www. monash .edu High quality – high access: the g q y g challenge Sue Willis
www. monash .edu High access? High quality? - More students from LSES communities … - Bigger proportion of students through VET gg p p g pathways … - Better full time employment and income outcomes outcomes
www. monash .edu Comparison chart of full time employment rates among domestic bachelor p p y g graduates across VIC Institutions Employment Rate Average: 80.1 ment Rate duate Employm 2008-2009 Grad 2 Data Source: Office of Planning and Quality, AGS Employment Data
www. monash .edu Comparison chart of full time graduate employment annual salaries among domestic bachelor graduates across VIC domestic bachelor graduates across VIC Average: $ 39, 187 Data Source: Office of Planning and Quality, AGS Salaries Data
www. monash .edu Comparison chart of full time graduate employment annual salaries among domestic bachelor graduates across G08 domestic bachelor graduates across G08 G08 Average: $ 40,226 Data Source: Office of Planning and Quality, AGS Salaries Data
www. monash .edu Comparison chart of Further study rates among domestic bachelor graduates Comparison chart of Further study rates among domestic bachelor graduates across Vic Institutions Data Source: Office of Planning and Quality, AGS Further Studies Data
www. monash .edu Comparison chart of Further study rates among domestic bachelor graduates Comparison chart of Further study rates among domestic bachelor graduates across G08 Institutions Data Source: Office of Planning and Quality, AGS Further Studies Data
www. monash .edu The participation target • 16% of domestic UGs to be from LSES communities. • LSES participation in each faculty to increase by 3.6% • LSES students across the range of fields and courses
www. monash .edu Participation task 2005 13 0 13.0 —> 12.9 —> 12.8 —> 12.4 —> 12.4 —> 12.2 > 12 9 > 12 8 > 12 4 > 12 4 > 12 2 2010
www. monash .edu Universities are "instruments of social segregation ” But getting to university is only the first part of the equation: the second is the type of university these students attend. Poorer students are more likely to study at "lower status" less selective institutions and this likely to study at lower status , less selective institutions, and this affects their life chances. … "Those who are not familiar with higher education may think that going to university is going to university But there are huge differences to university is going to university. But there are huge differences between institutions in terms of what your degree does for you in the labour market," … (Guardian) The biggest differences in earnings are by subject rather than institution, but students from disadvantaged backgrounds take less "economically valuable" subjects in many cases The net result she says is that such valuable subjects in many cases. The net result, she says, is that such students are more likely to receive little economic benefit from their degrees. (Rebecca Attwood, Mind the Gap, Times Higher Education, Feb 2010) Feb 2010)
www. monash .edu Council challenge Academic standards will remain high as will the quality and reputation of a Monash degree quality and reputation of a Monash degree
www. monash .edu The intent of the low SES participation strategy: To seek and admit students from socio- economically disadvantaged backgrounds who are economically disadvantaged backgrounds who are as likely to succeed as students currently admitted.
www. monash .edu 2007-2010 Commencing bachelor’s pass domestic students: Monash (Weighted average mark per ATAR) ( g g p ) HD: 80-100 D: 70-79 C 60 69 C:60-69 P: 50-59 Monash ATAR Floor ATAR Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
www. monash .edu Socio-economic status profile of domestic school leaver VTAC applicants by ENTER, 2009 (Carne-Cavagnaro & Hourigan, 2010)
www. monash .edu 2007-2010 commencing bachelor’s pass domestic students: Monash (Weighted average marks by ATAR) ( g g y ) Average Mark Weighted A ATAR Monash ATAR Floor Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
www. monash .edu Academic performance of 2007-2010 commencing bachelor’s pass students: Current Year 12 (V16) and TAFE (E43) pathways students ( ) ( ) y HD: 80 100 HD: 80-100 D: 70-79 C:60-69 C:60-69 P: 50-59 Monash ATAR Floor Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
www. monash .edu Comparison of academic performance between domestic TAFE pathway students p p p y and Current Year 12 students across corresponding ATAR categories 2007-2010 Combined E43 - TAFE Cert IV+ pathway students V16 - Current Year 12 pathway students Average Mark Commencing Average Mark Commencing VTAC ENTER group (Weighted) numbers (Weighted) numbers 49.99 or lower 58.6 465 - - 50.00-54.99 60.6 224 - - 55.00-59.99 62.5 215 36.3 1 60.00-64.99 65.6 178 55.9 17 65.00-69.99 66.0 130 58.1 111 70.00-74.99 67.6 97 55.4 1026 75.00-79.99 69.7 66 58.0 1878 80.00-84.99 67.9 57 60.7 2913 85.00 89.99 85.00-89.99 72.9 72.9 35 35 63.8 63.8 3298 3298 90.00-94.99 71.6 27 67.2 4009 95.00-98.99 79.1 22 72.3 2972 99.00-99.99 78.7 3 78.1 736 Grand Total Grand Total 63 2 63.2 1519 1519 65 0 65.0 16961 16961 Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
www. monash .edu So far so good, but … 1 Progress, success and retention Compare special entry and pathways students with others Compare special entry and pathways students with others 2 Grading standards Cyclically review standards with other members of the Go8 3 3 Outcomes Outcomes Assess graduate employment and study outcomes
Recommend
More recommend
