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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
- utcomes
- utcomes
High quality high access: the g q y g challenge Sue Willis - - PowerPoint PPT Presentation
High quality high access: the g q y g challenge Sue Willis - - PowerPoint PPT Presentation
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 -
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Comparison chart of full time employment rates among domestic bachelor p p y g graduates across VIC Institutions
ment Rate Employment Rate Average: 80.1 duate Employm 2008-2009 Grad 2 Data Source: Office of Planning and Quality, AGS Employment Data
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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
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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
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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
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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
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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
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Participation task
2005 13 0 > 12 9 > 12 8 > 12 4 > 12 4 > 12 2 13.0 —> 12.9 —> 12.8 —> 12.4 —> 12.4 —> 12.2 2010
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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)
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Council challenge
Academic standards will remain high as will the quality and reputation of a Monash degree quality and reputation of a Monash degree
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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.
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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
Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
ATAR
Monash ATAR Floor
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Socio-economic status profile of domestic school leaver VTAC applicants by ENTER, 2009 (Carne-Cavagnaro & Hourigan, 2010)
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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
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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
Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data Monash ATAR Floor
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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 VTAC ENTER group Average Mark (Weighted) Commencing numbers Average Mark (Weighted) Commencing 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 72.9 35 63.8 3298 85.00 89.99 72.9 35 63.8 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 63 2 1519 65 0 16961 Grand Total 63.2 1519 65.0 16961
Data Source: Office of Planning and Quality, Bachelor’s Pass Admission data
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