Key Performance Indicators

Transcription

1 Key Performance Indicators Certification of performance indicators Key Performance Indicators 1. Education 1.1 Student satisfaction on the Course Experience Questionnaire Course completion rates Student pass rates Graduate employment outcomes Proportions of top school leavers enrolled Access rates for designated equity groups Expenditure ratios Research and research training 2.1 Research grants Publication rates Higher degree by research completions Higher degree by research student satisfaction The University of Western Australia ANNUAL REPORT

2 25 February

3 Key Performance Indicators The preamble to the University of Western Australia Act 1911 clearly states that the University was established to provide further instruction in those practical arts and liberal studies which are needed to advance the prosperity and welfare of the people. These purposes are reflected in the current mission statement, which is to advance, transmit and sustain knowledge and understanding through the conduct of teaching, research and scholarship at the highest international standards, for the benefit of the Western Australian, Australian and international communities and is reflected in its strategy of being recognised internationally for its excellence in teaching and research and as a leading intellectual and creative resource to the communities it serves. The key performance indicators that are presented in this section provide a means to assess the University s performance in relation to its services and resultant outcomes. In particular, they measure the University s performance in relation to its mission and its vision to achieve international excellence with respect to the primary goals articulated in the University s Strategic Plan and selected strategic and operational objectives from the University s Operational Priorities Plan The Planning section of this Annual Report describes these key planning documents. Consistent with its pursuit of international excellence, the University aims for consistent improvement in its performance across all of its activities with particular emphasis on improvement in its principal services, Education and Research and Research Training, as measured by the performance indicators presented in this section. 1. Education Objectives The University s primary goal in Education is to provide courses of study and a learning environment at the highest possible quality to meet individual, local (state) and national needs and internationally recognised standards; and to foster the relationship between teaching and the conduct of research across the range of its disciplines in a way that sustains the quality of the institution s teaching and learning activities and distinguishes it from other institutions in the State and many others in the sector. [UWA Strategic Plan updated December 2008] This goal is, in turn, reflected in the University Operational Priorities Plan (OPP) which has as its strategic objective for Education to improve the quality of the student learning experience and the following operational objectives for Education: ED1: ED2: ED3: ED4: ED5: To recruit and graduate a diverse student cohort of the highest quality To improve the University s courses To extend high-quality teaching approaches and improve learning outcomes To further develop the links between teaching, learning and research To improve student engagement in a high-quality campus community Indicator 1.1 Student satisfaction on the Course Experience Questionnaire This indicator measures the quality of the University s courses and is derived from graduates responses to the annual Australian Graduate Survey conducted four months after students complete their courses. Graduates of coursework degrees are asked to complete the Course Experience Questionnaire (CEQ) while higher degree by research (HDR) graduates are invited to complete the Postgraduate Research Experience Questionnaire (PREQ) see Indicator 2.4. Respondents to the CEQ are asked to record their responses to statements about various aspects of their courses. A five-point scale ranging from 1 (labelled strongly disagree ) to 5 (labelled strongly agree ) is used for this purpose. The proportion of graduates with a positive response is determined by dividing the total numbers of responses of 4 or 5 by the total number of valid responses to items on the respective CEQ scales. The University of Western Australia ANNUAL REPORT

4 The following table shows an increase back to the historical high level achieved in 2010 in the proportion of coursework degree graduates with a positive response to the overall satisfaction item Overall, I was satisfied with the quality of the course. However, it was still marginally below the target proportion. On the other hand, the proportion of positive responses declined on both the good teaching scale and generic skills scale, and were hence below the respective targets. It should be noted that some of the apparent improvement in 2010 may be due to a change in the survey which saw all of the points on the CEQ scale labelled from 2010 onwards. The University will continue to devise and implement appropriate strategies in light of these results and other national and internal surveys to further enhance the quality of the student learning experience. Percentage agreement (a) (b) on Course Experience Questionnaire scales, 2008 to 2012 (c) 2012 target Percentage agreement overall satisfaction index 78.1% 77.6% 84.6% 84.1% 84.6% 85% Percentage agreement good teaching scale 57.1% 57.4% 64.5% 63.5% 62.4% 65% Percentage agreement generic skills scale 71.9% 71.5% 77.6% 76.7% 75.5% 78% Response rate 56.8% 50.9% 52.9% 46.4% 51.7% 50% (a) (b) (c) Responses of students who completed undergraduate courses and non-hdr postgraduate courses. Percentage of responses that were 4 or 5 on the five-point scale. Year refers to the reference year of the survey, i.e represents 2011 graduates. Source: Australian Graduate Survey, Course Experience Questionnaire, Graduate Careers Australia 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% CEQ percentage agreement CEQ percentage agreement Overall Sa4sfac4on Index Overall satisfaction index Good Teaching scale Scale Good teaching Generic skills scale Generic Skills Scale 88

5 Indicator 1.2 Course completion rates This indicator shows the proportion of all non higher degree by research (non-hdr) course separations in a given year that were associated with course completions. A separation is considered to have occurred in a given year when a student who was enrolled in the previous year does not enrol in the same course or another course of the same broad course type in the following two years. For example, students who were enrolled in 2010 but did not enrol in the same course or another UWA course of the same broad course type in either 2011 or 2012 are shown as separating in Thus a proportion of completions per separation figure of 75 per cent for 2011 would show that three quarters (75 per cent) of students who separated from their course in that year had completed that course or a similar course. It should be noted that students who transfer between courses within a two-year period are not considered to have separated for the purposes of calculating this indicator. Furthermore it should be noted that this indicator under-numerates the proportion of students who eventually complete an award course because a significant number of students who are counted as separations without completion subsequently return and complete a course. The proportion of non-hdr separations that were due to completions was 73.4 per cent in 2011 which was the lowest achieved over the past five years and below the target of 76 per cent. Both the undergraduate and postgraduate components were the lowest achieved over that period. Percentage completion per separation (a), 2007 to 2011 (b) target Postgraduate coursework 77.4% 77.6% 78.9% 79.9% 77.0% 80% Undergraduate 75.4% 73.3% 73.5% 73.3% 72.0% 74% Total 75.9% 74.5% 75.0% 75.1% 73.4% 76% (a) (b) The percentage of course separations (i.e. students not enrolling for two successive years) that were due to successful completion of a course (excluding HDR). Year refers to year of separation. Source: UWA Executive Information System, 82% 80% 78% 76% 74% 72% 70% 68% Percentage Percentage completion comple.on per separation per separa.on Postgraduate coursework Postgraduate coursework Undergraduate Total Total The University of Western Australia ANNUAL REPORT

6 Indicator 1.3 Student pass rates The proportion of student load passed provides a measure of the quality of the student learning experience. The following table shows that the pass rate decreased from 91.9 per cent in 2010 to 91 per cent in 2011 which is below the ongoing target of 92 per cent. While the pass rates remain high, consistent with its strategic objective to enhance the quality of the student learning experience, the University will continue to monitor pass rates and make appropriate interventions, if and when required, to ensure that a high-quality student experience is provided. Student load pass rate (a) by broad field of education, Broad field of education Natural and Physical Sciences 88.1% 87.2% 88.3% 87.3% 86.3% 02 Information Technology 86.1% 84.3% 83.0% 83.3% 81.0% 03 Engineering and Related Technologies 91.9% 90.6% 91.2% 92.0% 91.4% 04 Architecture and Building 91.4% 90.8% 91.0% 90.5% 88.8% 05 Agriculture, Environmental Studies 95.8% 95.7% 96.4% 95.3% 96.0% 06 Health 97.7% 98.0% 98.1% 97.8% 97.7% 07 Education 96.6% 97.8% 97.2% 96.3% 96.8% 08 Management and Commerce 93.6% 92.5% 93.8% 93.9% 93.1% 09 Society and Culture 91.8% 91.8% 92.3% 92.0% 90.9% 10 Creative Arts 92.8% 93.2% 92.8% 93.9% 93.3% Total 92.1% 91.6% 92.2% 91.9% 91.0% (a) The student load pass rate has been calculated as a proportion of the total enrolled load excluding higher degree by research units and units with incomplete results. Incomplete results may be recorded when a student has neither withdrawn nor failed, but when unit marks have not yet been recorded. Source: Higher Education Student Data Collection: Student Load Liability (LL), Revised Student Load/Liability (RL) and Unit of Study Completions (CU) files, Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE) 100% Proportion Propor%on of student of load passed by broad by broad field of educa%on, field of education, % 90% 85% 80% Natural and Physical Sciences Informa<on Technology Engineering and Related Technologies Architecture and Building Agriculture, Environmental Studies Health Educa<on Management and Commerce Society and Culture Crea<ve Arts 90

7 Indicator 1.4 Graduate employment outcomes The destinations of graduates in the first year following completion of their course give an indication of the quality of the University s courses and how well they meet individual, local (state) and national needs. Comparison of the employment outcomes relative to those of graduates from other Western Australian universities adjusts for the impacts of changes in the local labour market conditions. The table below summarises the responses, obtained from the Australian Graduate Surveys conducted by the University in conjunction with Graduate Careers Australia. In particular, it shows the employment outcomes of domestic students who completed an undergraduate course in a Western Australian university and subsequently completed the Australian Graduate Survey. The table includes the proportion of graduates in their desired mode of employment, which is the sum of the proportions of the respondents seeking employment who were in full-time employment and those in parttime or casual employment, not seeking full-time employment. It also includes a ratio which compares the percentage of UWA graduates in their desired mode of employment with the employment outcomes achieved by graduates from other Western Australian universities. Employment destinations of domestic students who completed undergraduate courses (a), UWA and other Western Australian universities, 2008 to 2012 The University of Western Australia Number of respondents seeking employment In full-time employment 77.8% 68.7% 64.5% 68.5% 66.2% In part-time or casual employment, not seeking full-time employment 11.4% 16.3% 14.1% 13.0% 16.3% Working part-time or casual, seeking full-time employment 6.2% 7.8% 12.5% 10.9% 9.7% Not working, seeking full-time employment 3.8% 6.0% 8.2% 6.4% 7.1% Not working, seeking part-time or casual employment only 0.8% 1.3% 0.7% 1.1% 0.8% In desired mode of employment (b) 89.2% 85.0% 78.6% 81.5% 82.5% Other Western Australian universities Number of respondents seeking employment 3,834 4,019 3,788 4,092 4,032 In full-time employment 76.2% 68.7% 63.1% 64.2% 66.8% In part-time or casual employment, not seeking full-time employment 11.8% 12.4% 14.3% 13.4% 14.6% Working part-time or casual, seeking full-time employment 7.5% 11.6% 13.6% 13.7% 11.4% Not working, seeking full-time employment 4.0% 6.5% 8.1% 7.6% 6.3% Not working, seeking part-time or casual employment only 0.5% 0.8% 0.8% 1.1% 0.9% In desired mode of employment (b) 88.0% 81.1% 77.5% 77.7% 81.4% Ratio of graduates in desired mode of employment UWA versus other WA average (c) (a) (b) (c) Destinations (as of 30 April or 31 October) of domestic students who completed undergraduate courses (including bachelor s graduate entry degrees) in the previous semester excluding overseas residents who were seeking employment. Discrepancies between the sums of component items and the totals are due to rounding. The ratio of graduates in the their desired mode of employment compares the employment outcomes of UWA graduates relative to those of graduates from other Western Australian universities. Sources: UWA 2012 Australian Graduate Survey Final Table A and Graduate Destination Survey, 2012, AGS Tables, viewed 14 December 2012 The University of Western Australia ANNUAL REPORT

8 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% In In desired mode of of employment UWA UWA Other WA As can be seen, the results of the Australian Graduate Survey conducted in 2012 suggest that 82.5 per cent of bachelor s degree graduates from this University who were seeking employment had obtained their preferred mode of employment, as opposed to 81.4 per cent of those from other WA universities. The resultant ratio of 1.01 suggests that on average UWA graduates achieved their desired mode of employment at a rate that is one per cent better than the average across other WA universities. However the employment ratio of 1.01 was below the target value of 1.05 which was based on the previous year s relatively high performance. Indicator 1.5 Proportions of top school leavers enrolled The University s share of students in top Australian Tertiary Admissions Rank (ATAR) bands provides a measure of the University s ability to attract a student cohort of the highest quality and how well the student experience is regarded. Data from the Tertiary Institutions Service Centre (TISC) show that in 2012 the University enrolled 78.8 per cent of applicants with ATAR of 95 and above and 71.4 per cent of those with an ATAR of 90 and above as compared with respective targets of 77.3 per cent and 69.3 per cent, which were based on previous performance. Proportions of top school leavers (a) admitted to UWA, 2008 to target With an ATAR of % 74.6% 76.9% 78.8% 77.3% With an ATAR of % 66.8% 69.5% 71.4% 69.3% (a) School leavers are those matriculating with an ATAR (formerly known as Tertiary Entrance Rank) in the previous two years. Source: TISC dataset, AP027, Tertiary Institutions Service Centre, viewed 23 April 2012, 80% UWA s TISC School leaver enrolment shares UWA's TISC school leaver enrolment shares 75% With With an ATAR an ATAR of 95+ of % 65% With an ATAR of 90+ With an ATAR of %

9 Indicator 1.6 Access rates for designated equity groups The diversity of the student body is integral to achieving the OPP operational objective of recruiting and graduating a diverse student cohort of the highest quality. The University is therefore committed to achieving a more diverse student population and has developed a range of strategies to improve the access and participation of students from designated equity groups. In 2012 the University achieved significant increases in the access rates for regional students and students from a non-english speaking background (NESB), while there were significant decreases for Indigenous students (due mainly to the discontinuation of some enabling courses in the transition to the University s new course structure) and students with disabilities. This performance saw the access targets met for NESB students, students with disabilities and regional students. The University remains committed to achieving a high-quality diverse student body and will be continuing to refine and expand its range of equity and outreach programs. This commitment includes developing new diploma courses to prepare Indigenous students for entry into the new postgraduate courses in Law and Medicine, and running the Aspire UWA, Broadway UWA and Fairway UWA programs which are expected to improve the access and participation of students from low socio-economic status (SES), regional and remote areas. Access rates for designated equity groups (a) admitted to UWA, 2008 to 2012 (d) 2012 target Low SES students (b) 6.91% 6.95% 6.28% 7.34% 7.43% 7.70% NESB students (c) 3.52% 4.05% 4.17% 4.35% 5.02% 4.42% Indigenous students 1.27% 1.52% 1.61% 1.60% 1.40% 1.65% Students with disabilities 3.44% 6.18% 6.92% 7.47% 7.13% 7.11% Regional 10.09% 9.58% 10.04% 10.64% 11.61% 11.50% Remote 2.18% 1.97% 1.86% 1.72% 1.69% 2.00% (a) The access rate is the proportion of the domestic undergraduate commencing students who are from the designated group. (b) SES has been attributed on the basis of the postcode of the permanent home address. (c) NESB students are those students who arrived in Australia in the previous 10 years and speak a language other than English at home. (d) 2012 data is correct as at 26 February 2013 and is final for units with census date prior to 1 September Source: Higher Education Student Data Collection files, 2008 to 2012, Socio-economic Indexes for Areas 2006, DIISRTE 12% 10% 8% 6% 4% 2% 0% Access Access rates rates for designated for designated equity equity groups groups Low Low SES SES Students students NESB Students NESB students Indigenous Students students Students with with Disabilities disabilities Regional Regional Remote Remote The University of Western Australia ANNUAL REPORT

10 Indicator 1.7 Expenditure ratios Efficiency indicators are intended to show the relationship between the resources used and the services provided. In the higher education sector, one measure of the resources used is the expenditure attributed to teaching, while the services provided may be defined in terms of the number of graduates or equivalent full-time students. The major source of funds used for teaching is the Commonwealth Grants Scheme in which the size of the grant is primarily determined on the basis of the student load reported to the Commonwealth. Each university in the Unified National System obtains essentially the same rate of funding for the load reported in each discipline category. As a consequence, figures on expenditure per equivalent full-time student load (EFTSL) reflect the student load mix. The fees for international students are set in a competitive environment and therefore reflect the perception of the University s courses; a premium is earned for courses with high demand and is usually used for teaching purposes. Thus high expenditure figures may reflect a perceived high quality set of courses. The following table presents ratios of the total expenditure (excluding research-only expenditure) to the equivalent full-time loads and weighted student units of all students at the University. The target expenditure figures of $36,057 per EFTSL and $32,172 per weighted student unit represent a real increase of one per cent in per capita expenditure and are consistent with the University seeking to increase expenditure to enhance the student experience, among advancing other objectives, albeit with significant financial constraints. The University s responses to budgetary challenges arising from the global financial crisis are reflected in the declines in the expenditure per EFTSL and per weighted student unit figures from 2008 to While these expenditure ratios increased in 2011, further budgetary restraints were exercised in 2012 which essentially capped previously planned growth in expenditure. The impacts of budget tightening are not so immediately apparent in the expenditure per completion indicators because the expenditure is averaged over three years for these indicators. Nonetheless the cumulative impacts are particularly noticeable in the respective decreases in these ratios of 6.8 per cent and 6.9 per cent in Expenditure ratios, 2008 to target Expenditure (a) / EFTSL $42,650 $34,991 $32,617 (e) $35,700 $35,454 $36,057 Expenditure (a) / Weighted student unit (b) $37,732 $30,930 $28,810 (e) $31,853 $31,662 $32,172 Expenditure (c) / Course completion $127,264 $127,946 $125,670 (e) $117,136 (f) Expenditure (c) / Weighted completion (d) $105,783 $106,962 $105,097 (e) $97,797 (f) (a) Total expenditure, excluding research-only expenditure and Perth International Arts Festival expenditure, indexed to 2012 dollar values. Includes losses on sale of property, plant and equipment of $397k in 2008, $176k in 2009 and $328k in 2012 (indexed to 2012 dollar values). Includes investment losses of $110,254k in 2008, $3,031k in 2010 and $29,846k in 2011 (indexed to 2012 dollar values). (b) Weighted student units are calculated by multiplying student load in higher degree research by 2.0, other postgraduate and honours load by 1.3 and bachelor s (including graduate entry) load by 1.0. (c) Total expenditure (in 2012 dollar values) excluding research-only expenditure averaged over the last three years. (d) Weighted by multiplying the number of completions in higher degree research by 2.0, other postgraduate and honours completions by 1.3 and bachelor s (including graduate entry) completions by 1.0. (e) 2010 figures revised due to change in accounting policy. (f) The number of completions for 2012 is not available until May Source: EFTSL, units and completions are from DIISRTE. Expenditure figures are from Financial Services, The University of Western Australia. 94

11 $140,000 $120,000 $100,000 $80,000 $60,000 $40,000 $20,000 $0 Expenditure ratios Expenditure ra-os Expenditure/ Expenditure EFTSL / EFTSL Expenditure/ weighted student unit Expenditure / Weighted Student Expenditure/ Unit course Expenditure completion/ Course Completion Expenditure/ weighted Expenditure completion/ Weighted Completion 2. Research and research training Objectives The primary goal in Research and Research Training is to enhance the University s standing as one of Australia s leading research universities and the premier research institution in Western Australia. There are two dimensions to this goal: firstly, the University is committed to the achievement of high-quality research and research training, by international standards, across the whole spectrum of its disciplines; and additionally, to the development of special research concentrations, in selected areas of particular strength, importance and opportunity. [UWA Strategic Plan updated December 2008] This goal is, in turn, reflected in the OPP which has as its strategic objective for Research and Research Training to improve the quality and impact, and productivity of research and research training, and lists the following operational objectives for Research and Research Training: RRT1: RRT2: RRT3: To enhance the University s research capacity To improve the impact of research outcomes To improve the quality of higher degree by research programs and theses Indicator 2.1 Research grants The research funds allocated to an institution are an indication of its relative success in research. The Australian Competitive Grant (ACG) funds are particularly significant indicators of research performance because they are allocated on the basis of competitive bids under specified schemes by bodies that include the Australian Research Council, the National Health and Medical Research Council, Primary Industry R&D Corporations, other Commonwealth departments and other organisations such as the Australian Kidney Foundation. The following table shows the University has achieved substantial growth in research income from 2007 to 2011 and surpassed its target national ranking of sixth for total research income per academic staff FTE at Level B or above in 2011, achieving fourth place. It also shows that overall, the University received 6.06 per cent of all research funding reported on the 2011 DIISRTE Research Income and Publications Data Collection. This represents the seventh highest allocation of research funds overall and equates to $168,605 on average per academic staff FTE at lecturer Level B or above, excluding casual appointments. When viewed in this way, only Charles Darwin University and the universities of Melbourne and Queensland performed better than UWA in The University obtained $ million, or 6.29 per cent of the ACG funds allocated to Australian higher education institutions in 2011, or seventh in the nation. The University will continue to seek further increases in its research income to grow its research capacity. The University of Western Australia ANNUAL REPORT

12 Research income awarded to UWA, 2007 to 2011 (a) Total research income ($M) Australian Competitive Grant income ($M) International research income ($M) Research contract income ($M) Share of national research income 5.91% 5.64% 5.74% 5.62% 6.06% Total research income per academic staff FTE at Level B+ ($k) (b) National rank (c) 4th 5th 6th 6th 4th (a) (b) (c) Research income as reported on the 2007 to 2011 DIISTRE Higher Education Research Data Collections. Full-time equivalence of academic staff at lecturer Level B and above, excluding casual appointments. UWA rank on total research income per academic staff FTE at Level B+ relative to Australian universities. Source: DIISTRE Higher Education Research Data Collections, $ $ Millions millions Research Research income income Total research Total research income income Australian competitive Australian Competitive Grant grant income income International International research research income income Research Research contract contract income income Indicator 2.2 Publication rates The numbers of refereed publications in reputable journals and other publications are considered to be a reflection of the research output of a university and the numbers of weighted publications per academic staff FTE give an indication of research productivity. The following table shows that the average number of weighted publications per academic staff FTE at this University has, apart from 2010, increased each year since This improved performance has primarily been driven by the sustained improvements in the average number of articles in scholarly refereed journals. The improvements made in the University s staff publication rates have exceeded modest gains made in national average publication rates, and is reflected in the University s higher ranking on this measure in In particular, UWA was ranked seventh nationally as compared with the target of eighth for It should be noted that the figures relate to the publications reported on the 2007 to 2011 DIISRTE Higher Education Research Data Collections and do not purport to cover the complete range of publications produced by the University s staff during that period. 96

13 Selected research publications (a) by type of publication per academic staff FTE (b), UWA, 2007 to 2011 Type of publication Books authored research Book chapters Article in scholarly refereed journal Full written paper refereed proceedings UWA weighted total (c) National weighted total (c) Ratio UWA national rank 9th 8th 8th 8th 7th (a) (b) (c) Research publications as reported on the 2007 to 2011 DIISRTE Higher Education Research Data Collections. Full-time equivalence of academic staff at lecturer Level B or above, excluding casual appointments. Applying the weights used by DIISRTE to allocate the 2011 Research Infrastructure Block Grants, Research Training Scheme, and Institutional Grant Scheme. Source of staff FTE: Higher Education Staff Collection, 2011, Staff 2011: Selected Higher Education Statistics Tables: Full-time Equivalence Table 1.7, Department of Education, Employment and Workplace Relations, viewed 16 October 2012, Source of publications: Higher Education Research Data Collection, 2011, 2011 Research Income and Publications Data by Sub Category, DIISRTE, viewed 8 January 2013, Total weighted publications per academic Total weighted staff publica1ons FTE, Level per B+ academic staff FTE, Level B+ 1.5 UWA Weighted Total UWA weighted total National weighted total National Weighted Total Indicator 2.3 Higher degree by research completions The number of higher degrees by research (HDRs) completed per 10 academic staff FTE is a measure of the productivity of teaching and research and research-only staff in Research and Research Training. It should be noted that the University uses external examiners with international reputation to ensure that the degrees conferred are of the highest international standard. The targets of 2.58 doctorate by research completions, and 0.55 master s by research completions per 10 FTE teaching and research and research-only academic staff members at lecturer Level B or above (excluding casual staff appointments) represent a one per cent increase on the average of the previous four years completion rates. The University of Western Australia ANNUAL REPORT

14 The number of weighted HDR completions per 10 FTE increased from 4.92 in 2010 to 5.11 in 2011, but this is still below the overall target of As can be seen, this shortfall is principally due to doctorate by research completions, which while increasing were significantly below the target specified. While the HDR completion per separation rate increased from 56 per cent in 2010 to 59.3 per cent in 2011, it was below the University s target of 61.2 per cent. Relative to other universities, the University produced eight per cent more weighted HDR completions per 10 FTE than the national average in While this performance places the University in tenth position for 2011, the University s ranking has slipped from third nationally in The University is undertaking a range of strategies to improve the recruitment, and the retention and completion rates of HDR students. Higher degree by research completions at UWA, 2007 to target HDR completions (a) per 10 academic staff FTE (b) Doctorate by research Master s by research Total Weighted (c) total National rank 3rd 7th 7th 10th 10th HDR completion per separation rate 61.6% 59.1% 64.2% 56.0% 59.3% 61.2% (a) Excludes higher doctorate completions. (b) Average of past three years staff FTE for academic staff in academic organisational units with a teaching and research or research-only appointment at Level B or above (excluding casual staff FTE). (c) Doctorates are weighted as 2 and master s degrees by research as 1. Source of completions: Higher Education Student Data Collections , DIISRTE, Source of staff FTE: data request to DIISRTE Higher degree by research completions Higher degree by per research 10 academic comple2ons staff FTEper 10 academic staff FTE Master's Master s by by Research Doctorate researchby Research Doctorate by research 98

15 0.70 Higher degree by research completion per separation rate Higher degree by research comple2on per separa2on rate Indicator 2.4 Higher degree by research student satisfaction The quality of the University s higher degree by research (HDR) courses can be judged in part from graduates responses to the Postgraduate Research Experience Questionnaire (PREQ) as part of the Australian Graduate Survey, conducted approximately four months after students complete their courses. Further insight can be gained from the responses to the On Supervision, Candidacy and Research (OSCAR) survey which is conducted each December. Respondents to the PREQ are asked to record their responses to statements about various aspects of their courses. One such statement concerns overall satisfaction, where respondents record the extent to which they agree with the statement Overall, I was satisfied with the quality of the course. The figures in the following table give the percentage of respondents who agreed or strongly agreed with the statement, i.e. responses of 4 or 5 on the five-point scale. The OSCAR survey is an internal survey that asks HDR students to rate their postgraduate experience in the past year by expressing disagreement/agreement on a four-point scale for 15 statements. The last of these statements is Overall, I am satisfied with the quality of my higher degree research experience. The figures in the following table give the percentage of respondents who agreed or strongly agreed with the statement, i.e. responses of 3 or 4 on the four-point scale. The table shows an increase in the proportion of positive responses to the PREQ overall satisfaction item from 84 per cent in 2011 to 89 per cent in This figure is well above the targeted level of 86 per cent set for The proportion of positive responses to the OSCAR Overall Satisfaction item decreased slightly from 88 per cent in 2011 to 87 per cent in 2012, which was just below the target of 88 per cent. The University will continue to analyse these survey results and devise and implement appropriate strategies in the light of these and other internal survey results to further enhance the quality of the HDR student experience at the University. The University of Western Australia ANNUAL REPORT

16 Higher degree by research student satisfaction, 2008 to target PREQ (a) overall satisfaction index 85% 90% 88% 84% 89% 86% PREQ response rate 63% 68% 65% 61% 64% OSCAR (b) overall satisfaction question 88% 90% 91% 88% 87% 88% OSCAR response rate 28% 23% 29% 29% 24% (a) Percentage of responses of students who completed a higher degree by research that were 4 or 5 on the five-point scale for overall satisfaction. (b) Percentage of responses of higher degree by research students that responded to the University s OSCAR survey Question 15 with agree or strongly agree on the four-point scale. Source: Graduate Careers Australia for cleaned SAS datasets for PREQ; Institutional Research Unit, Planning Services for OSCAR 100% Overall Overall satisfaction sa)sfac)on in PREQ in and PREQ OSCAR and OSCAR surveys surveys 80% 60% 40% 20% PREQ Overall Satisfaction Index PREQ overall satisfaction index OSCAR overall satisfaction OSCAR Overall question Satisfaction Question 0% 100