FYE because students are asked specifically about the experience in their school. Considering all schools combined, the most positive (at least 90% agreement) and the least positive aspects (less than 75% agreement) of the student experience were found to be: Knowledge, skills and attributes acquired

The school assisted me to:

Work independently (96% agreement) Think logically (94%) Identify, analyse and solve problems (92%) ---------------------------------------------------------- Think creatively (74%) Embrace new technologies (72%) Undertake leadership roles (60%)

Quality of teaching

Teaching staff clearly demonstrate their knowledge (93%) Teaching staff displayed enthusiasm for the subject matter of their discipline (92%) Overall, the quality of the teaching in the school was good (90%) --------------------------------------------------------------------------------------------------------- Teaching staff presented material in an interesting way (73%) Teaching staff motivated me to do my best work (73%)

Students were asked questions about workload and feedback. Across the schools reviewed, 60% of students surveyed regarded their workload as heavy. Overall, 79% of students reported that staff gave constructive and helpful feedback (despite much lower percentages in the schools of Mechanical Engineering, Social & Cultural Studies, Dentistry, Oil & Gas Engineering and Civil & Resource Engineering). Students’ ratings of their experience differed considerably between schools. Details are available in the IRU’s annual compilation of survey results for school reviews, but it appears that there is a consistent pattern of low ratings for the School of Dentistry and certain schools in the Faculty of Engineering, Computing & Mathematics.


This pattern is confirmed by student evaluations of units in 2010 obtained in the SURF survey (see next section). While SURF evaluations indicate that the educational experience in 2010 was best in units in the schools of Animal Biology, Anatomy & Human Biology, Humanities, Music and Computer Science & Software Engineering, it was worst in units in the schools of Mathematics & Statistics, Civil & Resource Engineering, Mechanical Engineering, Dentistry and the faculty office of Medicine, Dentistry & Health Sciences. The SURF survey The Students’ Unit Reflective Feedback (SURF) survey commenced at UWA in 2004. In a typical year students submit over fifty thousand evaluations of over fifteen hundred units, with a response rate between fifty and sixty percent. Across all units evaluated in 2010, students’ evaluations were most positive in regard to assessment: 9 out of 10 students felt that the assessment requirements were clearly stated and that assessment tasks were closely linked to unit objectives While there has been little change in average SURF scores across the University as a whole over the last 7 years, the proportion of unsatisfactory units has increased. The ownership of these units in 2010 is shown below. Table. Unsatisfactory units on SURF Item 6 “This unit was a good educational experience”, 2010

Number of units

Faculty School Satisfactory Unsatisfactory % Unsatisfactory

AHSS Arts, Humanities & Social Sciences Office 4 0%

Humanities 95 1 1%

Music 34 1 3%

Social and Cultural Studies 126 6 5%

ALVA Architecture, Landscape and Visual Arts 72 5 6%

BIZ UWA Business School 187 25 12%

ECM Civil and Resource Engineering 22 8 27%

Computer Science and Software Engineering 31 1 3%

Electrical, Electronic and Computer Engineering 33 5 13%

Environmental Systems Engineering 13 2 13%

Faculty of Engineering, Computing & Mathematics Office 3 2 40%

Mathematics and Statistics 30 11 27%

Mechanical Engineering 42 15 26%

EDUC Graduate School of Education 40 7 15%

LAW Law 57 4 7%

LPS Anatomy and Human Biology 16 0%

Biomedical, Biomolecular and Chemical Sciences 85 3 3%

Centre for Forensic Science 9 1 10%

Sports Science, Exercise & Health 40 7 15%

Life & Physical Sciences Office 6 0%

Physics 13 2 13%

Psychology 39 3 7%

MDHS Dentistry 37 10 21%

Medicine and Pharmacology 4 0%

Medicine, Dentistry & Health Sciences Office 70 13 16%

Pathology and Laboratory Medicine 7 0%

Population Health 30 3 9%

Surgery 4 0%

NAS Agricultural and Resource Economics 10 2 17%

Animal Biology 18 0%

Faculty of Natural & Agricultural Sciences Office 1 0%

Plant Biology 19 1 5%

Earth and Environment 35 6 15%

UWA 1232 144 10.5%



Conclusions 1. Overall, the UWA student experience is excellent, satisfaction is high and the teaching is of high quality, but this is certainly not true of all faculties and schools. 2. There are too many unsatisfactory units. 3. Feedback is not a major problem relative to other institutions, but is not ideal. 4. Other aspects of assessment appear to have no major problems.

University of Western Australia

Respondent Characteristics ReportNovember 2010

Firstyear

Lateryear

All students POSSE Staff

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Response characteristics

Actual sample Number 500 500 1,000 100 100 500 500 1,000 500 500 1,000 14,000 14,500 28,500 Per cent 50 50 50 25 25 50 50 100 50 50 100 50 50 100

Student characteristics

Respondent Characteristics Report

Institution Benchmark group 1 Benchmark group 3Benchmark group 2

Information on response characteristics includes the population, actual sample size, target response sample, and the secured response sample.

This report provides summary information on selected response, student and course characteristics.

Unweighted results are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Student Engagement Survey(SSES) are also reported.

Results are provided for your institution and for your chosen benchmark groups.

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Age Under 20 95 14 50 20 67 4 35 75 25 45 67 4 35 20 or over 5 86 50 80 33 96 65 2 98 55 33 96 65

Gender Male 38 43 41 39 31 33 32 42 40 43 31 33 32 Female 62 58 59 61 69 67 68 58 60 57 69 67 68

Information on response characteristics includes the population, actual sample size, target response sample, and the secured response sample.

This report provides summary information on selected response, student and course characteristics.

Unweighted results are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Student Engagement Survey(SSES) are also reported.

Results are provided for your institution and for your chosen benchmark groups.

For response characteristics, both number and percentage are given. Only the percentage is reported for student and course characteristics.

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Benchmark Group 1 Benchmark Group 2 Benchmark Group 3University of Melbourne Edith Cowan University Australian Catholic UniversityUniversity of New South Wales Murdoch University Bond UniversityUniversity of Queensland University of Notre Dame Australia Box Hill Institute

Charles Darwin UniversityCharles Sturt UniversityDeakin UniversityEdith Cowan UniversityFlinders UniversityHolmesglenJames Cook UniversityLa Trobe UniversityMacquarie UniversityMonash UniversityMurdoch UniversityQueensland University of TechnologySouthern Cross UniversitySwinburne University of TechnologyTabor AdelaideTAFE SAUniversity of CanberraUniversity of MelbourneUniversity of New EnglandUniversity of New South WalesUniversity of NewcastleUniversity of Notre Dame Australia

For the 2010 AUSSE, each institution was asked to select two benchmark groups for comparison and a third benchmark group that included either all Australian institutions, all New Zealand institutions or all Australasian institutions. ACER assigned default benchmark groups where no groups were specified by the institution. The institutions included in each benchmark group for this report are listed below.

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University of Notre Dame AustraliaUniversity of QueenslandUniversity of South AustraliaUniversity of Southern QueenslandUniversity of SydneyUniversity of TasmaniaUniversity of Western AustraliaUniversity of Western SydneyUniversity of WollongongVictoria University

For the 2010 AUSSE, each institution was asked to select two benchmark groups for comparison and a third benchmark group that included either all Australian institutions, all New Zealand institutions or all Australasian institutions. ACER assigned default benchmark groups where no groups were specified by the institution. The institutions included in each benchmark group for this report are listed below.

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Firstyear

Lateryear

Allstudents POSSE Staff

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Response characteristics

Population Number 3,379 6,796 10,175 16,986 26,321 43,307 6,739 6,592 13,331 112,427 113,856 226,283

Actual sample Number 1,516 1,531 3,047 9,432 15,415 24,847 4,824 4,082 8,906 67,186 57,827 125,013 Per cent 45 23 30 56 59 57 72 62 67 60 51 55

Target response sample Number 303 306 609 1,886 3,083 4,969 964 816 1,781 13,437 11,565 25,002 Per cent 20 20 20 20 20 20 20 20 20 20 20 20

Secured response sample Number 355 379 734 2,928 3,386 6,314 1,007 908 1,915 14,633 11,949 26,582 Per cent 23 25 24 31 22 25 21 22 22 22 21 21

Australasian Survey of Student Engagement (AUSSE)


University of Western Australia Benchmark group 1 Benchmark group 3


Benchmark group 2

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Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Student characteristicsAge Under 20 84 7 45 84 5 42 53 7 31 64 4 35 20 or over 16 93 55 16 95 58 48 93 69 36 96 65

Gender Male 36 38 37 32 34 33 24 26 25 29 31 30 Female 64 62 63 68 66 67 76 74 75 71 69 70

International Yes 14 14 14 18 14 16 8 8 8 14 11 13 No 86 86 86 82 86 84 92 92 92 86 89 87

Aboriginal or Torres Strait Islander Yes 4 4 4 2 1 2 3 2 2 2 2 2 No 96 96 96 98 99 98 97 98 98 98 98 98

Main home language English 84 86 85 74 80 77 88 91 89 84 84 84 Language other than English 16 14 15 26 20 23 12 9 11 16 16 16

First in family Yes 35 31 33 30 32 31 48 56 52 45 44 45 No 65 69 67 70 68 69 52 44 48 55 56 55

Locality Metropolitan 89 91 90 86 89 88 84 85 84 76 81 78 Regional 7 6 7 11 9 10 13 13 13 21 17 19 Remote 2 1 1 1 1 1 2 1 2 1 1 1

Disability Yes 4 4 4 3 4 4 6 9 7 5 7 6 No 96 96 96 97 96 96 94 91 93 95 93 94

Australasian Survey of Student Engagement (AUSSE)University of Western Australia


University of Western Australia Benchmark group 1 Benchmark group 3Benchmark group 2

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Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Field of education Sciences 25 13 19 22 12 17 11 7 9 12 8 10 IT 1 1 1 1 1 1 3 2 3 2 2 2 Engineering 15 19 17 12 12 12 2 1 2 6 7 7 Architecture 5 5 5 3 3 3 1 1 1 2 2 2 Agriculture 1 2 1 3 3 3 2 1 1 1 2 2 Health 16 14 15 16 20 18 21 21 21 22 21 22 Education 0 1 0 3 3 3 18 20 19 11 11 11 Business 12 11 11 13 12 13 9 13 11 13 16 15 Humanities 24 31 27 21 28 25 24 26 25 23 24 23 Creative arts 2 4 3 6 6 6 8 8 8 7 7 7

Attendance type Part time 4 6 5 5 8 6 16 26 20 10 16 13 Full time 96 94 95 95 92 94 84 74 80 90 84 87

Mode of study External/distance 9 10 10 6 9 7 14 25 19 11 20 15 Campus-based 91 90 90 94 91 93 86 75 81 89 80 85

Main way of financing study Government funded 64 69 66 71 78 75 73 76 74 77 79 78 Student fees 36 31 34 29 22 25 27 24 26 23 21 22

University financial support Yes 12 17 15 15 17 16 9 12 10 13 17 15 No 88 83 85 85 83 84 91 88 90 87 83 85

Average overall grade Less than 60% 13 7 10 11 11 11 14 11 12 11 10 11 Equal to or greater than 60% 87 93 90 89 89 89 86 89 88 89 90 89

Proportion of study online No study online 12 18 15 16 19 18 26 21 24 18 18 18 Some or all of study online 88 82 85 84 81 82 74 79 76 82 82 82

Live on campus Yes 12 4 8 17 6 11 4 1 3 12 5 9 No 88 96 92 83 94 89 96 99 97 88 95 91

Course characteristics



University of Western Australia Benchmark group 1 Benchmark group 2 Benchmark group 3

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Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

First considered higher education In primary school 61 62 62 60 51 55 36 43 39 42 40 41 In lower secondary school 25 24 25 23 25 24 20 19 19 24 23 23 In senior secondary school 9 9 9 14 18 16 20 16 18 19 21 20 During post-school study 2 1 1 1 1 3 2 2 2 3 3 While working 4 3 4 2 5 4 21 21 21 13 13 13

Influences on area of study Area of interest 89 87 88 85 81 83 78 75 77 81 77 79 Improve job prospects 46 58 52 47 50 49 44 43 43 48 49 49 Develop creative interests 23 20 22 20 19 19 19 17 18 19 17 18 Desire for training for specific job 47 48 48 48 46 47 45 44 45 47 45 46 Family expectations 36 31 33 38 28 32 19 20 20 27 22 25 Advice from school careers service 22 5 13 15 10 12 8 7 8 14 8 11 Location of campus 17 12 15 26 17 21 23 20 21 24 19 21 Advice from institution's careers service 9 3 6 7 7 7 6 4 5 6 5 6 Institution open day 18 3 10 23 9 15 14 6 10 18 8 13 Public careers or information fair 6 2 4 8 4 6 3 2 3 6 3 5 Information from friends/family 34 30 32 37 24 30 24 16 20 29 20 25 Information in media 6 4 5 5 4 4 4 2 3 4 3 4 Information from institution 27 19 23 23 15 18 18 16 17 18 14 16 Data from independent websites 3 2 3 7 4 5 3 0 2 6 3 4 Other 5 3 4 4 6 5 5 8 6 5 7 6

Helped adjust to study Enrolment procedures 22 18 20 19 16 17 20 12 16 19 16 17 Orientation/induction 30 25 28 38 24 30 34 20 28 36 24 30 Academic staff 27 46 36 27 40 34 42 47 44 33 43 37 Course advisors 18 17 18 16 23 20 20 20 20 18 20 19 Students in course 70 72 71 71 69 70 60 61 61 67 65 66 Students in later years 35 33 34 35 34 35 19 22 20 29 28 29 Careers staff 4 4 4 5 6 5 5 4 5 6 6 6 Family/friends 64 69 67 66 60 63 59 60 60 62 58 60 Online resources 37 43 40 43 44 43 44 43 43 43 44 43 IT staff 4 2 3 4 4 4 4 5 5 4 4 4 Learning skills advisors 7 8 8 6 7 6 10 10 10 8 7 7 Clubs/societies 12 8 10 7 8 8 3 3 3 5 6 6 Sporting groups 5 11 8 5 4 4 4 2 3 4 4 4 Study/reading groups 9 11 10 12 10 11 12 7 10 12 10 11

Educational background




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Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Helped adjust to study Writing/assignment guides 23 25 24 24 27 25 36 32 34 29 28 29 Feedback on academic work 28 41 34 34 38 36 29 33 31 33 37 35 Counselling services 2 5 3 3 5 4 3 5 4 4 6 5 Religious/faith groups 4 7 5 5 5 5 4 5 4 4 5 5 Student associations 12 14 13 11 11 11 10 5 8 9 9 9 Library services/resources 28 32 30 32 37 35 32 34 33 32 35 34 International student advisers 3 2 3 3 1 2 2 3 2 2 2 2

Defered current enrolment No 82 72 77 91 84 87 86 77 82 87 83 85 Yes 18 28 23 9 16 13 14 23 18 13 17 15

Changed course/study area No 80 66 73 81 62 71 82 60 72 82 65 74 Yes 20 34 27 19 38 29 18 40 28 18 35 26

Basis of enrolment to institution Secondary certificate (TAFE) 1 1 1 3 2 15 8 12 6 5 5 Secondary certificate (school) 74 77 76 78 74 76 51 43 47 63 57 60 Incomplete higher ed qualification 1 1 1 3 2 3 4 3 2 3 2 Complete higher ed qualification 15 18 16 20 19 19 15 24 19 17 21 19 Mature age entry 3 3 3 2 4 3 17 21 19 10 13 11 VET qualification 1 1 0 0 0 1 2 1 1 1 1 Examination/assessment 10 8 9 6 3 4 10 10 10 6 5 5 Professional qualification/experience 3 1 2 1 1 1 5 4 4 5 4 4 Open learning/continuing education 2 1 2 1 1 2 1 1 2 2 2

Internet access at home None 2 1 2 2 2 2 3 4 4 3 3 3 Dial-up 5 3 2 2 2 3 2 3 3 3 3 Broadband 93 99 96 96 96 96 93 94 93 94 94 94




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Response Categories ReportNovember 2010

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 30 10 18 10 32 15 21 32 14 18 37 14 20 4 2Sometimes 36 22 27 25 41 19 26 41 37 27 44 37 36 37 27

Often 17 27 24 35 15 26 26 15 28 24 11 28 25 35 33Very Often 17 41 31 30 12 40 27 12 21 31 8 21 19 24 38

2 23 2 33 2 33 2 23 30 2 22

Asked questions or contributed to discussions in class or online

S ht d i f

Response Category Report

Institution Benchmark group 1 Benchmark group 3 USABenchmark group 2

This report shows the distribution of students’ responses to each item’s response categories.

Items are presented in the order in which they appear on the SEQ.

Results are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Survey of Student Engagement (SSES) are also reported.

Results are provided for your institution, your chosen benchmark groups (or the default option) and US institutions. USA figures are not available for all items.

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Never 27 15 23 21 33 15 21 33 12 23 30 12 22Sometimes 33 23 33 23 36 19 24 36 19 33 34 19 25

Often 20 29 26 28 19 31 26 19 37 26 19 37 28Very Often 20 33 18 28 12 35 29 12 32 18 17 32 25

Never 33 23 33 8 36 19 24 36 19 33 34 19 25 15 6Sometimes 20 29 26 15 29 31 26 29 25 26 28 25 28 52 34

Often 27 29 26 60 23 30 26 23 27 26 21 27 22 25 36Very Often 20 19 15 17 12 20 24 12 29 15 17 29 25 8 24

Sought advice from academic staff

Made a class or online presentation

This report shows the distribution of students’ responses to each item’s response categories.

Items are presented in the order in which they appear on the SEQ.

Results are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Survey of Student Engagement (SSES) are also reported.

Results are provided for your institution, your chosen benchmark groups (or the default option) and US institutions. USA figures are not available for all items.

The statistics report weighted percentage of responses. Note that USA percentages are not weighted.

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Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 5 3 4 6 5 5 4 3 4 5 4 4 3 2Sometimes 55 46 49 52 45 48 39 33 36 44 40 42 35 25

Often 30 33 32 28 31 30 36 35 36 33 34 33 35 32Very Often 9 18 15 15 19 17 20 28 24 18 23 20 27 41

Never 17 7 10 16 8 11 6 4 5 10 6 8Sometimes 59 51 54 58 55 56 56 47 51 56 51 53

Often 20 32 28 22 29 26 30 36 33 28 32 30Very Often 3 10 7 4 9 7 8 13 10 6 11 8

Never 35 12 20 27 14 19 19 15 17 23 13 18 14 6Sometimes 48 41 43 48 47 47 44 40 42 45 42 43 51 33

Often 13 36 28 21 28 25 28 31 30 24 32 28 26 36Very Often 4 11 9 4 11 8 8 14 11 8 14 11 9 25

Never 3 2 2 3 2 2 2 2 2 2 2 2Sometimes 29 26 27 30 24 27 21 21 21 27 24 26

Often 53 53 53 49 48 49 53 51 52 51 50 50Very Often 15 19 18 18 25 22 24 26 25 20 25 23

Never 25 23 24 26 27 27 21 24 22 22 25 24 13 16Sometimes 38 34 36 37 35 36 34 29 32 36 33 35 30 37

Often 24 26 26 24 22 23 24 23 24 26 24 25 33 28Very Often 13 16 15 12 17 15 21 23 22 15 18 17 25 20

Never 5 2 3 4 3 4 4 2 3 4 3 3Sometimes 27 19 21 29 20 24 22 14 18 24 20 22

Often 35 32 33 34 29 31 32 34 33 36 33 35Very Often 32 48 43 32 47 41 42 50 46 36 45 40

Never 7 1 3 3 2 3 1 1 1 2 2 2 2 1Sometimes 30 13 19 24 17 20 17 7 12 19 13 16 19 12

Often 41 39 40 44 35 39 45 37 41 44 37 40 43 37Very Often 21 47 38 29 45 39 37 55 46 35 48 42 35 50

Benchmark group 2



USABenchmark group 3University of Western Australia Benchmark group 1

Asked questions or contributed to discussions in class or online

Sought advice from academic staff

Made a class or online presentation

Worked hard to master difficult content

Prepared two or more drafts of an assignment before handing it in

Used library resources on campus or online

Worked on an essay or assignment that required integrating ideas or information from various sources

11

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 42 38 39 30 38 35 34 40 37 32 38 35Sometimes 35 42 40 42 41 41 44 41 43 40 40 40

Often 17 15 16 22 15 18 16 14 15 20 16 18Very Often 6 4 5 6 6 6 5 5 5 8 7 7

Never 51 37 42 54 34 42 35 19 27 41 27 34Sometimes 34 33 33 30 35 33 32 32 32 32 34 33

Often 11 21 17 12 20 17 20 29 24 18 25 22Very Often 4 10 8 4 11 8 13 20 16 8 15 11

Never 25 23 24 22 23 23 14 14 14 18 18 18 7 7Sometimes 45 42 43 45 39 42 40 38 39 41 39 40 31 29

Often 22 25 24 24 27 26 33 31 32 30 30 30 38 34Very Often 8 10 9 9 11 10 13 16 14 11 13 12 24 29

Never 3 2 2 2 3 3 2 4 3 2 4 3 6 7Sometimes 29 30 30 26 35 32 21 24 22 23 29 26 13 15

Often 43 43 43 44 40 42 45 42 43 45 43 44 56 56Very Often 25 25 25 28 21 24 32 31 31 30 24 27 25 21

Never 1 1 1 1 3 2 1 1 1 1 2 2Sometimes 34 28 30 28 33 31 23 22 23 24 28 26

Often 48 46 47 50 45 47 49 47 48 50 47 48Very Often 17 24 22 20 20 20 27 30 28 25 23 24

Never 18 13 15 10 14 12 12 16 14 11 14 13 12 11Sometimes 50 43 45 37 38 37 32 33 33 35 36 36 42 40

Often 24 33 30 39 33 35 40 33 36 37 34 35 33 31Very Often 8 11 10 15 15 15 16 18 17 16 16 16 13 18

Never 20 11 14 10 11 11 14 13 13 13 12 12 14 8Sometimes 40 31 34 41 36 38 36 35 36 37 34 36 41 32

Often 31 41 37 35 36 35 37 33 35 35 36 35 31 34Very Often 9 17 15 14 17 16 13 18 16 15 18 17 14 26

Benchmark group 2

Included diverse perspectives in class discussions or written assignments

Kept up to date with your studies

Worked with other students outside class to prepare assignments

Worked with other students on projects during class

Came to class having completed readings or assignments

Blended academic learning with workplace experience



Benchmark group 3

Used student learning support services


USABenchmark group 1


12

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 8 6 7 7 5 6 7 5 6 7 5 6 7 3Sometimes 48 41 43 43 38 40 41 35 38 41 37 39 38 26

Often 37 40 39 39 42 41 41 43 42 41 43 42 39 42Very Often 7 12 10 10 15 13 11 17 14 12 15 13 16 28

Never 70 61 64 74 69 71 79 73 76 74 69 71 51 45Sometimes 22 22 22 17 19 18 15 19 17 17 20 19 33 34

Often 5 11 9 7 7 7 5 6 6 7 7 7 11 12Very Often 3 6 5 2 5 4 1 2 1 2 4 3 5 9

Never 77 67 70 75 67 70 71 56 64 76 66 71 59 51Sometimes 16 22 20 17 21 20 17 28 22 15 21 18 26 30

Often 6 7 7 6 8 7 7 11 9 7 8 7 10 11Very Often 2 4 3 3 4 3 5 4 4 2 5 4 4 7

Never 15 17 16 19 21 20 30 24 27 19 19 19 16 10Sometimes 41 42 42 39 42 41 39 41 40 40 41 40 30 27

Often 31 31 31 30 26 28 21 23 22 28 27 28 28 28Very Often 14 10 11 12 10 11 10 11 10 13 12 13 26 35

Never 12 4 6 11 4 7 6 2 4 9 4 6 1 0Sometimes 48 32 37 42 33 37 36 26 31 38 31 34 20 12

Often 31 41 38 32 37 35 38 37 38 35 38 37 36 30Very Often 10 23 19 14 26 22 21 34 27 18 28 23 43 58

Never 45 29 34 45 30 36 33 23 28 36 28 32 7 4Sometimes 38 47 44 38 48 44 44 48 46 43 47 45 40 35

Often 13 17 16 13 16 15 18 21 20 17 19 18 33 34Very Often 4 7 6 4 5 5 5 7 6 5 7 6 20 27

Never 66 46 53 63 47 53 51 40 46 59 45 52 22 17Sometimes 23 39 34 27 37 33 34 40 37 29 38 34 45 40

Often 8 11 10 8 12 11 12 14 13 9 13 11 22 25Very Often 3 4 4 2 4 3 4 5 4 3 4 4 11 17

Benchmark group 2

Put together ideas or concepts from different subjects when completing assignments or during class discussions

Tutored or taught other university students (paid or voluntary)

Used an online learning system to discuss or complete an assignment

Participated in a community-based project (e.g. volunteering) as part of your study

Talked about your career plans with teaching staff or advisors

Used email or a forum to communicate with teaching staff

Discussed your grades or assignments with teaching staff

Benchmark group 3 USABenchmark group 1

University of Western AustraliaResponse Category Report



13

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 54 37 43 53 43 47 48 39 43 49 41 45 40 30Sometimes 38 49 45 37 44 41 39 46 42 38 44 41 38 42

Often 7 11 10 9 11 10 11 12 12 11 12 12 15 18Very Often 2 3 2 1 3 2 3 3 3 3 3 3 7 10

Never 16 17 16 16 13 14 8 7 7 12 11 11 7 5Sometimes 49 47 48 50 52 51 41 39 40 46 48 47 34 29

Often 30 31 30 28 30 29 40 42 41 34 34 34 40 44Very Often 5 5 5 6 6 6 11 12 12 8 7 8 18 22

Never 23 23 23 20 18 19 10 9 9 14 14 14 6 6Sometimes 45 41 43 47 45 46 41 40 41 44 43 43 34 33

Often 26 29 28 27 28 27 38 40 39 33 33 33 39 39Very Often 6 7 7 6 9 8 10 11 11 9 10 10 20 22

Never 76 65 69 75 67 70 78 68 73 76 70 73 55 47Sometimes 17 24 22 18 23 21 15 22 18 16 20 18 28 30

Often 5 8 7 6 8 7 5 7 6 7 7 7 12 14Very Often 1 2 2 1 3 2 2 2 2 2 3 2 5 9

Never 8 4 5 8 8 8 10 6 8 9 8 8 6 4Sometimes 38 48 44 39 39 39 39 43 41 39 41 40 34 30

Often 38 31 34 36 37 37 34 34 34 36 35 36 36 37Very Often 16 17 17 16 17 17 17 16 17 16 16 16 24 29

Never 5 3 4 4 4 4 7 7 7 7 8 7 16 13Sometimes 26 29 28 28 29 29 34 39 36 34 35 34 32 33

Often 39 34 36 36 35 35 34 32 33 33 32 33 27 28Very Often 30 34 32 32 32 32 25 22 24 26 25 26 25 27

Never 5 4 5 5 5 5 7 8 7 7 8 8 13 11Sometimes 34 34 34 33 35 34 32 36 34 35 37 36 32 33

Often 38 36 36 35 32 33 36 34 35 33 32 33 29 29Very Often 24 25 25 26 28 27 25 22 24 24 23 24 26 27

Benchmark group 2


Benchmark group 1

Worked with teaching staff on activities other than coursework

Had conversations with students of a different ethnic group than your own

Had conversations with students who are very different to you in terms of their religious beliefs, political opinions or personal values

Discussed ideas from your readings or classes with others outside class

Worked harder than you thought you could to meet a teacher’s/tutor's standards or expectations


USAUniversity of Western Australia Benchmark group 3

Discussed ideas from your readings or classes with teaching staff outside class

Received prompt written or oral feedback from teachers/tutors on your academic performance

14

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 24 13 16 18 15 16 28 20 24 19 16 17Sometimes 37 57 50 43 43 43 40 40 40 45 44 45

Often 30 22 25 26 30 28 23 30 26 26 28 27Very Often 9 9 9 13 13 13 9 10 9 10 12 11

Never 1 1 1 2 0 1 1 1 1 1 1 1Sometimes 24 14 17 21 13 16 17 6 12 17 12 14

Often 46 22 30 35 30 32 37 29 33 38 30 34Very Often 29 63 51 43 57 52 45 64 54 44 57 51

Never 8 16 13 10 11 11 16 8 12 11 11 11Sometimes 43 55 51 45 53 50 42 41 42 46 49 48

Often 41 25 30 37 27 31 31 41 36 36 31 33Very Often 9 4 6 8 9 8 10 10 10 8 8 8

Never 3 1 1 5 3 4 5 1 3 4 3 3Sometimes 36 36 36 40 35 37 24 30 27 35 33 34

Often 52 45 48 43 47 45 59 51 55 48 48 48Very Often 10 18 15 12 16 14 12 18 15 14 17 15

Never 33 20 25 28 17 21 36 27 32 31 25 28Sometimes 50 47 48 50 54 53 48 49 48 48 51 50

Often 9 30 23 17 22 20 14 20 17 18 19 19Very Often 8 4 5 5 7 6 1 4 2 3 5 4

Never 34 21 25 25 13 18 15 9 12 21 15 18Sometimes 49 38 42 45 45 45 50 43 47 47 43 45

Often 13 33 26 24 30 28 30 38 33 25 30 28Very Often 4 8 7 5 12 10 5 11 8 7 12 9

Never 46 27 34 31 26 28 26 23 24 29 27 28Sometimes 37 35 36 42 38 40 43 39 41 40 39 39

Often 12 30 24 22 26 25 24 30 27 25 24 25Very Often 5 8 7 5 9 8 7 8 8 6 10 8



University of Western Australia Benchmark group 1

Persisted with challenging learning activities despite initial setbacks

Learned about teachers'/tutors' current research

Sought information on recent research and developments in your field

Explored options for doing research related to your study

Obtained timely feedback from assessments

Searched online for resources relevant to your studies

Benchmark group 2 Benchmark group 3 USA

Communicated or worked with other students online

15

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 3 6 5 4 10 8 4 7 5 5 9 7 5 8Some 20 35 30 27 29 28 25 30 28 27 31 29 24 29

Quite a bit 48 34 39 44 35 39 41 38 39 43 38 40 41 37Very much 30 25 27 25 26 26 30 25 28 25 23 24 29 26

Very little 3 0 1 1 2 1 2 1 2 2 2 2 2 1Some 18 14 15 16 14 15 18 13 16 18 15 16 18 13


Very little 3 4 4 4 4 4 5 3 4 4 4 4 4 3Some 34 25 28 24 21 22 30 24 27 28 23 26 26 20


Very little 7 7 7 5 5 5 7 4 5 6 5 6 5 5Some 32 23 26 28 22 25 26 21 23 28 23 25 25 21


Very little 3 4 4 3 4 3 4 2 3 3 3 3 4 3Some 18 20 19 19 19 19 22 19 20 21 18 20 21 15


Applying theories or concepts to practical problems or in new situations

Synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships

Benchmark group 2



University of Western Australia Benchmark group 1 USABenchmark group 3

Analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth

Memorising facts, ideas or methods from your subjects and readings

Making judgements about the value of information, arguments or methods

16

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 4 23 17 9 19 15 10 16 13 9 17 13 13 261 to 2 38 44 42 41 45 43 41 44 43 39 43 41 36 363 to 4 39 24 29 35 26 29 38 28 33 36 28 32 26 205 to 6 11 6 8 10 6 7 7 7 7 10 7 8 11 8

More than 6 8 3 5 5 5 5 4 4 4 6 5 5 14 10

None 5 7 7 5 11 9 6 10 8 6 9 8 12 171 to 2 44 40 42 41 40 41 44 44 44 41 40 40 35 323 to 4 34 39 37 35 29 31 31 29 30 33 31 32 33 295 to 6 9 8 8 12 11 11 11 9 10 12 11 11 11 10

More than 6 7 6 7 7 9 8 7 7 7 8 8 8 11 12

Benchmark group 2



USAUniversity of Western Australia Benchmark group 1 Benchmark group 3

Number of pieces of work that take one hour or less to complete

Number of pieces of work that take more than one hour to complete

17

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 4 8 7 3 8 6 2 3 2 2 5 4 1 21 to 4 51 42 45 48 46 47 41 42 41 41 44 42 21 26

5 to 10 31 28 29 33 29 30 38 35 37 36 31 33 40 3711 to 20 6 9 8 10 9 9 12 11 11 13 10 11 24 20

More than 20 7 13 11 6 9 8 7 9 8 8 10 9 14 15

None 19 21 20 18 17 17 19 15 17 20 18 19 26 211 to 4 44 42 42 50 43 46 47 46 47 48 44 46 52 53

5 to 10 18 18 18 18 21 19 18 22 20 18 20 19 14 1611 to 20 9 11 10 8 10 10 8 8 8 8 10 9 4 5

More than 20 10 8 9 6 9 8 8 9 8 7 8 7 3 5

None 22 27 25 17 29 24 24 38 31 18 28 23 3 61 to 4 63 45 51 57 49 52 56 45 50 56 49 53 32 34

5 to 10 10 18 16 20 15 17 15 12 14 20 16 18 34 2811 to 20 2 7 6 5 5 5 3 3 3 5 5 5 20 18

More than 20 2 2 2 1 2 2 1 1 1 2 2 2 11 14

None 25 7 13 13 10 11 7 5 6 9 7 8 15 101 to 4 58 49 52 59 46 51 56 43 49 55 44 49 52 44

5 to 10 14 34 27 23 35 30 32 40 36 30 36 33 25 3011 to 20 1 9 6 4 8 7 4 10 7 5 10 8 6 11

More than 20 2 1 1 1 2 1 1 2 2 1 2 2 2 4

None 82 52 63 83 69 74 81 68 75 83 70 76 79 501 to 4 13 42 32 13 25 20 15 26 21 13 25 19 14 39

5 to 10 2 4 3 2 4 3 2 4 3 2 3 3 4 711 to 20 0 1 0 1 1 1 1 1 1 1 1 1 2 2

More than 20 2 1 1 1 1 1 0 0 0 1 1 1 1 2

Very little 2 3 3 1 4 3 2 4 3 3 5 4 1 12 2 3 3 4 3 3 2 3 3 4 4 4 1 23 8 6 7 8 6 7 7 8 7 7 7 7 3 44 21 21 21 18 15 17 20 19 19 19 17 18 12 105 36 30 32 32 28 29 29 28 29 29 28 28 29 276 13 18 16 21 23 22 20 19 19 20 20 20 34 34

Very much 17 19 18 16 21 19 20 19 20 18 19 18 19 22


Benchmark group 3 USA


Benchmark group 1

Which box best represents the extent to which your examinations during the current academic year have challenged you to do your best work?

Number of written assignments of fewer than 1,000 words

Number of written assignments of between 1,000 and 5,000 words

Number of written assignments of more than 5,000 words

Number of books read on your own (not assigned) for personal enjoyment or academic enrichment

Benchmark group 2University of Western Australia

Number of assigned textbooks, books or book-length packs of subject readings

18

Firstyear

Lateryear

Allstudents POSSE Staff*

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 36 31 32 31 24 27 43 33 38 41 32 36 25 31Sometimes 45 49 47 47 52 50 42 48 45 43 48 45 45 45

Often 13 14 14 16 16 16 11 14 13 12 14 13 19 15Very often 6 7 6 6 8 7 4 5 5 5 6 5 11 9

Never 14 10 11 15 11 13 16 11 13 16 12 14 12 13Sometimes 30 30 30 36 37 37 31 35 33 34 35 34 27 32

Often 27 22 24 25 24 24 28 25 26 25 25 25 25 24Very often 29 37 35 24 28 26 25 30 27 25 27 26 35 31

Never 8 11 10 11 12 12 12 8 10 12 11 11 10 8Sometimes 50 42 45 45 42 43 43 43 43 45 43 44 36 33

Often 32 33 32 34 33 33 35 36 35 33 34 34 35 36Very often 9 14 12 10 13 12 10 13 12 10 11 11 19 22

Never 14 8 10 9 8 8 5 5 5 7 6 6Sometimes 34 33 34 40 38 39 34 29 31 35 31 33

Often 39 39 39 38 36 37 42 43 42 40 43 42Very often 13 20 17 13 18 16 19 24 21 17 20 19

Never 12 8 9 7 7 7 7 4 6 7 5 6Sometimes 38 37 38 39 34 36 30 29 29 34 31 33

Often 37 36 36 41 41 41 45 46 45 43 44 43Very often 13 19 17 13 18 16 18 21 19 16 19 18

Never 27 19 22 26 19 22 14 10 12 18 13 16Sometimes 45 39 41 45 37 40 36 29 33 39 34 36

Often 23 30 27 23 29 27 34 39 37 31 36 33Very often 5 12 10 6 15 11 15 21 18 12 17 14

Never 5 7 6 6 5 6 5 3 4 6 5 5 6 5Sometimes 42 41 41 37 37 37 34 32 33 36 36 36 32 29

Often 39 35 36 40 38 38 41 44 43 40 40 40 38 40Very often 13 18 16 17 20 19 20 20 20 18 20 19 24 27

* Staff responses reflect their ratings of importance of students' participation in these activities as 'not important', 'somewhat important', 'important' and 'very important'.

Benchmark group 2Benchmark group 1

Developed communication skills relevant to your discipline

Explored how to apply your learning in the workplace

Examined the strengths and weaknesses of your own views on a topic or issue

Improved knowledge and skills that will contribute to your employability

Exercised or participated in physical fitness activities


Response Category ReportUniversity of Western Australia

Benchmark group 3University of Western Australia USA

Attended an art exhibition, play, dance, music, theatre or other performance

Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective

19

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 3 3 3 3 3 3 3 2 2 3 3 3 4 3Sometimes 35 34 34 32 35 34 29 33 31 32 34 33 30 29

Often 45 48 47 46 45 45 48 46 47 46 46 46 40 40Very often 17 15 16 19 17 18 20 19 19 19 18 18 27 28

Never 47 33 38 40 31 35 35 32 34 40 32 36Sometimes 36 43 41 38 43 41 42 43 42 38 42 40

Often 13 18 16 17 18 17 16 17 17 16 18 17Very often 4 6 5 5 8 7 7 8 7 6 8 7

Never 33 18 24 25 18 20 18 16 17 22 16 19Sometimes 42 40 41 43 40 41 43 38 40 41 39 40

Often 19 28 25 24 29 27 30 34 32 27 31 29Very often 6 13 11 7 14 11 10 13 11 10 14 12

Never 33 17 23 24 17 20 22 14 18 24 15 20Sometimes 40 42 41 41 39 40 39 37 38 41 39 40

Often 20 30 27 26 29 28 27 33 30 25 31 28Very often 7 11 10 8 16 13 13 16 14 10 15 13

Never 43 29 34 37 30 32 36 26 31 36 27 32Sometimes 37 41 39 37 36 36 34 36 35 36 38 37

Often 15 24 21 19 22 21 22 27 24 20 24 22Very often 6 6 6 7 12 10 8 12 10 8 11 10

Never 36 27 30 28 22 25 26 17 21 27 21 24Sometimes 37 36 36 39 39 39 34 41 37 38 39 38

Often 19 28 25 22 25 24 28 28 28 24 26 25Very often 9 9 9 10 14 12 12 15 13 11 14 13

* Staff responses reflect their ratings of importance of students' participation in these activities as 'not important', 'somewhat important', 'important' and 'very important'.



Benchmark group 1

Learned something that changed the way you understand an issue or concept


University of Western Australia Benchmark group 2

Spent time keeping your resume up-to-date

Explored where to look for jobs relevant to your interests

Thought about how to present yourself to potential employers

Set career development goals and plans

Used networking to source information on job opportunities

20

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Not yet done 94 68 77 97 70 81 84 63 73 91 67 79 93 50Done 6 32 23 3 30 19 16 37 27 9 33 21 7 50

Not yet done 92 69 77 94 68 79 84 64 74 89 66 77Done 8 31 23 6 32 21 16 36 26 11 34 23

Not yet done 77 65 69 84 67 73 77 64 71 84 69 76 60 40Done 23 35 31 16 33 27 23 36 29 16 31 24 40 60

Not yet done 82 72 75 78 71 74 81 69 75 78 71 75 84 73Done 18 28 25 22 29 26 19 31 25 22 29 25 16 27

Not yet done 98 89 92 99 91 94 98 92 95 98 92 95 95 81Done 2 11 8 1 9 6 2 8 5 2 8 5 5 19

Not yet done 83 75 78 76 72 74 88 86 87 85 82 83 79 59Done 17 25 22 24 28 26 12 14 13 15 18 17 21 41

Not yet done 96 88 91 95 88 91 97 93 95 96 91 94 97 86Done 4 12 9 5 12 9 3 7 5 4 9 6 3 14

Not yet done 99 87 91 99 90 94 100 98 99 99 94 97 98 67Done 1 13 9 1 10 6 0 2 1 1 6 3 2 33

Not yet done 97 91 93 96 89 92 98 93 95 96 92 94 96 83Done 3 9 7 4 11 8 2 7 5 4 8 6 4 17

Not yet done 91 82 85 92 83 86 94 87 90 97 87 91Done 9 18 15 8 17 14 6 13 10 3 13 9

Not yet done 99 81 87 97 83 88 97 90 93 97 87 91Done 1 19 13 3 17 12 3 10 7 3 13 9


Practicum, internship, fieldwork or clinical

Participate in a study group or learning community

Culminating final-year experience (e.g. honours thesis, capstone project,

Study abroad or student exchange

Work on a research project with a staff member outside of coursework requirements

* Staff responses reflect their ratings of importance of students' participation in these activities as 'not important', 'somewhat important', 'important' and 'very important'. Here, the number of staff who rated an activity as 'not important' are shown in the 'not yet done' category, and staff who rated the activity as 'somewhat important', 'important' or 'very important' are given in the 'done' category.



Consult a university careers service for advice

Benchmark group 3

Industry placement or work experience

Independent study or self-designed major

Hold a leadership position in a university group or the community

Study a foreign language

Community service or volunteer work

21

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

2 0 1 0 2 1 0 2 1 1 1 1 1 12 3 5 4 3 3 3 3 3 3 3 4 3 2 23 10 7 8 6 6 6 5 6 5 6 6 6 5 44 17 15 16 14 13 14 14 14 14 15 14 14 12 115 22 21 22 24 23 23 22 23 22 22 22 22 21 206 25 28 27 26 26 26 25 25 25 24 25 24 31 32

21 24 23 27 26 26 30 29 30 29 27 28 27 30

1 0 1 0 1 1 0 1 1 1 1 1 1 12 2 3 3 4 4 4 2 3 3 3 4 4 2 23 10 7 8 8 9 9 4 5 5 7 8 8 6 54 21 23 22 24 20 22 16 15 16 20 19 19 16 125 32 28 30 31 28 29 27 24 25 28 27 27 26 236 21 25 24 21 25 23 27 26 26 23 24 24 30 33

13 14 14 12 14 13 24 26 25 17 17 17 18 24

2 3 3 2 5 4 1 3 2 2 4 3 3 52 5 7 6 8 9 9 3 6 5 6 8 7 5 73 13 10 11 13 15 14 9 11 10 11 12 12 10 114 31 26 28 30 25 27 24 24 24 27 25 26 22 205 25 26 26 26 24 25 27 22 24 24 23 24 24 226 14 18 17 13 13 13 21 20 20 17 16 16 21 20

11 9 9 9 9 9 15 14 15 13 12 12 15 15

1 2 1 1 3 2 1 2 1 1 2 2 3 52 4 4 4 4 6 5 3 5 4 4 5 5 5 73 8 9 9 11 12 11 7 10 9 9 10 10 10 114 31 28 29 31 32 32 25 26 25 28 29 28 22 205 24 27 26 26 24 25 23 22 23 24 23 23 24 226 16 19 18 16 14 15 22 20 21 18 17 18 21 20

15 11 12 11 9 10 19 14 17 16 13 14 15 15

Relationships with administrative personnel and services

Unfriendly, unavailable,

unsympathetic

Friendly, available,

sympathetic

Benchmark group 3


Benchmark group 2


Unhelpful, inconsiderate,

rigid


Unavailable, unhelpful,

unsympathetic

Friendly, supportive, sense

of belonging

Relationships with student services staff

Relationships with other students

Relationships with teaching staff

USA

Unfriendly, unsupportive,

sense of alienation

Helpful, considerate,

flexible

Available, helpful, sympathetic


Benchmark group 1

22

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 1 2 1 1 2 1 1 1 1 1 2 1 0 01 to 5 32 26 28 31 33 32 31 34 33 31 31 31 14 15

6 to 10 30 31 31 28 25 26 28 24 26 28 26 27 24 2411 to 15 16 19 18 17 15 16 18 14 16 17 15 16 22 2016 to 20 10 11 11 11 11 11 12 13 13 12 11 11 18 1721 to 25 6 4 5 6 6 6 5 6 5 6 6 6 10 1026 to 30 2 3 3 4 4 4 3 4 3 3 4 4 5 6Over 30 3 5 4 2 5 4 2 4 3 3 5 4 5 8

None 95 84 87 92 84 87 92 92 92 92 88 90 80 731 to 5 2 8 6 2 7 5 3 3 3 2 5 4 4 4

6 to 10 2 6 5 2 4 3 2 2 2 2 3 2 7 811 to 15 1 2 1 2 2 2 2 1 1 2 2 2 5 616 to 20 1 1 1 1 2 2 1 1 1 1 1 1 3 621 to 25 0 0 0 1 0 0 0 0 0 1 1 1 226 to 30 0 0 0 0 0 0 0 0 0 1Over 30 0 0 1 0 1 0 0 0 0 1 1 1 2

None 44 27 33 45 33 38 27 21 24 34 27 30 68 451 to 5 10 13 12 13 10 11 8 9 9 9 8 9 5 5

6 to 10 17 15 16 15 17 16 17 13 15 16 13 15 5 611 to 15 17 19 18 13 15 15 16 16 16 15 15 15 5 616 to 20 7 14 12 8 13 11 15 14 15 11 14 13 5 821 to 25 2 6 5 3 6 5 6 9 7 6 8 7 4 626 to 30 1 2 2 1 3 2 4 6 5 3 4 3 2 5Over 30 2 3 3 1 3 2 6 13 10 5 10 8 6 19

Working for pay on campus

Working for pay off campus

Preparing for class (e.g. studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic



Benchmark group 2Benchmark group 1 Benchmark group 3 USA


23

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 37 32 33 32 31 32 45 46 45 40 39 40 40 471 to 5 35 36 35 42 39 40 32 31 32 35 34 35 29 27

6 to 10 14 23 20 15 18 17 14 12 13 14 16 15 13 1111 to 15 7 5 6 6 7 7 5 7 6 5 7 6 7 616 to 20 4 2 3 2 3 3 2 2 2 3 3 3 5 421 to 25 1 1 1 1 1 1 1 0 1 1 1 1 2 226 to 30 0 0 0 0 1 1 0 1 0 0 1 0 1 1Over 30 1 0 1 0 0 0 0 0 0 0 1 0 2 2

None 1 1 1 0 1 1 2 2 2 1 1 1 1 11 to 5 12 14 14 17 15 16 22 22 22 20 19 19 22 28

6 to 10 28 26 27 30 29 29 30 31 31 28 29 29 28 3011 to 15 28 27 27 23 24 24 21 19 20 21 22 22 21 1916 to 20 17 21 19 16 16 16 12 13 13 14 15 14 13 1121 to 25 6 4 5 6 7 6 4 7 6 7 6 6 6 526 to 30 1 1 1 3 3 3 3 2 3 3 3 3 3 2Over 30 7 6 6 6 5 6 5 3 4 5 5 5 5 4

None 53 60 57 56 62 60 41 40 41 48 51 49 69 581 to 5 29 19 23 26 19 22 24 18 21 24 18 21 13 13

6 to 10 10 9 9 10 8 9 12 11 12 11 9 10 6 711 to 15 2 5 4 3 4 4 5 7 6 5 6 5 4 416 to 20 1 3 2 2 3 3 5 4 5 4 4 4 2 321 to 25 1 1 1 1 1 1 2 3 2 2 2 2 1 226 to 30 1 0 0 0 1 1 2 2 2 1 1 1 1 1Over 30 3 3 3 1 2 2 8 14 11 6 8 7 5 12

None 10 9 9 13 7 9 8 4 6 10 6 81 to 5 38 33 34 39 34 36 33 27 30 34 30 32

6 to 10 30 32 31 28 32 31 29 32 31 30 31 3011 to 15 14 15 15 12 16 14 16 16 16 13 17 1516 to 20 5 8 7 5 6 6 7 10 9 6 8 721 to 25 2 2 2 2 2 2 2 4 3 3 3 326 to 30 0 1 0 0 1 1 2 2 2 1 2 2Over 30 2 2 2 1 2 1 3 4 4 2 4 3

Participating in extracurricular activities (e.g. organisations, campus publications, student associations, clubs and societies, sports, etc.)

Benchmark group 3




Relaxing and socialising (e.g. watching TV, partying, etc.)

Providing care for dependents living with you (e.g. parents, children, spouse, etc.)

Managing personal business (e.g. housework, shopping, exercise, health needs, etc.)



24

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 2 2 2 9 4 6 4 11 8 8 7 7 15 111 to 5 39 51 47 39 46 44 55 62 59 50 54 52 60 61

6 to 10 38 36 37 30 32 31 28 19 24 27 26 27 15 1811 to 15 15 10 11 14 12 13 9 4 7 10 8 9 5 616 to 20 2 1 1 6 4 5 2 2 2 3 2 3 2 221 to 25 2 0 1 1 1 1 1 0 0 1 1 1 1 126 to 30 0 0 0 0 0 0 0 0 0 0 0 0 0Over 30 0 0 1 0 1 0 1 1 0 0 0 1 1

None 0 2 1 0 1 1 3 9 6 3 6 41 to 5 3 11 8 2 4 3 6 11 8 4 8 6

6 to 10 7 10 9 5 13 10 14 21 18 12 18 1611 to 15 11 20 17 21 24 23 31 26 29 26 26 2616 to 20 26 23 24 23 23 23 24 19 22 24 19 2221 to 25 27 13 18 23 14 17 13 5 9 15 10 1226 to 30 16 7 10 12 8 10 5 3 4 7 6 6Over 30 10 13 12 15 13 13 4 5 5 9 8 8

None 4 6 5 4 5 5 8 17 12 7 12 101 to 5 36 36 36 41 42 42 53 49 51 45 45 45

6 to 10 37 26 30 27 23 24 21 17 19 23 20 2211 to 15 9 14 12 10 13 12 8 8 8 10 10 1016 to 20 8 9 9 6 6 6 4 4 4 5 6 621 to 25 4 3 3 3 5 4 2 2 2 2 3 326 to 30 0 1 1 2 2 2 2 1 1 1 2 1Over 30 2 5 4 7 4 5 1 2 2 4 3 4

Not at all 41 42 42 38 35 36 37 33 35 37 31 34Very little 12 13 13 14 14 14 14 13 14 14 13 14

Some 8 13 12 10 11 11 10 11 11 11 13 12Quite a bit 6 6 6 6 8 7 7 11 9 7 9 8Very much 5 12 10 5 15 12 13 19 16 10 20 15

Not in paid work 28 13 18 27 16 20 18 13 15 21 14 17


Travelling to campus (e.g. driving, walking, etc.)


Being on campus, excluding time spent in class

Being on campus, including time spent in class

If you are working for pay, how much is this work related to your field of study

Benchmark group 3



25

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 2 2 2 2 2 2 3 2 3 2 3 2 2 2Some 16 18 17 19 18 18 17 19 18 19 19 19 16 16


Very little 3 7 6 4 7 6 5 6 5 4 8 6 3 5Some 25 39 34 30 38 35 22 31 27 27 36 32 19 22


Very little 22 32 29 19 30 26 18 23 21 18 28 23 11 16Some 34 36 35 36 38 37 35 36 35 36 37 36 29 32


Very little 35 49 44 40 50 47 36 44 40 36 49 42 23 35Some 48 39 42 41 35 37 39 35 37 40 36 38 37 36


Very little 19 27 24 22 32 28 26 37 31 25 35 30 15 23Some 41 42 42 42 42 42 44 42 43 41 42 41 34 38


Very little 11 13 12 13 18 16 21 25 23 20 25 23 9 14Some 34 42 39 36 42 40 37 43 40 38 41 40 24 29


Very little 4 3 3 3 4 4 3 5 4 4 4 4 2 2Some 21 15 17 18 16 17 22 21 22 20 17 18 13 9


Very little 3 3 3 3 4 3 2 3 3 3 3 3 3 3Some 22 20 21 23 22 22 21 17 19 24 21 23 15 14



University of Western Australia Benchmark group 1 Benchmark group 3 USA

Acquiring a broad general education

Using computers in academic work


Benchmark group 2

Spending significant amounts of time studying and on academic work

Providing the support you need to help you succeed academically

Helping you cope with your non-academic responsibilities (e.g. work, family, etc.)

Providing the support you need to socialise

Attending campus events and activities (e.g. special speakers, cultural performances, sporting events, etc.)

Encouraging contact among students from different economic, social and ethnic backgrounds

26

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 9 5 7 10 9 9 6 5 6 8 6 7 9 6Some 27 21 24 30 25 27 21 17 19 26 21 23 27 20


Very little 8 4 6 8 7 8 5 2 4 7 6 6 4 4Some 38 24 29 37 24 29 27 18 23 31 23 27 21 18


Very little 13 7 9 14 10 11 8 6 7 11 8 10 7 6Some 37 29 32 36 29 32 31 26 28 34 28 31 25 22


Very little 2 1 1 2 2 2 2 1 1 2 2 2 2 2Some 17 12 14 16 12 13 16 12 14 18 13 15 14 10


Very little 6 3 4 7 7 7 7 5 6 6 5 6 5 4Some 27 22 24 24 20 22 28 22 25 27 22 24 23 20


Very little 7 4 5 7 7 7 8 6 7 8 7 7 5 4Some 31 25 27 29 29 29 28 23 26 27 25 26 21 17


Very little 8 5 6 6 6 6 6 7 6 6 6 6 5 4Some 37 24 29 25 26 26 24 24 24 26 25 26 22 17


Benchmark group 1 Benchmark group 3 USABenchmark group 2




Writing clearly and effectively

Speaking clearly and effectively

Using computing and information technology

Thinking critically and analytically

Analysing quantitative problems

Working effectively with others

Acquiring job-related or work-related knowledge and skills

27

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 58 62 61 56 59 58 61 63 62 57 61 59 44 35Some 23 23 23 27 22 24 22 19 20 24 21 23 29 31


Very little 5 2 3 5 4 4 4 4 4 5 4 5 5 5Some 23 17 19 22 20 21 24 19 21 24 20 22 23 19


Very little 15 11 13 15 16 15 12 10 11 14 14 14 10 11Some 33 29 30 32 30 31 30 29 29 31 29 30 25 24


Very little 16 19 18 15 17 16 14 13 13 15 17 16 12 13Some 35 32 33 35 34 34 33 32 32 32 33 33 30 30


Very little 10 8 9 9 9 9 10 8 9 10 9 10 10 9Some 35 31 32 31 29 30 33 31 32 32 29 31 30 27


Very little 16 16 16 16 18 17 13 12 13 15 16 16 13 14Some 34 34 34 34 34 34 29 33 31 32 33 33 27 26


Very little 22 26 24 25 27 26 23 20 22 24 26 25 18 18Some 43 39 40 42 37 39 35 40 37 38 37 37 33 32


Very little 19 19 19 20 21 20 23 23 23 20 21 20Some 34 32 33 34 33 34 28 29 28 32 31 31

Quite a bit 32 28 29 29 28 28 32 30 31 31 30 30Very much 15 21 19 17 18 18 17 18 18 17 19 18

Solving complex, real-world problems

Developing a personal code of values and ethics

Contributing to the welfare of your community

Securing relevant work after graduation


Benchmark group 2


Understanding people of other racial and ethnic backgrounds

USA

Voting informedly in local, state or national elections

Learning effectively on your own

Understanding yourself


28

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Selected 77 82 80 81 82 81 75 82 78 75 77 76Not selected 23 18 20 19 18 19 25 18 22 25 23 24













Selected 1 0 1 0 0 0 1 0 1 1 1Not selected 99 100 99 100 100 100 99 100 100 99 99 99


Gap year/deferral

Government assistance

Graduating

Reasons for considering a change

Family responsibilities

Financial difficulties

Academic exchange

Academic support

Administrative support

Boredom/lack of interest

Career prospects

Change of direction

Commuting difficulties

Difficulty paying fees

Difficulty with workload

* Staff were asked to estimate the percentage of students who have 'seriously considered leaving their institution before graduation'.

Benchmark group 2


USABenchmark group 1 Benchmark group 3

No, I have not considered a change*




29

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear


















University of Western Australia Benchmark group 1 Benchmark group 2 Benchmark group 3 USA

Travel or tourism

Other reasons

Need to do paid work

Other opportunities

Paid work responsibilities

Personal reasons

Quality concerns

Received other offer

Social reasons

Standards too high

Study/life balance

Health or stress

Institution reputation

Moving residence

Need a break

30

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear









Poor 3 3 3 3 6 5 2 3 3 4 6 5 5 9Fair 16 28 24 22 27 25 15 19 17 21 25 23 16 19

Good 56 48 51 51 50 50 53 51 52 52 50 51 46 40Excellent 25 21 23 23 16 19 30 27 28 23 19 21 33 32

Poor 3 2 2 1 3 2 2 3 3 2 4 3 2 2Fair 15 18 17 14 19 17 13 15 14 16 19 18 11 11

Good 50 53 52 53 53 53 49 50 49 54 53 53 49 46Excellent 32 27 29 32 26 28 35 32 34 28 24 26 38 40

Definitely no 2 2 2 1 3 3 1 4 3 2 5 4 4 5Probably no 4 8 7 8 12 11 9 12 11 10 14 12 12 13

Probably yes 41 39 40 43 44 44 44 46 45 46 45 45 40 37Definitely yes 53 50 51 48 40 43 46 38 42 42 36 39 44 45

Shift to another institution



University of Western Australia Benchmark group 1 Benchmark group 2 Benchmark group 3 USA

Move to vocational education and training

Continue with current study

Attend same institution if starting over

Overall rating: Educational experience

Overall rating: Quality of academic advising

Leave before finishing qualification

Leave having completed qualification

Change to another qualification

Leave to do paid work

Leave to take time off

31


Item Statistics ReportNovember 2010

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Asked questions 2.4 2.5 2.5 2.3 2.6 2.4 2.6 2.5 2.2 2.4 2.3 2.5 2.7 2.6 2.8 3.1Sought advice from academic staff 2.0 2.4 2.2 2.4 2.4 2.1 2.4 2.2 2.1 2.4 2.2 2.2 2.4 2.3Made presentation 1.7 2.4 2.1 2.0 2.3 1.9 2.3 2.0 1.6 2.1 1.8 1.9 2.3 2.1 2.3 2.8

Worked hard to master difficult content 2.7 2.8 2.8 2.9 2.6 2.8 2.9 2.9 2.8 2.8 2.8 2.8 2.9 2.8Prepared two or more drafts 2.1 2.2 2.1 2.3 2.0 2.2 2.2 2.2 2.2 2.2 2.2 2.3 2.3 2.3 2.7 2.5Used library resources on campus or online 2.9 3.2 3.1 3.3 3.0 3.1 3.3 3.2 3.0 3.3 3.1 3.0 3.2 3.1

Integrating from various sources 2.7 3.2 2.9 2.7 2.9 3.0 3.3 3.1 2.8 3.2 3.0 3.0 3.3 3.2 3.1 3.3d d l

1=Never; 2=Sometimes; 3=Often; 4=Very often

Item Statistics Report


Items are presented in the order in which they appear on the SEQ. The reporting metric for each item corresponds to the response scale, which is shown in the report.

Results are provided for your institution, your chosenbenchmark groups (or the default option) and US institutions. USA figures are not available for all items.

Weighted means are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Student Engagement Survey (SSES) are also reported.

This report shows summary descriptive statistics for each item.

33

Used student learning support services 1.9 1.8 1.8 2.0 2.0 1.9 1.7 1.8 1.8 1.7 1.7 1.9 1.9 1.9Blended academic learning with workplace 1.5 2.1 1.8 1.9 2.3 1.7 2.2 1.9 1.7 2.0 1.8 1.9 2.3 2.1experience

Included diverse perspectives 2.1 2.3 2.2 2.6 2.0 2.2 2.1 2.1 2.1 2.3 2.2 2.3 2.4 2.3 2.8 2.8Completed readings 3.0 2.8 2.9 3.2 2.5 2.9 2.7 2.8 2.8 2.8 2.8 2.9 2.8 2.9 2.0 2.1Able to keep up to date with study 2.9 2.7 2.8 2.8 2.7 2.8 2.7 2.8 2.9 2.8 2.9 2.9 2.9 2.9

Items are presented in the order in which they appear on the SEQ. The reporting metric for each item corresponds to the response scale, which is shown in the report.

Results are provided for your institution, your chosenbenchmark groups (or the default option) and US institutions. USA figures are not available for all items.

Weighted means are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and Staff Student Engagement Survey (SSES) are also reported.

This report shows summary descriptive statistics for each item.

Institutional results greater than those for all students in the first benchmark group are shaded in green. Results less than or equal to benchmark figures results are shaded red.

33

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Asked questions 2.4 2.7 2.6 2.5 2.6 2.6 2.7 2.9 2.8 2.6 2.8 2.7 2.9 3.1Sought advice from academic staff 2.1 2.4 2.3 2.1 2.4 2.3 2.4 2.6 2.5 2.3 2.5 2.4Made presentation 1.9 2.5 2.3 2.0 2.4 2.2 2.3 2.4 2.3 2.2 2.5 2.3 2.3 2.8

Worked hard to master difficult content 2.8 2.9 2.9 2.8 3.0 2.9 3.0 3.0 3.0 2.9 3.0 2.9Prepared two or more drafts 2.2 2.4 2.3 2.2 2.3 2.3 2.5 2.5 2.5 2.3 2.4 2.3 2.7 2.5Used library resources on campus or online 2.9 3.3 3.1 2.9 3.2 3.1 3.1 3.3 3.2 3.0 3.2 3.1

Integrating from various sources 2.8 3.3 3.1 3.0 3.2 3.1 3.2 3.5 3.3 3.1 3.3 3.2 3.1 3.4Used student learning support services 1.9 1.9 1.9 2.0 1.9 1.9 1.9 1.8 1.9 2.0 1.9 2.0Blended academic learning with workplace experience 1.7 2.0 1.9 1.7 2.1 1.9 2.1 2.5 2.3 1.9 2.3 2.1

Included diverse perspectives 2.1 2.2 2.2 2.2 2.2 2.2 2.4 2.5 2.5 2.3 2.4 2.4 2.8 2.9Completed readings 2.9 2.9 2.9 3.0 2.8 2.9 3.1 3.0 3.0 3.0 2.9 2.9 2.0 2.1Able to keep up to date with study 2.8 2.9 2.9 2.9 2.8 2.8 3.0 3.1 3.0 3.0 2.9 2.9

Worked with students during class 2.2 2.4 2.4 2.6 2.5 2.5 2.6 2.5 2.6 2.6 2.5 2.6 2.5 2.6Worked with students outside class 2.3 2.7 2.5 2.5 2.6 2.6 2.5 2.6 2.5 2.5 2.6 2.6 2.5 2.8Put together ideas or concepts 2.4 2.6 2.5 2.5 2.7 2.6 2.6 2.7 2.6 2.6 2.7 2.6 2.7 3.0

Tutored other students 1.4 1.6 1.6 1.4 1.5 1.4 1.3 1.4 1.3 1.4 1.5 1.4 1.7 1.9Participated in a community-based project 1.3 1.5 1.4 1.4 1.5 1.4 1.5 1.6 1.5 1.4 1.5 1.4 1.6 1.7Used an electronic medium for assignment 2.4 2.3 2.4 2.4 2.3 2.3 2.1 2.2 2.2 2.3 2.3 2.3 2.6 2.9

Used email or a forum to communicate with teaching staff 2.4 2.8 2.7 2.5 2.8 2.7 2.7 3.0 2.9 2.6 2.9 2.8 3.2 3.5Discussed grades with teaching staff 1.7 2.0 1.9 1.8 2.0 1.9 2.0 2.1 2.0 1.9 2.1 2.0 2.7 2.8Talked about career plans 1.5 1.7 1.6 1.5 1.7 1.6 1.7 1.8 1.8 1.6 1.8 1.7 2.2 2.4

Discussed ideas from your classes with teaching staff 1.6 1.8 1.7 1.6 1.7 1.7 1.7 1.8 1.7 1.7 1.8 1.7 1.9 2.1Received feedback on academic performance 2.2 2.2 2.2 2.2 2.3 2.3 2.5 2.6 2.6 2.4 2.4 2.4 2.7 2.8Worked harder than you thought you could 2.2 2.2 2.2 2.2 2.3 2.2 2.5 2.5 2.5 2.4 2.4 2.4 2.7 2.8




Staff: 1=0-20% 2=21-40% 3=41-60% 4=61-80% 5=81-100%Students: 1=Never; 2=Sometimes; 3=Often; 4=Very often

USABenchmark group 2

34

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Worked with teaching staff on other activities 1.3 1.5 1.4 1.3 1.5 1.4 1.3 1.4 1.4 1.3 1.4 1.4 1.6 1.9Discussed ideas from your classes with others 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.8 3.0Conversations with students of different ethnic group 2.9 3.0 3.0 3.0 3.0 3.0 2.8 2.7 2.7 2.8 2.8 2.8 2.6 2.7

Conversations with students who are very different 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.7 2.7 2.7 2.7 2.7 2.7 2.7Communicated or worked with other students online 2.2 2.3 2.3 2.3 2.4 2.4 2.1 2.3 2.2 2.3 2.4 2.3Searched online for resources relevant to studies 3.0 3.5 3.3 3.2 3.4 3.3 3.3 3.6 3.4 3.2 3.4 3.3

Obtained timely feedback from assessments 2.5 2.2 2.3 2.4 2.3 2.4 2.4 2.5 2.4 2.4 2.4 2.4Persisted with challenging learning activities despite initial setbacks 2.7 2.8 2.8 2.6 2.8 2.7 2.8 2.9 2.8 2.7 2.8 2.8Learned about teachers'/tutors' current research 1.9 2.2 2.1 2.0 2.2 2.1 1.8 2.0 1.9 1.9 2.0 2.0

Sought information on recent research in your field 1.9 2.3 2.1 2.1 2.4 2.3 2.3 2.5 2.4 2.2 2.4 2.3Explored options for doing research related to your study 1.8 2.2 2.0 2.0 2.2 2.1 2.1 2.2 2.2 2.1 2.2 2.1

Memorising facts 3.0 2.8 2.9 2.9 2.8 2.8 3.0 2.8 2.9 2.9 2.7 2.8 3.0 2.8Analysing basic elements 3.0 3.2 3.2 3.2 3.3 3.2 3.1 3.2 3.2 3.1 3.2 3.2 3.2 3.3Synthesising and organising ideas 2.8 3.0 2.9 3.0 3.1 3.0 2.8 3.0 2.9 2.9 3.0 2.9 2.9 3.1Making judgements about value of information 2.7 2.9 2.9 2.8 3.0 2.9 2.9 3.0 2.9 2.9 3.0 2.9 2.9 3.1Applying theories or concepts 3.1 3.2 3.1 3.1 3.2 3.1 3.0 3.2 3.1 3.1 3.2 3.1 3.1 3.3

One hour or less to complete 2.8 2.2 2.4 2.6 2.3 2.4 2.5 2.4 2.5 2.7 2.4 2.5 2.8 2.4More than one hour to complete 2.7 2.7 2.7 2.7 2.7 2.7 2.7 2.6 2.6 2.8 2.7 2.7 2.7 2.7Number of assigned textbooks 2.6 2.8 2.7 2.7 2.6 2.7 2.8 2.8 2.8 2.8 2.8 2.8 3.3 1.0Books for personal enjoyment or enrichment 2.5 2.5 2.5 2.3 2.5 2.4 2.4 2.5 2.4 2.3 2.5 2.4 2.1 2.2

Assignments of fewer than 1,000 words 2.0 2.1 2.1 2.2 2.0 2.1 2.0 1.9 1.9 2.2 2.0 2.1 3.0 3.0Assignments of between 1,000 and 5,000 words 2.0 2.5 2.3 2.2 2.5 2.4 2.4 2.6 2.5 2.3 2.6 2.5 2.3 2.6Written assignments of more than 5,000 words 1.3 1.5 1.4 1.2 1.4 1.3 1.2 1.4 1.3 1.2 1.4 1.3 1.3 1.7

Examinations have challenged to do best work 4.9 5.0 5.0 5.0 5.1 5.1 5.1 5.0 5.1 5.0 4.9 5.0 5.5 5.51=Very little; 7=Very much

1=Very little; 2=Some; 3=Quite a bit; 4=Very much

1=None; 2=1 to 2; 3=3 to 4; 4=5 to 6; 5=More than 6

Benchmark group 2

Students: 1=Never; 2=Sometimes; 3=Often; 4=Very often


Staff: 1=0-20% 2=21-40% 3=41-60% 4=61-80% 5=81-100%


Item Statistics ReportUniversity of Western Australia


35

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Art/culture attendance 1.9 2.0 1.9 2.0 2.1 2.0 1.8 1.9 1.8 1.8 1.9 1.9 2.2 2.0Exercise participation 2.7 2.9 2.8 2.6 2.7 2.6 2.6 2.7 2.7 2.6 2.7 2.6 2.8 2.7Examined own views on a topic or issue 2.4 2.5 2.5 2.4 2.5 2.5 2.4 2.5 2.5 2.4 2.5 2.4 2.6 2.7

Improved knowledge to contribute to employability 2.5 2.7 2.6 2.6 2.6 2.6 2.7 2.9 2.8 2.7 2.8 2.7Developed communication skills relevant to discipline 2.5 2.7 2.6 2.6 2.7 2.7 2.7 2.8 2.8 2.7 2.8 2.7Explored how to apply learning in the workplace 2.0 2.4 2.2 2.1 2.4 2.3 2.5 2.7 2.6 2.4 2.6 2.5Tried to better understand someone else’s views 2.6 2.6 2.6 2.7 2.7 2.7 2.8 2.8 2.8 2.7 2.7 2.7 2.8 2.9Learned something that changed understanding 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.8 2.9 2.9

Kept your resume up-to-date 1.7 2.0 1.9 1.9 2.0 2.0 1.9 2.0 2.0 1.9 2.0 1.9Thought about how to present yourself to employers 2.0 2.4 2.2 2.1 2.4 2.3 2.3 2.4 2.4 2.2 2.4 2.3Explored where to look for jobs relevant to your interests 2.0 2.4 2.2 2.2 2.4 2.3 2.3 2.5 2.4 2.2 2.5 2.3Used networking to source information on job opportunities 1.8 2.1 2.0 2.0 2.2 2.1 2.0 2.2 2.1 2.0 2.2 2.1Set career development goals and plans 2.0 2.2 2.1 2.1 2.3 2.2 2.3 2.4 2.3 2.2 2.3 2.3

Practicum/internship 3.1 3.7 3.5 3.1 3.6 3.4 3.3 3.7 3.5 3.2 3.6 3.4 2.8 3.2Industry placement or work experience 3.4 3.7 3.6 3.4 3.7 3.6 3.5 3.7 3.6 3.5 3.7 3.6Community service or volunteer work 3.3 3.6 3.5 3.3 3.6 3.5 3.3 3.7 3.5 3.2 3.5 3.4 3.1 3.3

Study group/learning community 3.2 3.3 3.3 3.2 3.3 3.3 3.2 3.3 3.3 3.2 3.3 3.3 2.3 2.5Work on a research project 2.3 2.9 2.7 2.5 2.8 2.7 2.4 2.7 2.6 2.5 2.7 2.6 2.1 2.4Foreign language 3.4 3.5 3.5 3.5 3.6 3.5 3.1 3.2 3.1 3.2 3.3 3.3 2.6 2.8

Study abroad or student exchange 3.1 3.2 3.1 3.2 3.2 3.2 2.9 2.9 2.9 3.0 3.0 3.0 2.2 2.3Culminating final-year experience 2.9 3.4 3.2 2.9 3.3 3.1 2.5 2.8 2.7 2.7 3.0 2.8 2.2 2.9Independent study or self-designed major 2.3 2.9 2.7 2.5 2.9 2.7 2.3 2.7 2.5 2.4 2.8 2.6 1.9 2.3Consult a university careers service for advice 3.0 3.4 3.2 3.1 3.3 3.3 3.0 3.2 3.1 3.1 3.3 3.2Hold a leadership position in university or community 2.6 3.2 3.0 2.7 3.1 2.9 2.6 2.9 2.7 2.6 3.0 2.8

Staff: 1=Not important; 2=Somewhat important; 3=Important; 4=Very important

Staff: 1=Not important; 2=Somewhat important; 3=Important; 4=Very important

Benchmark group 3 USABenchmark group 2University of Western Australia

Students: 1=Do not know about; 2=Have not decided; 3=Do not plan to do; 4=Plan to do; 5=Done

University of Western AustraliaAustralasian Survey of Student Engagement (AUSSE)

Students: 1=Never; 2=Sometimes; 3=Often; 4=Very often

Benchmark group 1


36

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Relationships with other students 5.1 5.3 5.2 5.4 5.4 5.4 5.5 5.4 5.5 5.4 5.4 5.4 5.5 5.7Relationships with teaching staff 4.9 5.1 5.0 4.9 5.0 5.0 5.4 5.4 5.4 5.1 5.1 5.1 5.3 5.5Relationships with administrative personnel and services 4.6 4.5 4.6 4.4 4.3 4.3 4.9 4.7 4.8 4.7 4.5 4.6 4.8 4.7Relationships with student support services staff 4.8 4.8 4.8 4.7 4.5 4.6 5.1 4.8 4.9 4.9 4.7 4.8 4.8 4.7

Preparing for class 3.5 3.6 3.5 3.5 3.6 3.6 3.4 3.6 3.5 3.5 3.6 3.6 4.2 4.3Working for pay on campus 1.1 1.3 1.2 1.2 1.3 1.3 1.2 1.2 1.2 1.2 1.3 1.3 1.5 1.8Working for pay off campus 2.5 3.2 3.0 2.4 3.1 2.9 3.5 4.1 3.8 3.2 3.7 3.5 2.3 3.6

Participating in extracurricular activities 2.2 2.2 2.2 2.1 2.2 2.1 1.9 1.9 1.9 2.0 2.1 2.0 2.3 2.1Relaxing and socialising 4.1 4.0 4.0 3.9 4.0 4.0 3.7 3.6 3.7 3.8 3.9 3.9 3.8 3.5Providing care for dependents 1.9 1.9 1.9 1.8 1.8 1.8 2.6 3.0 2.8 2.3 2.5 2.4 1.9 2.5

Managing personal business 2.8 3.0 2.9 2.7 3.0 2.9 3.1 3.5 3.3 3.0 3.2 3.1Travelling to campus 2.8 2.6 2.7 2.8 2.7 2.7 2.5 2.3 2.4 2.6 2.5 2.6 2.3 2.4Being on campus, including time spent in class 5.5 4.9 5.1 5.5 5.0 5.2 4.5 3.9 4.2 4.8 4.4 4.6Being on campus, excluding time spent in class 3.0 3.2 3.2 3.3 3.1 3.2 2.7 2.5 2.6 3.0 2.8 2.9

Relationship of paid work to field of study 1.9 2.2 2.1 2.0 2.5 2.3 2.3 2.6 2.5 2.2 2.7 2.5

Spending significant time on academic work 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.1 3.2 3.2Providing support to succeed academically 2.9 2.6 2.7 2.8 2.6 2.7 2.9 2.8 2.9 2.9 2.6 2.8 3.1 3.0Encouraging contact with students from different backgrounds 2.4 2.1 2.2 2.4 2.1 2.2 2.5 2.3 2.4 2.4 2.2 2.3 2.7 2.6

Helping to cope with non-academic responsibilities 1.9 1.7 1.7 1.8 1.7 1.7 1.9 1.8 1.9 1.9 1.7 1.8 2.3 2.0Providing support to socialise 2.3 2.1 2.2 2.2 2.0 2.1 2.1 1.9 2.0 2.2 1.9 2.0 2.5 2.3Attending campus events and activities 2.6 2.4 2.5 2.5 2.3 2.4 2.4 2.1 2.3 2.3 2.2 2.2 2.9 2.7

Using computers in academic work 3.1 3.2 3.2 3.1 3.2 3.2 3.1 3.1 3.1 3.1 3.2 3.1 3.3 3.5Acquiring a broad general education 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.1 3.1 2.9 3.0 3.0 3.2 3.3Acquiring job-related or work-related knowledge and skills 2.8 3.0 2.9 2.7 2.9 2.8 3.0 3.1 3.1 2.9 3.0 2.9 2.8 3.1



Benchmark group 2 Benchmark group 3


1=Unfriendly/unavailable/unhelpful; 7=Friendly, available, helpful

1=Not at all; 2=Very little; 3=Some; 4=Quite a bit; 5=Very much

USAUniversity of Western Australia Benchmark group 1


1=None; 2=1 to 5; 3=6 to 10; 4=11 to 15; 5=16 to 20; 6=21 to 25; 7=26 to 30; 8=Over 30

37

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Writing clearly and effectively 2.6 3.0 2.9 2.6 2.9 2.8 2.9 3.2 3.0 2.7 3.0 2.9 3.1 3.1Speaking clearly and effectively 2.5 2.8 2.7 2.5 2.7 2.6 2.8 2.9 2.8 2.6 2.8 2.7 2.9 3.0Thinking critically and analytically 3.1 3.3 3.2 3.1 3.3 3.2 3.2 3.3 3.3 3.1 3.3 3.2 3.3 3.4

Analysing quantitative problems 2.8 3.0 3.0 2.9 3.0 3.0 2.8 3.0 2.9 2.8 3.0 2.9 3.0 3.1Using computing and information technology 2.7 3.0 2.9 2.8 2.9 2.8 2.8 2.9 2.9 2.8 2.9 2.9 3.1 3.2Working effectively with others 2.6 2.9 2.8 2.9 2.9 2.9 2.9 2.9 2.9 2.9 2.9 2.9 3.0 3.2Voting informedly in local, state or national elections 1.6 1.6 1.6 1.7 1.7 1.7 1.6 1.6 1.6 1.7 1.6 1.6 1.9 2.1Learning effectively on your own 2.9 3.1 3.1 3.0 3.1 3.0 2.9 3.1 3.0 2.9 3.0 3.0 3.0 3.1Understanding yourself 2.5 2.7 2.6 2.6 2.6 2.6 2.6 2.7 2.7 2.6 2.6 2.6 2.8 2.9

Understanding people of other racial and ethnic backgrounds 2.5 2.4 2.5 2.5 2.5 2.5 2.6 2.6 2.6 2.6 2.5 2.5 2.7 2.7Solving complex, real-world problems 2.6 2.7 2.7 2.7 2.8 2.7 2.7 2.8 2.7 2.6 2.7 2.7 2.7 2.8Developing a personal code of values and ethics 2.5 2.5 2.5 2.5 2.5 2.5 2.7 2.7 2.7 2.5 2.5 2.5 2.7 2.8Contributing to the welfare of your community 2.2 2.2 2.2 2.2 2.2 2.2 2.3 2.3 2.3 2.3 2.2 2.2 2.5 2.5Securing relevant work after graduation 2.4 2.5 2.5 2.4 2.4 2.4 2.4 2.4 2.4 2.5 2.5 2.5

Not considered a change 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2 1.2

Reasons for considering change

Academic exchange 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Academic support 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Administrative support 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Boredom/lack of interest 1.9 1.9 1.9 1.9 1.9 1.9 1.9 2.0 2.0 1.9 1.9 1.9Career prospects 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

Change of direction 1.9 1.9 1.9 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Commuting difficulties 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Difficulty paying fees 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Difficulty with workload 2.0 2.0 2.0 2.0 2.0 2.0 1.9 2.0 2.0 2.0 2.0 2.0Family responsibilities 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

1=Selected; 2=Not selected






38

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Reasons for considering change

Financial difficulties 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Gap year/deferral 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Government assistance 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Graduating 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Health or stress 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

Institution reputation 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Moving residence 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Need a break 1.9 2.0 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Need to do paid work 1.9 2.0 2.0 2.0 2.0 2.0 1.9 2.0 2.0 2.0 2.0 2.0Other opportunities 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

Paid work responsibilities 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Personal reasons 1.9 2.0 2.0 2.0 2.0 2.0 1.9 2.0 2.0 2.0 2.0 2.0Quality concerns 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Received other offer 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Social reasons 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

Standards too high 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Study/life balance 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Travel or tourism 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Other reasons 2.0 2.0 2.0 2.0 2.0 2.0 1.9 1.9 1.9 1.9 1.9 1.9

Continue with current study 1.1 1.4 1.3 1.1 1.4 1.3 1.1 1.4 1.3 1.1 1.4 1.3Shift to another institution 1.9 1.9 1.9 1.9 1.9 1.9 1.9 2.0 1.9 1.9 1.9 1.9Move to vocational education and training 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0

Change to another qualification 1.9 1.9 1.9 1.9 1.9 1.9 2.0 1.9 1.9 1.9 1.9 1.9Leave before finishing qualification 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Leave having completed qualification 2.0 1.7 1.8 2.0 1.7 1.8 2.0 1.6 1.8 2.0 1.6 1.8

Leave to do paid work 2.0 1.8 1.9 2.0 1.8 1.9 2.0 1.8 1.9 2.0 1.8 1.9Leave to take time off 2.0 1.9 1.9 2.0 1.9 1.9 2.0 2.0 2.0 2.0 1.9 2.0

Overall rating: Quality of academic advice 3.0 2.9 2.9 2.9 2.8 2.8 3.1 3.0 3.1 2.9 2.8 2.9 3.1 2.9Overall rating: Educational experience 3.1 3.1 3.1 3.1 3.0 3.1 3.2 3.1 3.1 3.1 3.0 3.0 3.2 3.2

Attend same institution if starting over 3.4 3.4 3.4 3.4 3.2 3.3 3.3 3.2 3.3 3.3 3.1 3.2 3.2 3.21=Definitely no; 2=Probably no; 3=Probably yes; 4=Definitely yes

1=Poor; 2=Fair; 3=Good; 4=Excellent

1=Selected; 2=Not selected



University of Western Australia Benchmark group 1 Benchmark group 3 USABenchmark group 2

39


Scale Statistics ReportNovember 2010

The Scale Statistics Report shows descriptive statistics for each of the AUSSE scales.

Scale scores are calculated by converting item scores into a metric between 0 and 100, then taking the mean of items within each scale. While not the most psychometrically robust approach, this algorithm is transparent, parsimonious and faciliates reporting.

A great number of comparisons could be made between AUSSE scales, and many different ‘statistically significant differences’ could be reported. Statistical significance is a function of sample size, the level of confidence required in an inference and variation in the phenomenon being measured. The standard deviations of these scales range from 10 to 20 on the reporting scale, with an average of 15. As a guide, a difference of around 15 or more would likely be statistically significant with a sample size of 10, a difference of 7 or more with a sample size of 50, a difference of 5 or more with a sample size of 100, and a difference of 3.5 or more with a sample size of 200.

A number of 'effect size' scores are presented in this report. These represent the standardised difference between two groups' means. To facilitate interpretation the results have been reported on a metric that runs between ±100. An effect size difference of -11 between first and third year scores, for instance, means that the score for first-year students is -0.11 standard deviations below that of later-year students. By convention, an absolute effect

Institution-specific comparisons:- First year (first-year minus later-year)- Later year (later-year minus first-year)- All students (all students minus staff)- Staff (staff minus all students)

Benchmark group comparisons:- First year (first-year institution minus first-year benchmark)- Later year (later-year institution minus later-year benchmark) - All students (total institution minus total benchmark)

USA comparisons- First year (first-year institution minus first-year USA)- Later year (later-year institution minus later-year USA)

Note that NSSE does not report combined USA year figures due to differences between these cohorts in the USA context. Unlike NSSE, AUSSE Academic Challenge scale results are not adjusted for attendance type. No NSSE results are available for the Work Integrated Learning scale, which is unique to the AUSSE. The six outcome measures Higher Order Thinking, General Learning

41

The Scale Statistics Report shows descriptive statistics for each of the AUSSE scales.

Scale scores are calculated by converting item scores into a metric between 0 and 100, then taking the mean of items within each scale. While not the most psychometrically robust approach, this algorithm is transparent, parsimonious and faciliates reporting.

A great number of comparisons could be made between AUSSE scales, and many different ‘statistically significant differences’ could be reported. Statistical significance is a function of sample size, the level of confidence required in an inference and variation in the phenomenon being measured. The standard deviations of these scales range from 10 to 20 on the reporting scale, with an average of 15. As a guide, a difference of around 15 or more would likely be statistically significant with a sample size of 10, a difference of 7 or more with a sample size of 50, a difference of 5 or more with a sample size of 100, and a difference of 3.5 or more with a sample size of 200.

A number of 'effect size' scores are presented in this report. These represent the standardised difference between two groups' means. To facilitate interpretation the results have been reported on a metric that runs between ±100. An effect size difference of -11 between first and third year scores, for instance, means that the score for first-year students is -0.11 standard deviations below that of later-year students. By convention, an absolute effect size difference between 0 and 20 is considered ‘small’, between 20 and 50 ‘medium’ and above 50 ‘large’.

Institution-specific comparisons:- First year (first-year minus later-year)- Later year (later-year minus first-year)- All students (all students minus staff)- Staff (staff minus all students)

Benchmark group comparisons:- First year (first-year institution minus first-year benchmark)- Later year (later-year institution minus later-year benchmark) - All students (total institution minus total benchmark)

USA comparisons- First year (first-year institution minus first-year USA)- Later year (later-year institution minus later-year USA)

Note that NSSE does not report combined USA year figures due to differences between these cohorts in the USA context. Unlike NSSE, AUSSE Academic Challenge scale results are not adjusted for attendance type. No NSSE results are available for the Work Integrated Learning scale, which is unique to the AUSSE. The six outcome measures Higher Order Thinking, General Learning Outcomes, General Development Outcomes, Career Readiness, Average Overall Grade, Departure Intention and Overall Satisfaction are also unique to the AUSSE.

41

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Academic Challenge 47 51 49 53 51 48 50 49 45 46 46 48 49 48 53 57Active Learning 36 42 39 39 49 39 42 41 35 35 35 38 40 39 43 51

Student and Staff Interactions 21 26 24 26 33 22 26 24 22 26 24 22 26 24 35 42Enriching Educational Experiences 24 29 26 25 25 24 29 27 23 24 24 24 27 26 28 40

Supportive Learning Environment 56 52 54 54 56 56 51 54 56 54 55 56 52 54 61 58Work Integrated Learning 40 50 45 54 65 41 51 46 40 50 46 41 51 46

Scale Statistics Report (Scale Scores)


Weighted means are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and the Staff Student Engagement Survey (SSES) are also reported.

Results are provided for your institution, your chosen benchmark groups (or the default options), and for US institutions. USA figures are not available for all scales.

42

g g

Higher Order Thinking 65 70 67 73 76 66 69 68 62 64 63 65 67 66General Learning Outcomes 60 66 63 63 73 62 66 64 58 61 60 61 65 63

General Development Outcomes 44 47 45 45 47 46 46 46 43 42 42 45 45 45Career Readiness 36 42 39 42 37 43 40 35 41 39 37 42 40

Average Overall Grade 74 74 74 75 72 72 72 76 75 76 73 73 73Departure Intention 26 28 27 31 16 27 34 30 26 37 33 27 35 31

Overall Satisfaction 71 68 69 68 57 70 65 68 72 69 70 70 67 68

Weighted means are given for first-year and later-year students, and for all students combined. Where appropriate, results of the Postgraduate Survey of Student Engagement (POSSE) and the Staff Student Engagement Survey (SSES) are also reported.

Results are provided for your institution, your chosen benchmark groups (or the default options), and for US institutions. USA figures are not available for all scales.

42

Academic Challenge- Worked harder than you thought you could to meet a teacher’s standards

or expectations- Analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth and considering its components- Synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships- Making judgements about the value of information, arguments or methods, such as examining how others gather and interpret data and assessing the soundness oftheir conclusions- Applying theories or concepts to practical problems or in new situations- Number of assigned textbooks, books or book-length packs of subject readings- Number of written essays or reports of fewer than 1,000 words- Number of written essays or reports of between 1,000 and 5,000 words- Number of written essays or reports of more than 5,000 words- Preparing for class (studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic activities) - Spending significant amounts of time studying and on academic work

Active Learning- Asked questions in class or contributed to online discussions- Made a class or online presentation

Wo ked ith othe st dents on p ojects d ing class

Student and Staff Interactions- Discussed your grades or assignments with teaching staff- Talked about your career plans with teaching staff or advisors- Discussed ideas from your readings or classes with teaching staff outside class- Received prompt written or oral feedback from teachers on your academic

performance- Worked with teaching staff on activities other than coursework (committees,

orientation, student organisations, etc.)- Work on a research project with a staff member outside of coursework requirements

Enriching Educational Experiences- Used an electronic medium for assignment- Conversations with students of different ethnic group- Conversations with students who are very different- Practicum/internship- Community service- Learning community/study group- Foreign language- Study abroad or student exchange- Culminating final-year experience- Independent study or self-designed major- Participating in extracurricular activities- Encouraging contact with people of different backgrounds

Supportive Learning Environment- Relationships with other students

Relationships ith teaching staff

The six engagement scales are made up of the following items on the SEQ and SSEQ:

43

Academic Challenge- Worked harder than you thought you could to meet a teacher’s standards

or expectations- Analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth and considering its components- Synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships- Making judgements about the value of information, arguments or methods, such as examining how others gather and interpret data and assessing the soundness oftheir conclusions- Applying theories or concepts to practical problems or in new situations- Number of assigned textbooks, books or book-length packs of subject readings- Number of written essays or reports of fewer than 1,000 words- Number of written essays or reports of between 1,000 and 5,000 words- Number of written essays or reports of more than 5,000 words- Preparing for class (studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic activities) - Spending significant amounts of time studying and on academic work

Active Learning- Asked questions in class or contributed to online discussions- Made a class or online presentation- Worked with other students on projects during class- Worked with other students outside class to prepare assignments- Tutored or taught other university students (paid or voluntary)- Participated in a community-based project (e.g. volunteering) as part of your study- Discussed ideas from your readings or classes with others outside class (students,family members, co-workers, etc.)

Student and Staff Interactions- Discussed your grades or assignments with teaching staff- Talked about your career plans with teaching staff or advisors- Discussed ideas from your readings or classes with teaching staff outside class- Received prompt written or oral feedback from teachers on your academic

performance- Worked with teaching staff on activities other than coursework (committees,

orientation, student organisations, etc.)- Work on a research project with a staff member outside of coursework requirements

Enriching Educational Experiences- Used an electronic medium for assignment- Conversations with students of different ethnic group- Conversations with students who are very different- Practicum/internship- Community service- Learning community/study group- Foreign language- Study abroad or student exchange- Culminating final-year experience- Independent study or self-designed major- Participating in extracurricular activities- Encouraging contact with people of different backgrounds

Supportive Learning Environment- Relationships with other students- Relationships with teaching staff- Relationships with administrative personnel and offices- Providing the support you need to help you succeed academically- Helping you cope with your non-academic responsibilities (work, family, etc.)- Providing the support you need to socialise

Work Integrated Learning- Blended academic learning with workplace experience- Improved knowledge and skills that will contribute to your employability- Explored how to apply your learning in the workplace- Industry placement or work experience- Acquiring job or work-related knowledge and skills

The six engagement scales are made up of the following items on the SEQ and SSEQ:

43

The seven outcomes measures are made up of the following items on the SEQ and SSEQ:

Higher Order Thinking- Analysing the basic elements of an idea, experience or theory, such

as examining a particular case or situation in depth and consideringits components

- Synthesising and organising ideas, information or experiences into new,more complex interpretations and relationships

- Making judgements about the value of information, arguments or methods,such as examining how others gather and interpret data and assessingthe soundness of their conclusions

- Applying theories or concepts to practical problems or in new situations

General Learning Outcomes- Acquiring a broad general education- Acquiring job-related or work-related knowledge and skills- Writing clearly and effectively- Speaking clearly and effectively- Thinking critically and analytically- Analysing quantitative problems- Using computing and information technology- Learning effectively on your own- Working effectively with others

General Development Outcomes

Career Readiness- Kept your resume up-to-date- Thought about how to present yourself to employers- Explored where to look for jobs relevant to your interests- Used networking to source information on job opportunities- Set career development goals and plans

Average Overall Grade- Which category best represents your average overall grade so far?

Departure Intention- No, I have not considered a change (reverse coded)- Yes, please specify reason- Continue with current study (reverse coded)- Move to vocational education and training- Leave university before finishing qualification

Overall Satisfaction- Overall, how would you evaluate the quality of academic advice that you have

received at your institution?- How would you evaluate your entire educational experience at this institution?- If you could start over again, would you go to the same institution you are

now attending?

44

The seven outcomes measures are made up of the following items on the SEQ and SSEQ:

Higher Order Thinking- Analysing the basic elements of an idea, experience or theory, such

as examining a particular case or situation in depth and consideringits components

- Synthesising and organising ideas, information or experiences into new,more complex interpretations and relationships

- Making judgements about the value of information, arguments or methods,such as examining how others gather and interpret data and assessingthe soundness of their conclusions

- Applying theories or concepts to practical problems or in new situations

General Learning Outcomes- Acquiring a broad general education- Acquiring job-related or work-related knowledge and skills- Writing clearly and effectively- Speaking clearly and effectively- Thinking critically and analytically- Analysing quantitative problems- Using computing and information technology- Learning effectively on your own- Working effectively with others

General Development Outcomes- Voting informedly in local, state or national elections- Understanding yourself- Understanding people of other racial and ethnic backgrounds- Solving complex, real-world problems- Developing a personal code of values and ethics- Contributing to the welfare of your community

Career Readiness- Kept your resume up-to-date- Thought about how to present yourself to employers- Explored where to look for jobs relevant to your interests- Used networking to source information on job opportunities- Set career development goals and plans

Average Overall Grade- Which category best represents your average overall grade so far?

Departure Intention- No, I have not considered a change (reverse coded)- Yes, please specify reason- Continue with current study (reverse coded)- Move to vocational education and training- Leave university before finishing qualification

Overall Satisfaction- Overall, how would you evaluate the quality of academic advice that you have

received at your institution?- How would you evaluate your entire educational experience at this institution?- If you could start over again, would you go to the same institution you are

now attending?

44

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Academic Challenge 45 50 48 47 50 49 48 51 49 48 50 49 54 58Active Learning 34 42 40 38 41 40 40 43 42 39 42 41 44 51

Student and Staff Interactions 19 25 23 19 25 23 24 28 26 22 26 24 35 42Enriching Educational Experiences 25 31 29 26 31 29 24 29 26 24 29 27 28 41

Supportive Learning Environment 55 52 53 54 51 52 58 54 56 56 51 54 63 60Work Integrated Learning 35 47 43 35 46 42 45 55 50 41 51 46

Higher Order Thinking 63 70 68 67 71 69 66 70 68 66 69 68General Learning Outcomes 59 68 65 61 65 64 64 69 66 62 66 64

General Development Outcomes 44 45 45 45 45 45 47 49 48 46 46 46Career Readiness 30 40 36 35 42 40 39 44 41 37 43 40

Average Overall Grade 70 71 71 73 74 74 69 70 70 72 72 72Departure Intention 25 29 27 22 30 26 27 28 27 27 34 30

Overall Satisfaction 73 70 71 72 67 69 73 70 72 70 65 68


Scale Statistics Report (scale scores)


4545

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Academic Challenge -43 43 -23 1 -6 -26 -6 -9 -27 0 -7 -73 -57Active Learning -55 55 -27 8 -3 -40 -4 -13 -35 0 -8 -61 -54

Student and Staff Interactions -39 39 -2 3 3 -29 -15 -16 -19 -3 -5 -94 -90Enriching Educational Experiences -43 43 -2 0 1 9 16 19 7 15 18 -21 -54

Supportive Learning Environment 18 -18 5 7 6 -17 -12 -17 -6 3 -4 -41 -42Work Integrated Learning -56 56 2 2 4 -52 -36 -33 -32 -18 -15

Higher Order Thinking -30 30 -20 -5 -9 -10 -3 -2 -12 2 0General Learning Outcomes -47 47 -11 14 6 -26 -4 -8 -14 8 4

General Development Outcomes -4 4 -4 -1 -2 -15 -16 -15 -8 -4 -5Career Readiness -39 39 -21 -10 -12 -35 -17 -20 -27 -12 -14

Average Overall Grade -14 14 -36 -31 -33 5 13 11 -25 -16 -19Departure Intention -10 10 7 -2 3 -5 3 0 -5 -11 -6

Overall Satisfaction 17 -17 7 16 12 -1 -1 -3 17 21 17


Scale Statistics Report (effect scores)


4646

First year Later year Institution Benchmar InBenchmar First year Later year BUSA first yUSA later yInstitutionWork Integrated Learning 35 47 43 42 50 35 47 43Supportive Learning Environment 55 52 53 52 56 55 52 63 60 53

0 10 20 30 40 50 60 70 80 90 100

Work Integrated Learning

Supportive Learning Environment

Enriching Educational Experiences

Student and Staff Interactions

Active Learning

Academic Challenge

Scale score

Later year

First year

0 10 20 30 40 50 60 70 80 90 100

Overall Satisfaction

Departure Intention

Average Overall Grade

Career Readiness


General Learning Outcomes

Higher-Order Thinking

Scale score

Later year

First year



Active Learning

Academic Challenge

Benchmark group 1

Institution


Career Readiness




Benchmark group 1

Institution

47

Supportive Learning Environment 55 52 53 52 56 55 52 63 60 53Enriching Educational Experiences 25 31 29 29 26 25 31 28 41 29Student and Staff Interactions 19 25 23 23 26 19 25 35 42 23Active Learning 34 42 40 40 42 34 42 44 51 40Academic Challenge 45 50 48 49 49 45 50 54 58 48

Overall Satisfaction 73 70 71 69 72 73 70Departure Intention 25 29 27 26 27 25 29Average Overall Grade 70 71 71 74 70 70 71

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

Later year

First year

0 10 20 30 40 50 60 70 80 90 100


Departure Intention


Career Readiness




Scale score

Later year

First year

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

Benchmark group 1

Institution

0 10 20 30 40 50 60 70 80 90 100


Departure Intention


Career Readiness




Scale score

Benchmark group 1

Institution

47

Career Readiness 30 40 36 40 41 30 40General Development Outcomes 44 45 45 45 48 44 45General Learning Outcomes 59 68 65 64 66 59 68Higher-Order Thinking 63 70 68 69 68 63 70



Active Learning

Academic Challenge

Benchmark group 3

Later year

First year


Career Readiness




Benchmark group 3

Later year

First year

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

Benchmark group 2

Institution

0 10 20 30 40 50 60 70 80 90 100


Departure Intention


Career Readiness




Scale score

Benchmark group 2

Institution

48

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

Benchmark group 3

Later year

First year

0 10 20 30 40 50 60 70 80 90 100


Departure Intention


Career Readiness




Scale score

Benchmark group 3

Later year

First year

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

Benchmark group 2

Institution

0 10 20 30 40 50 60 70 80 90 100


Departure Intention


Career Readiness




Scale score

Benchmark group 2

Institution

48

0 10 20 30 40 50 60 70 80 90 100





Active Learning

Academic Challenge

Scale score

USA later year

USA first year

Institution

4949


Subgroup Statistics ReportNovember 2010

Firstyear

Lateryear

All students POSSE

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Academic Challenge

Age Under 20 43 44 44 47 44 47 45 48 45 46 47 46 20 or over 32 50 48 52 45 49 49 45 49 48 46 48 48

Gender Male 39 46 43 52 45 47 46 44 47 46 44 47 45 Female 45 51 48 53 48 50 49 45 51 48 47 49 48

International

Institution Benchmark group 1 Benchmark group 3

Subgroup Statistics Report

Benchmark group 2

This report shows subgroup descriptive statistics for each of the AUSSE scales.

Results are provided for your institution and your chosen benchmark groups (or the default option). USA subgroup figures are not reported.

Weighted means are given for first-year and later-year students, and for all students combined.

51

Yes 41 54 50 54 44 51 48 48 49 49 48 48 48 No 43 48 46 52 47 48 48 45 49 47 46 48 47

This report shows subgroup descriptive statistics for each of the AUSSE scales.

Results are provided for your institution and your chosen benchmark groups (or the default option). USA subgroup figures are not reported.

Weighted means are given for first-year and later-year students, and for all students combined.

Scale scores are calculated by taking the mean of items within a scale and converting these into a metric that runs from 0 to 100.

Institutional results greater than those for all students in the first benchmark group are shaded in green. Results less than or equal to benchmark figures results are shaded red.

51

Firstyear

Lateryear All students POSSE

Firstyear

Lateryear All students

Firstyear


Firstyear


Academic Challenge

Age Under 20 45 47 45 48 51 48 47 53 48 48 51 48 20 or over 47 50 50 47 50 49 49 50 50 49 50 50



Indigenous Yes 40 54 49 48 54 52 50 54 51 49 51 50 No 45 50 48 47 50 49 48 51 49 48 50 49







Benchmark group 1 Benchmark group 3Benchmark group 2University of Western Australia

52

Firstyear


Firstyear


Firstyear


Firstyear


Field of education Sciences 44 51 47 46 48 47 46 50 47 46 50 48 IT 36 36 38 43 41 46 52 48 43 44 43 Engineering 43 45 44 47 51 49 42 46 43 46 48 47 Architecture 46 49 48 48 50 49 53 61 58 47 49 48 Agriculture 49 42 44 51 49 50 41 44 43 46 49 47 Health 46 51 49 48 50 49 48 50 49 49 51 50 Education 38 48 44 50 48 49 49 50 50 50 52 51 Business 44 49 48 48 48 48 48 51 50 48 49 48 Humanities 49 53 52 49 51 50 50 51 51 50 52 51 Creative arts 47 51 50 48 51 50 48 52 50 48 50 49











53

Firstyear


Firstyear


Firstyear


Firstyear


Active Learning

Age Under 20 34 41 35 38 41 38 40 48 41 39 44 39 20 or over 34 43 42 39 41 41 40 43 42 39 42 42











54

Firstyear


Firstyear


Firstyear


Firstyear













55

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 18 16 18 19 22 19 22 27 22 21 24 21 20 or over 22 26 25 22 25 25 26 28 27 24 26 25











56

Firstyear


Firstyear


Firstyear


Firstyear













57

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 26 29 27 26 32 26 24 31 25 25 29 25 20 or over 23 32 31 24 31 31 24 29 27 23 29 28








Benchmark group 3Benchmark group 2University of Western Australia



Benchmark group 1

58

Firstyear


Firstyear


Firstyear


Firstyear













59

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 55 49 54 54 53 54 59 59 59 56 54 56 20 or over 57 52 53 53 51 51 57 54 55 55 51 52











60

Firstyear


Firstyear


Firstyear


Firstyear













61

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 34 38 35 35 44 35 42 52 43 39 47 39 20 or over 40 47 46 36 46 45 49 55 53 45 51 50











62

Firstyear


Firstyear


Firstyear


Firstyear













63

Firstyear


Firstyear


Firstyear


Firstyear


Higher Order Thinking

Age Under 20 64 61 64 68 72 68 65 75 66 67 71 67 20 or over 62 70 69 64 71 70 67 70 69 65 69 68








Benchmark group 3Benchmark group 2University of Western Australia



Benchmark group 1

64

Firstyear


Firstyear


Firstyear


Firstyear













65

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 60 66 61 61 65 62 63 71 64 62 67 62 20 or over 60 68 67 62 65 65 65 69 67 62 67 65











66

Firstyear


Firstyear


Firstyear


Firstyear













67

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 44 47 45 45 45 45 47 53 48 46 48 46 20 or over 45 45 45 44 45 45 48 49 48 45 46 46











68

Firstyear


Firstyear


Firstyear


Firstyear













69

Firstyear


Firstyear


Firstyear


Firstyear


Career Readiness

Age Under 20 31 28 30 35 40 35 40 46 41 37 41 37 20 or over 29 40 39 37 42 42 38 44 42 36 43 41










Benchmark group 1 Benchmark group 2 Benchmark group 3University of Western Australia

70

Firstyear


Firstyear


Firstyear


Firstyear












Benchmark group 1 Benchmark group 2 Benchmark group 3University of Western Australia

71

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 70 72 70 74 75 74 69 70 69 73 73 73 20 or over 70 71 71 72 74 74 70 70 70 72 72 72











72

Firstyear


Firstyear


Firstyear


Firstyear


Field of education Sciences 71 69 70 74 74 74 70 70 70 73 73 73 IT 77 72 75 75 74 74 66 71 69 73 73 73 Engineering 67 71 69 72 71 71 70 70 70 72 71 71 Architecture 69 71 71 73 74 74 78 69 72 73 73 73 Agriculture 68 69 69 71 75 73 72 73 72 71 73 72 Health 71 71 71 78 75 76 69 69 69 73 72 73 Education 77 77 77 74 76 75 69 70 70 72 75 73 Business 67 68 68 71 72 71 69 68 68 70 69 70 Humanities 72 73 73 74 75 75 69 71 70 72 73 73 Creative arts 72 71 72 74 75 74 71 72 72 75 75 75










Benchmark group 1 Benchmark group 3Benchmark group 2

73

Firstyear


Firstyear


Firstyear


Firstyear


Departure Intention

Age Under 20 26 27 26 23 23 23 27 18 26 29 24 29 20 or over 20 30 28 18 30 29 28 29 29 26 35 32











Benchmark group 1 Benchmark group 3Benchmark group 2

74

Firstyear


Firstyear


Firstyear


Firstyear













75

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 75 71 75 73 70 72 74 77 74 71 69 71 20 or over 69 70 70 69 67 67 73 70 71 69 66 66











76

Firstyear


Firstyear


Firstyear


Firstyear













77


Annual Scale ScoresNovember 2010

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Academic Challenge 32 36 34 31 36 33 41 35 38 47 49 48 46 48 47 45 48 46Active Learning 40 48 44 40 48 44 40 48 44 37 40 39 36 40 38 33 38 36Student and Staff Interactions 21 18 19 23 21 22 25 19 22 20 25 23 20 25 22 18 24 21

Enriching Educational Experiences 22 44 35 28 45 37 28 44 37 23 27 25 23 27 25 23 28 26Supportive Learning Environment 33 11 28 28 15 20 28 16 21 56 52 54 55 51 53 51 50 51Work Integrated Learning 8 35 21 7 35 21 8 35 21 40 50 45 40 50 45 39 50 44

Higher Order Thinking 60 70 65 55 70 62 64 67 65 62 66 64General Learning Outcomes 58 56 56 50 50 50 61 65 63 60 65 63General Development Outcomes 39 37 39 37 37 37 43 46 45 43 44 43Career Readiness 26 30 28 34 41 38

2007Institution

Scale Statistics by Year (Scale Scores) for Your Institution and Australasia

Australasia2009 2008 2007 2009 2008

Weighted mean scores are given for first-year and later-year students, and for all students combined.

Results are provided separately for each year that your institution has participated in the AUSSE. This allows you to quickly track changes in engagement and outcomes measures overall at your university.

Results are also provided for the overall Australasian group for each year the AUSSE has been conducted.

This report shows mean scores for each of the scales for each year the AUSSE has been conducted.

Career Readiness 26 30 28 34 41 38

Average Overall Grade 75 73 74 74 74 74 73 72 73 72 72 72Departure Intention 35 12 25 25 11 20 30 30 30 35 32 33Overall Satisfaction 60 75 69 59 74 69 71 66 68 71 66 69

Weighted mean scores are given for first-year and later-year students, and for all students combined.

Results are provided separately for each year that your institution has participated in the AUSSE. This allows you to quickly track changes in engagement and outcomes measures overall at your university.

Results are also provided for the overall Australasian group for each year the AUSSE has been conducted.

This report shows mean scores for each of the scales for each year the AUSSE has been conducted.

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Academic Challenge 45 50 48 43 48 46 48 50 49 47 49 48 46 48 47 45 48 46Active Learning 34 42 40 34 40 37 38 42 40 37 40 39 36 40 38 33 38 36Student and Staff Interactions 19 25 23 16 23 19 22 26 24 20 25 23 20 25 22 18 24 21

Enriching Educational Experiences 25 31 29 25 29 27 24 29 27 23 27 25 23 27 25 23 28 26Supportive Learning Environment 55 52 53 57 51 54 56 52 54 56 52 54 55 51 53 51 50 51Work Integrated Learning 35 47 43 34 44 39 40 50 45 40 50 45 40 50 45 39 50 44

Higher Order Thinking 63 70 68 61 67 64 65 69 67 64 67 65 62 66 64General Learning Outcomes 59 68 65 59 65 62 61 66 64 61 65 63 60 65 63General Development Outcomes 44 45 45 43 43 43 45 46 46 43 46 45 43 44 43Career Readiness 30 40 36 36 42 39 34 41 38

Average Overall Grade 70 71 71 71 70 71 73 73 73 73 72 73 72 72 72Departure Intention 25 29 27 22 22 22 27 33 30 30 30 30 35 32 33Overall Satisfaction 73 70 71 77 70 74 70 66 68 71 66 68 71 66 69


Scale Statistics by Year (scale scores)

2009 2008 2007 2009 2008 200720102010University of Western Australia Australasia

First Year Later Year All Students2010 In 2009 In 2008 Inst 2 2010 Au2009 Au2008 Aus2007 Aus 2010 In 2009 Inst 22007 In 2010 Au2009 Aus22007 Australasi 2010 Inst 2 2008 In 2007 In 2010 Aus22008 AuAustral

Overall Satisfaction 73 77 70 71 71 70 0 66 66 0 71 74 0 68 69 0Departure Intention 25 22 27 30 35 29 0 33 30 0 27 22 0 30 33 0Average Overall Grade 70 71 73 73 72 71 0 73 72 0 71 71 0 73 72 0Career Readiness 30 0 36 34 0 40 0 42 41 0 36 0 0 39 0 0General Development Outcomes 44 43 45 43 43 45 0 46 45.6387 0 45 43 0 46 43 0General Learning Outcomes 59 59 61 61 60 68 0 66 65 0 65 62 0 64 63 0Higher Order Thinking 63 61 65 64 62 70 0 69 67 0 68 64 0 67 64 0Work Integrated Learning 35 34 40 40 40 47 50 50 50 43 39 45 45 44Supportive Learning Environment 55 57 56 56 55 52 52 52 50 53 54 54 53 51Enriching Educational Experiences 25 25 24 23 23 31 29 27 28 29 27 27 25 26Student and Staff Interactions 19 16 22 20 20 25 26 25 24 23 19 24 22 21Active Learning 34 34 38 37 36 42 42 40 38 40 37 40 38 36Academic Challenge 45 43 48 47 46 50 50 49 48 48 46 49 47 46








Active Learning

Academic Challenge

2007 Institution

2008 Institution

2009 Institution

2010 Institution

0 10 20 30 40 50 60 70 80 90


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (first year)

2007 Institution

2008 Institution

2009 Institution

2010 Institution








Active Learning

Academic Challenge

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia

0 10 20 30 40 50 60 70 80


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (first year)

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia


Career Readiness








Active Learning

Academic Challenge

2007 Institution

2008 Institution

2009 Institution

2010 Institution

0 10 20 30 40 50 60 70 80


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (later year)

2007 Institution

2008 Institution

2009 Institution

2010 Institution








Active Learning

Academic Challenge

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia

0 10 20 30 40 50 60 70 80


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (later year)

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia








Active Learning

Academic Challenge

2007 Institution

2008 Institution

2009 Institution

2010 Institution

0 10 20 30 40 50 60 70 80


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (all students)

2007 Institution

2008 Institution

2009 Institution

2010 Institution








Active Learning

Academic Challenge

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia

0 10 20 30 40 50 60 70 80


Departure Intention


Career Readiness








Active Learning

Academic Challenge

Scale score (all students)

2007 Australasia

2008 Australasia

2009 Australasia

2010 Australasia

AUSSE 2010 University of Western Australia Executive Summary Report

Introduction

The Australasian Survey of Student Engagement (AUSSE) is a survey undertaken annually by students enrolled in higher education institutions in Australia and New Zealand. It is closely linked to the North American National Survey of Student Engagement (NSSE). In 2010, a pilot study was also undertaken with students at New Zealand Institutes of Technology and Polytechnics (ITPs). Student engagement is an idea focused on students and their interactions with their institution. It rests on the premise that learning is influenced by how an individual participates in educationally purposeful activities, and on how institutions and staff generate conditions to stimulate involvement. The AUSSE is important because it provides an indication of students’ involvement in activities and experience of conditions that research has linked with high-quality student outcomes. As such, it provides data for framing conversations about quality and a stimulus for guiding policy to improve the educational experiences and outcomes. The AUSSE collects information about:

• the experiences and activities of students in relation to their studies; • the experiences and activities of students outside of their formal education; • the personal interactions students have with staff and fellow students at their

institution; • the future study intentions of students; • students’ perceptions of the values and quality of their institution; and • socio-demographic information about students.

The AUSSE is managed by the Australian Council for Educational Research (ACER) in close collaboration with participating institutions. The results of the AUSSE are discussed in a variety of reports. Each institution receives a detailed Institution Report that includes a range of results and benchmarks. The Australasian Student Engagement Report provides a high-level public discussion of findings, and the AUSSE Research Briefings provide more detailed discussion and analysis of the engagement of specific groups of students. This Executive Summary Report complements the more detailed Institution Report. Each institution-specific report provides information relating specifically to the engagement of students at the institution who took part in the 2010 AUSSE. The reporting shows the outcomes for this institution in relation to students from a number of aggregated groupings,

including Australasia, North America and selected ‘like’ institutions within Australia and New Zealand. Student engagement measures at the institutional level are generally divided into two groups – first-year students and later-year students. Subgroup information is also provided in this Executive Summary Report and in the more detailed Institution Report. Further information about the AUSSE and the publications that result from this annual collection can be found at the following website: http://ausse.acer.edu.au

Population and sample summary

In 2010, 54 institutions participated in the AUSSE, up from 35 in 2009, 29 in 2008 and 25 in 2007. The AUSSE 2010 population includes 144,425 first-year and 176,823 later-year on-shore bachelor degree students. Comparisons are made in this report with the results from the North American National Survey of Student Engagement (NSSE). In 2010, 603 institutions from the USA and Canada took part in the NSSE. Based on instructions provided by University of Western Australia in early 2010, a systematic random sample of 1516 first-year and 1531 later-year on-shore students was drawn from the total population. This sample was designed to yield 609 responses. As shown in Table 1, 734 students responded in total, giving an overall institutional response rate of 24 per cent. For the results that follow in this Executive Summary Report and the more detailed Institutional Report the response sample has been weighted to ensure that results reflect the institution’s population as a whole.

Table 1: Response statistics


All institutions

First year

Later year

First year

Later year

Respondents 355 379 21437 18082 Sample size 1516 1531 92251 83700 Response rate 23 25 23 22

Areas of performance scores

Around 100 specific learning activities and conditions are measured in the AUSSE. Table 2 summarises the areas in which University of Western Australia’s students score above the Australasian average, and areas in which scores are below the Australasian average. It is important to note that a below average score is not necessarily a negative finding, similarly an above average score is not necessarily a positive finding.

Table 2: Performance above and below average

Performance above average

Performance below average

Being on campus, including time spent in class Providing care for dependents Culminating final-year experience Working for pay off campus Attending campus events and activities Relationship of paid work to field of study Being on campus, excluding time spent in class Worked harder than you thought you couldForeign language Explored how to apply learning in the workplaceAttend same institution if starting over Blended academic learning with workplace experienceHold a leadership position in university or community Worked with students during class Exercise participation Included diverse perspectives Study abroad or student exchange Relationships with other students Conversations with students of different ethnic group Managing personal business Community service or volunteer work Assignments of between 1,000 and 5,000 wordsRelaxing and socialising Set career development goals and plans

Engagement scale scores

This Executive Summary Report provides information about the responses to the 2010 AUSSE at University of Western Australia. It shows the engagement and outcomes of students as measured on a number of core scales. Scale scores are reported using a metric that runs from 0 to 100. The engagement scales measured by the AUSSE include: Academic Challenge, Active Learning, Student and Staff Interactions, Enriching Educational Experiences, Supportive Learning Environment and Work Integrated Learning. Figure 1 displays the differences in both the engagement and outcomes scales for first-year and later-year student respondents from University of Western Australia. It is interesting to compare the outcomes of students at these two points in time in order to identify areas of gain and decline.

Figure 1: Engagement and outcome scores for University of Western Australia by year level

Engagement of first-year students is crucial for a range of reasons. It is important that new students adjust to university life so that their chances of success, likelihood of completing and contribution to the institution can be enhanced. Figure 2 displays the engagement scores of first-year students from this institution alongside those from a number of benchmark groups. In Figure 3, the engagement scale scores of later-year students are compared with the benchmark group and overall scores for Australasia and North America. Examining these responses can provide further insight into the relative levels of engagement of students in this institution. These later-year figures are important because they provide an indication of the perceptions and experiences of students accumulated over the years they have spent at the institution. Comparing institutional results against a range of other measures enables universities to assess their relative level of student engagement for this student cohort. It is best to compare results across groups within each scale, rather than make comparisons across scales. In general, a difference of five scale points may be considered a meaningful educational effect. Note that the Work Integrated Learning scale is not administered in the NSSE and therefore there are no comparisons with the USA results for this scale.

0

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Figure 2: First-year student engagement scale scores

Figure 3: Later-year student engagement scale scores

0

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Academic Challenge

Active Learning

Student and Staff

Interactions


Supportive Learning

Environment


First-year students

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Benchmark group 1

Benchmark group 2

Benchmarkgroup 3

USA

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Benchmark group 1

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Benchmarkgroup 3

USA

Outcome scale scores

Several educational outcomes are measured in the AUSSE. The outcomes scales are: Overall Satisfaction, Departure Intention, Average Overall Grade, General Development Outcomes, Career Readiness, General Learning Outcomes, and Higher-order Thinking. The outcomes measures from the first-year cohort of AUSSE respondents are displayed alongside several benchmarks in Figure 4.

Figure 4: First-year student outcome scale scores

Similarly, Figure 5 shows the outcomes scale scores for the final-year cohort of this university, with scores from the institution’s benchmark group and the overall Australasian score providing contexts for the institution-level results.

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General Development

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Departure Intention


First-year students

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Benchmark group 1

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Benchmarkgroup 3

Figure 5: Later-year student outcome scale scores

Cross-year comparisons

Looking at how the AUSSE results change over time helps identify areas for improvement, set targets to improve outcomes and monitor the impact of improvements. Figure 6 and Figure 7 show the scale scores for student engagement and student outcomes respectively at University of Western Australia for each year of participation in the AUSSE.

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Figure 6: Annual engagement scale scores University of Western Australia

Figure 7: Annual outcome scale scores University of Western Australia

0 10 20 30 40 50 60

Academic Challenge

Active Learning





Scale scores

2007

2008

2009

2010

0 10 20 30 40 50 60 70 80




Career Readiness


Departure intention


Scale scores

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2008

2009

2010

Subgroup summary results

Engagement varies across groups of students. For University of Western Australia, the distributions of the responses across a number of key demographic and context characteristics are shown in Table 3, Table 4 and Table 5.

Table 3: Demographic subgroup scores for University of Western Australia


Female Over 20 years of

age

Equity group

Part-time or external

International

Non-English speaking

background

First in family

Academic Challenge

48 49 50 51 48 51 47 47

Active Learning 40 41 42 41 39 36 39 38


23 23 25 25 26 21 26 23


29 31 31 31 30 29 29 29


53 56 53 55 54 51 50 52


43 43 46 42 44 37 38 42


68 68 69 69 65 68 64 66


65 67 67 66 63 65 59 65


45 47 45 45 44 48 46 45

Career Readiness

36 39 39 33 35 31 36 35


71 71 71 70 71 69 68 70

Departure Intention

27 31 28 34 31 30 28 28


71 74 70 76 73 63 61 70

Table 4: Context subgroup scores for University of Western Australia


Internal mode

Full-time attendance

Living on campus

Government funded

Academic Challenge

48 48 48 46 48

Active Learning 40 40 40 42 40


23 22 23 21 23


29 29 30 31 30


53 53 53 54 54


43 42 43 39 44


68 68 68 61 67


65 65 65 58 65


45 45 45 45 44

Career Readiness 36 36 37 30 37


71 71 71 70 71

Departure Intention

27 27 27 28 29


71 71 71 70 73

Table 5: Field of education subgroup scores for University of Western Australia

Sciences IT Engineering Architecture Agriculture Health Education Business Humanities Creative Arts

Academic Challenge

47 36 44 48 44 49 44 48 52 50

Active Learning 38 24 35 44 40 45 37 41 40 37


23 6 21 24 14 26 23 22 23 26


27 24 28 23 20 35 27 28 31 30


54 64 49 49 50 58 45 50 55 55


35 30 43 46 30 57 66 46 39 44


68 58 63 62 58 67 57 63 73 73


66 59 62 62 63 68 67 60 68 63


41 25 41 39 38 54 60 43 47 44

Career Readiness

33 17 38 33 15 34 39 42 37 37


70 75 69 71 69 71 77 68 73 72

Departure Intention

24 0 23 44 56 23 0 24 30 36


75 78 66 66 65 76 60 65 75 70

Using AUSSE data to promote change

AUSSE results provide a foundation of evidence for planning and monitoring change. This Executive Summary Report provides a broad outline of this institution’s results for 2010. Using this report in conjunction with other resources and results from previous years will help to build evidence for identifying areas where improvement in engagement can be achieved. For example, institutions have used their data to:

• run seminars with students, managers and teachers; • benchmark results between institutions; • prepare reports for specific divisions; • run student focus groups and interviews; • enhance teaching practices and learning space designs; • hold institution-wide meetings to address problem areas; and • integrate student management activities.

A range of resources are available to assist individual institutions, including:

• AUSSE 2010 Institution Report, which includes a copy of your institutions’ unit-record data file;

• 2010 Australasian Student Engagement Report (released early 2011); and • AUSSE Enhancement Guides, available at http://ausse.acer.edu.au.


Summary of AUSSE results at UWA in 2008 and 2010 ACER’s AUSSE survey generates scores on the following six dimensions of student engagement:

1. Academic Challenge 2. Active Learning 3. Student and Staff Interaction 4. Enriching Educational Experiences 5. Supportive Learning 6. Work Integrated Learning

The first five are very similar to the NSSE dimensions of student engagement. ACER’s Work Integrated Learning scale assesses the integration of employment-focused work experiences into study. Institutional scores on each of these dimensions are presented below, along with scores for Group of Eight benchmark groups and for Australasia as a whole. As a rule of thumb, ACER suggests that a difference between scores needs to be at least 5 points before it can be regarded as a meaningful educational effect.

IRU Report 10/48. Student Engagement at UWA – Summary of AUSSE scores in 2008 and 2010. Institutional Research Unit, University of Western Australia. December, 2010. 1

AUSSE Benchmarking Dimensions

1. Academic Challenge Academic Challenge focuses on the extent to which expectations and assessments challenge students to learn. It is assessed using the following 11 items:

How often have you worked harder than you thought you could to meet a teacher’s standards or expectations?

How much has your coursework emphasised analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth and considering its components?

How much has your coursework emphasised synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships?

How much has your coursework emphasised making judgements about the value of information, arguments or methods, such as examining how others gather and interpret data and assessing the soundness of their conclusions?

How much has your coursework emphasised applying theories or concepts to practical problems or in new situations?

During the current academic year, how many assigned textbooks, books or book-length packs of subject readings have you read?

During the current academic year, how many essays or reports of fewer than 1,000 words have you written?

During the current academic year, how many essays or reports of between 1,000 and 5,000 words have you written?

During the current academic year, how many essays or reports of more than 5,000 words have you written?

How many hours do you spend in a typical week preparing for class (studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic activities)?

To what extent does your institution emphasise spending significant amounts of time studying and on academic work?

UWA showed little change in Academic Challenge scores from 2008 to 2010. In 2010, UWA’s Academic Challenge scores were similar to those obtained by other Go8 universities and by Australasian universities as a whole.

4346 46 45

47 4848 48 4850 50 50

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UWA AUSSE 2008 UQ+ANU+UMelb AUSSE2007

Australasia AUSSE 2008 UWA AUSSE 2010 UMelb+UNSW+UQldAUSSE 2010

Australasia AUSSE 2010

First year students Second year or higher students

Mean AUSSE Academic Challenge scores for UWA, other Group of 8 universities, and all Australasian universities


2. Active Learning Active Learning focuses on students’ efforts to actively construct their knowledge. It is assessed using the following 7 items:

How often have you asked questions in class or contributed to online discussions? How often have you made a class or online presentation? How often have you worked with other students on projects during class? How often have you worked with other students outside class to prepare assignments? How often have you tutored or taught other university students (paid or voluntary)? How often have you participated in a community-based project (e.g., volunteering) as part of your

study? How often have you discussed ideas from your readings or classes with others outside class

(students, family members, co-workers, etc.)? UWA showed little change in Active Learning scores from 2008 to 2010. In 2010, the Active Learning score for first-year students at UWA was lower than that for Australasian universities as a whole. The score for later-year students at UWA was similar to those obtained by other Go8 universities and by Australasian universities as a whole.

34 3436

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38 3940 39 4042 41 42

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Mean AUSSE Active Learning scores for UWA, other Group of 8 universities and all Australasian universities


3. Student and Staff Interaction The Student-Staff Interaction dimension focuses on the level and nature of students’ contact with teaching staff. It is assessed using the following 6 items:

How often have you discussed your grades or assignments with teaching staff? How often have you talked about your career plans with teaching staff or advisors? How often have you discussed ideas from your readings or classes with teaching staff outside class? How often have you received prompt written or oral feedback from teachers on your academic

performance? How often have you worked with teaching staff on activities other than coursework (committees,

orientation, student organisations, etc.)? How often have you worked on a research project with a staff member outside of coursework

requirements? UWA showed little change in Student and Staff Interaction scores from 2008 to 2010. In 2010, the mean Student and Staff Interaction scores for UWA were similar to those obtained by other Go8 universities and by Australasian universities as a whole.

16 1720 19 19

2223 24 25 25 25 26

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Mean AUSSE Student-Staff Interaction scores for UWA, other Group of 8 universities and all Australasian universities


4. Enriching Educational Experiences Enriching Educational Experiences assesses students’ participation in broadening educational activities. It is measured by the following 11 items:

How often have you used an electronic medium for assignments? How often have you had conversations with students of a different ethnic group? How often have you had conversations with students who are very different from you in terms of their

religious beliefs, political opinions or personal values? Have you done or do you plan to do a practicum, internship, fieldwork or clinical placement? Have you done or do you plan to do community service or volunteer work? Have you enrolled or do you plan to enrol in a learning community/ study group? Have you studied or do you plan to study a foreign language? Have you done or do you plan to do study abroad or student exchange? Have you done or do you plan to do a culminating final-year experience? How many hours do you spend in a typical week participating in extracurricular activities? To what extent does your university emphasise encouraging contact among students from different

economic, social and racial or ethnic backgrounds? UWA showed little change in Enriching Educational Experiences scores from 2008 to 2010. In 2010, the Enriching Educational Experiences scores for UWA were similar to those obtained by other Go8 universities and by Australasian universities as a whole.

25 2523

25 2624

29 2927

31 3129

0

20

40

60

80

100





Mean AUSSE Enriching Educational Experiences scores for UWA, other Group of 8 universities and all Australasian universities


5. Supportive Learning The Supportive Learning dimension focuses on the extent to which students feel supported academically and personally by their university. It is assessed by the following 6 items:

What is the quality of your relationships with other students? What is the quality of your relationships with teaching staff? What is the quality of your relationships with administrative personnel and offices? To what extent does your institution emphasise providing the support you need to help you succeed

academically? To what extent does your institution emphasise helping you cope with your non-academic

responsibilities (work, family, etc.) To what extent does your institution emphasise providing the support you need to socialise?

UWA showed little change in Supportive Learning scores from 2008 to 2010. In 2010, the Supportive Learning scores for UWA were similar to those obtained by other Group of Eight universities and by Australasian universities as a whole.

57

49

55 55 5456

5149

51 52 51 51

0

20

40

60

80

100





Mean AUSSE Supportive Learning scores for UWA, other Group of 8 universities and all Australasian universities


6. Work Integrated Learning Work Integrated Learning focuses on the integration of employment-focused work experiences into study, and is assessed by four items:

How often have you blended academic learning with workplace experience? How often have you improved knowledge and skills that will contribute to your employability? How often have you explored how to apply your learning in the workplace? Have you done or do you plan to do an industry placement or work experience?

UWA showed little change in Work Integrated Learning scores from 2008 to 2010. In 2010, Work Integrated Learning scores at UWA were similar to those for other Go8 universities but lower than those for Australasian universities as a whole.

34 34

40

35 35

4144 44

5047 46

51

0

20

40

60

80

100





Mean AUSSE Work Integrated Learning scores for UWA, other Group of 8 universities and all Australasian universities


13 October 2010 Early notice and date saver for Teaching and Learning Month 2011 30th May – 10th June 2011 “Assessment and Feedback in the New Courses” The Centre for the Advancement of Teaching and Learning has commenced planning for next year’s Teaching and Learning Month and would like to ask you to note some key dates and events for 2011. Teaching Awards Ceremony The 2011 UWA Teaching Awards Ceremony will be held on Tuesday 7th June, 5pm-6:30pm, Winthrop Hall (followed by a cocktail reception). Please put this date in your diary. Teaching and Learning Research Colloquium The 2011 Teaching and Learning Research Colloquium will be held on Wednesday 8th June 2011 9am – 5pm, University Club. The Colloquium is intended to give UWA staff the opportunity to share and disseminate the important work they are doing in teaching and learning research and scholarship. Expressions of interest for presentations at the Colloquium will close Friday 8th April 2011 and should be in the form of an abstract of no more than 300 words. If your faculty / section would like to have a discipline stream at the Colloquium, we will also need to know by this date, and abstracts from all participating staff should be submitted together. We will be sending out a call for expressions of interest to staff involved in teaching and learning research across the University before the end of the year, but in the mean time please start passing on this information to anyone you think may be interested in presenting their research at the Colloquium. Presentations should be focused on research being undertaken in teaching and learning (rather than professional development / practice). Other Events As in previous years, we would like you to consider holding an event(s) in Teaching and Learning Month to showcase your work in this area, to disseminate information or provide professional development around teaching and learning. CATL will provide in-kind support in the form of web-advertising and registration facilities for any event relating to teaching and learning held in June. We will consider requests for financial support for events with relevance university-wide on a case by case basis, and look forward to working with you to find the best way that the Centre can support your Teaching and Learning Month activities. It would be appreciated if you could let us know about any plans for Teaching and Learning Month events by the end of March 2011 at the latest, we will remind you about this in early in 2011. We will need to know the date / time / venue of your event, a blurb we can use for advertising, whether or not you would like us to manage registrations, and contact details for the organizer.

Centre for the Advancement of Teaching and Learning (CATL)

M401 35 Stirling Highway Crawley 6009 Western Australia T +61 8 6488 1577 F +61 8 6488 1156 E [email protected] www.catl.uwa.edu.au CRICOS Provider Code: 00126G

It would be appreciated if you could share this information about Teaching and Learning Month 2011 with your colleagues, and in particular, disseminate information about the Teaching & Learning Research Colloquium and the Teaching Awards Ceremony as widely as possible. Should you have any questions or feedback please do not hesitate to get in touch, we look forward to hearing about your plans for Teaching and Learning Month 2011. Yours sincerely, Jacqueline Flowers Senior Administrative Officer CATL

Overview 2011

This year’s Open Day will primarily focus on promoting UWA to prospective undergraduate students. The event will showcase our new undergraduate degrees and majors for 2012 as well as the reshaped relationship between undergraduate and postgraduate degrees which is integral to our new course structures.

In summary Primary focus on undergraduate courses and pathways to postgraduate study. NC2012 Overview sessions – degree structure and other generic information, running all

day. Course information sessions – information about your majors / disciplines, similar to

previous years. Postgraduate courses previously offered at undergraduate level will still have information

sessions. UWA Postgraduate and Honours Expo (October – exact date TBA) will be the main

showcase event for PG courses (promotional flyer will be available for you to hand out on Open Day).

Information sessions New Courses 2012 Overview Sessions- all students encouraged to attend a NC2012

Overview running in all time slots throughout the day. Covers degree structure, single v double majors, broadening units, complementary units, electives and all other generic information about NC2012. Held in the Octagon.

Course Information Sessions – will cover information about the discipline / major rather than the degree structure (leave that to the NC2012 talks). May also promote fields of study you teach that are not actually majors (e.g. gender studies).

Postgraduate Course Information Sessions – will still be scheduled for those PG courses which are required for qualification to professional practice and are commonly of interest to prospective undergraduate students. This particularly relates to PG courses which were previously offered at UG level (engineering, law) but not always (primary teaching, social work). NOTE: Let us know if you would like to discuss including a session for a PG course not currently on the program – remembering that too many sessions will make it hard for students with diverse interests to manage their timetable.

Central information The Prospective Students marquee will be located in Zone 1 on James Oval. Provides general information for domestic and international students on all UG and PG

degrees (including research), admission requirements, pathways to postgraduate studies, awards and scholarships, special entry schemes and programs for prospective students (camps etc).

‘Course’ displays 14 ‘zones’ (‘precincts’) on campus Almost identical to those in previous years Each major is mapped to a particular zone Majors are mapped to the zone which is most closely linked to the relevant teaching area e.g.

Law and Society major is degree-specific to the BA, but on Open Day information will be found in Zone 10 – Law or at the Law information session

Prospectus to be the main tool for advising prospective students – particularly for those majors which are less familiar, e.g. the major in Work and Employment Relations is specific to the BA. Staff in the ‘Arts’ zone may not know much about this major as it is taught in the Business School. They will, however, be expected to talk to interested students about the major, using the prospectus as a source of information. Students wanting more detailed information can be referred to the relevant information session or to Zone 13 – Business where they can speak to academics who teach in that field.

(Please note: the term ‘course’ is used as a generic term and refers to a ‘course of study’ – this may relate to a degree or major but is not intended to be a substitute term for either).

Resources Open Day Staff Guide (all-in-one with all information you need on the day plus FAQ’s etc –

replaces the ‘Pocket Guide’ from last year) Open Day Program Prospective students marquee on James Oval Mini-prospectus booklet (aimed at Year 10’s) UG and PG prospectuses (extra copies of the UG prospectus will be printed for you to use as

your primary source of information on majors) Likely to also be specific leaflets on special topics such as broadening units (stay tuned)

Questions? Feedback? We welcome your feedback on the information sessions, displays and publications by Wednesday, 9 March.

Contact Rachel Schmitt (Public Affairs) - [email protected] / x 7241

Danni Wick (Public Affairs) – [email protected] / x 2825

Open Day 2011 - Critical Timeline

FEBRUARY 23-FebOpen Day Planning ForumCirculation of: draft information session timetable and display locations; critical timeline; presentation and inforamtion handouts

Public AffairsOpen Day reps

9-Mar Forum feedback due to Shoshanna in written form by COB today Open Day Reps

16-MarOpen Day Planning Review Forum - Senate Room (10am - 11.30am) Tentative - Meeting only if required


16-Mar Tee-shirt order form open (online form: link will be circulated) Open Day Reps

21-MarList of nominated external organisations or associations for Vice-Chancellor to invite due at Public Affairs

Open Day Reps

31-Mar Tee-shirt orders due / COB online form closes Open Day Reps

1-AprDisplay Equipment order form open (online form: link will be circulated)

Open Day Reps

April

Open Day Staff Communication Forum (overview for all staff)Tentative - held if feedback indicates it would be useful at this early stage / can be held later in the year and/or incorporated into logistics forums if preferred

Open Day reps / All staff

20-Apr

Confirm content for program and web application including: - Displays - Activities and demonstrations - Information Sessions and Speakers - Tours - Food stalls - Competitions - Confirm external organisations attending (to date) - Tag words for web application

Open Day Reps

MAY MayLiaison and review of informationUpdate on external organisation attendance


Early June Public Affairs to circulate draft printed program for review Open Day Reps to review

17-Jun Program and website feedback due at Public Affairs Open Day Reps

29-Jun Display equipment orders due / COB online form closes Open Day Reps

1-Jul Lunch Voucher order form open (online form: link will be circulated) Open Day Reps

4-JulFood permit applications (for food stalls/demonstrations) due at Public Affairs

Open Day Reps

Late July Printed Program available Public Affairs

TBA July Open Day Briefing and Logistics Forums for staff Open Day reps / All staff

29-Jul Lunch voucher orders due / COB online form closes Open Day reps / All staff

Week commencing 1 August

Distribution of programs, Open Day Staff Guides and tee-shirts Public Affairs

Week commencing8 August

Lunch Vouchers available for collection from Public Affairs (to be signed for on collection)

Open Day Reps

14-Aug OPEN DAY Everyone!

17 Aug (tentative) Open Day Staff Thank You EventAll Open Day staff and student volunteers

SEPTEMBER 7-Sep Open Day Debrief and Feedback Forum Open Day Reps

Good Luck!

Responsibility

AUGUST

Month Item

APRIL

JUNE

JULY

MARCH

Date

ZONE PLANNING OPEN DAY 2011

ZONEZone 1 - Prospective Students Marquee

Zone 2 - Engineering Zone 3 - Arts, Humanities and Social Sciences

Zone 4 - Medicine, Dentistry and Health Sciences

Zone 5 - Natural and Agricultural Sciences

Zone 6 - Physics Zone 7 - Mathematics

LOCATION James Oval South James Oval West Patricia Crawford Court Winthrop Hall and FoyerWinthrop Hall Undercroft

Physics Foyer / Terrace Mathematics

Information available

Overarching information about all undergraduate degrees and majors

Engineering Science (major)

Bachelor of Arts (UG degree)

Doctor of Medicine (PG degree)

Bachelor of Science (UG degree) X

Physics (major)Mathematics and Statistics (major)

BPhil(Hons) (UG degree)

Master of Professional Engineering (PG degree)

Anthropology and Sociology (major)

Doctor of Dental Medicine (PG degree)

Agricultural Science (major)

Quantitative Methods (major)

Overarching information about all postgraduate coursework degrees

Archaeology (major)Doctor of Podiatric Medicine (PG degree)

Botany (major)

Postgraduate Research

Asian Studies (major)Master of Nursing Science (PG degree)

Conservation Biology (major)

Chinese (major)Master of Pharmacy (PG degree)

Environmental Science (major)

Classics and Ancient History (major)

Master of Clinical Audiology (PG degree)

Geography (major)

Communication and Media Studies (major)

INCLUDE ANY LPS PARA-MEDICAL FIELDS IN THIS ZONE as well

Geology (major)

English and Cultural Studies (major)

Alumni / CentenaryHuman Geography and Planning (major)

French Studies (major)

UWA ExtensionMarine Science (major)

German Studies (major)

Cultural PrecinctNatural Resource Management (major)

History (major) Zoology (major)

History of Art (major) X

Indigenous Knowledge, History and Heritage (major) X

Indonesian (major)

Italian Studies (major)

Japanese (major)

Law and Society (major) X

Linguistics (major)

Medieval and Early Modern Studies (major)

Music Studies (major)

Philosophy (major)

Political Science and International Relations (major)

Social and Applied Psychology (major) X

Specialist Music Studies (major)

Work and Employment Relations (major) X

ZONE PLANNING OPEN DAY 2011

Zone 8 -Computer Science

Zone 9 - Architecture, Landscape and Visual Arts & Education

Zone 10 - LawZone 11 - Indigenous Studies

Zone 12 - Life and Physical Sciences

Zone 13 - BusinessZone 14 - Human Movement and Exercise Science

Computer Science University Club Law Courtyard Shenton HouseBayliss Building concourse

Business SchoolHuman Movement and Exercise Science

Applied Computing (major)

Bachelor of Design (UG degree)

Juris Doctor (PG degree)

Indigenous Knowledge, History and Heritage (major) X

Bachelor of Science (UG degree) X

BCom (UG degree)Sport Science (major) X

Computer Science (major)

Architecture (major)Business Law (major) X

Aboriginal Health and Wellbeing X

Aboriginal Health and Wellbeing X

AccountingExercise and Health (major) X

Integrated Design (major)

Law and Society (major) X

Anatomy and Human Biology (major)

Business Law X

History of Art (major) XBiochemistry and Molecular Biology (major)

Economics (major)

Landscape Architecture (major)

Biomedical Science (major)

Finance (major)

Master of Teaching (Early Childhood) (PG degree)

Chemistry (major)Human Resource Management (major)

Master of Teaching (Primary) (PG degree)

Exercise and Health (major) X

Management (major)

Master of Teaching (Secondary) (PG degree)

Genetics (major) Marketing (major)

Microbiology and Immunology (major)

Work and Employment Relations (major) X

Neuropsychology and Cognitive Science (major)

Neuroscience (major)

Pathology and Laboratory Medicine (major)

Pharmacology (major)

Physics (major)

Physiology (major)

Science Communication (major)

Sport Science (major)

Social and Applied Psychology (major) X

TEACHING AND LEARNING COMMITTEE

2011 TEACHING FELLOWSHIP SCHEME (in accordance with Teaching and Learning Committee Resolution 28/10)

http://www.teachingandlearning.uwa.edu.au/tl4/for_uwa_staff/grants_and_funding/teaching_fellowship_scheme

INTRODUCTION The Teaching and Learning Committee’s Teaching Fellowship Scheme was introduced in 2005 and currently offers four Fellowships across the University on an annual basis. In 2011 these Fellowships are valued at $22,000. The Scheme is designed to support the University’s education priorities as identified in the Operational Priorities Plan. For 2009-2013 the Education strategic objective is to improve the quality of the student learning experience which leads to the following priority objectives: to recruit and graduate a diverse student cohort of the highest quality; to improve the University’s courses; to extend high-quality teaching approaches and improve learning outcomes; to further develop the links between teaching, learning and research; and to improve student engagement in a high-quality campus community. (Full reference to the University's current Education priorities can be found in the University’s Operational Priorities Plan at http://www.registrar.uwa.edu.au/university_planning/strategic_operational_plans/opp) While University priorities have been supported through both centrally- and Faculty-managed schemes (for example, the Postgraduate Teaching Internship Scheme and Learning and Teaching Performance Funds) the Teaching and Learning Committee seeks to support some more school-and discipline-based work on these priorities. The Scheme has been designed to support innovative, reasonably short-term projects given the six month timeframe of the Fellowships and to encourage projects that impact or could be adopted beyond the individual School/Administrative Section. As well as providing an opportunity for the development of individual Fellows’ teaching portfolios, the Scheme will provide a simple, targeted way of making progress against the University’s education priorities. It will do this by allowing different faculties, schools, disciplines and administrative sections to support these priorities in locally relevant and valuable ways. The award of up to four Fellowships each year, across the University, will also create greater awareness of the University’s priorities, bring greater understanding about each priority, and increase awareness about effective strategies for their achievement. Publication of the research undertaken by Fellows in national or international journals will provide a tangible outcome that contributes to the broader dissemination of the projects’ outcomes.

2

GUIDELINES 1. There are three elements to a Teaching Fellowship:

a. research into and discipline-based development of at least one of the University’s education priorities;

b. conduct and implementation of a teaching and learning project; and c. dissemination of the results of the research and project, including a University-

wide presentation and provision of an article prepared for publication in a refereed national or international journal.

Activities that would normally be expected to be undertaken as a matter of course within a School or Section (eg. Response to a school review, formulation or adjustment of core curriculum) will not be supported by this Scheme.

2. Up to four Teaching Fellowships will be offered each year, with successful applicants

undertaking their Fellowship in either second semester of the current year or first semester of the following year, as appropriate to the applicant and their Head of School/Head of Administrative Section. Any study leave or long service leave proposed during the term of the Fellowship must be included in the timeline. Applications outside this timeline will be deemed ineligible.

3. Each Fellowship is worth $22,000. This amount comprises $20,000 for the

Fellowship and an incentive component of $2,000 (to be paid into a UWA account) to be used at the Fellow’s discretion to enhance and support the Fellow’s career development while they remain a staff member at UWA.

Upon acceptance of a Fellowship, funding will be allocated as follows: $10,000 provided to the relevant School/Administrative Section at the

commencement of the Fellowship; $10,000 provided to the relevant School/Administrative Section plus $2,000 for

use at the Fellow’s discretion upon provision of: o A final report, including a detailed budget expenditure statement; o Draft of proposed article prepared for publication in a refereed national or

international journal; o Confirmation that a University-wide presentation on the research and project

has taken place during the Fellowship (e.g. Teaching and Learning Month, Teaching and Learning Forum).

$20,000 provided to the relevant School/Administrative Section must only be used to support the Fellow with the provision of relief of individual teaching and/or associated responsibilities for the semester and any ongoing support associated with the teaching and learning project. Where a Fellowship is awarded to a member of academic staff, it is envisaged that the Fellow will continue to supervise any postgraduate research students.

4. Support in excess of $22,000 should be borne by the School or Administrative

Section, any unspent funds on finalisation of the Fellowship should be returned to, or will be retained by, the Teaching and Learning Committee.

5. Fellowship application is open to academic and professional staff on the UWA payroll

who are currently engaged in teaching or who may be providing various aspects of professional support and/or training which is focused on improving the student learning experience. Fellowship application is open to staff employed on a 0.5FTE

3

appointment or above and for a period which extends beyond the proposed timeline of the intended Fellowship.

6. A Fellowship may be offered to up to two staff members working in collaboration. 7. Fellows will remain within their Faculty or Administrative Section for the duration of

their Fellowship, and enjoy the usual level of infrastructure and administrative support afforded to them in their normal roles.

8. Fellows will be invited, at the commencement of their Fellowship, to meet with the

Director of the Centre for the Advancement of Teaching and Learning to Finalise the proposed teaching and learning project, including consideration of

any feedback from the Grants and Schemes Committee; Consider and select an appropriate mentor for the Fellowship; Organise an appropriate University-wide presentation on the research and project

as part of the Fellowship; Consider appropriate networks to support the Fellowship. Fellows may also draw on relevant expertise in the planning, execution and evaluation of their teaching and learning project through avenues of support such as CATL.

9. Fellows are eligible to apply for another Fellowship 3 years after the completion of

their first Fellowship. A Fellow whose final report is outstanding from the first Scheme would be deemed ineligible to apply in the current round.

10. The normal time-span of a Fellowship is six months; however, under exceptional

circumstances (i.e. a project of demonstrable value whose scope has grown in the course of the Fellowship) consideration for additional financial support, up to the value of $5,000, will be given to its extension upon application to the Chair of the Grants and Schemes Standing Committee.

11. A final report (1 – 2 pages), endorsed by the Head of School and Dean of Faculty, or

for professional staff, by the Head of Section and Executive Director, must be submitted to Sally Jackson at [email protected], Education Policy Services (M456A) within six months of completion of the Fellowship. The report should address each of the three Fellowship elements detailing the outcomes achieved, and the overall benefits to the School and Faculty, or Section. The final report should include a detailed budget expenditure statement and a copy of the article prepared for publication should also be attached. A report template will be available on the web at http://www.teachingandlearning.uwa.edu.au/staff/funding/fellowship.

APPLICATION PROCESS 1. The Centre for the Advancement of Teaching and Learning will hold an information

session on 28th February 2011 for members of staff interested in applying for a Fellowship. Prospective Fellows are strongly encouraged to attend, please register at: (http://www.catl.uwa.edu.au/programmes/teaching_and_learning/fellowship_scheme_info)

2. Applications should be submitted on the Teaching Fellowship Scheme Application form

provided at: http://www.teachingandlearning.uwa.edu.au/staffnet/funding/fellowship and address the following three elements of the Fellowship:

a. Research – proposed research on at least one of the education priorities listed

below:

4

o to recruit and graduate a diverse student cohort of the highest quality; o to improve the University’s courses; o to extend high-quality teaching approaches and improve learning outcomes; o to further develop the links between teaching, learning and research; and o to improve student engagement in a high-quality campus community.

and the development of that priority(ies) in an academic's field of study (and possibly cognate fields of study nationally and/or internationally);

b. Project - devise and conduct a project related to the nominated priority(ies)

within the applicant's School, Faculty or Administrative Section, with a view to embedding that priority(ies) on a more concrete basis in the period after expiration of the six month Fellowship. The project should include ongoing discussion with colleagues in the specific area to ensure its relevance and to provide a source of feedback to the Fellow while the work is in train, as well as discussion with other Fellows across the University to benefit from cross-disciplinary insights and to promote collaboration;

c. Dissemination – proposed dissemination of the results of the research and project both within the Faculty/Section and University (via, for example, seminars, and the publication of project descriptions and results on the UWA website). In addition, confirmation must be provided by applicants that a University-wide presentation will occur during the term of the Fellowship and an article will be prepared for publication in a refereed national or international journal of teaching and learning, to be submitted to the relevant journal within six months following completion of the Fellowship.

3. Applications require the written support of the relevant Head of School and Faculty

Dean, or Head of Section with confirmation that the proposal is linked to the School’s/Faculty’s/Section’s operational priorities plan. Applications submitted without the appropriate written support will be deemed ineligible.

In all cases the Head of School/Head of Administrative Section is required to provide a supporting statement confirming that the outcomes of the project will be met within the required timeline. For applicants who do not have ongoing appointments, the Head of School or Head of Section is required to confirm that the applicant’s term of contract exceeds the term of the six month Fellowship and guaranteeing that the outcomes from the Fellowship following its completion will be appropriately embedded and disseminated within the following six months.

4. Applications require a budget proposal detailing proposed expenditure of the $20,000

Fellowship. 5. Applications should not be ranked by the School, Faculty or Administrative Section.

Applications will be considered, on merit, by the Grants and Schemes Standing Committee, a sub-Committee of the Teaching and Learning Committee

The broad administration of the Scheme will be overseen by Academic Policy Services. The Centre for the Advancement of Teaching and Learning (CATL) will provide resources and advice to Fellows in support of the three elements of the Scheme. Any queries should be referred to Sally Jackson, Academic Policy Services, 6488 2571.

6. Feedback will be offered upon request to unsuccessful applicants.

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Electronic Application Process How to complete and submit an application;

1. Application form

The electronic application form is available from http://www.teachingandlearning.uwa.edu.au/staffnet/funding/fellowship

2. Completing the application form

Open the form and save to a local server or pc Note: If the form has opened in ‘Reading Layout’ – click the Close button located

on the tool bar To complete a ‘Check Box’ – click on the box. If necessary click again to remove

the ‘check’ Text can be added in the spaces provided by typing in the shaded area. This

shaded area will expand as text is entered until it reaches the maximum space allowed

Text can also be ‘Cut & Pasted’ into the shaded area Text can be edited freely

3. Obtaining signatures and emailing the application

Complete all requisite information on the form Print a hard copy Applicant(s), Head of School/ Head of Section and Faculty Manager/ Executive Director to

sign as required Scan completed application form and return to [email protected], no later than

midday on Wednesday 30th March, 2011.

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