UNITEC New Zealand. Respondent Characteristics Report December 2012

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1 Respondent Characteristics Report December 2012

2 This report provides summary information on selected response, student and course characteristics. Results are provided for your institution and for three benchmark groups. Information on response characteristics includes the population, actual sample size, target response sample, and the secured response sample. Unweighted results are given for by their qualification level (Levels 3 to 4 - ; Levels 5 to 6 - ; and Levels 7 or higher - Degree) and for all combined. Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Response characteristics Actual sample Number , , ,000 14,000 14,500 28,500 Per cent Student characteristics Age Under or over Gender Male Female For response characteristics, both number and percentage are given. Only the percentage is reported for student and course characteristics. 1

3 For the 2012 AUSSE survey conducted with Institutes of Technology, Polytechnics, Private Training Establishments and Universities, 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. Benchmark Group 1 Benchmark Group 2 Benchmark Group 3 Christchurch Polytechnic Institute of Technology Charles Darwin University Auckland University of Technology Otago Polytechnic Holmesglen Institute of TAFE Christchurch Polytechnic Institute of Technology Wellington Institute of Technology Northern Melbourne Institute of TAFE Lincoln University TAFESA Massey University Otago Polytechnic The Open Polytechnic of New Zealand University of Canterbury University of Otago University of Waikato Wellington Institute of Technology 2

4 Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Response characteristics Population Number Actual sample Number Per cent Target response sample Number Per cent Secured response sample Number Per cent

5 Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Student characteristics Age Under or over Gender Male Female International Yes No Maori or Pacific Islander Yes No Main home language English Language other than English in family Yes No Disability Yes No

6 Course characteristics Australasian Survey of Student Engagement (AUSSE) Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Field of education Sciences IT Engineering Architecture Agriculture Health Education Business Humanities Creative arts Attendance type Part time Full time Mode of study External/distance Campus-based Institution financial support Yes No Average overall grade Less than 60% Equal to or greater than 60% Proportion of study online No study online Some or all of study online Live on campus Yes No

7 Selected grouping variables Discipline Architecture 8 3 Computing Communication Studies Design and Visual Arts Landscape Architecture Performing and Screen Arts Business Building Technology 3 1 Construction Electrotechnology 3 1 Civil Engineering Plumbing and Gasfitting 1 0 Transport Technology 6 2 Community and Health Services Education 5 2 Foundation Studies 11 3 Language Studies 10 3 Medical Imaging 6 3 Natural Sciences Nursing Osteopathy 2 1 Social Practice 3 1 Sport Technology Australasian Survey of Student Engagement (AUSSE) Respondent Characteristics Report Benchmark group 1 Benchmark group 2 4

8 Response Categories Report December 2012

9 This report shows the distribution of responses to each item s response categories. Items are presented in the order in which they appear on the SEQ. Results are given for by their level of study and for all combined. Results are provided for your institution, the three benchmark groups, and US institutions. USA figures are not available for all items. Benchmark group 1 Benchmark group 2 USA Degree Asked questions or contributed to discussions in class or online Sought advice from teachers Made a class or online presentation Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often The statistics report weighted percentage of responses. Note that USA percentages are not weighted. 1

10 Response Category Report Benchmark group 1 Benchmark group 2 USA Asked questions or contributed to discussions in class or online Sought advice from teachers 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 assignment that required integrating ideas or information from various sources Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

11 Response Category Report Benchmark group 1 Benchmark group 2 USA Used student learning support services Blended course/programme study with workplace Included diverse perspectives in class discussions or written assignments Came to class having completed readings or assignments Kept up to date with your studies Worked with other on projects during class Worked with other outside class to prepare assignments Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

12 Response Category Report Put together ideas or concepts from different subjects when completing assignments or during class discussions Benchmark group 1 Benchmark group 2 Never Sometimes Often Very Often USA Tutored or taught other (paid or voluntary) Participated in a communitybased project (e.g. volunteering) as part of your study Used an online learning system to discuss or complete an assignment Used or a forum to communicate with teachers Discussed your grades or assignments with teachers Talked about your career plans with teachers or advisors Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

13 Response Category Report Benchmark group 1 Benchmark group 2 USA Discussed ideas from your readings or classes with teachers outside class Received prompt written or oral feedback from teachers on your performance Never Sometimes Often Very Often Never Sometimes Often Very Often Worked harder than you thought you could to meet a teacher s standards or expectations Worked with teachers on activities other than coursework Discussed ideas from your readings or classes with others outside class Had conversations with of a different ethnic group than your own Had conversations with who are very different to you in terms of their religious beliefs, political opinions or personal values Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

14 Response Category Report Benchmark group 1 Benchmark group 2 USA Memorising facts, ideas or methods from your subjects and readings Analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth Synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Making judgements about the value of information, arguments or methods Applying theories or concepts to practical problems or in new situations Very little Some Quite a bit Very much Very little Some Quite a bit Very much

15 Response Category Report Benchmark group 1 Benchmark group 2 USA 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 None to to to More than None to to to More than

16 Response Category Report Benchmark group 1 Benchmark group 2 USA Number of assigned textbooks, books or book-length packs of subject readings Number of books read on your own (not assigned) for personal enjoyment or academic enrichment 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 practical assignments (e.g. design briefs, finished art work medi-based assignments and other practical projects) Which box best represents the extent to which your examinations and assignments during the current of study have challenged you to do your best work? None to to to More than None to to to More than None to to to More than None to to to More than None to to to More than None to to to More than Very little Very much

17 Response Category Report Benchmark group 1 Benchmark group 2 USA Gone to see a band, exhibition, play, dance, theatre or other performance Exercised or participated in physical fitness activities Examined the strengths and weaknesses of your own views on a topic or issue Improved knowledge and skills that will contribute to your employability Learned how to communicate in ways relevant to your future career Explored how to apply your learning in the workplace Tried to better understand someone else s views by imagining how an issue looks from his or her perspective Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often

18 Response Category Report Benchmark group 1 Benchmark group 2 USA Learned something that changed the way you understand an issue or concept Spent time keeping your resume up-to-date Thought about how to present yourself to potential 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 Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often

19 Response Category Report Benchmark group 1 Benchmark group 2 USA Practicum, internship, fieldwork or clinical placement Industry placement or work experience Community service or volunteer work Participate in a study group or learning community Work on a research project with a staff member outside of coursework requirements Study a foreign language Study abroad or student exchange Culminating final- experience (e.g. honours thesis, capstone project, comprehensive exam) Independent study or selfdesigned major Consult your institution's careers service for advice Hold a leadership position in a group at your institution or in the community Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done

20 Response Category Report Benchmark group 1 Benchmark group 2 USA Relationships with other Unfriendly, unsupportive, sense of alienation Friendly, supportive, sense of belonging Relationships with teaching staff Unavailable, unhelpful, unsympathetic Available, helpful, sympathetic Relationships with administrative personnel and services Relationships with student services staff Unhelpful, inconsiderate, rigid Helpful, considerate, flexible Unfriendly, unavailable, unsympathetic Friendly, available, sympathetic

21 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Preparing for class (e.g. studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic activities) Working for pay on campus Working for pay off campus None to to to to to to Over None to to to to to to Over None to to to to to to Over

22 Response Category Report Benchmark group 1 Benchmark group 2 USA Participating in extracurricular activities (e.g. organisations, campus publications, student associations, clubs and societies, sports, etc.) 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.) None to to to to to to Over None to to to to to to Over None to to to to to to Over None to to to to to to Over

23 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Travelling to campus (e.g. driving, walking, etc.) Being on campus, including time spent in class Being on campus, excluding time spent in class If you are working for pay, how much is this work related to your field of study None to to to to to to Over None to to to to to to Over None to to to to to to Over Not at all Very little Some Quite a bit Very much Not in paid work

24 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Spending significant amounts of time studying and on class work Providing the support you need to help you succeed in your course or programme Encouraging contact among from different economic, social and ethnic backgrounds Helping you cope with your nonstudy related 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.) Using computers in your course or programme work Acquiring a broad general education Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

25 Response Category Report Benchmark group 1 Benchmark group 2 USA Acquiring job-related or workrelated knowledge and skills Writing clearly and effectively Speaking clearly and effectively Thinking critically and analytically Analysing quantitative problems Using computing and information technology Working effectively with others Voting informedly in local, state or national elections Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

26 Response Category Report Benchmark group 1 Benchmark group 2 USA Learning effectively on your own Understanding yourself Developing a greater understanding of the Treaty of Waitangi Understanding people of other racial and ethnic backgrounds Solving complex, real-world problems Developing a personal code of values and ethics Contributing to living in a sustainable way Contributing to the welfare of your community Securing relevant work after graduation Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

27 Response Category Report Benchmark group 1 Benchmark group 2 USA No, I have not considered a change* Selected Not selected Reasons for considering a change Academic exchange Academic support Administrative support Boredom/lack of interest Career prospects Change of direction Commuting difficulties Difficulty paying fees Difficulty with workload Family responsibilities Financial difficulties Gap /deferral Government assistance Graduating Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected

28 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Health or stress Institution reputation Moving residence Need a break 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 Travel or tourism Other reasons Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected

29 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Continue with current study Shift to another institution Move to university study Change to another course or programme Leave to do paid work Leave to take time off Leave before finishing course or programme Leave having completed course or programme Overall rating: Quality of academic advising Overall rating: Educational experience Attend same institution if starting over Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Poor Fair Good Excellent Poor Fair Good Excellent Definitely no Probably no Probably yes Definitely yes

30 Item Statistics Report December 2012

31 This report shows summary descriptive statistics for each item. 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. Weighted means are given for by qualification level, and for all combined. Staff Results are provided for your institution, three benchmark groups and US institutions. USA figures are not available for all items. Benchmark group 1 Benchmark group 2 USA Asked questions Sought advice from teachers Made presentation Worked hard to master difficult content Prepared two or more drafts Used library resources on campus or online Integrating from various sources Used student learning support services Blended course/programme study with workplace experience Included diverse perspectives Completed readings Able to keep up to date with study Institutional results greater than those for all in the first benchmark group are shaded in green. Results less than or equal to benchmark figures results are shaded red. 1

32 Australasian Survey of Student Engagement (AUSSE) Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Asked questions Sought advice from teachers Made presentation Worked hard to master difficult content Prepared two or more drafts Used library resources on campus or online Integrating from various sources Used student learning support services Blended learning with workplace experience Included diverse perspectives Completed readings Able to keep up to date with study Worked with during class Worked with outside class Put together ideas or concepts Tutored other Participated in a community-based project Used an electronic medium for assignment Used or a forum to communicate with teachers Discussed grades with teachers Talked about career plans Discussed ideas from your classes with teachers Received feedback on performance Worked harder than you thought you could

33 Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Worked with teachers on other activities Discussed ideas from your classes with others Conversations with of different ethnic group Conversations with who are very different =Very little; 2=Some; 3=Quite a bit; 4=Very much Memorising facts Analysing basic elements Synthesising and organising ideas Making judgements about value of information Applying theories or concepts =None; 2=1 to 2; 3=3 to 4; 4=5 to 6; 5=More than 6 One hour or less to complete More than one hour to complete =None; 2=1 to 4; 3=5 to 10; 4=11 to 20; 5=More than 20 Number of assigned textbooks Books for personal enjoyment or enrichment Assignments of fewer than 1,000 words Assignments of between 1,000 and 5,000 words Written assignments of more than 5,000 words Practical assignments Examinations have challenged to do best work

34 Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Art/culture attendance Exercise participation Examined own views on a topic or issue Improved knowledge to contribute to employability Developed communication skills relevant to discipline Explored how to apply learning in the workplace Tried to better understand someone else s views Learned something that changed understanding 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 =Do not know about; 2=Have not decided; 3=Do not plan to do; 4=Plan to do; 5=Done Practicum/internship Industry placement or work experience Community service or volunteer work Study group/learning community Work on a research project Foreign language Study abroad or student exchange Culminating final- experience Independent study or self-designed major Consult a university careers service for advice Hold a leadership position in institution or community

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