University of Tasmania Report - teaching-learning.utas.edu.au...Benchmark Group 1 Benchmark Group 2 Benchmark Group 3 Flinders University Deakin University Australian Catholic University

University of Tasmania

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.

2

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.

2

Benchmark Group 1 Benchmark Group 2 Benchmark Group 3Flinders University Deakin University Australian Catholic UniversityMacquarie University James Cook University Bond UniversityMonash University Queensland University of Technology Box Hill InstituteUniversity of New South Wales University of Newcastle Charles Darwin UniversityUniversity of Wollongong University of Western Sydney Charles Sturt University

Deakin 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.

3

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.

3

Firstyear

Lateryear

Allstudents POSSE Staff

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Response characteristics

Population Number 3,810 3,648 7,458 1,431 1,613 25,236 15,357 40,593 25,078 23,371 48,449 112,427 113,856 226,283

Actual sample Number 1,541 1,521 3,062 1,431 1,613 15,944 6,793 22,737 11,985 9,642 21,627 67,186 57,827 125,013 Per cent 40 42 41 100 100 63 44 56 48 41 45 60 51 55

Target response sample Number 308 304 612 286 484 3,188 1,358 4,547 2,397 1,928 4,325 13,437 11,565 25,002 Per cent 20 20 20 20 30 20 20 20 20 20 20 20 20 20

Secured response sample Number 334 339 673 349 222 2,886 1,257 4,143 2,240 1,911 4,151 14,633 11,949 26,582 Per cent 22 22 22 24 14 18 19 18 19 20 19 22 21 21

Australasian Survey of Student Engagement (AUSSE)


University of Tasmania Benchmark group 1 Benchmark group 3


Benchmark group 2

4

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Student characteristicsAge Under 20 47 1 23 0 65 2 35 65 7 38 64 4 35 20 or over 53 99 77 100 35 98 65 35 93 62 36 96 65


International Yes 17 12 14 31 28 10 22 6 4 5 14 11 13 No 83 88 86 69 72 90 78 94 96 95 86 89 87

Aboriginal or Torres Strait Islander Yes 6 5 5 1 1 2 2 4 4 4 2 2 2 No 94 95 95 99 99 98 98 96 96 96 98 98 98

Main home language English 86 88 87 69 78 80 79 89 91 90 84 84 84 Language other than English 14 12 13 31 22 20 21 11 9 10 16 16 16

First in family Yes 53 56 55 57 44 42 43 49 50 49 45 44 45 No 47 44 45 43 56 58 57 51 50 51 55 56 55

Locality Metropolitan 48 58 53 59 85 88 86 85 88 86 76 81 78 Regional 48 39 43 30 13 10 12 13 11 12 21 17 19 Remote 1 1 1 2 1 1 1 1 1 1 1 1 1

Disability Yes 6 13 9 4 5 6 6 6 7 7 5 7 6 No 94 87 91 96 95 94 94 94 93 93 95 93 94

Australasian Survey of Student Engagement (AUSSE)University of Tasmania


University of Tasmania Benchmark group 1 Benchmark group 3Benchmark group 2

5

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Field of education Sciences 7 7 7 7 13 12 13 10 9 9 12 8 10 IT 3 2 3 6 2 2 2 3 3 3 2 2 2 Engineering 6 5 5 1 8 7 8 7 6 7 6 7 7 Architecture 4 2 3 3 2 2 2 3 4 4 2 2 2 Agriculture 1 1 1 4 0 1 1 0 1 0 1 2 2 Health 18 15 16 20 16 14 15 22 25 24 22 21 22 Education 11 18 15 9 11 10 10 14 15 14 11 11 11 Business 11 15 13 34 16 17 17 12 11 12 13 16 15 Humanities 33 25 29 13 26 28 27 18 19 18 23 24 23 Creative arts 5 9 7 4 5 6 6 10 8 9 7 7 7

Attendance type Part time 14 27 21 59 8 12 9 11 15 13 10 16 13 Full time 86 73 79 41 92 88 91 89 85 87 90 84 87

Mode of study External/distance 21 30 26 50 4 10 6 8 17 12 11 20 15 Campus-based 79 70 74 50 96 90 94 92 83 88 89 80 85

Main way of financing study Government funded 70 79 75 47 76 81 78 84 88 86 77 79 78 Student fees 30 21 25 53 24 19 22 16 12 14 23 21 22

University financial support Yes 21 27 24 29 10 17 13 15 17 16 13 17 15 No 79 73 76 71 90 83 87 85 83 84 87 83 85

Average overall grade Less than 60% 18 18 18 9 10 9 10 13 11 12 11 10 11 Equal to or greater than 60% 82 82 82 91 90 91 90 87 89 88 89 90 89

Proportion of study online No study online 23 23 23 22 16 18 17 17 15 16 18 18 18 Some or all of study online 77 77 77 78 84 82 83 83 85 84 82 82 82

Live on campus Yes 11 5 8 2 9 5 7 8 4 6 12 5 9 No 89 95 92 98 91 95 93 92 96 94 88 95 91

Qualification (POSSE) Graduate certificate 15 Graduate/postgraduate diploma 22 Masters (coursework) 58 Masters (research) 3 Doctorate (coursework) 0 Doctorate (research) 1

University of TasmaniaRespondent Characteristics Report

University of Tasmania Benchmark group 1 Benchmark group 2 Benchmark group 3

Course characteristics


6

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

First considered higher education In primary school 31 28 30 41 41 41 37 34 35 42 40 41 In lower secondary school 19 13 16 26 27 26 25 22 24 24 23 23 In senior secondary school 30 18 24 18 20 19 20 24 22 19 21 20 During post-school study 3 7 5 2 2 2 4 4 4 2 3 3 While working 16 34 26 14 10 12 14 17 15 13 13 13

Influences on area of study Area of interest 79 76 78 73 81 82 81 81 78 79 81 77 79 Improve job prospects 47 52 49 52 51 49 50 50 49 49 48 49 49 Develop creative interests 25 18 22 14 22 19 21 20 16 18 19 17 18 Desire for training for specific job 48 42 44 24 51 48 49 44 45 44 47 45 46 Family expectations 26 14 20 6 26 22 24 27 18 23 27 22 25 Advice from school careers service 12 6 9 16 9 13 13 7 10 14 8 11 Location of campus 20 18 19 15 20 20 20 29 23 26 24 19 21 Advice from institution's careers service 4 2 3 2 7 6 6 6 5 6 6 5 6 Institution open day 9 4 7 3 18 14 16 19 6 13 18 8 13 Public careers or information fair 3 5 4 9 4 6 6 2 4 6 3 5 Information from friends/family 21 19 20 11 31 19 26 27 17 22 29 20 25 Information in media 4 3 3 2 5 3 5 4 2 3 4 3 4 Information from institution 15 11 13 12 22 15 19 18 9 14 18 14 16 Data from independent websites 6 1 3 6 2 4 6 2 5 6 3 4 Other 7 9 8 10 4 7 6 7 9 8 5 7 6

Helped adjust to study Enrolment procedures 18 18 18 11 19 19 19 19 13 16 19 16 17 Orientation/induction 36 26 31 6 36 28 33 40 24 33 36 24 30 Academic staff 36 44 41 47 35 47 40 35 41 38 33 43 37 Course advisors 19 27 23 19 17 22 19 20 18 19 18 20 19 Students in course 63 57 59 37 67 68 68 68 64 66 67 65 66 Students in later years 32 23 27 13 34 32 33 30 28 29 29 28 29 Careers staff 6 8 7 3 6 7 7 7 6 7 6 6 6 Family/friends 58 53 56 34 63 60 61 63 57 60 62 58 60 Online resources 37 38 38 42 44 44 44 47 42 45 43 44 43 IT staff 5 4 4 7 2 6 4 4 4 4 4 4 4 Learning skills advisors 5 8 6 4 5 8 6 10 5 8 8 7 7 Clubs/societies 4 6 5 2 6 7 7 3 4 3 5 6 6 Sporting groups 6 2 4 1 4 4 4 4 3 3 4 4 4 Study/reading groups 14 14 14 7 10 12 11 12 9 11 12 10 11




Educational background

7

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Helped adjust to study Writing/assignment guides 33 27 30 23 32 28 30 34 26 30 29 28 29 Feedback on academic work 36 47 41 46 36 44 39 32 32 32 33 37 35 Counselling services 4 8 6 3 5 9 7 5 5 5 4 6 5 Religious/faith groups 7 5 6 1 5 3 4 3 4 4 4 5 5 Student associations 8 8 8 3 10 10 10 8 4 6 9 9 9 Library services/resources 31 41 36 40 36 38 37 35 31 33 32 35 34 International student advisers 2 3 3 4 3 2 3 2 2 2 2 2 2

Defered current enrolment No 87 89 88 90 86 87 86 88 86 87 87 83 85 Yes 13 11 12 10 14 13 14 12 14 13 13 17 15

Changed course/study area No 80 66 73 74 82 67 75 84 67 76 82 65 74 Yes 20 34 27 26 18 33 25 16 33 24 18 35 26

Basis of enrolment to institution Secondary certificate (TAFE) 11 7 9 5 4 4 6 5 6 6 5 5 Secondary certificate (school) 55 38 47 62 53 58 57 55 56 63 57 60 Incomplete higher ed qualification 7 2 4 2 2 2 1 3 2 2 3 2 Complete higher ed qualification 15 22 18 21 28 24 19 21 20 17 21 19 Mature age entry 13 29 21 10 16 13 10 15 12 10 13 11 VET qualification 3 2 1 1 1 2 1 1 1 1 1 Examination/assessment 2 3 3 7 8 8 6 5 6 6 5 5 Professional qualification/experience 7 16 12 3 4 3 5 6 5 5 4 4 Open learning/continuing education 3 1 2 3 4 3 4 4 4 2 2 2

Internet access at home None 7 6 6 5 2 3 2 3 3 3 3 3 3 Dial-up 3 7 5 3 1 3 2 2 4 3 3 3 3 Broadband 90 88 89 92 97 95 96 95 93 94 94 94 94




8


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.

10

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.

10

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 7 3 5 9 4 3 4 5 3 4 5 4 4 3 2Sometimes 46 40 43 38 45 40 43 46 36 42 44 40 42 35 25

Often 31 34 32 33 33 34 34 32 36 34 33 34 33 35 32Very Often 16 24 20 21 18 23 20 17 24 20 18 23 20 27 41

Never 8 5 7 6 12 6 9 10 5 7 10 6 8Sometimes 53 50 52 52 60 52 56 56 49 53 56 51 53

Often 31 31 31 32 23 32 28 28 35 32 28 32 30Very Often 8 14 11 11 4 9 7 6 12 8 6 11 8

Never 40 14 27 26 18 9 14 26 9 18 23 13 18 14 6Sometimes 37 44 41 36 50 42 46 44 41 43 45 42 43 51 33

Often 15 31 23 27 26 33 29 22 35 28 24 32 28 26 36Very Often 8 11 9 10 7 16 11 7 15 11 8 14 11 9 25

Never 2 1 2 3 2 3 2 2 1 2 2 2 2Sometimes 25 24 25 26 28 23 26 26 25 25 27 24 26

Often 53 48 51 51 53 51 52 51 50 50 51 50 50Very Often 20 26 23 20 17 23 20 21 24 22 20 25 23

Never 16 19 18 11 24 27 25 24 25 25 22 25 24 13 16Sometimes 36 31 34 29 37 33 35 37 33 35 36 33 35 30 37

Often 26 28 27 38 27 21 24 24 25 24 26 24 25 33 28Very Often 22 22 22 22 12 19 15 15 17 16 15 18 17 25 20

Never 3 1 2 6 5 4 5 4 3 3 4 3 3Sometimes 23 21 22 19 25 23 24 22 20 21 24 20 22

Often 34 32 33 34 36 31 34 36 34 35 36 33 35Very Often 40 46 43 42 34 42 38 38 43 40 36 45 40

Never 4 0 2 1 3 2 2 2 1 2 2 2 2 2 1Sometimes 19 13 16 11 19 14 17 17 11 14 19 13 16 19 12

Often 45 34 39 40 44 37 41 42 39 41 44 37 40 43 37Very Often 32 52 42 48 34 47 41 39 48 43 35 48 42 35 50

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



USABenchmark group 3University of Tasmania Benchmark group 1 Benchmark group 2

11

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 36 40 38 46 30 36 33 32 39 35 32 38 35Sometimes 40 35 37 33 41 40 40 38 37 38 40 40 40

Often 18 15 17 14 22 17 19 21 16 19 20 16 18Very Often 6 10 8 7 8 7 7 9 7 8 8 7 7

Never 41 25 33 11 45 31 40 43 27 35 41 27 34Sometimes 37 41 39 25 31 36 33 31 30 30 32 34 33

Often 18 19 18 34 18 20 19 18 26 22 18 25 22Very Often 5 14 9 31 5 12 8 8 17 12 8 15 11

Never 22 19 20 16 20 20 20 17 17 17 18 18 18 7 7Sometimes 42 40 41 50 45 36 41 38 38 38 41 39 40 31 29

Often 31 26 28 25 27 32 29 33 31 32 30 30 30 38 34Very Often 6 15 10 9 8 12 10 12 14 13 11 13 12 24 29

Never 1 2 2 13 1 2 2 1 3 2 2 4 3 6 7Sometimes 24 34 29 24 24 29 26 21 29 25 23 29 26 13 15

Often 46 40 43 40 45 41 43 46 46 46 45 43 44 56 56Very Often 28 24 26 23 30 28 29 31 23 27 30 24 27 25 21

Never 2 2 2 0 1 2 2 1 3 2 1 2 2Sometimes 21 26 23 24 24 28 26 24 27 26 24 28 26

Often 48 46 47 47 51 46 48 51 48 50 50 47 48Very Often 29 26 27 29 24 24 24 23 21 22 25 23 24

Never 16 15 15 31 9 10 9 9 10 9 11 14 13 12 11Sometimes 38 37 37 33 36 38 37 37 34 36 35 36 36 42 40

Often 35 33 34 26 39 35 37 38 38 38 37 34 35 33 31Very Often 11 15 13 11 16 18 17 16 18 17 16 16 16 13 18

Never 21 15 18 34 11 8 10 11 9 10 13 12 12 14 8Sometimes 38 41 40 40 41 35 39 37 31 34 37 34 36 41 32

Often 31 32 31 18 33 40 35 37 38 38 35 36 35 31 34Very Often 10 12 11 8 16 17 16 16 22 19 15 18 17 14 26

Blended academic learning with workplace experience



Benchmark group 3

Used student learning support services


USABenchmark group 1


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

Benchmark group 2

12

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 8 6 7 12 7 5 6 7 4 6 7 5 6 7 3Sometimes 42 43 42 37 42 36 39 39 34 37 41 37 39 38 26

Often 39 42 41 43 40 43 41 42 45 44 41 43 42 39 42Very Often 11 10 11 8 11 16 14 12 16 14 12 15 13 16 28

Never 77 64 71 66 72 68 71 74 70 72 74 69 71 51 45Sometimes 17 28 23 18 18 20 19 18 19 19 17 20 19 33 34

Often 5 5 5 11 7 7 7 7 8 7 7 7 7 11 12Very Often 1 2 1 5 3 5 4 1 3 2 2 4 3 5 9

Never 80 67 74 73 74 67 71 81 67 74 76 66 71 59 51Sometimes 12 20 16 17 17 21 19 12 19 16 15 21 18 26 30

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

Never 29 27 28 22 15 18 16 20 18 19 19 19 19 16 10Sometimes 36 41 38 32 39 38 38 42 39 41 40 41 40 30 27

Often 25 20 23 24 30 31 30 26 29 27 28 27 28 28 28Very Often 10 12 11 22 16 14 15 12 13 13 13 12 13 26 35

Never 13 5 9 1 11 4 7 9 3 6 9 4 6 1 0Sometimes 40 33 36 28 39 31 35 38 30 34 38 31 34 20 12

Often 29 38 34 40 35 40 37 35 40 37 35 38 37 36 30Very Often 19 24 21 31 15 25 20 18 28 23 18 28 23 43 58

Never 34 27 30 28 38 31 35 36 28 32 36 28 32 7 4Sometimes 47 52 50 44 41 48 44 43 43 43 43 47 45 40 35

Often 17 13 15 18 16 16 16 17 22 19 17 19 18 33 34Very Often 2 9 5 9 4 5 5 4 7 6 5 7 6 20 27

Never 62 47 54 56 62 47 56 59 42 51 59 45 52 22 17Sometimes 31 40 35 30 27 35 30 29 38 33 29 38 34 45 40

Often 7 8 8 10 9 14 11 9 15 12 9 13 11 22 25Very Often 1 5 3 4 2 4 3 3 5 4 3 4 4 11 17


University of Tasmania Benchmark group 3 USABenchmark group 1

University of TasmaniaResponse Category Report

Used email or a forum to communicate with teaching staff

Discussed your grades or assignments with teaching staff

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

Benchmark group 2

13

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 45 30 38 30 51 42 47 50 44 47 49 41 45 40 30Sometimes 40 54 47 46 36 42 38 37 41 39 38 44 41 38 42

Often 13 13 13 19 11 12 11 10 11 11 11 12 12 15 18Very Often 1 3 2 5 3 3 3 3 3 3 3 3 3 7 10

Never 11 8 9 6 13 10 12 13 11 12 12 11 11 7 5Sometimes 46 41 43 41 47 49 47 46 49 48 46 48 47 34 29

Often 35 39 37 36 32 31 32 33 33 33 34 34 34 40 44Very Often 8 12 10 18 9 9 9 7 7 7 8 7 8 18 22

Never 14 12 13 7 16 15 15 13 13 13 14 14 14 6 6Sometimes 38 40 39 42 45 43 44 43 43 43 44 43 43 34 33

Often 38 35 36 37 30 32 31 34 33 34 33 33 33 39 39Very Often 9 14 11 14 9 10 10 9 11 10 9 10 10 20 22

Never 79 65 72 69 74 68 72 78 72 75 76 70 73 55 47Sometimes 14 24 19 21 17 21 19 13 18 16 16 20 18 28 30

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

Never 6 8 7 9 10 8 9 9 10 9 9 8 8 6 4Sometimes 36 33 35 46 38 42 39 38 42 40 39 41 40 34 30

Often 41 41 41 33 36 33 35 37 34 36 36 35 36 36 37Very Often 17 18 18 12 16 17 17 17 14 15 16 16 16 24 29

Never 10 8 9 20 5 4 4 7 9 8 7 8 7 16 13Sometimes 41 42 41 43 32 28 30 32 36 34 34 35 34 32 33

Often 33 28 30 25 33 33 33 34 30 32 33 32 33 27 28Very Often 17 22 19 12 30 35 32 27 25 26 26 25 26 25 27

Never 10 7 9 19 6 4 5 7 9 8 7 8 8 13 11Sometimes 41 42 42 49 35 32 34 34 35 35 35 37 36 32 33

Often 30 27 29 21 33 34 33 33 32 33 33 32 33 29 29Very Often 18 23 21 12 26 30 28 26 25 25 24 23 24 26 27

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


USAUniversity of Tasmania

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

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

Benchmark group 2


Benchmark group 1

14

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 30 25 27 23 17 14 15 19 18 18 19 16 17Sometimes 51 54 52 46 44 42 43 43 38 41 45 44 45

Often 14 14 14 21 26 30 28 27 27 27 26 28 27Very Often 5 8 6 11 13 15 14 11 17 14 10 12 11

Never 2 1 0 0 0 2 1 1 1 1 1Sometimes 13 11 12 10 18 12 15 16 11 13 17 12 14

Often 39 28 34 30 39 30 34 39 32 36 38 30 34Very Often 47 61 54 61 43 58 50 43 56 50 44 57 51

Never 14 18 16 11 12 10 11 10 15 13 11 11 11Sometimes 37 45 41 35 48 51 49 49 47 48 46 49 48

Often 39 31 35 36 35 30 32 34 32 33 36 31 33Very Often 10 5 8 18 5 10 7 7 5 6 8 8 8

Never 4 2 3 3 4 4 4 4 5 4 4 3 3Sometimes 27 34 31 33 42 35 38 34 30 32 35 33 34

Often 54 49 52 46 46 46 46 47 51 49 48 48 48Very Often 15 15 15 17 8 16 12 15 15 15 14 17 15

Never 32 24 28 32 27 18 23 32 24 28 31 25 28Sometimes 54 59 57 43 53 51 52 46 53 49 48 51 50

Often 12 13 12 18 16 23 19 19 21 20 18 19 19Very Often 1 4 3 7 3 8 6 3 3 3 3 5 4

Never 24 14 19 10 21 14 18 23 14 18 21 15 18Sometimes 52 47 50 31 45 42 43 49 44 47 47 43 45

Often 18 29 23 36 27 31 29 22 30 26 25 30 28Very Often 6 10 8 23 7 13 10 6 12 9 7 12 9

Never 25 28 27 20 29 24 26 30 25 28 29 27 28Sometimes 48 39 43 34 41 37 39 39 42 41 40 39 39

Often 23 26 24 28 25 29 27 25 23 24 25 24 25Very Often 3 7 5 19 5 10 8 5 9 7 6 10 8

Benchmark group 2 Benchmark group 3 USA

Communicated or worked with other students online

Searched online for resources relevant to your studies

Obtained timely feedback from assessments

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



University of Tasmania Benchmark group 1

15

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

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Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 9 9 9 22 30 5 9 7 5 9 7 5 9 7 5 8Some 28 32 30 39 36 28 31 29 26 31 28 27 31 29 24 29

Quite a bit 37 32 35 30 30 45 37 41 44 39 42 43 38 40 41 37Very much 26 26 26 8 4 23 23 23 26 21 23 25 23 24 29 26

Very little 2 1 2 2 0 2 1 2 2 2 2 2 2 2 2 1Some 21 17 19 13 14 18 11 15 18 14 16 18 15 16 18 13


Very little 7 3 5 1 0 4 3 4 4 4 4 4 4 4 4 3Some 34 24 29 17 12 27 19 24 26 21 23 28 23 26 26 20


Very little 9 4 6 3 5 5 4 5 5 6 5 6 5 6 5 5Some 30 29 30 21 20 28 21 25 26 22 24 28 23 25 25 21


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


Making judgements about the value of information, arguments or methods

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

Benchmark group 2




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

16

Firstyear

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Firstyear

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Allstudents

Firstyear

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Allstudents

Firstyear

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Allstudents

Firstyear

Lateryear

None 17 23 20 32 35 9 16 12 8 15 12 9 17 13 13 261 to 2 44 44 44 43 52 41 43 42 35 42 38 39 43 41 36 363 to 4 28 22 25 16 11 34 29 32 39 31 35 36 28 32 26 205 to 6 7 6 6 4 0 11 6 9 11 8 9 10 7 8 11 8

More than 6 5 5 5 5 1 5 6 5 7 4 6 6 5 5 14 10

None 10 8 9 13 46 4 8 6 6 10 8 6 9 8 12 171 to 2 41 41 41 42 46 38 35 37 41 39 40 41 40 40 35 323 to 4 28 31 29 24 5 38 33 35 33 32 32 33 31 32 33 295 to 6 12 11 12 8 3 13 13 13 12 10 11 12 11 11 11 10

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

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

Benchmark group 3University of Tasmania Benchmark group 1 Benchmark group 2



USA

17

Firstyear

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Firstyear

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Allstudents

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Allstudents

Firstyear

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Allstudents

Firstyear

Lateryear

None 4 7 5 6 19 2 6 3 2 6 4 2 5 4 1 21 to 4 35 42 38 43 67 37 41 39 39 42 41 41 44 42 21 26

5 to 10 40 32 36 26 7 39 30 35 36 30 33 36 31 33 40 3711 to 20 11 10 11 12 3 14 12 14 14 11 13 13 10 11 24 20

More than 20 10 9 10 13 3 8 10 9 8 11 9 8 10 9 14 15

None 17 16 16 16 18 20 19 22 20 21 20 18 19 26 211 to 4 47 43 45 40 52 43 48 45 42 44 48 44 46 52 53

5 to 10 19 18 19 20 17 20 18 18 20 19 18 20 19 14 1611 to 20 9 14 12 12 8 10 9 8 9 9 8 10 9 4 5

More than 20 7 8 8 11 5 8 6 7 8 7 7 8 7 3 5

None 16 27 21 43 31 16 22 18 18 30 24 18 28 23 3 61 to 4 55 49 52 34 57 54 53 53 58 49 53 56 49 53 32 34

5 to 10 22 17 19 14 6 23 16 20 18 15 17 20 16 18 34 2811 to 20 4 6 5 5 4 5 7 6 5 4 5 5 5 5 20 18

More than 20 3 2 2 3 1 2 2 2 1 2 2 2 2 2 11 14

None 9 9 9 13 18 9 7 8 10 6 8 9 7 8 15 101 to 4 50 46 48 45 74 56 41 50 52 39 45 55 44 49 52 44

5 to 10 36 31 33 31 7 28 39 32 34 40 37 30 36 33 25 3011 to 20 4 12 8 8 0 6 12 8 4 12 8 5 10 8 6 11

More than 20 1 2 2 4 1 2 1 1 3 2 1 2 2 2 4

None 88 81 85 50 86 84 73 80 82 70 76 83 70 76 79 501 to 4 8 15 11 40 13 11 22 15 15 25 20 13 25 19 14 39

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

More than 20 0 0 3 1 1 1 1 1 1 1 1 1 1 2

Very little 1 5 3 12 4 2 3 2 4 6 5 3 5 4 1 12 3 3 3 4 1 3 4 4 4 4 4 4 4 4 1 23 7 7 7 10 4 8 8 8 6 7 7 7 7 7 3 44 19 18 19 21 12 20 15 18 18 18 18 19 17 18 12 105 27 24 25 20 29 33 29 31 30 28 29 29 28 28 29 276 21 19 20 14 28 18 22 20 19 19 19 20 20 20 34 34

Very much 21 24 23 19 23 17 19 18 19 18 18 18 19 18 19 22

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


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

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


Benchmark group 3 USA


Benchmark group 1

18

Firstyear

Lateryear

Allstudents POSSE Staff*

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 41 33 37 28 56 35 30 32 47 38 42 41 32 36 25 31Sometimes 43 48 45 56 29 47 49 48 38 44 41 43 48 45 45 45

Often 10 14 12 13 11 13 14 14 11 13 12 12 14 13 19 15Very often 7 5 6 3 5 5 7 6 4 5 5 5 6 5 11 9

Never 14 9 11 14 38 17 11 14 18 13 16 16 12 14 12 13Sometimes 39 45 42 40 18 35 35 35 32 33 32 34 35 34 27 32

Often 25 26 26 21 28 24 24 24 26 28 27 25 25 25 25 24Very often 22 20 21 25 16 23 30 26 23 26 25 25 27 26 35 31

Never 11 11 11 5 5 11 12 12 14 12 13 12 11 11 10 8Sometimes 42 41 41 43 12 47 44 45 46 42 44 45 43 44 36 33

Often 37 38 37 41 42 34 32 33 31 36 33 33 34 34 35 36Very often 10 10 10 11 42 8 12 10 10 10 10 10 11 11 19 22

Never 8 4 6 2 1 6 8 7 7 5 6 7 6 6Sometimes 31 34 32 29 7 37 33 35 36 30 33 35 31 33

Often 44 45 44 45 43 39 40 40 40 46 43 40 43 42Very often 18 17 17 24 49 17 19 18 16 19 18 17 20 19

Never 4 4 4 2 6 6 6 8 5 7 7 5 6Sometimes 33 31 32 34 2 36 33 35 33 30 32 34 31 33

Often 47 48 47 45 29 41 40 41 44 46 45 43 44 43Very often 17 17 17 19 69 17 20 18 14 20 17 16 19 18

Never 15 12 14 6 2 21 16 19 18 12 15 18 13 16Sometimes 43 39 41 32 23 41 37 40 40 30 35 39 34 36

Often 32 31 32 43 36 29 32 30 31 40 35 31 36 33Very often 10 17 13 19 39 10 15 12 11 18 14 12 17 14

Never 5 6 6 3 4 5 5 5 7 5 6 6 5 5 6 5Sometimes 36 41 39 33 19 39 35 37 35 35 35 36 36 36 32 29

Often 39 37 38 46 36 38 39 39 41 41 41 40 40 40 38 40Very often 20 16 18 18 42 17 20 19 17 19 18 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'.

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


Response Category ReportUniversity of Tasmania

Benchmark group 3University of Tasmania USA

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

Developed communication skills relevant to your discipline

Explored how to apply your learning in the workplace

Benchmark group 2Benchmark group 1

19

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Never 1 3 2 1 1 3 2 3 4 2 3 3 3 3 4 3Sometimes 29 37 33 40 7 32 36 34 31 33 32 32 34 33 30 29

Often 48 44 46 45 37 47 43 45 46 47 47 46 46 46 40 40Very often 22 16 19 13 55 18 18 18 19 17 18 19 18 18 27 28

Never 46 38 42 31 42 33 38 40 32 36 40 32 36Sometimes 36 42 39 47 38 42 39 38 40 39 38 42 40

Often 15 13 14 15 16 17 16 16 20 18 16 18 17Very often 4 7 5 7 5 8 6 6 8 7 6 8 7

Never 27 21 24 22 25 18 22 20 14 17 22 16 19Sometimes 45 40 42 46 43 38 41 41 38 39 41 39 40

Often 21 30 26 22 25 31 27 30 32 31 27 31 29Very often 7 9 8 9 8 12 10 9 17 13 10 14 12

Never 27 21 24 22 26 15 22 25 15 20 24 15 20Sometimes 44 44 44 42 41 41 41 42 37 39 41 39 40

Often 23 24 23 27 24 30 26 25 31 28 25 31 28Very often 6 11 9 9 10 15 12 8 17 12 10 15 13

Never 41 31 36 30 38 29 35 35 27 31 36 27 32Sometimes 36 38 37 38 35 36 35 37 37 37 36 38 37

Often 18 20 19 25 19 24 21 20 24 22 20 24 22Very often 6 10 8 7 8 11 9 8 12 10 8 11 10

Never 31 23 27 17 28 24 26 28 21 24 27 21 24Sometimes 40 45 42 45 40 38 39 38 38 38 38 39 38

Often 21 23 22 27 22 23 22 24 26 25 24 26 25Very often 9 10 9 11 11 14 12 10 15 12 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'.

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



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



20

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Not yet done 93 75 84 83 26 93 68 84 93 63 78 91 67 79 93 50Done 7 25 16 17 74 7 32 16 7 37 22 9 33 21 7 50

Not yet done 92 75 83 79 24 91 71 83 91 63 78 89 66 77Done 8 25 17 21 76 9 29 17 9 37 22 11 34 23

Not yet done 84 72 78 80 42 85 67 78 88 72 80 84 69 76 60 40Done 16 28 22 20 58 15 33 22 12 28 20 16 31 24 40 60

Not yet done 79 74 77 81 16 79 71 76 77 72 75 78 71 75 84 73Done 21 26 23 19 84 21 29 24 23 28 25 22 29 25 16 27

Not yet done 98 92 95 87 48 99 92 96 99 93 96 98 92 95 95 81Done 2 8 5 13 52 1 8 4 1 7 4 2 8 5 5 19

Not yet done 83 79 81 83 72 80 77 79 90 88 89 85 82 83 79 59Done 17 21 19 17 28 20 23 21 10 12 11 15 18 17 21 41

Not yet done 92 90 91 89 63 96 89 93 97 94 96 96 91 94 97 86Done 8 10 9 11 37 4 11 7 3 6 4 4 9 6 3 14

Not yet done 99 95 97 87 23 100 93 97 100 96 98 99 94 97 98 67Done 1 5 3 13 77 0 7 3 0 4 2 1 6 3 2 33

Not yet done 97 91 94 84 22 95 92 94 96 93 95 96 92 94 96 83Done 3 9 6 16 78 5 8 6 4 7 5 4 8 6 4 17

Not yet done 94 87 90 95 36 94 85 90 93 85 89 97 87 91Done 6 13 10 5 64 6 15 10 7 15 11 3 13 9

Not yet done 96 86 91 90 50 96 82 90 98 90 94 97 87 91Done 4 14 9 10 50 4 18 10 2 10 6 3 13 9

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

Benchmark group 3

Consult a university careers service for advice



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.

Practicum, internship, fieldwork or clinical

Participate in a study group or learning community


21

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

1 1 1 1 1 1 1 1 1 1 1 1 1 1 12 5 3 4 5 2 2 2 3 3 3 3 4 3 2 23 6 7 6 9 7 7 7 6 6 6 6 6 6 5 44 19 18 18 22 13 12 13 15 11 13 15 14 14 12 115 22 21 21 22 25 22 24 21 25 23 22 22 22 21 206 20 23 21 19 23 25 24 24 24 24 24 25 24 31 32

27 28 27 22 29 30 29 31 30 30 29 27 28 27 30

0 0 0 2 1 1 1 1 2 1 1 1 1 1 12 2 3 3 3 4 3 4 3 4 3 3 4 4 2 23 8 7 7 6 6 10 8 8 7 8 7 8 8 6 54 22 18 20 18 20 17 19 20 18 19 20 19 19 16 125 31 27 29 24 30 26 28 27 28 27 28 27 27 26 236 20 22 21 21 23 24 23 24 23 23 23 24 24 30 33

16 23 20 25 16 18 17 18 18 18 17 17 17 18 24

2 4 3 2 2 4 3 2 4 3 2 4 3 3 52 8 6 7 4 7 7 7 5 8 7 6 8 7 5 73 15 10 12 6 11 13 12 11 13 12 11 12 12 10 114 26 23 25 22 29 25 27 26 26 26 27 25 26 22 205 24 23 23 25 25 24 24 23 22 23 24 23 24 24 226 14 16 15 21 15 16 15 18 15 16 17 16 16 21 20

12 19 16 20 12 12 12 14 12 13 13 12 12 15 15

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

17 18 18 15 14 14 14 18 13 15 16 13 14 15 15

USA

Unfriendly, unsupportive,

sense of alienation

Helpful, considerate,

flexible

Available, helpful, sympathetic


Benchmark group 1

Relationships with student services staff

Relationships with other students

Relationships with teaching staff

Unhelpful, inconsiderate,

rigid


Unavailable, unhelpful,

unsympathetic

Friendly, supportive, sense

of belonging


Benchmark group 2


Benchmark group 3

Relationships with administrative personnel and services

Unfriendly, unavailable,

unsympathetic

Friendly, available,

sympathetic

22

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 1 2 2 4 0 1 1 1 2 1 1 2 1 0 01 to 5 25 33 29 32 29 28 29 28 34 32 33 31 31 31 14 15

6 to 10 28 20 24 25 29 27 27 27 27 28 27 28 26 27 24 2411 to 15 17 15 16 12 14 18 14 16 17 13 15 17 15 16 22 2016 to 20 12 11 11 11 12 14 11 13 9 11 10 12 11 11 18 1721 to 25 8 8 8 4 7 7 7 7 6 5 5 6 6 6 10 1026 to 30 5 4 5 6 5 3 5 4 3 5 4 3 4 4 5 6Over 30 4 7 5 7 5 3 5 4 3 4 3 3 5 4 5 8

None 94 88 91 78 47 91 85 88 93 89 91 92 88 90 80 731 to 5 2 4 3 4 32 1 7 4 2 5 3 2 5 4 4 4

6 to 10 3 3 3 1 15 2 3 3 1 2 2 2 3 2 7 811 to 15 0 2 1 3 4 3 2 2 1 2 2 2 2 2 5 616 to 20 2 1 3 1 1 2 2 1 1 1 1 1 1 3 621 to 25 1 0 2 1 0 0 0 0 1 1 0 1 1 1 226 to 30 1 0 1 0 0 0 0 0 0 0 0 0 0 1Over 30 0 2 1 9 1 0 1 1 1 1 0 1 1 1 2

None 37 35 36 21 17 42 30 36 32 26 29 34 27 30 68 451 to 5 9 8 8 7 29 11 9 10 8 6 7 9 8 9 5 5

6 to 10 16 13 15 8 34 14 13 14 17 12 14 16 13 15 5 611 to 15 16 15 15 4 12 14 16 15 15 17 16 15 15 15 5 616 to 20 11 7 9 8 4 9 13 11 12 14 13 11 14 13 5 821 to 25 4 6 5 4 2 5 8 6 7 10 9 6 8 7 4 626 to 30 3 5 4 3 1 2 3 3 3 5 4 3 4 3 2 5Over 30 3 12 8 44 3 6 5 5 10 8 5 10 8 6 19



Benchmark group 2



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

Working for pay on campus

Working for pay off campus

23

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 48 36 42 46 14 33 35 34 46 44 45 40 39 40 40 471 to 5 31 39 35 36 65 41 34 38 32 31 32 35 34 35 29 27

6 to 10 12 14 13 10 17 15 18 16 13 13 13 14 16 15 13 1111 to 15 6 8 7 4 2 7 7 7 4 7 5 5 7 6 7 616 to 20 2 2 2 1 2 3 4 3 3 3 3 3 3 3 5 421 to 25 1 1 1 0 0 1 1 1 1 1 1 1 1 1 2 226 to 30 1 0 0 1 1 1 0 0 0 1 0 1 1Over 30 1 0 0 0 1 0 1 0 0 0 0 1 0 2 2

None 3 2 2 3 0 1 1 2 1 1 1 1 1 1 11 to 5 21 24 22 30 20 17 18 22 19 21 20 19 19 22 28

6 to 10 32 32 32 32 30 29 29 28 26 27 28 29 29 28 3011 to 15 21 19 20 22 22 23 23 20 21 20 21 22 22 21 1916 to 20 11 13 12 8 15 14 14 13 16 15 14 15 14 13 1121 to 25 7 5 6 4 6 8 7 8 7 8 7 6 6 6 526 to 30 2 2 2 1 2 4 3 3 4 3 3 3 3 3 2Over 30 3 5 4 1 5 5 5 6 5 5 5 5 5 5 4

None 53 49 51 32 50 54 52 47 50 48 48 51 49 69 581 to 5 17 14 16 14 25 22 23 25 17 21 24 18 21 13 13

6 to 10 13 9 11 11 11 9 10 11 9 10 11 9 10 6 711 to 15 5 4 4 8 5 6 5 4 6 5 5 6 5 4 416 to 20 3 7 5 12 3 2 3 4 3 4 4 4 4 2 321 to 25 2 3 3 5 1 1 1 2 2 2 2 2 2 1 226 to 30 1 1 1 4 1 2 1 1 2 2 1 1 1 1 1Over 30 6 12 9 15 4 5 4 6 9 8 6 8 7 5 12

None 12 5 8 7 13 8 10 10 6 8 10 6 81 to 5 37 26 32 27 34 32 33 32 30 31 34 30 32

6 to 10 26 31 28 25 31 33 32 31 28 30 30 31 3011 to 15 13 19 16 19 13 14 13 14 16 15 13 17 1516 to 20 6 9 7 11 5 8 6 5 9 7 6 8 721 to 25 4 2 3 3 3 2 3 4 4 4 3 3 326 to 30 1 3 2 3 1 1 1 1 2 2 1 2 2Over 30 3 6 4 6 1 2 1 2 4 3 2 4 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.)


Benchmark group 2 USABenchmark group 1


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

Benchmark group 3

24

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

None 8 11 9 29 8 4 6 4 3 4 8 7 7 15 111 to 5 58 65 61 53 45 50 48 56 59 57 50 54 52 60 61

6 to 10 27 15 21 12 28 30 29 28 25 26 27 26 27 15 1811 to 15 5 5 5 3 12 9 11 7 9 8 10 8 9 5 616 to 20 2 2 2 2 5 4 5 3 2 2 3 2 3 2 221 to 25 0 2 1 1 1 1 1 1 1 1 1 1 1 1 126 to 30 1 0 0 0 1 1 1 1 1 0 0 0 0 0Over 30 1 0 1 1 1 0 0 0 0 0 0 1 1

None 2 6 4 29 5 0 2 1 1 3 2 3 6 41 to 5 6 12 9 22 6 3 4 4 4 9 7 4 8 6

6 to 10 15 17 16 13 13 10 17 13 17 22 20 12 18 1611 to 15 23 20 22 11 16 25 27 26 30 30 30 26 26 2616 to 20 22 20 21 8 26 26 22 24 25 18 21 24 19 2221 to 25 11 10 10 4 13 17 12 15 12 8 10 15 10 1226 to 30 9 6 8 2 16 9 6 7 5 4 4 7 6 6Over 30 11 10 11 11 6 11 10 10 6 5 6 9 8 8

None 6 12 9 39 8 4 7 6 7 10 8 7 12 101 to 5 45 38 42 25 34 42 44 43 48 52 50 45 45 45

6 to 10 23 18 20 12 28 27 23 25 24 19 21 23 20 2211 to 15 8 16 12 6 19 11 12 11 12 9 10 10 10 1016 to 20 9 6 7 4 9 6 7 7 4 4 4 5 6 621 to 25 4 2 3 4 1 3 3 3 1 3 2 2 3 326 to 30 2 3 2 3 1 1 2 2 0 1 1 1 2 1Over 30 4 5 4 8 5 2 3 3 2 3 4 3 4

Not at all 39 27 33 12 35 34 35 41 32 36 37 31 34Very little 15 15 15 5 14 14 14 14 13 14 14 13 14

Some 11 13 12 14 12 14 13 10 13 11 11 13 12Quite a bit 4 8 6 16 5 9 7 6 9 7 7 9 8Very much 7 20 14 45 8 15 12 10 20 15 10 20 15

Not in paid work 24 17 21 8 25 14 19 20 14 17 21 14 17

Benchmark group 3



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

Being on campus, excluding time spent in class


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


25

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 4 3 3 6 2 2 4 3 2 2 2 2 3 2 2 2Some 22 20 21 29 15 21 21 21 18 19 18 19 19 19 16 16


Very little 3 5 4 8 4 4 8 5 4 8 6 4 8 6 3 5Some 30 38 34 36 21 28 37 32 26 34 30 27 36 32 19 22


Very little 25 29 27 29 15 18 28 22 18 28 23 18 28 23 11 16Some 37 41 39 40 39 35 36 35 34 37 36 36 37 36 29 32


Very little 40 52 46 49 23 34 53 41 35 47 41 36 49 42 23 35Some 39 34 37 34 55 40 31 36 38 35 37 40 36 38 37 36


Very little 32 39 36 45 33 21 33 25 26 35 30 25 35 30 15 23Some 41 42 41 36 51 41 42 41 41 40 41 41 42 41 34 38


Very little 22 26 24 37 25 16 22 19 23 28 25 20 25 23 9 14Some 41 44 43 38 47 37 40 39 38 39 39 38 41 40 24 29


Very little 5 3 4 8 2 4 4 4 4 3 4 4 4 4 2 2Some 18 23 20 23 15 20 16 18 19 15 17 20 17 18 13 9


Very little 4 2 3 7 7 4 3 3 3 3 3 3 3 3 3 3Some 25 20 22 28 21 24 22 23 26 20 23 24 21 23 15 14


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

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.)

Acquiring a broad general education

Using computers in academic work


Benchmark group 2University of Tasmania Benchmark group 1 Benchmark group 3 USA


26

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 10 3 7 8 2 9 7 8 8 6 7 8 6 7 9 6Some 27 25 26 20 14 27 22 25 25 18 21 26 21 23 27 20


Very little 5 5 5 5 2 8 5 7 6 6 6 7 6 6 4 4Some 24 19 22 26 17 32 21 28 32 23 27 31 23 27 21 18


Very little 10 7 8 15 4 10 6 8 12 8 10 11 8 10 7 6Some 33 23 28 30 30 34 28 32 34 27 31 34 28 31 25 22


Very little 1 2 2 3 2 1 1 2 2 2 2 2 2 2 2Some 18 11 14 19 4 18 11 15 19 12 16 18 13 15 14 10


Very little 7 7 7 9 22 6 4 5 7 5 6 6 5 6 5 4Some 26 21 24 24 24 26 21 24 27 22 24 27 22 24 23 20


Very little 11 5 8 10 3 8 5 7 8 7 8 8 7 7 5 4Some 27 25 26 30 34 30 27 29 23 24 23 27 25 26 21 17


Very little 10 5 7 16 2 5 4 5 6 5 6 6 6 6 5 4Some 33 28 31 34 21 25 25 25 24 21 22 26 25 26 22 17


Acquiring job-related or work-related knowledge and skills

Writing clearly and effectively

Speaking clearly and effectively

Using computing and information technology

Thinking critically and analytically

Analysing quantitative problems

Working effectively with others





Benchmark group 1 Benchmark group 3

27

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Very little 55 52 54 67 74 52 60 55 56 62 59 57 61 59 44 35Some 28 27 27 19 16 27 23 25 24 21 23 24 21 23 29 31


Very little 5 5 5 7 3 4 4 4 5 5 5 5 4 5 5 5Some 25 16 20 20 10 24 21 23 25 21 23 24 20 22 23 19


Very little 15 13 14 12 20 13 17 14 16 15 16 14 14 14 10 11Some 34 28 31 32 28 32 27 30 29 30 29 31 29 30 25 24


Very little 20 14 17 27 21 14 15 14 16 18 17 15 17 16 12 13Some 35 36 36 34 34 33 34 33 28 34 31 32 33 33 30 30


Very little 12 7 9 12 2 10 9 10 12 11 12 10 9 10 10 9Some 30 30 30 33 24 33 30 32 30 27 29 32 29 31 30 27


Very little 18 15 17 17 11 15 17 16 16 16 16 15 16 16 13 14Some 38 33 36 35 33 33 32 33 30 33 31 32 33 33 27 26


Very little 25 26 26 26 26 23 27 25 26 28 27 24 26 25 18 18Some 39 35 37 33 29 38 37 38 37 35 36 38 37 37 33 32


Very little 18 20 19 28 16 20 21 20 20 20 20 20 21 20Some 33 30 31 30 36 35 34 34 31 29 30 32 31 31

Quite a bit 32 30 31 27 29 28 28 28 32 31 32 31 30 30Very much 17 20 18 14 19 17 17 17 16 20 18 17 19 18

USA

Voting informedly in local, state or national elections

Learning effectively on your own

Understanding yourself


Understanding people of other racial and ethnic backgrounds


Benchmark group 2


Contributing to the welfare of your community

Securing relevant work after graduation

Solving complex, real-world problems

Developing a personal code of values and ethics

28

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Selected 74 75 75 79 84 80 81 81 72 74 73 75 77 76Not selected 26 25 25 21 16 20 19 19 28 26 27 25 23 24

Selected 6 3 5 1 4 3 3 4 4 4 4 3 3Not selected 94 97 95 99 96 97 97 96 96 96 96 97 97














No, I have not considered a change*




Benchmark group 2


USABenchmark group 1 Benchmark group 3

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'.

Reasons for considering a change

Family responsibilities

Financial difficulties

Gap year/deferral

Government assistance

Graduating

29

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear










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






Health or stress

Institution reputation

Moving residence

Need a break

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



University of Tasmania Benchmark group 1 Benchmark group 2 Benchmark group 3 USA

30

Firstyear

Lateryear


Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear

Allstudents

Firstyear

Lateryear









Poor 5 6 5 5 4 6 5 4 7 5 4 6 5 5 9Fair 19 22 21 22 23 25 24 21 26 23 21 25 23 16 19

Good 57 51 54 55 49 50 50 54 49 51 52 50 51 46 40Excellent 19 21 20 19 24 19 22 21 19 20 23 19 21 33 32

Poor 4 4 4 4 2 3 2 2 4 3 2 4 3 2 2Fair 16 21 18 19 17 17 17 17 20 19 16 19 18 11 11

Good 60 51 55 60 52 54 53 57 53 55 54 53 53 49 46Excellent 21 24 23 17 30 26 28 24 23 23 28 24 26 38 40

Definitely no 4 4 4 3 2 3 2 3 7 5 2 5 4 4 5Probably no 9 16 13 11 9 14 11 10 17 13 10 14 12 12 13

Probably yes 54 45 49 55 44 44 44 46 44 45 46 45 45 40 37Definitely yes 34 35 34 31 45 38 42 40 33 37 42 36 39 44 45

Leave to do paid work

Leave to take time off

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

Continue with current study

Move to vocational education and training



University of Tasmania Benchmark group 1 Benchmark group 2 Benchmark group 3 USA

Shift to another institution

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 2.6 2.8 2.7 2.7 3.5 2.7 2.8 2.7 2.6 2.8 2.7 2.6 2.8 2.7 2.9 3.1Sought advice from academic staff 2.4 2.5 2.5 2.5 2.8 2.2 2.5 2.3 2.3 2.5 2.4 2.3 2.5 2.4Made presentation 1.9 2.4 2.1 2.2 3.6 2.2 2.6 2.4 2.1 2.6 2.3 2.2 2.5 2.3 2.3 2.8

Worked hard to master difficult content 2.9 3.0 2.9 2.9 3.6 2.9 2.9 2.9 2.9 3.0 2.9 2.9 3.0 2.9Prepared two or more drafts 2.5 2.5 2.5 2.7 3.1 2.3 2.3 2.3 2.3 2.3 2.3 2.3 2.4 2.3 2.7 2.5Used library resources on campus or online 3.1 3.2 3.2 3.1 4.5 3.0 3.1 3.0 3.1 3.2 3.1 3.0 3.2 3.1

Integrating from various sources 3.1 3.4 3.2 3.3 4.4 3.1 3.3 3.2 3.2 3.3 3.3 3.1 3.3 3.2 3.1 3.4Used student learning support services 1.9 1.9 1.9 1.8 3.9 2.1 1.9 2.0 2.1 1.9 2.0 2.0 1.9 2.0Blended academic learning with workplace experience 1.9 2.2 2.0 2.8 3.2 1.8 2.1 2.0 1.9 2.3 2.1 1.9 2.3 2.1

Included diverse perspectives 2.2 2.4 2.3 2.3 3.3 2.2 2.4 2.3 2.4 2.4 2.4 2.3 2.4 2.4 2.8 2.9Completed readings 3.0 2.9 2.9 2.7 3.2 3.0 2.9 3.0 3.1 2.9 3.0 3.0 2.9 2.9 2.0 2.1Able to keep up to date with study 3.0 3.0 3.0 3.0 3.6 3.0 2.9 2.9 3.0 2.9 2.9 3.0 2.9 2.9

Worked with students during class 2.4 2.5 2.5 2.2 3.7 2.6 2.6 2.6 2.6 2.7 2.6 2.6 2.5 2.6 2.5 2.6Worked with students outside class 2.3 2.4 2.4 2.0 3.9 2.5 2.6 2.6 2.6 2.7 2.7 2.5 2.6 2.6 2.5 2.8Put together ideas or concepts 2.5 2.6 2.5 2.5 3.5 2.6 2.7 2.6 2.6 2.7 2.7 2.6 2.7 2.6 2.7 3.0

Tutored other students 1.3 1.5 1.4 1.5 3.6 1.4 1.5 1.4 1.4 1.4 1.4 1.4 1.5 1.4 1.7 1.9Participated in a community-based project 1.3 1.5 1.4 1.4 3.2 1.4 1.5 1.4 1.3 1.5 1.4 1.4 1.5 1.4 1.6 1.7Used an electronic medium for assignment 2.2 2.2 2.2 2.5 3.6 2.5 2.4 2.4 2.3 2.4 2.3 2.3 2.3 2.3 2.6 2.9

Used email or a forum to communicate with teaching staff 2.5 2.8 2.7 3.0 3.6 2.5 2.9 2.7 2.6 2.9 2.8 2.6 2.9 2.8 3.2 3.5Discussed grades with teaching staff 1.9 2.0 2.0 2.1 2.8 1.9 2.0 1.9 1.9 2.1 2.0 1.9 2.1 2.0 2.7 2.8Talked about career plans 1.5 1.7 1.6 1.6 2.6 1.5 1.8 1.6 1.6 1.8 1.7 1.6 1.8 1.7 2.2 2.4

Discussed ideas from your classes with teaching staff 1.7 1.9 1.8 2.0 2.3 1.7 1.8 1.7 1.7 1.7 1.7 1.7 1.8 1.7 1.9 2.1Received feedback on academic performance 2.4 2.6 2.5 2.6 4.4 2.4 2.4 2.4 2.3 2.4 2.4 2.4 2.4 2.4 2.7 2.8Worked harder than you thought you could 2.4 2.5 2.5 2.6 3.4 2.3 2.4 2.3 2.4 2.4 2.4 2.4 2.4 2.4 2.7 2.8

Australasian Survey of Student Engagement (AUSSE)University of TasmaniaItem Statistics Report


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


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Worked with teaching staff on other activities 1.3 1.5 1.4 1.4 1.9 1.4 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 2.7 2.7 2.7 2.5 3.9 2.6 2.6 2.6 2.6 2.5 2.6 2.6 2.6 2.6 2.8 3.0Conversations with students of different ethnic group 2.6 2.6 2.6 2.3 4.1 2.9 3.0 2.9 2.8 2.7 2.8 2.8 2.8 2.8 2.6 2.7

Conversations with students who are very different 2.6 2.7 2.6 2.3 4.2 2.8 2.9 2.8 2.8 2.7 2.8 2.7 2.7 2.7 2.7 2.7Communicated or worked with other students online 1.9 2.0 2.0 2.2 2.3 2.5 2.4 2.3 2.4 2.4 2.3 2.4 2.3Searched online for resources relevant to studies 3.3 3.5 3.4 3.5 3.2 3.5 3.3 3.2 3.4 3.3 3.2 3.4 3.3

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

Sought information on recent research in your field 2.1 2.3 2.2 2.7 2.2 2.4 2.3 2.1 2.4 2.3 2.2 2.4 2.3Explored options for doing research related to your study 2.0 2.1 2.1 2.5 2.1 2.2 2.2 2.1 2.2 2.1 2.1 2.2 2.1

Memorising facts 2.8 2.8 2.8 2.2 2.1 2.9 2.7 2.8 2.9 2.7 2.8 2.9 2.7 2.8 3.0 2.8Analysing basic elements 3.1 3.2 3.2 3.2 3.2 3.1 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 3.2 3.3 2.9 3.1 3.0 2.9 3.0 2.9 2.9 3.0 2.9 2.9 3.1Making judgements about value of information 2.8 2.9 2.8 3.0 3.1 2.9 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 3.1 3.1 3.0 3.2 3.0 3.2 3.1 3.1 3.2 3.1 3.1 3.2 3.1 3.1 3.3

One hour or less to complete 2.4 2.2 2.3 2.1 1.8 2.6 2.4 2.5 2.7 2.4 2.6 2.7 2.4 2.5 2.8 2.4More than one hour to complete 2.7 2.7 2.7 2.6 1.6 2.8 2.8 2.8 2.8 2.7 2.7 2.8 2.7 2.7 2.7 2.7Number of assigned textbooks 2.9 2.7 2.8 2.8 2.0 2.9 2.8 2.8 2.9 2.8 2.8 2.8 2.8 2.8 3.3 1.0Books for personal enjoyment or enrichment 2.4 2.6 2.5 2.6 2.3 2.4 2.4 2.3 2.4 2.4 2.3 2.5 2.4 2.1 2.2

Assignments of fewer than 1,000 words 2.2 2.1 2.1 1.9 1.9 2.2 2.1 2.2 2.1 2.0 2.1 2.2 2.0 2.1 3.0 3.0Assignments of between 1,000 and 5,000 words 2.4 2.5 2.5 2.4 1.9 2.3 2.6 2.4 2.3 2.7 2.5 2.3 2.6 2.5 2.3 2.6Written assignments of more than 5,000 words 1.2 1.2 1.2 1.7 1.2 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 5.1 5.1 5.1 4.5 5.4 5.0 5.0 5.0 5.0 4.8 4.9 5.0 4.9 5.0 5.5 5.5


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


Item Statistics ReportUniversity of Tasmania

Benchmark group 2

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


1=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

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Art/culture attendance 1.8 1.9 1.9 1.9 1.6 1.9 2.0 1.9 1.7 1.9 1.8 1.8 1.9 1.9 2.2 2.0Exercise participation 2.6 2.6 2.6 2.6 2.2 2.5 2.7 2.6 2.5 2.7 2.6 2.6 2.7 2.6 2.8 2.7Examined own views on a topic or issue 2.5 2.5 2.5 2.6 3.2 2.4 2.4 2.4 2.4 2.4 2.4 2.4 2.5 2.4 2.6 2.7

Improved knowledge to contribute to employability 2.7 2.8 2.7 2.9 3.4 2.7 2.7 2.7 2.7 2.8 2.7 2.7 2.8 2.7Developed communication skills relevant to discipline 2.8 2.8 2.8 2.8 3.7 2.7 2.8 2.7 2.6 2.8 2.7 2.7 2.8 2.7Explored how to apply learning in the workplace 2.4 2.5 2.4 2.8 3.1 2.3 2.5 2.3 2.3 2.6 2.5 2.4 2.6 2.5Tried to better understand someone else’s views 2.7 2.6 2.7 2.8 3.2 2.7 2.7 2.7 2.7 2.7 2.7 2.7 2.7 2.7 2.8 2.9Learned something that changed understanding 2.9 2.7 2.8 2.7 3.5 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 1.8 1.9 1.8 2.0 1.8 2.0 1.9 1.9 2.0 2.0 1.9 2.0 1.9Thought about how to present yourself to employers 2.1 2.3 2.2 2.2 2.2 2.4 2.2 2.3 2.5 2.4 2.2 2.4 2.3Explored where to look for jobs relevant to your interests 2.1 2.3 2.2 2.2 2.2 2.4 2.3 2.2 2.5 2.3 2.2 2.5 2.3Used networking to source information on job opportunities 1.9 2.1 2.0 2.1 2.0 2.2 2.0 2.0 2.2 2.1 2.0 2.2 2.1Set career development goals and plans 2.1 2.2 2.1 2.3 2.2 2.3 2.2 2.2 2.3 2.3 2.2 2.3 2.3

Practicum/internship 2.9 3.4 3.1 3.0 2.7 3.2 3.6 3.4 3.2 3.7 3.4 3.2 3.6 3.4 2.8 3.2Industry placement or work experience 3.2 3.4 3.3 3.3 2.6 3.4 3.6 3.5 3.4 3.7 3.6 3.5 3.7 3.6Community service or volunteer work 3.1 3.5 3.3 3.2 1.8 3.3 3.5 3.4 3.1 3.4 3.2 3.2 3.5 3.4 3.1 3.3

Study group/learning community 3.1 3.3 3.2 3.2 2.4 3.3 3.3 3.3 3.2 3.3 3.3 3.2 3.3 3.3 2.3 2.5Work on a research project 2.4 2.8 2.6 3.0 1.7 2.5 2.7 2.6 2.4 2.6 2.5 2.5 2.7 2.6 2.1 2.4Foreign language 3.2 3.3 3.3 3.2 1.4 3.4 3.5 3.4 3.1 3.1 3.1 3.2 3.3 3.3 2.6 2.8

Study abroad or student exchange 2.9 3.0 3.0 2.9 1.5 3.1 3.1 3.1 2.8 2.9 2.9 3.0 3.0 3.0 2.2 2.3Culminating final-year experience 2.7 3.0 2.8 3.1 2.5 2.8 3.1 2.9 2.6 2.9 2.7 2.7 3.0 2.8 2.2 2.9Independent study or self-designed major 2.5 2.8 2.7 3.1 2.4 2.5 2.9 2.7 2.4 2.8 2.6 2.4 2.8 2.6 1.9 2.3Consult a university careers service for advice 3.0 3.1 3.1 2.9 1.8 3.1 3.3 3.2 3.1 3.3 3.2 3.1 3.3 3.2Hold a leadership position in university or community 2.6 3.0 2.8 2.8 1.7 2.6 3.1 2.8 2.5 2.9 2.7 2.6 3.0 2.8

University of TasmaniaAustralasian Survey of Student Engagement (AUSSE)

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

Benchmark group 1


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 Tasmania

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

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

Preparing for class 3.8 3.8 3.8 3.6 3.7 3.7 3.7 3.7 3.4 3.5 3.5 3.5 3.6 3.6 4.2 4.3Working for pay on campus 1.2 1.3 1.2 2.0 1.8 1.3 1.3 1.3 1.2 1.3 1.2 1.2 1.3 1.3 1.5 1.8Working for pay off campus 3.0 3.5 3.2 5.2 2.7 2.8 3.4 3.1 3.3 3.9 3.6 3.2 3.7 3.5 2.3 3.6

Participating in extracurricular activities 1.9 2.0 2.0 1.9 2.1 2.1 2.2 2.2 1.9 2.0 2.0 2.0 2.1 2.0 2.3 2.1Relaxing and socialising 3.6 3.6 3.6 3.2 3.8 4.0 3.9 3.8 3.9 3.9 3.8 3.9 3.9 3.8 3.5Providing care for dependents 2.3 2.8 2.6 3.6 2.1 2.1 2.1 2.3 2.6 2.4 2.3 2.5 2.4 1.9 2.5

Managing personal business 2.9 3.5 3.2 3.5 2.8 3.0 2.9 3.0 3.3 3.2 3.0 3.2 3.1Travelling to campus 2.4 2.3 2.4 2.0 2.7 2.7 2.7 2.6 2.5 2.6 2.6 2.5 2.6 2.3 2.4Being on campus, including time spent in class 4.8 4.4 4.6 3.2 4.8 5.1 4.7 4.9 4.6 4.2 4.4 4.8 4.4 4.6Being on campus, excluding time spent in class 3.1 3.1 3.1 2.7 3.0 3.1 3.0 3.0 2.8 2.7 2.8 3.0 2.8 2.9

Relationship of paid work to field of study 2.0 2.7 2.4 3.8 2.2 2.5 2.3 2.1 2.7 2.4 2.2 2.7 2.5

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

Helping to cope with non-academic responsibilities 1.8 1.6 1.7 1.7 2.0 2.0 1.7 1.9 2.0 1.7 1.9 1.9 1.7 1.8 2.3 2.0Providing support to socialise 2.0 1.8 1.9 1.8 1.8 2.3 2.0 2.2 2.1 1.9 2.0 2.2 1.9 2.0 2.5 2.3Attending campus events and activities 2.2 2.1 2.2 2.0 2.1 2.4 2.3 2.4 2.3 2.1 2.2 2.3 2.2 2.2 2.9 2.7

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

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





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 Tasmania

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Writing clearly and effectively 2.9 3.1 3.0 2.9 3.2 2.7 3.0 2.8 2.8 3.0 2.9 2.7 3.0 2.9 3.1 3.1Speaking clearly and effectively 2.7 2.9 2.8 2.6 3.0 2.6 2.9 2.7 2.6 2.8 2.7 2.6 2.8 2.7 2.9 3.0Thinking critically and analytically 3.2 3.4 3.3 3.1 3.6 3.1 3.4 3.2 3.1 3.3 3.2 3.1 3.3 3.2 3.3 3.4

Analysing quantitative problems 2.8 3.0 2.9 2.8 2.6 2.9 3.1 2.9 2.8 3.0 2.9 2.8 3.0 2.9 3.0 3.1Using computing and information technology 2.8 3.0 2.9 2.7 2.9 2.8 3.0 2.9 2.9 3.0 2.9 2.8 2.9 2.9 3.1 3.2Working effectively with others 2.7 2.8 2.8 2.4 3.1 2.9 2.9 2.9 2.9 3.0 2.9 2.9 2.9 2.9 3.0 3.2Voting informedly in local, state or national elections 1.7 1.8 1.7 1.5 1.4 1.7 1.6 1.7 1.7 1.6 1.6 1.7 1.6 1.6 1.9 2.1Learning effectively on your own 2.9 3.1 3.0 3.0 3.2 3.0 3.1 3.0 2.9 3.0 3.0 2.9 3.0 3.0 3.0 3.1Understanding yourself 2.6 2.7 2.6 2.7 2.5 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.6 2.8 2.9

Understanding people of other racial and ethnic backgrounds 2.4 2.5 2.5 2.3 2.4 2.6 2.5 2.6 2.6 2.5 2.5 2.6 2.5 2.5 2.7 2.7Solving complex, real-world problems 2.6 2.8 2.7 2.6 3.1 2.6 2.8 2.7 2.6 2.7 2.7 2.6 2.7 2.7 2.7 2.8Developing a personal code of values and ethics 2.4 2.5 2.5 2.5 2.7 2.5 2.5 2.5 2.6 2.6 2.6 2.5 2.5 2.5 2.7 2.8Contributing to the welfare of your community 2.2 2.3 2.2 2.3 2.4 2.3 2.2 2.2 2.2 2.2 2.2 2.3 2.2 2.2 2.5 2.5Securing relevant work after graduation 2.5 2.5 2.5 2.3 2.5 2.4 2.4 2.4 2.4 2.5 2.5 2.5 2.5 2.5

Not considered a change 1.3 1.2 1.3 1.2 1.2 1.2 1.2 1.3 1.3 1.3 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 2.0 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 2.0 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 2.0 2.0Boredom/lack of interest 1.9 1.9 1.9 2.0 1.9 2.0 2.0 1.9 1.9 1.9 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 2.0

Change of direction 2.0 2.0 2.0 2.0 2.0 2.0 2.0 1.9 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 2.0 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 2.0 2.0Difficulty with workload 1.9 1.9 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Family responsibilities 2.0 2.0 2.0 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0



1=Selected; 2=Not selected


Benchmark group 2 USA

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Reasons for considering change

Financial difficulties 2.0 1.9 1.9 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 2.0 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 2.0 2.0Graduating 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Health or stress 1.9 1.9 1.9 2.0 2.0 2.0 2.0 2.0 1.9 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 2.0 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 2.0 2.0Need a break 2.0 1.9 1.9 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0Need to do paid work 2.0 1.9 1.9 2.0 2.0 2.0 2.0 2.0 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 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 2.0 2.0Personal reasons 2.0 1.9 1.9 2.0 2.0 2.0 2.0 1.9 2.0 1.9 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 2.0 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 2.0 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 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 2.0 2.0Study/life balance 1.9 1.9 1.9 1.9 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 2.0 2.0Other reasons 2.0 2.0 2.0 2.0 2.0 1.9 2.0 1.9 1.9 1.9 1.9 1.9 1.9

Continue with current study 1.1 1.3 1.2 1.5 1.1 1.4 1.2 1.1 1.4 1.2 1.1 1.4 1.3Shift to another institution 1.9 2.0 1.9 2.0 1.9 2.0 1.9 1.9 1.9 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 2.0

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

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

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

Attend same institution if starting over 3.2 3.1 3.1 3.2 3.3 3.2 3.3 3.2 3.0 3.1 3.3 3.1 3.2 3.2 3.2


1=Definitely no; 2=Probably no; 3=Probably yes; 4=Definitely yes

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

1=Selected; 2=Not selected



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 48 50 49 51 49 48 51 49 49 50 49 48 50 49 54 58Active Learning 35 42 38 36 49 40 44 41 39 44 41 39 42 41 44 51

Student and Staff Interactions 22 28 25 29 33 22 26 23 21 26 24 22 26 24 35 42Enriching Educational Experiences 22 27 24 24 24 25 31 28 24 28 26 24 29 27 28 41

Supportive Learning Environment 53 52 52 52 56 57 52 55 57 52 54 56 51 54 63 60Work Integrated Learning 40 48 44 55 62 39 48 42 40 53 46 41 51 46

Higher Order Thinking 64 69 66 70 75 66 71 68 67 69 68 66 69 68General Learning Outcomes 62 68 65 60 70 62 67 64 62 67 65 62 66 64

General Development Outcomes 44 48 46 43 47 47 46 47 46 46 46 46 46 46Career Readiness 33 38 35 39 35 42 38 37 44 40 37 43 40

Average Overall Grade 70 68 69 73 72 72 72 72 72 72 72 72 72Departure Intention 29 33 31 34 16 23 28 25 31 38 34 27 34 30

Overall Satisfaction 67 66 67 66 54 70 67 69 69 64 66 70 65 68


Scale Statistics Report (scale scores)

University of Tasmania Benchmark group 1 Benchmark group 3 USABenchmark group 2

4545

Firstyear

Lateryear


Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

All students

Firstyear

Lateryear

Academic Challenge -14 14 -4 51 4 -3 -10 -4 -4 -2 -3 -1 -1 -1 -46 -55Active Learning -40 40 -54 36 54 -30 -12 -19 -22 -16 -18 -25 -5 -15 -51 -59

Student and Staff Interactions -40 40 -64 29 64 0 12 9 1 11 7 -3 11 4 -83 -77Enriching Educational Experiences -35 35 18 24 -18 -27 -31 -24 -13 -9 -10 -20 -15 -17 -45 -84

Supportive Learning Environment 8 -8 -13 52 13 -20 -2 -14 -20 0 -11 -18 2 -8 -53 -44Work Integrated Learning -43 43 -74 55 74 4 4 8 -2 -21 -11 -7 -12 -10

Higher Order Thinking -19 19 -36 70 36 -8 -14 -8 -11 -4 -7 -7 -3 -5General Learning Outcomes -34 34 -35 60 35 -3 3 3 -3 3 1 -1 8 3

General Development Outcomes -17 17 -5 43 5 -14 8 -4 -10 8 -1 -9 7 -1Career Readiness -23 23 23 39 -23 -12 -15 -10 -17 -24 -20 -18 -19 -19

Average Overall Grade 18 -18 73 -23 -44 -33 -19 -41 -30 -24 -47 -35Departure Intention -7 7 41 34 -41 15 9 14 -3 -11 -6 5 -3 1

Overall Satisfaction 7 -7 66 66 -66 -15 -5 -12 -7 8 1 -12 2 -4


Scale Statistics Report (effect scores)

University of Tasmania Benchmark group 1 Benchmark group 3 USABenchmark group 2

4646

First year Later year Institution Benchmar InBenchmar First year Later year BUSA first yUSA later yInstitutionWork Integrated Learning 40 48 44 42 46 40 48 44Supportive Learning Environment 53 52 52 55 54 53 52 63 60 52

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 53 52 52 55 54 53 52 63 60 52Enriching Educational Experiences 22 27 24 28 26 22 27 28 41 24Student and Staff Interactions 22 28 25 23 24 22 28 35 42 25Active Learning 35 42 38 41 41 35 42 44 51 38Academic Challenge 48 50 49 49 49 48 50 54 58 49

Overall Satisfaction 67 66 67 69 66 67 66Departure Intention 29 33 31 25 34 29 33Average Overall Grade 70 68 69 72 72 70 68

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 33 38 35 38 40 33 38General Development Outcomes 44 48 46 47 46 44 48General Learning Outcomes 62 68 65 64 65 62 68Higher-Order Thinking 64 69 66 68 68 64 69



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


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 47 60 47 39 48 60 49 48 50 48 48 51 48 20 or over 50 50 50 51 48 51 50 50 50 50 49 50 50



Indigenous Yes 46 50 48 51 51 50 51 51 50 50 49 51 50 No 48 50 49 51 48 51 49 49 50 49 48 50 49







Benchmark group 1 Benchmark group 3Benchmark group 2University of Tasmania

52

Firstyear


Firstyear


Firstyear


Firstyear













53

Firstyear


Firstyear


Firstyear


Firstyear


Active Learning

Age Under 20 35 45 36 48 39 41 39 38 44 39 39 44 39 20 or over 35 42 40 36 41 44 43 40 44 43 39 42 42











54

Firstyear


Firstyear


Firstyear


Firstyear













55

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 20 49 21 44 19 27 19 19 23 20 21 24 21 20 or over 23 27 26 29 23 26 25 25 26 26 24 26 25











56

Firstyear


Firstyear


Firstyear


Firstyear













57

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 22 19 22 15 25 27 25 24 25 24 25 29 25 20 or over 22 27 25 24 24 31 29 23 28 27 23 29 28











58

Firstyear


Firstyear


Firstyear


Firstyear













Benchmark group 1 Benchmark group 3Benchmark group 2

59

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 53 49 52 67 56 53 56 57 51 57 56 54 56 20 or over 54 52 52 52 56 52 53 56 52 53 55 51 52











60

Firstyear


Firstyear


Firstyear


Firstyear













61

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 40 70 40 73 37 46 37 38 51 39 39 47 39 20 or over 40 49 46 55 41 48 46 44 53 51 45 51 50











62

Firstyear


Firstyear


Firstyear


Firstyear













63

Firstyear


Firstyear


Firstyear


Firstyear


Higher Order Thinking

Age Under 20 63 90 64 75 68 80 68 67 68 67 67 71 67 20 or over 67 68 68 71 64 72 70 67 70 69 65 69 68











64

Firstyear


Firstyear


Firstyear


Firstyear













65

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 63 78 64 37 63 69 63 62 66 62 62 67 62 20 or over 61 68 66 60 63 67 66 62 68 66 62 67 65












66

Firstyear


Firstyear


Firstyear


Firstyear













67

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 43 67 43 11 47 54 47 46 44 46 46 48 46 20 or over 45 48 47 44 46 46 46 46 46 46 45 46 46











68

Firstyear


Firstyear


Firstyear


Firstyear













69

Firstyear


Firstyear


Firstyear


Firstyear


Career Readiness

Age Under 20 35 33 35 40 35 54 35 36 46 37 37 41 37 20 or over 31 38 36 38 36 42 40 37 44 42 36 43 41










Benchmark group 1 Benchmark group 2 Benchmark group 3University of Tasmania

70

Firstyear


Firstyear


Firstyear


Firstyear













Benchmark group 1 Benchmark group 2 Benchmark group 3

71

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 71 76 71 77 72 68 72 72 73 72 73 73 73 20 or over 68 68 68 73 71 72 72 72 72 72 72 72 72








Benchmark group 2University of Tasmania




72

Firstyear


Firstyear


Firstyear


Firstyear













73

Firstyear


Firstyear


Firstyear


Firstyear


Departure Intention

Age Under 20 35 0 34 25 65 26 34 21 33 29 24 29 20 or over 23 33 29 34 20 28 25 25 39 34 26 35 32








University of TasmaniaSubgroup Statistics Report



74

Firstyear


Firstyear


Firstyear


Firstyear


Field of education Sciences 41 22 32 24 21 25 23 25 37 31 26 31 28 IT 28 64 40 39 39 20 32 36 50 41 32 44 37 Engineering 20 22 21 16 20 18 28 33 30 22 25 24 Architecture 0 83 33 40 48 48 48 28 37 33 31 42 37 Agriculture 11 88 48 0 0 4 3 59 8 20 25 33 29 Health 31 15 25 33 26 24 25 28 39 32 26 32 29 Education 24 23 24 46 23 29 26 21 32 26 25 33 29 Business 35 50 43 30 22 31 25 34 27 31 28 33 30 Humanities 32 22 28 43 21 33 27 35 47 40 30 38 34 Creative arts 24 48 38 28 31 33 32 37 52 42 32 43 37











75

Firstyear


Firstyear


Firstyear


Firstyear



Age Under 20 68 75 68 100 73 61 73 68 66 68 71 69 71 20 or over 67 66 67 66 69 67 68 70 64 66 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 48 50 49 48 49 49 48 50 49 48 50 49 47 49 48 46 48 47 45 48 46Active Learning 35 42 38 35 40 37 37 41 39 38 42 40 37 40 39 36 40 38 33 38 36Student and Staff Interactions 22 28 25 22 27 24 25 26 25 22 26 24 20 25 23 20 25 22 18 24 21

Enriching Educational Experiences 22 27 24 22 26 24 23 25 24 24 29 27 23 27 25 23 27 25 23 28 26Supportive Learning Environment 53 52 52 56 52 54 56 53 55 56 52 54 56 52 54 55 51 53 51 50 51Work Integrated Learning 40 48 44 39 46 42 44 50 47 40 50 45 40 50 45 40 50 45 39 50 44

Higher Order Thinking 64 69 66 65 65 65 63 67 65 65 69 67 64 67 65 62 66 64General Learning Outcomes 62 68 65 61 64 62 62 67 64 61 66 64 61 65 63 60 65 63General Development Outcomes 44 48 46 41 45 43 45 45 45 45 46 46 43 46 45 43 44 43Career Readiness 33 38 35 29 37 33 36 42 39 34 41 38

Average Overall Grade 70 68 69 69 68 69 68 68 68 73 73 73 73 72 73 72 72 72Departure Intention 29 33 31 27 29 28 38 32 36 27 33 30 30 30 30 35 32 33Overall Satisfaction 67 66 67 71 65 68 69 67 68 70 66 68 71 66 68 71 66 69


Scale Statistics by Year (scale scores)

2009 2008 2007 2009 2008 200720102010University of Tasmania 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 67 71 69 70 71 71 66 65 0 66 66 0 67 68 0 68 69 0Departure Intention 29 27 38 27 30 35 33 29 0 33 30 0 31 36 0 30 33 0Average Overall Grade 70 69 68 73 73 72 68 68 0 73 72 0 69 68 0 73 72 0Career Readiness 33 29 0 36 34 0 38 37 0 42 41 0 35 0 0 39 0 0General Development Outcomes 44 41 45 45 43 43 48 45 0 46 45.6387 0 46 45 0 46 43 0General Learning Outcomes 62 61 62 61 61 60 68 64 0 66 65 0 65 64 0 64 63 0Higher Order Thinking 64 65 63 65 64 62 69 65 0 69 67 0 66 65 0 67 64 0Work Integrated Learning 40 39 44 40 40 40 48 46 50 50 50 44 47 45 45 44Supportive Learning Environment 53 56 56 56 56 55 52 52 52 52 50 52 55 54 53 51Enriching Educational Experiences 22 22 23 24 23 23 27 26 29 27 28 24 24 27 25 26Student and Staff Interactions 22 22 25 22 20 20 28 27 26 25 24 25 25 24 22 21Active Learning 35 35 37 38 37 36 42 40 42 40 38 38 39 40 38 36Academic Challenge 48 48 48 48 47 46 50 49 50 49 48 49 49 49 47 46








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 (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

University of Tasmania Report - teaching-learning.utas.edu.au...Benchmark Group 1 Benchmark Group 2 Benchmark Group 3 Flinders University Deakin University Australian Catholic University

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