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Pathways through higher education – from admissions to graduate outcomes ACER Insights

Pathways through higher education – from admissions to graduate outcomes ACER Insights. Dr. Daniel Edwards ACPET Higher Education Symposium Sydney, 3 February, 2012. Overview. What we do and what we know Insights from our research:. Admissions. Context :

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Pathways through higher education – from admissions to graduate outcomes ACER Insights

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  1. Pathways through higher education – from admissions to graduate outcomesACER Insights Dr. Daniel Edwards ACPET Higher Education Symposium Sydney, 3 February, 2012

  2. Overview • What we do and what we know • Insights from our research:

  3. Admissions • Context: • Growth and ambitious targets for attainment • Need to ‘tap’ new student markets • Demand driven system opening up for public HEIs • Private providers crucial part of growth and sustainability of growth

  4. Admissions • So – How do we promote growth, but maintain quality? • Admissions systems/policy an important facet in achieving targets while maintaining quality. • Work we have done with DEEWR and ACPET provides some viable alternatives to the traditional single metric Yr12 score entry

  5. Admissions • 2007-2010 Student Aptitude Test for Tertiary Admissions pilot program • UniTest and Special Tertiary Admissions Test (STAT) piloted to evaluate use as an admissions instrument – supplementary to school results or prior learning • Evidence suggests these aptitude tests offer opportunity for entry by students otherwise unlikely to gain a place via traditional entry criteria

  6. Admissions Figure 1: Socioeconomic status by admissions type

  7. Admissions Figure 2: Impact of low socioeconomic status on uniTEST and Year 12 outcomes, standardised regression coefficients

  8. Admissions Figure 3: Gender by admissions type

  9. Admissions • ACER-ACPET study 2009 found the emphasis of many private HEIs on alternative modes of selection: • interview • statement of intent • letter of recommendation • Coupled with support mechanisms, providers involved in this study found these effective in enrolling non-traditional cohorts

  10. Admissions • ACER-ACPET study 2009 found the emphasis of many private HEIs on alternative modes of selection: • interview • statement of intent • letter of recommendation • Coupled with support mechanisms, providers involved in this study found these effective in enrolling non-traditional cohorts

  11. Engagement & Retention • Student engagement increasingly recognised as important • AUSSE (since 2007) has been helping institutions monitor engagement

  12. Engagement & Retention Highlighting the link between good relationships and retaining students… Figure 4: Quality of relationship and departure intentions, AUSSE 2011

  13. Engagement & Retention …and benchmarking us against other systems Figure 5: Proportion of student cohort reporting ‘good relationships’ at university by country

  14. Engagement & Retention Other data and research have been assisting us to understand the full story when measuring retention Figure 6: Higher education student flows 2002-2003 (students who completed Yr 12 in 2001), LSAY

  15. Learning Outcomes • Information gap • Very little reliable information which enables comparative judgments to be made about the capabilities of students in different institutions and in different countries, or about the quality of teaching. • As such over-reliance/emphasis on global rankings using research metrics

  16. Learning Outcomes • Projects underway to change this… • National level – Australian Medical Assessment Collaboration - AMAC (Aust and NZ medical schools) • International level – Assessment of Higher Education Learning Outcomes - AHELO (16 countries, three tests)

  17. Workforce Outcomes • Various collections (Graduate Destinations Survey, Beyond Graduation) • ACER/DEEWR Graduate Pathways Survey (2008) • GPS explores pathways 5 years after graduation

  18. Workforce Outcomes Figure 7: Relevance of degree to work, by time since graduation (GPS)

  19. Workforce Outcomes Figure 7: Relevance of degree to work, by time since graduation (GPS)

  20. Workforce Outcomes Figure 7: Relevance of degree to work, by time since graduation (GPS)

  21. Workforce Outcomes Figure 8: Graduates employment by industry, education and society and culture comparisons, five years out (GPS)

  22. Workforce Outcomes Figure 9: Graduate median salaries – selected groups (GPS)

  23. Further information: Dr. Daniel Edwards edwardsd@acer.edu.au (03) 9277 5475 www.acer.edu.au/highereducation

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