2021 Gos National Report

short-term graduate
outcomes in australia
O ctober 2021
2021 Graduate Outcomes

Survey
Acknowledgements
The Quality Indicators for Learning and Teaching (QILT) survey program, including the 2021 Graduate Outcomes Survey (GOS), is funded by
the Australian Government Department of Education, Skills and Employment. Without the active support of Rachel Lloyd, Phil Aungles, Dr
Sam Pietsch, Gabrielle Hodgson, Ravi Ravindiran, Wayne Shippley, Dr Barbara Sidwell and Ben McBrien this research would not be possible.
The Social Research Centre would especially like to thank the higher education institutions that contributed to the GOS in 2021. Without
the enthusiastic and committed assistance of the survey managers and institutional planners, the 2021 GOS would not have been such a
success.
We are also very grateful to the graduates who took the time to provide valuable feedback about their employment, further study and
experience with their course. The GOS data will be used by institutions for continuous improvement, and to monitor and improve the
labour force outcomes of graduates in the short term.
The 2021 GOS was led by Graham Challice, and the project team consisted of Lisa Bolton, Natasha Vickers, James Morrison, Cynthia Kim, Dr
Paddy Tobias, Dean Pennay, Benjamin Desta, Gabriel Ong, Daniel Rosenblatt, Joe Feng, Luke Hand, Sean Walker and Kelsey Pool.
For more information on the conduct and results of the 2021 GOS see the QILT website: www.qilt.edu.au. The QILT team can be contacted
by email at qilt@srcentre.com.au.
2021 GOS National Report i

Contents
Acknowledgements i
Contents ii
List of tables iii
List of figures iv
1. Introduction 1
2. Labour market outcomes 2
3. Skills utilisation 20
4. Further study 23
5. Satisfaction 26
Appendix 1 Methodology 32
Appendix 2 Labour market and graduate satisfaction definitions 43
Appendix 3 GOS questionnaire 45
Appendix 4 Construction of confidence intervals 65
Appendix 5 Study area concordance 66
Appendix 6 Additional tables and figures 69
2021 GOS National Report ii

List of tables
Table 1 Undergraduate employment rates by survey round, 2020 and 2021 (%) 3 Table 17 2021 GOS operational overview 32
Table 2 Graduate employment and study outcomes by study level, 2019, 2020 and 2021 6 Table 18 2021 GOS response rate by course level 33
Table 3 Full-time and overall employment rates by study level, 2009-2021 (%) 6 Table 19 2021 GOS university response rates (All study levels) 34
Table 4 Median salaries by gender and level of study, 2009-20211 ($) 7 Table 20 2021 GOS NUHEI response rates (All study levels) 36
Table 5 Undergraduate employment outcomes by demographic group, 2020 and 2021 9 Table 21 2021 GOS population parameters by subgroup and response characteristics 39
Table 6 Undergraduate employment outcomes by study area, 2020 and 20212 (%) 10 Table 22 2021 GOS population parameters by study area and response characteristics 41
Table 7 Undergraduate median full-time salaries by study area, 2020 and 20213 ($) 12 Table 23 2021 GOS population parameters by study area and response characteristics 43
Table 8 Undergraduate full-time employment and overall employment rate by university, Table 24 Questionnaire item summary 45
2020 and 2021 (%) 13
Table 25 Study area concordance 66
Table 9 Undergraduate labour force participation and median full-time salary by university,
2020 and 2021 15 Table 26 Tables and figures associated with labour force outcomes 69
Table 10 Undergraduate labour force indicators by NUHEI, 2019-2021 17 Table 27 Tables associated with median usual hours and median actual hours worked 72
Table 11 Main reason not working more hours, of undergraduates employed part-time by Table 28 Tables associated with the percentage of employed graduates away from work 72
preference for more hours, 2021 (%) 20 Table 29 Tables associated with occupation types of employed graduates 73
Table 12 Main reason for working in job in 2021 that does not fully use skills and education, Table 30 Tables associated with the extent to which graduates considered their qualification
by employment outcomes (%) 22 important 74
Table 13 Undergraduate further full-time study status, by original field of study4, 2020 and Table 31 Tables associated with the extent to which the qualification prepared graduates for
2021 (%) 23 their current job 74
Table 14 Broad field of education destinations of undergraduates undertaking further full- Table 32 Tables associated with reasons for underutilisation of skills and education 74
time study, 2020 and 2021 (%) 25
Table 33 Tables associated with graduates undertaking further full-time study 75
Table 15 Overall satisfaction by course level and study area, 2020 and 2021, % agreement
28 Table 34 Tables associated with graduate satisfaction 76
Table 16 Overall satisfaction of undergraduates, UK (NSS) and Australia (CEQ), 2008–2021, Table 35 Tables associated with key project elements and response rates by institution 77
% agreement 31 Table 36 Tables associated with response characteristics and representativeness 77
2021 GOS National Report iii

List of figures
Figure 1 Undergraduate full-time employment and national employment rates, November
2018 to May 2021 (%) 3
Figure 2 Average hours worked per week for employed undergraduates by full-time/part-
time status and survey round, 2019 to 2021 4
Figure 3 Undergraduate and Postgraduate coursework satisfaction, 2011-2021, %
agreement 27
Figure 4 Postgraduate research satisfaction, 2011-2021, % agreement 30
Figure 5 Formula for a 90 per cent confidence interval using the Agresti-Coull method
with FPC 65
2021 GOS National Report iv

1. Introduction
This National Report focuses on the main indicators over time as outlined on the Quality Indicators for Learning and Teaching (QILT)
website such as Labour Market Outcomes (rates of full-time employment, overall employment, labour force participation and median
full-time salaries), Further Study Outcomes and Graduate Satisfaction. The report also discusses some areas of focus such as the impact
of COVID-19 on labour force outcomes, gender differences and the gender pay gap, skills utilisation including graduate occupations and
reasons for skills based or time based “underemployment”. The Graduate Outcomes Survey (GOS) also collects information relevant
to themes beyond the scope of this report, such as the importance of the course, how well the course prepared graduates for work
and further study, and more detailed labour force breakdowns, including graduates working in their own businesses, unpaid work and
unemployment levels. Reporting of graduate labour market outcomes in this report focuses on domestic graduates only. Reporting of
graduate satisfaction focuses on all graduates, both domestic and international graduates combined. For the first time in 2021, a separate
report focusing on the employment and labour outcomes of international graduates will be published as the 2021 International GOS.
This report is supported by a PowerBI workbook which allows readers to further explore the data presented in this report. It is also
supported by a set of additional static tables which provide additional data and detail out of scope of this report, but which may be of
interest to the reader.
The GOS was first implemented in 2016 to replace the Australian Graduate Survey (AGS). The AGS comprised the Graduate Destinations
Survey (GDS), which had been in place since the 1970s, the Course Experience Questionnaire (CEQ) and Postgraduate Research
Questionnaire (PREQ), which had been in place since the 1990s. Please note that the introduction of the GOS in 2016 represented a break
in time series from the previous AGS. This break is represented as a break in the line on time series charts in this report. More information
can be found in the 2016 GOS Methodological Report.
The 2021 GOS was primarily conducted as a national online survey among 127 higher education institutions including all 41 Table A and B
universities and 86 Non-University Higher Education Institutions (NUHEIs). A total of 127,827 valid survey responses were collected across
all study levels, representing a response rate of 40.4 per cent, which is a slight decrease from 42.3 per cent, achieved in 2020.
The following report provides high level results from the 2021 GOS. Further detail is available from https://www.qilt.edu.au/surveys/
graduate-outcomes-survey-(gos).
2021 GOS National Report 1

2. Labour market outcomes
For definitions of key indicators of labour market outcomes please refer to Appendix 2.
68.9%
2.1 The impact of the COVID-19 pandemic
The impact of the COVID-19 pandemic continued to be felt in the Australian labour market throughout the period covered by the 2021 GOS.
Nonetheless, after declining between 2019 and 2020, graduate labour market outcomes stabilised somewhat in 2021. Although the overall
employment rate for recent graduates recorded a further slight decline, from 85.1 per cent in the 2020 to 84.8 per cent in 2021, the full-
time graduate employment rate increased slightly, from 68.7 per cent to 68.9 per cent.
undergraduates in full-time
However, measuring the impact of the pandemic is complicated by the structure of the GOS, which is administered across three periods employment (2021)
84.8%
each year – in November of the previous year and in February and May of the current year. The May survey round is the largest, accounting
for around two-thirds of responses collected.
Undergraduate results from each of the GOS survey rounds from 2019 to 2021 are shown in Table 1. Survey results from a particular round
are best compared with the equivalent round in other survey years since results by round are not adjusted for seasonal effects.
A sharp decline in employment rates is evident between November 2019 and November 2020. Full-time employment fell from 68.0 per undergraduates in overall
cent to 60.6 per cent, while overall employment fell from 84.8 per cent to 81.5 per cent. This reflects the severe disruption to social and employment (2021)
economic activity in mid to late 2020 caused by measures taken to protect public health.
Results for the February rounds are mixed, with the overall employment rate declining but the full-time employment rate improving
slightly, compared to results from the February 2020 survey round. For the May rounds, however, there was a clear improvement in
graduate employment between 2020 and 2021. Full-time employment rates rose from 69.0 per cent to 72.1 per cent, close to the level
recorded in May 2019. Overall employment rose from 85.4 per cent to 86.2 per cent, still one percentage point lower than in 2019. These are
the most recent survey results, corresponding to a time when the Australian economy was relatively unaffected by COVID related health
measures.

Table 1 Undergraduate employment rates by survey round, 2020 and 2021 (%) The GOS
GOS 2019 GOS 2020 GOS 2021 undergraduate
Nov Feb May Total Nov Feb May Total Nov Feb May Total
Full-time employment 71.0 70.2 72.7 72.2 68.0 69.7 69.0 68.7 60.6 67.9 72.1 68.9
full-time
Overall employment 85.9 83.2 87.2 86.8 84.8 81.2 85.4 85.1 81.5 80.5 86.2 84.8 employment rate
and ABS national
Results by survey round therefore indicate greater turbulence in the graduate labour market than is suggested by the aggregate annual
results. This is consistent with results from the ABS Labour Force Survey (LFS) which show that the national unemployment rate employment rate
increased from 5.0 per cent in December 2019 to 7.4 per cent in June 2020, before recovering to 5.1 per cent in May 2021 (seasonally show marked
adjusted). Figure 1 shows the relationship between the graduate full-time employment rate measured by the GOS, and the national
employment rate (the inverse of the unemployment rate) measured by the LFS. Both measures show a marked decline in mid to late 2020, declines in mid to
before recovering in early to mid 2021.
late 2020 before
Figure 1 Undergraduate full-time employment and national employment rates, November 2018 to
May 2021 (%) recovering in early
75.0% 95.5% to mid 2021.
95.0%
71.0% 72.7% 94.9%
95.0%
72.1%
70.0% 94.9%
94.9% 70.2% 94.8% 94.8% 69.7%
69.0% 94.5%
68.0% 67.9%
65.0%
94.1% 94.0%
93.5%
60.0%
60.6%
93.2% 93.0%
93.0%
55.0%
92.5%
50.0% 92.0%
November February 2019 May 2019 November February 2020 May 2020 November February 2021 May 2021
2018 2019 2020
Undergraduate full-time employment rate (Left axis) National employment rate (Right axis)

The COVID-19 restrictions also had the effect of reducing the hours worked by those graduates who were employed. The GOS follows LFS Average actual hours worked per
concepts and definitions in measuring employment. This means graduates are considered employed if they work at least one hour in the week for undergraduates employed
38.5
survey reference week, or usually work one hour per week. Graduates are considered to be employed full-time if they actually work 35 full-time
hours per week or more, or usually work that many hours. Examining the hours actually worked by employed graduates therefore provides
an additional insight into employment trends.
As noted in the 2020 GOS report, the average number of actual hours worked by employed graduates dipped markedly in the May 2020
survey round, as shown in Figure 2. This was a short-lived downturn, however, with hours worked returning to pre-COVID levels from the
May 2020
41.4
November round of the 2021 GOS.
Figure 2 Average hours worked per week for employed undergraduates by full-time/part-time
status and survey round, 2019 to 2021
50.0
May 2021
45.0 41.4
41.3 41.0 40.7 41.2 41.1 41.1 40.3
40.0 38.5
33.7
Average actual hours worked per
35.0 32.7 32.2 33.1 32.8 32.4 32.7 32.9
week for undergraduates employed
14.7
30.0 28.4 part-time
25.0
19.7 18.9 19.6 19.9 19.6 19.6
20.0 17.9 18.1 Full-time
14.7 Part-time
15.0
Total May 2020
19.6
10.0
5.0
0.0
November
February
May
November
February
May
November
February
May
May 2021
2019 2020 2021

68.9%
2.2 Study level
While the undergraduate full-time employment rate recovered with a slight increase from 68.7 per cent in 2020 to 68.9 per cent in 2021,
the full-time employment rate of postgraduate coursework graduates declined from 85.6 per cent in 2020 to 84.9 per cent in 2021, a fall
of 0.7 percentage points. The full-time employment rate among postgraduate research graduates experienced a larger decline, from 80.1
per cent in 2020 to 77.7 per cent in 2021, a fall of 2.4 percentage points. A similar pattern of results was seen for overall employment. As
seen in Table 2, the largest decline in overall employment rates was among postgraduate research graduates, with a fall of 1.9 percentage undergraduates in full-time
points in comparison with falls of 0.8 percentage points among postgraduate coursework graduates and 0.3 percentage points among employment (2021)
84.9%
undergraduates. As more job opportunities become available, graduates can be encouraged to seek work and hence the labour force
participation rate among undergraduates increased from 91.4 per cent in 2020 to 92.0 per cent in 2021, only 0.4 percentage points lower
than in 2019. There was a very small fall in the labour force participation rate among postgraduate coursework graduates of 0.1 percentage
points while it actually rose slightly among postgraduate research graduates by 0.5 percentage points.
Reporting of graduate salaries in the 2021 GOS includes graduates who were employed full-time in all jobs and asks graduates to report postgraduate coursework
what they “usually” earn in all their jobs so it is likely COVID-19 has had less impact on reported annual graduate salaries, at least in the graduates in full-time
short-term. The median undergraduate salary level increased slightly from $64,700 in 2020 to $65,000 in 2021, an increase of $300 or 0.5 employment (2021)
77.7%
per cent. Female undergraduates continue to earn less than male undergraduates in 2021, $64,200 compared with $66,800 respectively, a
difference of $2,600. This equates to a gender pay gap of 3.9 per cent, increasing from 2.5 per cent in 2020.
Higher level qualifications generally lead to improved salary outcomes in addition to improved employment outcomes. The median salary
of undergraduates employed full-time in 2021 was $65,000 per year while for postgraduate coursework graduates it was $89,700 and for
postgraduate research graduates it was $95,000, as shown in Table 2. The median undergraduate salary increased by $300 or 0.5 per cent
in 2021, while the postgraduate coursework graduate median salary increased by $2,300 or 2.6 per cent and the postgraduate research postgraduate research graduates
graduate median salary increased by $2,000 or 2.1 per cent. A higher number of undergraduates proceeded to further study immediately in full-time employment (2021)
following completion of their degree in 2021, with 21.1 per cent in full-time study in 2021 compared to 18.5 per cent in 2020. This result is
a little surprising as typically fewer students proceed to further study and more enter employment as the labour market improves. The
greater propensity to undertake further study in 2021 may reflect the uncertainty surrounding the COVID-19 environment and it will be
important to monitor this indicator going forward.

65.0k
Table 2 Graduate employment and study outcomes by study level, 2019, 2020 and 2021
Undergraduate Postgraduate coursework Postgraduate research

2019 2020 2021 2019 2020 2021 2019 2020 2021
In full-time employment (as a
proportion of those available for 72.2 68.7 68.9 86.8 85.6 84.9 81.1 80.1 77.7
full-time work) (%) Median salary employed full-time
Overall employed (as a proportion – undergraduates (2021)
89.7k
of those available for any work) 86.8 85.1 84.8 92.7 91.6 90.8 90.7 90.0 88.1
(%)
Labour force participation rate (%) 92.4 91.4 92.0 96.3 95.5 95.4 93.9 94.3 94.8
Median salary, employed full-time
62,600 64,700 65,000 85,300 87,400 89,700 90,000 93,000 95,000
($)
In full-time study (%) 18.9 18.5 21.1 6.0 6.7 7.6 5.8 7.1 6.8
Median salary employed full-
time – postgraduate coursework
2.3 Time Series graduates (2021)
95.0k
The undergraduate full-time employment rate of 68.9 per cent in 2021 is a slight increase on the 68.7 per cent seen in 2020, however it is
still the fourth lowest ever, with the low point of 68.1 per cent being reported in 2014, as shown by Table 3. The overall employment rate
of 84.8 per cent is the lowest on record with the previous lowest figure being 85.1 per cent in 2020. The postgraduate coursework full-time
employment rate of 84.9 per cent is the lowest reported since the 82.7 per cent reported in 2015. Similarly, the postgraduate research
graduate full-time employment rate of 77.7 per cent is the lowest reported since the 73.0 per cent reported in 2015.
Median salary employed full-
time – postgraduate research
Table 3 Full-time and overall employment rates by study level, 2009-2021 (%)
graduates (2020)
Full-time Overall Full-time Overall Full-time Overall
employment employment employment employment employment employment
2009 79.2 92.7 87.6 94.5 85.3 94.6
2010 76.2 91.8 86.4 94.1 84.6 93.9
2011 76.3 91.6 85.0 93.6 83.0 93.1
2012 76.1 91.7 85.4 93.9 81.9 93.6
2013 71.3 90.0 83.2 92.6 78.5 91.2
2014 68.1 89.2 82.5 93.1 75.8 91.0
2015 68.8 89.5 82.7 92.7 73.0 89.1

Full-time Overall Full-time Overall Full-time Overall
employment employment employment employment employment employment
2016 70.9 86.4 85.1 92.4 80.1 90.3
2017 71.8 86.5 86.1 92.6 80.4 90.6
2018 72.9 87.0 86.9 92.9 82.3 91.8
2019 72.2 86.8 86.8 92.7 81.1 90.7
2020 68.7 85.1 85.6 91.6 80.1 90.0
2021 68.9 84.8 84.9 90.8 77.7 88.1
Over the longer term the gender gap in graduate salaries has tended to decline though change has been slow, and the gender gap Percentage difference between male
remains, as shown by Table 4. In 2009, female undergraduates earned $47,000, which was $3,000 or 6.0 per cent lower than their male and female graduate median full-
time salaries
3.9%
counterparts. As noted above, in 2021, the gender gap in undergraduate median salaries had risen to $2,600 or 3.9 per cent, up from 2.5
per cent in 2020, however still a reduction on the 4.9 per cent in 2019 and 4.8 per cent in 2018. Similarly, the gender gap in postgraduate
coursework salaries has declined over time, with females earning $15,000 or 19.2 per cent lower in 2009 in comparison with a gender pay
gap of $14,000 or 14.1 per cent in 2021. The gender gap in postgraduate research graduate salaries has also tended to decline over time,
falling from $3,000 or 4.3 per cent in 2009 to $2,100 or 2.2 per cent in 2021.
Table 4 Median salaries by gender and level of study, 2009-20211 ($) undergraduates (2021)
14.1%
Females Males Females Males Females Males
2009 47,000 50,000 63,000 78,000 67,000 70,000
2010 48,000 50,000 65,000 80,000 70,000 72,000
2011 50,000 52,000 68,000 80,000 73,000 75,000 postgraduate coursework
2012 50,000 55,000 70,000 85,000 75,000 79,000
graduates (2021)
2.2%
2013 51,630 55,000 70,000 87,000 78,300 80,000
2014 51,600 55,000 72,000 90,000 80,000 82,000
2015 53,000 55,000 73,000 90,000 80,300 84,000
2016 56,400 60,000 75,700 90,000 83,300 88,300
2017 59,000 60,100 76,000 91,000 86,000 89,800 postgraduate research graduates
(2021)
1 2009 to 2015 based on graduates aged less than 25 and in first full-time employment

Females Males Females Males Females Males
2018 60,000 63,000 79,000 92,500 90,000 90,200
2019 61,500 64,700 81,300 95,000 90,000 92,000
2020 63,400 65,000 83,500 96,000 91,900 95,000
2021 64,200 66,800 85,000 99,000 93,900 96,000
2.4 Demographic group

As was the case in previous years, older undergraduates and undergraduates that studied externally were more likely to be in full-time
employment in 2021, with rates of 73.3 per cent and 79.7 per cent respectively, as shown in Table 5. This may be associated with these
graduates being more likely to have an ongoing relationship with an employer while studying. Older graduates were 5.4 percentage points
more likely to be employed full-time than graduates aged 30 or younger, and 0.8 percentage points more likely to be employed, but less
likely to be participating in the labour force. Graduates who completed their studies externally were 12.6 percentage points more likely to be
employed full-time than those who had completed internal or mixed mode studies and were also 4.4 per cent more likely to be employed but
slightly less likely to participate in the labour force.
Indigenous undergraduates were more likely to be in full-time employment than non-Indigenous undergraduates, at 76.8 per cent and
68.8 per cent respectively, and more likely to be employed, at 85.7 per cent and 84.7 per cent respectively. Undergraduates with a reported
disability had a full-time employment rate of 58.7 per cent, which was 11.3 percentage points lower than the 70.0 per cent for undergraduates
who reported no disability. Similarly, domestic students whose home language was other than English had a substantially lower rate of full-
time employment in 2021, at 52.8 per cent, in comparison with the 69.3 per cent for undergraduates whose home language was English.
In 2021, graduates from higher socio-economic status (SES) categories performed better in most employment areas, with 70.0 per cent of
high SES undergraduates employed full-time compared with 68.7 per cent of those in medium SES and 67.6 per cent in the low SES category.
The pattern is similar in terms of overall employment, with high, medium and low SES graduates recording overall employment rates of 85.7,
85.0 and 82.6 per cent respectively. This pattern differs for labour force participation, with 92.3 per cent of medium SES undergraduates
participating in the labour force compared to 92.1 per cent and 91.4 per cent for high or low SES undergraduates respectively.
Full-time and overall employment rates of undergraduates from regional or remote areas remained higher than for those from metropolitan
areas. Regional/remote graduates’ full-time employment rate was 74.3 per cent compared with 67.5 per cent for metropolitan graduates,
a difference of 6.8 percentage points. Similarly, 87.4 per cent of regional/remote graduates were employed overall, compared with 84.2 per
cent for metropolitan areas. Those in regional/remote areas were slightly less likely to participate in the labour force, with a participation rate
of 91.5 per cent compared with 92.2 per cent for metropolitan areas.

Table 5 Undergraduate employment outcomes by demographic group, 2020 and 2021
Labour force participation rate Median salary, employed full-

Full-time employment (%) Overall employment (%)
(%) time ($)
2020 2021 2020 2021 2020 2021 2020 2021
Age
30 years or under 67.8 67.9 84.9 84.6 92.1 92.6 62,600 63,400
Over 30 years 73.5 73.3 85.7 85.4 88.3 89.3 71,400 73,100
Mode of attendance code
Internal/Multi Mode 67.1 67.1 84.5 84.2 91.6 92.3 63,000 64,000
External/Distance 79.7 79.7 89.0 88.6 90.5 90.6 72,000 72,500
Aboriginal and Torres Strait Islander
Indigenous 75.1 76.8 85.8 85.7 90.9 90.7 68,300 67,000
Non-Indigenous 68.6 68.8 85.1 84.7 91.5 92.0 64,600 65,000
Disability
Reported disability 59.2 58.7 78.5 77.4 87.5 88.8 64,800 65,000
No disability 69.4 70.0 85.6 85.6 91.8 92.4 64,700 65,000
Main language spoken at home
English 69.2 69.3 85.5 85.2 91.6 92.1 64,800 65,000
Language other
52.9 52.8 68.5 69.8 87.5 88.7 60,900 62,600
than English
Socio-economic status
High 70.1 70.0 86.1 85.7 91.2 92.1 65,000 65,000
Medium 68.8 68.7 85.4 85.0 91.8 92.3 64,000 65,000
Low 65.9 67.6 82.7 82.6 91.0 91.4 64,300 65,000
Location
Metropolitan 67.5 67.5 84.5 84.2 91.3 92.2 64,500 65,000
Regional/remote 73.3 74.3 88.0 87.4 92.1 91.5 65,000 65,200

95.0%
2.5 Study area
The 2021 GOS findings suggest that graduates from study areas related to service type industries heavily impacted by the COVID-19
restrictions have seen some recovery. For example, the largest increases in undergraduate full-time employment by study area have been
in Veterinary science, up from 78.2 per cent in 2020 to 87.0 per cent in 2021, an increase of 8.8 percentage points, Rehabilitation up 7.1
percentage points, Tourism, hospitality, personal services, sport and recreation up 6.3 percentage points, Health services and support up
5.3 percentage points, and Dentistry up 4.5 percentage points. Recovery has also been seen in study areas that had large drops in full-time
full-time employment rate of
employment rates between 2019 and 2020, with Creative arts, up from 45.8 per cent in 2020 to 49.2 per cent in 2021 and Communications,
Pharmacy undergraduates -
up from 52.8 per cent to 55.2 per cent in 2021.
highest (2021)
Median undergraduate full-time salaries in 2021 ranged between study areas from a high of $100,000 down to $50,000, with a
standard deviation of $10,300, as shown by Table 7. The areas with the highest graduate salaries were Dentistry at $100,000, Medicine
$76,000, Social work $72,600, Teacher education $72,000, and Engineering $70,000. The study areas with the lowest full-time median
undergraduate salaries were Pharmacy at $50,000, Creative arts $53,000, Tourism, hospitality, personal services, sport and recreation,
$54,900 and Communications, $56,200. The variation in salary between study areas was higher for male graduates, with a standard
deviation of $10,400 compared to $9,300 for female graduates.
49.2%
The gender gap in undergraduate salaries immediately upon graduation can be explained, in part, by the fact that females are more likely
to graduate from study areas which receive lower levels of remuneration. However, it is also the case that at the undergraduate level,
females earn less overall than their male counterparts within most study areas. The study areas which exhibit the highest gaps between
male and female salaries include Psychology with a gap of $6,900, Architecture and built environment $5,200, Law and paralegal studies
$4,900, Health services and support $4,800, and Agriculture and environmental studies $4,700. Medicine, Rehabilitation, Pharmacy and
Engineering were the exceptions where female undergraduate median salaries are higher than or equal to their male counterparts. This full-time employment rate of
demonstrates that beyond subject choice, the gender gap in median graduate salaries persists due to a range of other factors such as Creative arts undergraduates -
occupation, age, experience, personal factors, and possible inequalities within workplaces. lowest (2021)
Table 6 Undergraduate employment outcomes by study area, 2020 and 20212 (%)
Labour force participation

Full-time employment Overall employment
Study area rate
2020 2021 2020 2021 2020 2021
Science and mathematics 59.1 61.1 81.7 81.5 84.3 84.8
Computing and information systems 72.1 67.9 81.3 77.5 93.8 94.5
Engineering 83.0 80.3 87.6 86.6 95.3 95.0
2 Where a graduate completes combined degrees across two study areas, their outcomes are included in both study areas. ‘All study areas’ figures count each graduate
once only.

96.0%
Labour force participation
Study area rate
2020 2021 2020 2021 2020 2021
Architecture and built environment 67.7 65.2 82.3 82.4 93.5 95.0
Agriculture and environmental studies 67.4 69.5 84.4 85.9 93.6 92.3 overall employment rate of
Health services and support 67.2 72.5 87.6 88.4 92.9 93.1 Rehabilitation undergraduates -
Medicine 86.7 90.2 90.8 92.9 88.9 92.5
highest (2021)
Nursing 72.7 74.2 89.2 88.8 96.2 95.8
Pharmacy 96.4 95.0 95.8 93.6 96.3 94.7
Dentistry 80.0 84.5 90.6 94.5 90.4 91.7
Veterinary science 78.2 87.0 89.9 90.6 88.1 87.5
Rehabilitation 87.3 94.4 94.4 96.0 97.9 97.8
Teacher education 80.6 79.1 90.9 91.1 94.4 94.8
77.5%
Business and management 74.3 72.8 86.4 86.3 95.3 95.9
Humanities, culture and social sciences 60.9 57.9 83.4 81.7 88.6 89.9
Social work 67.2 70.7 85.0 84.7 94.3 94.2
Psychology 61.4 60.2 84.4 83.5 88.1 87.1
Law and paralegal studies 75.7 72.5 85.7 84.3 94.4 94.9 overall employment rate of
Creative arts 45.8 49.2 78.7 78.2 87.7 90.6 Computing and infomation
Communications 52.8 55.2 79.2 81.5 87.3 89.0 systems undergraduates - lowest
Tourism, hospitality, personal services, sport (2021)
52.4 58.7 82.4 82.1 91.3 91.2
and recreation
All study areas* 68.7 68.9 85.1 84.8 91.4 92.0
Standard deviation (percentage points (pp)) 12.8 13.0 4.7 5.3 3.7 3.3

100.0k
Table 7 Undergraduate median full-time salaries by study area, 2020 and 20213 ($)
Male Female Total

Study area
2020 2021 2020 2021 2020 2021
Science and mathematics 65,400 65,000 62,600 61,500 64,000 63,000 Median undergraduate salary,
Computing and Information
Dentistry – highest (2021)
65,200 66,000 65,000 65,000 65,000 65,500
Systems
Engineering 69,400 70,000 70,000 70,000 69,500 70,000
Architecture and built
65,000 65,200 62,600 60,000 64,700 62,600
environment
Agriculture and environmental
62,300 64,700 60,100 60,000 61,500 60,500
studies
Health services and support 66,000 70,000 65,000 65,200 65,100 66,500
Medicine 75,300 76,000 74,000 76,500 75,000 76,000
50.0k
Nursing 65,400 66,800 64,200 65,200 64,200 65,200
Pharmacy 49,600 49,600 49,600 50,000 49,600 50,000
Dentistry 90,000 n/a 79,300 92,400 84,000 100,000
Veterinary science n/a n/a 57,500 60,000 57800 60,000
Rehabilitation 65,000 66,500 65,000 67,000 65,000 67,000 Median undergraduate salary,
Teacher education 70,000 72,000 69,900 71,800 70,000 72,000 Pharmacy - lowest (2021)
Business and management 62,500 63,000 59,100 60,000 60,000 60,700
Humanities, culture and social
65,000 65,000 61,900 62,000 62,600 62,600
sciences
Social work 68,000 74,900 70,000 72,300 70,000 72,600
Psychology 65,000 70,000 62,800 63,100 63,000 65,000
Law and paralegal studies 68,900 70,000 64,000 65,100 65,000 66,800
Creative arts 52,200 55,000 51,600 52,200 52,000 53,000
Communications 57,400 58,400 55,300 55,200 55,600 56,200
Tourism, hospitality, personal
n/a n/a n/a 54,900 53,500 54,900
services, sport and recreation
All study areas* 65,000 66,800 63,400 64,200 64,700 65,000
3 Where a graduate completes combined degrees across two study areas, their outcomes are included in both study areas. ‘All study areas’ figures count each graduate
once only.
Male Female Total
Study area
2020 2021 2020 2021 2020 2021
Standard deviation ($) 8,300 10,400 7,400 9,300 7,800 10,300

NB: n/a = result not available, fewer than 25 survey responses received.
2.6 Institution
2.6.1 Universties
Employment and salary outcomes vary across institutions. It is important to acknowledge that factors beyond the quality of teaching,
careers advice and the like, such as course offerings, the composition of the student population and variations in state/territory and Across universities,
regional labour markets, may also impact on employment outcomes. Note also that the figures in parentheses in the tables that follow
indicate the confidence intervals for the survey estimates. Since the number of survey responses for each institution can be relatively
there was a 28.9
small, the confidence intervals may overlap for survey estimates from one year to the next, broadly indicating the change in labour market percentage point
outcomes may not be statistically significant. The calculation of these confidence intervals is detailed in Appendix 4. More than half of
universities experienced increases in undergraduate full-time employment between 2020 and 2021, as shown by Table 8. Universities with difference between
the highest full-time employment rates in 2021 were Charles Sturt University, 84.6 per cent, Central Queensland University, 83.4 per cent,
University of New England, 80.9 per cent, University of Southern Queensland, 79.2 per cent, and James Cook University 78.0 per cent.
the highest and
Table 8 Undergraduate full-time employment and overall employment rate by university, 2020 and 2021 (%) lowest full-time
Full-time employment Overall employment employment rates
University 2020 2021 2020 2021
Australian Catholic University 72.4 (70.6, 74.1) 73.6 (72.0, 75.2) 88.0 (87.0, 88.9) 89.2 (88.3, 90.0)
in 2021.
Bond University 61.2 (55.3, 66.8) 67.3 (60.8, 72.9) 72.3 (67.5, 76.5) 79.7 (75.2, 83.1)
Central Queensland University 73.0 (69.8, 75.9) 83.4 (80.9, 85.6) 87.1 (84.9, 88.8) 90.2 (88.5, 91.5)
Charles Darwin University 79.1 (75.4, 82.2) 76.5 (73.5, 79.2) 90.1 (87.8, 91.8) 87.4 (85.5, 89.0)
Charles Sturt University 84.7 (83.2, 86.0) 84.6 (82.9, 86.1) 91.9 (90.9, 92.7) 90.8 (89.6, 91.8)
Curtin University 69.7 (67.9, 71.4) 70.1 (68.1, 72.1) 86.6 (85.5, 87.7) 87.7 (86.4, 88.8)
Deakin University 70.4 (68.9, 71.9) 67.7 (65.9, 69.3) 88.2 (87.3, 89.0) 86.0 (84.9, 87.0)
Edith Cowan University 57.1 (54.5, 59.7) 62.6 (60.0, 65.1) 80.9 (79.1, 82.5) 82.8 (81.1, 84.4)
Federation University Australia 67.2 (63.6, 70.6) 70.6 (66.4, 74.3) 87.8 (85.9, 89.2) 88.5 (86.2, 90.3)
Flinders University 63.1 (60.6, 65.6) 66.3 (63.6, 68.9) 84.7 (83.1, 86.0) 83.0 (81.3, 84.5)
Griffith University 62.1 (60.2, 63.9) 59.2 (57.0, 61.3) 84.0 (82.8, 85.1) 81.4 (79.9, 82.8)
James Cook University 75.9 (73.5, 78.0) 78.0 (75.3, 80.3) 89.0 (87.5, 90.2) 87.5 (85.7, 89.0)

University 2020 2021 2020 2021
La Trobe University 64.5 (62.4, 66.6) 70.1 (67.9, 72.3) 85.9 (84.7, 87.1) 85.3 (83.9, 86.5)
Macquarie University 67.8 (66.1, 69.5) 66.9 (64.8, 68.8) 85.5 (84.4, 86.5) 85.3 (83.9, 86.5)
Monash University 72.3 (70.9, 73.7) 70.3 (68.8, 71.8) 86.6 (85.8, 87.4) 84.6 (83.6, 85.5)
Murdoch University 54.8 (51.7, 57.9) 62.3 (58.9, 65.5) 78.8 (76.5, 80.8) 82.7 (80.5, 84.6)
Queensland University of Technology 68.0 (66.4, 69.5) 67.1 (65.5, 68.7) 86.6 (85.6, 87.5) 85.6 (84.6, 86.6)
RMIT University 64.3 (62.4, 66.0) 63.4 (61.8, 65.0) 81.5 (80.2, 82.6) 81.8 (80.6, 82.8)
Southern Cross University 75.1 (72.1, 77.8) 74.5 (71.2, 77.5) 87.2 (85.4, 88.7) 88.4 (86.5, 90.0)
Swinburne University of Technology 70.2 (68.1, 72.1) 66.6 (64.5, 68.6) 82.9 (81.5, 84.2) 85.5 (84.2, 86.7)
The Australian National University 69.2 (66.5, 71.7) 67.6 (64.8, 70.3) 86.9 (85.2, 88.3) 85.5 (83.6, 87.1)
The University of Adelaide 63.5 (61.2, 65.8) 66.5 (64.2, 68.7) 81.9 (80.4, 83.2) 81.6 (80.2, 83.0)
The University of Melbourne 57.0 (54.7, 59.3) 55.7 (53.3, 58.0) 81.7 (80.5, 82.9) 79.9 (78.6, 81.0)
The University of Notre Dame Australia 73.8 (71.0, 76.4) 77.1 (73.7, 80.1) 87.6 (85.8, 89.1) 89.5 (87.4, 91.2)
The University of Queensland 70.8 (69.2, 72.4) 71.4 (69.6, 73.1) 86.0 (85.0, 86.9) 85.6 (84.4, 86.6)
The University of South Australia 67.8 (65.7, 69.9) 74.6 (72.7, 76.5) 85.5 (84.2, 86.7) 88.2 (87.1, 89.2)
The University of Sydney 75.1 (73.7, 76.4) 71.8 (70.3, 73.1) 86.6 (85.7, 87.5) 86.0 (85.1, 86.7)
The University of Western Australia 54.5 (50.8, 58.1) 57.2 (53.8, 60.6) 79.7 (77.6, 81.7) 83.7 (81.9, 85.4)
Torrens University 59.9 (56.7, 62.9) 59.1 (55.9, 62.2) 79.8 (77.7, 81.7) 79.4 (77.2, 81.3)
University of Canberra 71.5 (69.2, 73.7) 73.5 (70.9, 75.9) 86.5 (85.0, 87.8) 87.8 (86.1, 89.3)
University of Divinity n/a n/a 91.1 (82.3, 95.2) 80.9 (71.6, 86.8)
University of New England 80.6 (78.8, 82.2) 80.9 (78.8, 82.8) 86.5 (85.2, 87.6) 86.8 (85.3, 88.1)
University of New South Wales 76.2 (74.4, 77.8) 73.9 (72.0, 75.8) 86.7 (85.4, 87.8) 83.5 (82.0, 84.8)
University of Newcastle 74.4 (72.4, 76.2) 76.9 (74.8, 78.8) 88.2 (87.0, 89.3) 90.2 (89.0, 91.3)
University of Southern Queensland 78.9 (77.0, 80.6) 79.2 (77.0, 81.1) 89.7 (88.5, 90.7) 90.3 (88.9, 91.4)
University of Tasmania 72.3 (70.3, 74.2) 72.4 (70.3, 74.4) 87.2 (86.1, 88.3) 85.9 (84.7, 87.0)
University of Technology Sydney 70.8 (69.2, 72.3) 71.0 (69.4, 72.6) 85.8 (84.8, 86.8) 85.8 (84.7, 86.8)
University of the Sunshine Coast 59.3 (56.5, 62.0) 59.0 (55.9, 62.0) 82.8 (81.0, 84.3) 81.8 (79.8, 83.5)
University of Wollongong 67.9 (65.4, 70.3) 65.5 (62.7, 68.2) 87.4 (85.9, 88.7) 85.4 (83.5, 87.0)
Victoria University 57.8 (54.7, 60.7) 59.1 (56.3, 61.7) 79.6 (77.6, 81.4) 78.8 (77.0, 80.4)
Western Sydney University 58.8 (56.8, 60.8) 61.8 (60.6, 63.0) 76.2 (74.7, 77.6) 79.2 (78.6, 79.7)

University 2020 2021 2020 2021
All universities 69.1 (68.8, 69.4) 69.2 (68.8, 69.5) 85.3 (85.1, 85.5) 85.0 (84.8, 85.3)
Standard deviation 7.7 7.3 4.1 3.4
In 2021, universities with high median full-time undergraduate salaries immediately following graduation include the University of New
England, $72,000, University of Southern Queensland, $72,000, Central Queensland University, $70,000, Charles Darwin University,
$70,000, Charles Sturt University, $70,000, Curtin University, $70,000, and University of Tasmania, $70,000. Repeating the earlier caveat,
factors beyond the quality of teaching, careers advice and the like, such as course offerings, the composition of the student population and
variations in state/territory and regional labour markets, may also impact on salary outcomes.
Table 9 Undergraduate labour force participation and median full-time salary by university, 2020 and 2021
Labour force participation rate (%) Median full-time salary ($)
University 2020 2021 2020 2021
Australian Catholic University 94.3 (93.6, 94.9) 95.5 (94.9, 96.0) 64,000 (62,900, 65,100) 65,400 (64,300, 66,500)
Bond University 90.4 (87.1, 92.7) 88.5 (85.0, 90.6) 62,000 (57,500, 66,500) 60,000 (54,500, 65,500)
Central Queensland University 93.7 (92.2, 94.9) 94.4 (93.2, 95.4) 69,700 (67,000, 72,300) 70,000 (67,600, 72,400)
Charles Darwin University 93.2 (91.3, 94.5) 91.5 (90.0, 92.7) 68,000 (66,500, 69,500) 70,000 (66,700, 73,300)
Charles Sturt University 94.7 (93.9, 95.3) 94.0 (93.0, 94.8) 68,900 (67,700, 70,000) 70,000 (69,100, 70,900)
Curtin University 94.1 (93.3, 94.7) 94.6 (93.7, 95.3) 65,700 (64,500, 67,000) 70,000 (68,700, 71,300)
Deakin University 92.4 (91.7, 93.0) 92.3 (91.5, 93.0) 65,000 (63,800, 66,200) 65,000 (63,600, 66,400)
Edith Cowan University 93.1 (91.9, 94.0) 94.6 (93.5, 95.4) 65,300 (63,400, 67,300) 69,000 (67,000, 70,900)
Federation University Australia 93.0 (91.6, 94.1) 93.3 (91.5, 94.6) 64,000 (60,800, 67,200) 67,400 (63,100, 71,700)
Flinders University 91.4 (90.3, 92.4) 89.8 (88.5, 90.9) 64,500 (63,100, 65,900) 66,000 (64,100, 67,900)
Griffith University 91.9 (91.1, 92.7) 92.5 (91.5, 93.4) 60,200 (58,800, 61,500) 61,100 (59,100, 63,100)
James Cook University 94.0 (92.9, 94.8) 93.6 (92.3, 94.6) 65,900 (63,900, 67,900) 67,000 (65,000, 69,000)
La Trobe University 93.0 (92.1, 93.7) 91.8 (90.8, 92.7) 62,000 (60,400, 63,600) 61,500 (59,800, 63,200)
Macquarie University 93.5 (92.8, 94.1) 92.7 (91.7, 93.5) 62,600 (61,300, 63,900) 62,000 (60,100, 63,900)
Monash University 90.3 (89.6, 90.9) 89.9 (89.2, 90.6) 63,500 (62,200, 64,800) 64,400 (63,200, 65,600)
Murdoch University 92.8 (91.3, 93.9) 91.4 (89.8, 92.7) 65,700 (63,500, 67,900) 65,400 (63,500, 67,400)
Queensland University of Technology 95.2 (94.6, 95.7) 96.1 (95.5, 96.6) 62,600 (61,700, 63,500) 62,600 (61,700, 63,600)

Labour force participation rate (%) Median full-time salary ($)
University 2020 2021 2020 2021
RMIT University 92.1 (91.2, 92.8) 93.6 (92.9, 94.2) 60,000 (58,500, 61,500) 60,000 (59,500, 60,500)
Southern Cross University 92.4 (91.1, 93.5) 91.4 (89.7, 92.6) 65,700 (64,300, 67,100) 67,100 (64,700, 69,600)
Swinburne University of Technology 91.2 (90.2, 92.1) 92.1 (91.2, 93.0) 68,000 (65,900, 70,100) 67,900 (65,800, 70,000)
The Australian National University 91.0 (89.7, 92.1) 90.6 (89.1, 91.8) 64,000 (62,800, 65,200) 65,000 (64,100, 65,900)
The University of Adelaide 86.0 (84.8, 87.1) 89.1 (88.0, 90.0) 62,000 (60,100, 63,900) 65,000 (63,500, 66,500)
The University of Melbourne 83.1 (82.1, 84.0) 85.5 (84.5, 86.4) 59,500 (58,400, 60,500) 60,000 (59,600, 60,400)
The University of Notre Dame Australia 93.6 (92.3, 94.6) 95.4 (93.9, 96.4) 65,200 (63,700, 66,700) 67,600 (66,800, 68,400)
The University of Queensland 91.6 (90.8, 92.3) 91.7 (90.8, 92.4) 62,600 (61,700, 63,500) 63,400 (62,500, 64,400)
The University of South Australia 93.7 (92.8, 94.5) 95.1 (94.3, 95.7) 62,600 (61,300, 64,000) 64,700 (63,300, 66,100)
The University of Sydney 90.7 (90.0, 91.4) 92.4 (91.8, 92.9) 65,000 (64,600, 65,400) 65,000 (64,500, 65,500)
The University of Western Australia 85.3 (83.6, 86.9) 85.1 (83.5, 86.5) 55,500 (52,800, 58,300) 60,000 (58,600, 61,400)
Torrens University 89.5 (87.9, 90.7) 92.0 (90.6, 93.2) 52,200 (49,600, 54,800) 60,000 (58,300, 61,700)
University of Canberra 94.5 (93.5, 95.3) 95.3 (94.2, 96.1) 66,800 (64,900, 68,600) 68,600 (66,500, 70,700)
University of Divinity 73.8 (65.4, 80.1) 82.5 (74.7, 87.3) n/a n/a
University of New England 90.3 (89.3, 91.1) 91.4 (90.2, 92.3) 70,000 (68,400, 71,600) 72,000 (70,600, 73,400)
University of New South Wales 93.9 (92.9, 94.6) 94.2 (93.3, 95.0) 67,500 (66,400, 68,600) 68,000 (66,700, 69,300)
University of Newcastle 93.5 (92.6, 94.3) 93.5 (92.4, 94.3) 65,200 (64,500, 65,800) 65,700 (64,600, 66,900)
University of Southern Queensland 94.5 (93.6, 95.2) 93.9 (92.8, 94.7) 70,700 (69,800, 71,600) 72,000 (71,000, 73,000)
University of Tasmania 83.4 (82.3, 84.4) 84.9 (83.8, 85.9) 70,300 (68,900, 71,700) 70,000 (68,600, 71,400)
University of Technology Sydney 93.8 (93.0, 94.4) 95.2 (94.5, 95.8) 62,000 (60,800, 63,300) 62,600 (61,800, 63,400)
University of the Sunshine Coast 91.9 (90.6, 92.9) 91.1 (89.7, 92.3) 62,600 (60,400, 64,800) 61,700 (59,100, 64,300)
University of Wollongong 93.4 (92.2, 94.3) 93.6 (92.2, 94.6) 62,600 (60,900, 64,300) 63,400 (62,200, 64,700)
Victoria University 90.9 (89.5, 92.1) 93.3 (92.2, 94.2) 60,100 (56,500, 63,600) 67,400 (65,300, 69,500)
Western Sydney University 91.4 (90.4, 92.2) 91.6 (91.3, 91.7) 63,400 (62,500, 64,400) 64,700 (63,900, 65,500)
All universities 91.6 (91.5, 91.8) 92.1 (92.0, 92.3) 64,700 (64,300, 65,100) 65,000 (64,900, 65,100)
Standard deviation 4.0 3.1 3,900 3,500

2.6.1 NUHEIs
Since the number of students enrolled in individual Non-University Higher Education Institutions (NUHEIs) tends to be much smaller than
at university level, data for individual NUHEIs have been pooled across the 2019, 2020 and 2021 surveys to improve the robustness and
validity of data, as occurs on the ComparED website. Using this three-year aggregation, several NUHEIs have full-time undergraduate
employment rates over 80 per cent, including Marcus Oldham College, 95.5 per cent, Moore Theological College, 91.7 per cent, TAFE
Queensland, 87.0 per cent, Avondale University College, 84.9 per cent, and International College of Hotel Management, 84.0 per cent. The
same caveats about labour market outcomes at institution level apply even more so among NUHEIs which exhibit greater variation in
course offerings by level of education and study area than among universities.
Table 10 shows undergraduate median full-time salaries for NUHEIs. NUHEIs with high median full-time undergraduate salaries include
Tabor College of Higher Education, $65,600, Moore Theological College, $65,400, Marcus Oldham College, $65,100, Avondale University
College, $65,000, and TAFE NSW, $61,200.
Table 10 Undergraduate labour force indicators by NUHEI, 2019-2021
NUHEI Full-time employment (%) Overall employment (%) Labour force participation rate (%) Median full-time salary ($)
Academy of Information Technology 58.8 (53.4, 63.9) 68.2 (63.3, 72.6) 94.8 (92.0, 96.5) 60,000 (57,200, 62,800)
ACAP and NCPS 58.2 (54.2, 62.0) 80.7 (78.1, 82.8) 92.5 (90.8, 93.8) 60,000 (56,000, 64,000)
Adelaide Central School of Art n/a 76.3 (66.9, 82.3) 74.5 (67.9, 78.6) n/a
Adelaide College of Divinity n/a n/a 75.0 (65.8, 80.3) n/a
Alphacrucis College 65.1 (58.9, 70.8) 79.7 (76.2, 82.8) 85.3 (82.4, 87.6) 55,500 (50,900, 60,100)
Australasian College of Health and
n/a n/a n/a n/a
Wellness
Australian Academy of Music and
n/a 74.2 (63.1, 81.4) 96.9 (88.2, 98.2) n/a
Performing Arts
Australian College of Christian Studies n/a n/a n/a n/a
Australian College of Theology Limited 78.4 (72.7, 83.1) 87.2 (84.2, 89.7) 81.4 (78.4, 84.0) 59,700 (55,400, 64,100)
Australian Institute of Business Pty Ltd n/a n/a n/a n/a
Australian Institute of Professional
n/a n/a n/a n/a
Counsellors
Avondale University College 84.9 (80.9, 87.8) 89.7 (86.7, 91.7) 97.4 (95.4, 98.2) 65,000 (63,700, 66,300)
Box Hill Institute 57.6 (50.2, 64.6) 78.8 (73.2, 82.9) 91.1 (87.0, 93.5) 60,900 (53,100, 68,700)

Campion College Australia n/a 84.4 (73.4, 90.0) 82.1 (72.7, 87.2) n/a
Canberra Institute of Technology n/a 88.0 (75.7, 92.9) 96.2 (85.5, 98.1) n/a
Chisholm Institute n/a n/a n/a n/a
Christian Heritage College 72.6 (65.2, 78.6) 83.1 (77.9, 86.7) 88.7 (84.6, 91.3) 60,400 (52,200, 68,600)
Collarts (Australian College of the Arts) 45.9 (39.8, 52.1) 78.1 (73.9, 81.6) 93.1 (90.2, 94.8) 50,000 (45,000, 55,100)
Eastern College Australia n/a 93.9 (84.6, 96.6) 84.6 (75.6, 89.1) n/a
Endeavour College of Natural Health 64.0 (60.0, 67.8) 88.5 (86.7, 90.0) 91.2 (89.7, 92.4) 60,000 (56,200, 63,800)
Engineering Institute of Technology n/a n/a n/a n/a
Excelsia College n/a 73.1 (60.5, 81.3) 100.0 (90.5, 100.0) n/a
Holmes Institute n/a n/a n/a n/a
Holmesglen Institute 65.6 (56.3, 73.5) 84.2 (78.3, 88.2) 92.2 (87.6, 94.7) n/a
Ikon Institute of Australia n/a 74.3 (62.6, 82.5) 85.4 (75.7, 90.6) n/a
International College of Hotel
84.0 (70.9, 90.4) 96.3 (85.8, 98.4) 100.0 (90.6, 100.0) n/a
Management
International College of Management,
73.4 (67.3, 78.5) 85.0 (80.3, 88.5) 96.1 (93.0, 97.6) 52,600 (49,200, 56,000)
Sydney
ISN Psychology Pty Ltd n/a 77.5 (67.4, 84.1) 87.0 (78.7, 91.1) n/a
Jazz Music Institute n/a n/a n/a n/a
Kaplan Business School n/a n/a n/a n/a
Kaplan Higher Education Pty Ltd n/a n/a n/a n/a
LCI Melbourne 51.2 (41.2, 61.1) 74.1 (65.9, 80.0) 91.5 (85.3, 94.1) n/a
Le Cordon Bleu Australia n/a n/a n/a n/a
Macleay College 61.7 (53.9, 68.8) 74.0 (67.5, 79.2) 90.9 (86.2, 93.7) 55,000 (50,300, 59,700)
Marcus Oldham College 95.5 (92.0, 97.2) 98.6 (96.0, 99.3) 97.9 (95.2, 98.9) 65,100 (58,900, 71,400)
Melbourne Institute of Technology n/a n/a 92.0 (79.1, 96.7) n/a
Melbourne Polytechnic 51.7 (42.5, 60.8) 80.5 (73.9, 85.1) 90.6 (85.6, 93.4) n/a
Montessori World Educational Institute
n/a n/a n/a n/a
(Australia)
Moore Theological College 91.7 (86.2, 94.6) 90.6 (86.4, 93.0) 84.2 (80.2, 86.9) 65,400 (58,100, 72,800)

National Art School 36.1 (27.7, 45.6) 72.7 (67.2, 77.2) 77.6 (73.4, 80.9) n/a
Perth Bible College n/a n/a n/a n/a
Photography Studies College
54.5 (42.9, 65.5) 81.3 (72.8, 86.3) 94.1 (87.6, 96.2) n/a
(Melbourne)
SAE Institute 40.0 (37.1, 42.9) 66.1 (63.8, 68.3) 89.3 (87.8, 90.5) 50,000 (48,600, 51,400)
Stott's College n/a n/a
Study Group Australia Pty Limited n/a n/a n/a n/a
Tabor College of Higher Education 59.7 (51.2, 67.4) 82.0 (76.5, 85.9) 92.6 (88.4, 94.7) 65,600 (60,500, 70,700)
TAFE NSW 58.9 (53.4, 64.1) 76.8 (72.6, 80.4) 94.1 (91.4, 95.7) 61,200 (56,800, 65,600)
TAFE Queensland 87.0 (79.0, 91.5) 86.2 (79.2, 90.2) 95.6 (90.3, 97.4) 58,400 (52,400, 64,500)
TAFE South Australia n/a n/a n/a n/a
The Australian College of Physical
65.0 (55.6, 73.1) 89.5 (83.7, 93.0) 94.5 (89.7, 96.7) n/a
Education
The Australian Guild of Music
n/a n/a n/a n/a
Education
The Australian Institute of Music 51.1 (44.9, 57.3) 81.4 (77.4, 84.6) 98.1 (96.1, 98.9) 48,400 (42,000, 54,800)
Think Education 65.8 (61.2, 70.1) 84.2 (81.8, 86.2) 90.5 (88.6, 91.9) 60,000 (54,800, 65,200)
UOW College n/a 56.4 (44.8, 67.2) 78.0 (68.4, 84.8) n/a
UTS College 30.1 (23.6, 37.6) 60.1 (56.3, 63.6) 79.3 (76.6, 81.7) n/a
Whitehouse Institute of Design,
39.3 (26.5, 54.0) 63.2 (50.7, 73.9) 90.5 (80.7, 95.4) n/a
Australia
William Angliss Institute 62.9 (50.7, 73.1) 81.4 (71.4, 87.6) 91.5 (83.4, 95.1) n/a
All NUHEIs 60.7 (NA, NA) 79.2 (NA, NA) 89.5 (NA, NA) 58,400 (57,100, 59,800)
Standard deviation 17.9 10.7 7.4 10,300

3. Skills utilisation
The GOS includes a rich array of information about the nature of graduate employment. This section focuses on some commonly used
measures of skills utilisation or the quality of graduate jobs; the proportion of graduates employed part-time seeking more hours of work,
the proportion of graduates employed in managerial and professional occupations, how well their qualification has prepared them for
their current job and the proportion of graduates stating they believed their current job does not allow them to fully utilise their skills or
education. These provide benchmarks of the underutilisation of skills, and as such, it is important to monitor changes in these measures
over time.
In 2021, the proportion of employed undergraduates seeking more hours of work, that is, underemployed part-time workers, was 19.3 per
cent which is lower than the 21.8 per cent reported in 2020 and more in line with figures of 19.8 per cent in 2019 and 19.2 per cent in 2018.
As seen in Table 11, the main reasons that undergraduates were underemployed part-time workers in 2021 were because there were no
more hours available in their current position, 41.2 per cent, they were studying, 15.8 per cent, because there were no suitable jobs in my
local area, 4.5 per cent, or because there were no jobs with a suitable number of hours, 4.4 per cent.
19.3%
of undergraduates
Table 11 Main reason not working more hours, of undergraduates employed part-time by
preference for more hours, 2021 (%) employed part-time
Seeking more hours Not seeking more hours in 2021 were seeking
Female Male Total Female Male Total
Studying 15.5 16.6 15.8 42.3 54.7 45.2

more hours of work,
Short-term illness or injury 0.5 0.5 0.5 0.1 0.0 0.1 with 41.2% of those
Long-term health condition or disability 0.2 0.0 0.1 1.5 1.0 1.4
respondents citing
Caring for children 3.8 1.1 3.0 9.4 0.9 7.4
Caring for family member with a health condition

there being 'no more
0.1 0.1 0.1 1.1 0.2 0.9
or disability
hours available
Subtotal – Personal factors 20.1 18.3 19.5 54.4 56.8 55.0
No suitable jobs in my area of expertise 10.0 12.5 10.8 0.8 1.2 0.9 in their current
No suitable jobs in my local area 4.4 4.7 4.5 0.4 0.7 0.5 postition'.

Seeking more hours Not seeking more hours
Female Male Total Female Male Total
Considered to be too young by employers 1.2 1.2 1.2 0.0 0.0 0.0
Considered too old by employers 0.9 0.9 0.9 0.1 0.1 0.1
No jobs with a suitable number of hours 4.1 5.2 4.4 0.3 0.4 0.3
No more hours available in current position 42.9 37.5 41.2 2.8 2.0 2.6
Subtotal – Labour market factors 63.4 62.0 63.0 4.4 4.5 4.4
Other 16.5 19.7 17.5 41.2 38.7 40.6
Total underemployed part-time 20.0 18.0 19.3 18.5 11.3 16.1
The proportion of undergraduates working in managerial and professional occupations is one measure of skills utilisation. These
occupations are defined by the ABS as being commensurate with requiring bachelor level or higher qualifications. In 2021, four months
after graduation, 67.8 per cent of undergraduates employed full-time were working in managerial or professional occupations which was
lower than the 69.5 per cent reported in 2020, 69.9 per cent reported in 2019, and 72.1 per cent reported in 2018. Further information
relating to graduate occupations is available from the QILT Website, including Excel tables and a data visualisation workbook.
69.9%
of undergraduates employed
full-time working in managerial or
The proportion of undergraduates in full-time employment who reported that their course had prepared them well or very well for their professional occupations – 2020
current job was lower at 74.4 per cent compared to 78.5 per cent in 2020 and 77.1 per cent in 2019. The proportion for employed graduates
67.8%
showed a similar trend with 65.0 per cent in 2021, which is lower than the 69.2 per cent in 2020 and 68.6 per cent in 2019.
Graduates were also asked to indicate whether they believed they were working in a job that allowed them to fully use their skills or
education. In 2021, 29.3 per cent of undergraduates employed full-time indicated they were working in a job that did not allow them to
fully use their skills or education, up from 28.1 per cent in 2020, 28.3 per cent in 2019, and 27.1 per cent in 2018. One quarter, 25.0 per cent
of undergraduates who reported they were not fully utilising their skills or education in 2021, stated that this was because of personal
factors, whilst around two thirds, 63.1 per cent indicated it was due to labour market factors. More specifically, the main reason reported
of undergraduates employed
by undergraduates for working in a job not fully utilising their skills or education was that they are currently in an entry level job / career
full-time working in managerial or
stepping stone, 26.2 per cent. This was followed by not enough work experience, 12.8 per cent, satisfied with current job, 11.0 per cent, and
professional occupations – 2021
no suitable jobs in my area of expertise, 10.2 per cent. Graduates employed part-time were more likely to state that they did not use their
skills or education in their current job because they were engaging in further study with 22.3 per cent of all employed graduates stating this
reason in comparison with 7.4 per cent of graduates employed full-time.

Table 12 Main reason for working in job in 2021 that does not fully use skills and education, by
employment outcomes (%)
Full-time employment Overall employment Reasons for undergraduates working

in a job that does not fully use skills
Studying 7.4 22.3
and education
26.2%
I'm satisfied with my current job 11.0 7.5
For financial reasons 5.5 3.9
Caring for children or family member 1.0 1.6
Long-term health condition or disability 0 0.1
Subtotal – Personal factors 25.0 35.4 of undergraduates in full-time

No suitable jobs in my area of expertise 10.2 11.4 employment indicated 'Entry level
No suitable jobs in my local area 7.2 7.6
job/career stepping stone' as their
main reason (2021)
22.3%
Considered to be too young by employers 2.0 1.3
Considered to be too old by employers 0.6 0.6
Not enough work experience 12.8 12.5
No jobs with a suitable number of hours 0.8 1.1
Cannot find a job NFI 0.8 1.0

of employed undergraduates
I had to change jobs due to COVID-19 2.5 1.7
indicated 'Studying' as their main
Entry level job/career stepping stone 26.2 16.0 reason (2021)
Subtotal - Labour market factors 63.1 53.3
Other 12.0 11.3
Extent to which skills and education are not fully utilised 29.3 42.3
NB The responses ‘Not enough work experience’, ‘Entry level job/career stepping stone’, ‘Changing jobs/Careers’, ’Do not have permanent
residency’, and ‘For financial reasons’ were added to the pre-coded list of responses displayed in the survey in 2021 resulting in more
respondents choosing these options than in previous surveys. The responses ‘Short-term illness or injury’, ‘Long-term health condition
or disability’, and ‘Caring for family member with a health condition or disability’ were removed from in-survey display resulting in less
respondents choosing these options than in prior years.

4. Further study
In 2021, four months after graduation, 21.1 per cent of undergraduates were engaged in further full-time study. This represents an increase Percentage of graduates in further
from 18.5 per cent in 2020, 18.9 per cent in 2019, and 19.4 per cent in 2018. As noted above, it will be important to monitor the proportion full-time study
21.1%
of undergraduates engaged in further full-time study in the future since previously, further study has been inversely related to economic
and labour market conditions.
Both postgraduate coursework and postgraduate research graduates were much less likely than those who had completed an
undergraduate program to move into further study after completing their qualification, at 7.6 per cent and 6.8 per cent, respectively.
Study areas with the highest proportion of undergraduates proceeding to full-time study in 2021 included Science and mathematics, 41.1
undergraduates (2021)
7.6%
per cent, Psychology, 37.5 per cent, Veterinary science, 30.4 per cent, Humanities, culture and social sciences, 29.4 per cent and Tourism,
hospitality, personal services, sport and recreation, 29.4 per cent. Undergraduates who had completed degrees in study areas with a
strong vocational orientation tended, not surprisingly, to be less likely to proceed on to further full-time study in 2021. These included
Rehabilitation, 2.8 per cent, Nursing, 4.7 per cent, and Teacher education, 8.0 per cent.
Table 13 Undergraduate further full-time study status, by original field of study4, 2020 and 2021 (%)
In full-time study postgraduate coursework
Study area graduates (2021)
2020 2021
6.8%
Science and mathematics 37.3 41.1
Computing and Information Systems 11.3 11.0
Engineering 11.1 14.3
Architecture and built environment 17.2 20.6
Agriculture and environmental studies 15.2 19.7

postgraduate research
graduates (2021)
Health services and support 21.3 23.2
Medicine 24.4 17.1
Nursing 3.1 4.7
Pharmacy 9.6 12.6
4 Where a graduate completes combined degrees across two study areas, their outcomes are included in both study areas. ‘All study areas’ figures
count each graduate once only.

41.1%
In full-time study
Study area
2020 2021
Dentistry 13.4 9.7
Veterinary science 26.8 30.4

the highest proportion of
Rehabilitation 3.1 2.8 undergraduates proceeding to
Teacher education 7.7 8.0 further full-time study
Business and management 10.9 12.5
(Science and mathematics)
Humanities, culture and social sciences 25.1 29.4
Social work 8.9 10.0
Psychology 31.7 37.5
Law and paralegal studies 19.0 22.0
Creative arts 22.5 25.9
2.8%
Communications 13.5 17.4
Tourism, hospitality, personal services, sport and recreation 16.8 29.4
All study areas 18.5 21.1
the lowest proportion of

undergradautes proceeding to
further full-time study
(Rehabilitation)

In 2021, Health was the most popular area for further full-time study following an undergraduate degree, with 31.4 per cent of those In 2021, Health was
proceeding to further study selecting this area, see Table 14. This was followed by Society and culture, 21.4 per cent, Natural and physical
sciences, 10.9 per cent, and Education, 9.1 per cent. These results have remained stable since 2020. the most popular
Table 14 Broad field of education destinations of undergraduates undertaking
area for further full-
further full-time study, 2020 and 2021 (%)
time study following
In full-time study
Field of education
2020 2021
an undergraduate
Natural and physical sciences 11.9 10.9 degree, with 31.4
Information technology 3.0 3.1
per cent of those
Engineering and related technologies 4.1 4.6
Architecture and building 2.5 2.5

proceeding to further
Agriculture, environmental and related studies 1.5 2.0 study selecting this
Health 30.7 31.4
area
Education 9.2 9.1
Management and commerce 6.6 6.4
Society and culture 21.1 21.4
Creative arts 6.8 6.1
Food, hospitality and personal services 0.3 0.3
Mixed field qualification 1.8 1.9
Other 0.7 0.2
All fields 100.0 100.0

5. Satisfaction
77.9%
5.1 Coursework satisfaction
The Course Experience Questionnaire (CEQ), administered since 1993, invites coursework graduates four months after completing their
course to express agreement or disagreement on a five-point scale with statements about various aspects of their course that have been
shown to influence student learning. The statements cover teaching, generic skills and overall satisfaction. The CEQ time series was
collected through the precursor to the GOS, the Australian Graduate Survey (AGS). The change in collection methodology and the way in
which these scores are calculated in the GOS necessitate a break in time series between 2015 and 2016 and should be kept in mind when undergraduate rating for overall
viewing results. satisfaction
79.8%
For the 2021 GOS, at the request of the QILT Working Group, all CEQ statements relating to teaching and generic skills were removed
from the core survey instrument, only the ‘Overall satisfaction’ item from the CEQ was presented to graduates as part of the core survey.
Institutions can include statements relating to teaching and generic skills as institution-specific items. Undergraduates and postgraduate
coursework graduates are invited to respond to the CEQ to express satisfaction with their course.
Over six years of the GOS, undergraduate ratings for overall satisfaction have been broadly steady up until 2020, at 80.6 per cent in 2016 postgraduate coursework graduate
and 80.7 per cent in 2020, as seen in Figure 3. Results for 2021 are lower than all previous years, at 77.9 per cent. A similar pattern of rating for overall satisfaction
results was seen for postgraduate coursework graduates, with overall satisfaction broadly steady up until 2020, at 82.5 per cent in 2016
and 81.7 per cent in 2020. However, levels of overall satisfaction in 2021 are lower than all prior years, at 79.8 per cent, as seen in Figure 3.
Trends in overall satisfaction in the 2021 GOS refer to graduates whose last year of study was in 2020. Not surprisingly, the fall in overall
satisfaction observed in the 2021 GOS corresponds with the fall in student ratings observed in the 2020 Student Experience Survey (SES)
measuring student experience in the 2020 academic year. Nevertheless, it is interesting to note that the falls in overall satisfaction in
the 2021 GOS are of a lesser order of magnitude than the fall in student ratings in the 2020 SES. This might reflect the contemporaneous
nature of the SES whereas the GOS requires graduates to reflect on their experience some period after they have finished their studies. As
in previous years, postgraduate coursework graduates appear to have higher levels of overall satisfaction than undergraduates.

Figure 3 Undergraduate and Postgraduate coursework satisfaction, 2011-2021, % agreement
100.0%
95.0%
90.0%
85.0% 83.5%
83.0% 83.1% 83.2%
82.1% 82.5%
81.9% 81.7% 81.8% 81.7%
83.3% 83.1% 83.4%
82.8%
82.3% 79.8%
80.0%
80.6% 80.7%
79.7% 80.1%
79.4%
77.9%
75.0%
70.0%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Undergraduate Postgraduate coursework
One of the key factors influencing CEQ scores is study area. Table 15 shows overall satisfaction by study area for undergraduates and postgraduate
coursework graduates. In 2021, overall satisfaction among undergraduates ranged from a high of 84.2 per cent in Pharmacy, 83.8 per cent in
Social work, and 83.7 per cent in Humanities, culture and social sciences down to 65.6 per cent in Dentistry, 70.4 per cent in Architecture and built
environment, and 72.3 per cent in Engineering.
For postgraduate coursework graduates, overall satisfaction ranged from a high of 87.8 per cent in Agriculture and environmental studies, 86.0
per cent in Humanities, culture and social sciences, and 84.5 per cent in Health services and support down to 61.7 per cent in Dentistry, 66.1 per
cent in Veterinary science, and 72.8 per cent in Computing and information systems. The variation in satisfaction across study areas for both
undergraduate and postgraduate coursework indicates there is scope for improvement in the interactions between institutions and their students.

Table 15 Overall satisfaction by course level and study area, 2020 and 2021, % agreement Overall satisfaction -
84.2%
Undergraduate Postgraduate coursework Undergraduates
Study area
2020 2021 2020 2021
Science and mathematics 84.1 82.6 79.9 79.4
Computing and information systems 74.2 72.5 75.7 72.8
Engineering 75.3 72.3 76.9 74.6 rating for Pharmacy (2021) -
65.6%
Architecture and built environment 76.2 70.4 77.9 75.7 highest
Agriculture and environmental studies 83.3 81.9 86.7 87.8
Health services and support 82.4 77.8 85.6 84.5
Medicine 80.4 79.6 75.9 73.4
Nursing 79.5 75.9 83.8 80.8

rating for Dentistry (2021) -
Pharmacy 83.7 84.2 83.7 78.7 lowest
Dentistry 77.1 65.6 73.2 61.7
Veterinary science 83.9 78.8 77.7 66.1
Rehabilitation 88.2 82.0 81.9 75.5 Overall satisfaction - Postgraduate
87.8%
coursework graduates
Teacher education 78.3 75.3 82.9 81.3
Business and management 78.6 76.5 82.9 81.3
Humanities, culture and social sciences 86.0 83.7 87.3 86.0
Social work 85.6 83.8 80.8 82.2
Psychology 84.2 81.2 86.2 83.0 rating for Agriculture and

Law and paralegal studies 84.1 79.9 78.0 77.6 environmental studies (2021) -
highest
61.7%
Creative arts 76.2 73.0 77.1 74.4
Communications 80.3 77.4 82.4 80.2
Tourism, hospitality, personal services, sport

82.6 80.3 82.7 82.3
and recreation
All study areas 80.7 77.9 81.7 79.8

rating for Dentistry (2021) -
Standard deviation 3.9 5.0 4.0 6.3
lowest

85.8%
5.2 Postgraduate research satisfaction
The Postgraduate Research Experience Questionnaire (PREQ), administered since 1999, invites postgraduate research graduates four
months after completing their degree to express agreement or disagreement on a five-point scale with statements about various aspects
of their degree. These include overall satisfaction, supervision, intellectual climate, skills development, infrastructure, thesis examination,
goals and expectations and industry and external engagement.
postgraduate research graduates
Overall satisfaction among postgraduate research graduates decreased by one percentage point in 2021, from 85.8 per cent in 2020 to overall satisfaction rating (2020)
84.8 per cent in 2021. Satisfaction with most other aspects of the postgraduate research experience increased in 2021. Postgraduate
84.8%
research graduate’s satisfaction with Supervision increased from 82.3 per cent to 83.1 per cent, satisfaction with Skills Development
increased from 92.5 per cent to 94.5 per cent, satisfaction with Infrastructure increased from 76.8 per cent to 78.8 per cent, satisfaction
with Thesis Examination increased from 81.5 per cent to 82.4 per cent, and satisfaction with Goals and Expectations increased from
91.3 per cent to 93.0 per cent. Some decreases in levels of satisfaction were noted for Intellectual Climate, and Industry and External
Engagement. Satisfaction with the Intellectual Climate decreased from 64.4 per cent to 63.4 per cent, while satisfaction with Industry and
External Engagement decreased from 57.9 per cent to 57.1 per cent. postgraduate research graduates
While overall satisfaction was lower than measured satisfaction with some other aspects of the postgraduate research experience, as overall satisfaction rating (2021)
shown by Figure 4, note the absolute level of satisfaction can be dependent on the number and type of items included in each scale. More
important are trends and changes over time.
The PREQ time series shown in Figure 4 indicates there has been a steady improvement in satisfaction among postgraduate research
graduates over time from 2007 to 2015 as measured by the AGS. The transition to the GOS resulted in a lowering of scores between 2015
and 2016, except for skills development, which showed a slight increase of 0.5 percentage points. Since the change to the GOS, most of the
scale scores have remained relatively stable. Overall satisfaction with the postgraduate research experience has decreased slightly from
85.5 per cent in 2016 to 84.8 per cent in 2021. The largest changes in satisfaction have been recorded in the areas of thesis examination,
rising 4.5 percentage points from 77.9 per cent in 2016 to 82.4 per cent in 2021, and infrastructure, rising 3.2 percentage points from
75.6 per cent to 78.8 per cent over the same period. No areas other than overall satisfaction have experienced a decrease in satisfaction
between 2016 and 2021.

Figure 4 Postgraduate research satisfaction, 2011-2021, % agreement
100.0%
95.0%
90.0% 87.7%
86.2% 86.2% 86.7% 86.8%
85.5% 85.5% 85.8%
84.4% 85.0% 84.8%
85.0%
80.0%
75.0%
70.0%
65.0%
60.0%
55.0%
50.0%
2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021
Overall satisfaction Supervision Intellectual climate

Skills development Infrastructure Thesis examination
Goals and expectations Industry and external engagement

5.3 International benchmarking
International benchmarking of results from the CEQ with a similar survey from overseas shows that, historically, Australian students have
been less satisfied with their higher education experience than their counterparts in the United Kingdom, though the gap had narrowed
up until 2020, as shown in Table 16. However, that trend has been reversed in 2021 as a result of the COVID-19 pandemic with overall
satisfaction in Australia at 77.9 per cent in comparison with 75.4 per cent in the United Kingdom (UK).
It is important to be aware that differences in results across international surveys and across time may stem from methodological
differences and different student populations rather than genuine differences in student experience and satisfaction. The UK’s National
Survey of Student Experience (NSS) is administered among final year students in January to April of each UK academic year. Hence, the full
impact of the COVID-19 pandemic on the UK student experience only became apparent in the 2021 NSS with overall satisfaction declining
by around 8 percentage points. By way of comparison, overall satisfaction in Australia is only measured among graduates four months
after they have completed their course. Hence, as noted above, the COVID-19 experience of Australian graduates whose final year of
study was in 2020 is reflected in the 2021 GOS results. Changes in the student experience during the COVID-19 pandemic, as measured by
contemporaneous instruments in the 2020 SES and 2021 NSS are broadly similar with overall ratings declining by 9 percentage points and
8 percentage points respectively. Repeating the earlier point, the change in Australian undergraduate overall satisfaction of 3 percentage
points in the 2021 GOS appears more muted, measured four months following their final year of study in 2020.
Table 16 Overall satisfaction of undergraduates, UK (NSS)

and Australia (CEQ), 2008–2021, % agreement
CEQ NSS CEQ NSS
2008 82 2015 83.6 86
2009 82 2016 80.6 86
2010 81 82 2017 79.4 84
2011 82 83 2018 79.7 83
2012 83 85 2019 80.1 84
2013 83 85 2020 80.7 83
2014 82.8 86 2021 77.9 75.4

Appendix 1 1.1 Methodological summary
1.1.1 Overview
Methodology The in-scope population consisted of all graduates who completed the requirements of an undergraduate or postgraduate
award at a participating Australian higher education institution between March 2020 and February 2021. This included domestic
and international graduates living outside Australia who studied at an Australian campus. Offshore graduates who studied at a
campus outside Australia were excluded from the core survey.
Table 17 provides a summary of the 2021 GOS. A total of 342,358 graduates from 127 institutions, including all 41 universities
and 86 non-university higher education institutions (NUHEIs), were approached to participate. From a final in-scope sample of
316,610 graduates, responses were received from a total of 127,827 graduates. This represents an overall response rate of 40.4
per cent. The final overall response rate for the 2021 GOS (40.4 per cent) was lower than previous years (42.3 per cent in 2020,
44.2 per cent in 2019, 43.0 per cent in 2018, and 45.0 per cent in 2017). For the QILT suite of surveys, ‘response rate’ is defined as
completed surveys as a proportion of final sample, where final sample excludes unusable sample (e.g. no contact details), out-
of-scope and opted-out. This definition of response rates differs from industry standards by treating certain non-contacts and
refusals as being ineligible for the response rate calculation.
Table 17 2021 GOS operational overview
2020 November5 2021 May 2021 Total collection

Project element
Universities NUHEIs Total Universities NUHEIs Total Universities NUHEIs Total
Number of participating
41 62 103 41 79 120 41 86 127
institutions
Number of graduates
118,646 17,854 136,500 193,551 12,307 205,858 312,197 30,161 342,358
approached
Final 'in-scope' sample 111,044 16,327 127,371 178,088 11,151 189,239 289,132 27,478 316,610
Number of completed
44,664 6,121 50,785 72,366 4,676 77,042 117,030 10,797 127,827
surveys
Overall response rate 40.2% 37.5% 39.9% 40.6% 41.9% 40.7% 40.5% 39.3% 40.4%
Analytic unit Graduate
Mode of data collection Online
NB: In-scope sample excludes any approached graduates who unsubscribed, refused, had unusable contact information or were identified as
out of scope during fieldwork.
5 Includes February supplementary round outcomes

1.1.2 Data collection
The main collection periods were November to December 2020 and May to July 2021, with a smaller collection taking place in February to April
2021. The February collection is undertaken to accommodate institutions with August to October 2020 completions. For reporting purposes, the
November and February collection period outcomes are reported together. The survey was fielded primarily online, in English only.
All completing respondents were entered into a four-week rolling prize draw in each round of the 2021 GOS collection cycle. The prize pool totalled
$27,000 in the November round, $37,000 in the May round, and $6,000 in the February round. The total prize pools for each collection aimed to
reflect the proportion of sample in each round of the collection year.
A broad range of promotional materials were provided to institutions to raise awareness of the GOS and encourage participation amongst the
target population. The contact strategy for the 2021 GOS featured an email invitation to complete the survey, followed by nine reminder emails,
up to two SMS reminders, as well as in field telephone reminder calls. Several institutions also commissioned post-fieldwork telephone reminder
calls to boost participation, which extended data collection for these institutions approximately two weeks post main collection.
Refer to the 2021 GOS Methodological Report for further information on target population definition, sample design and preparation, survey
design and procedures, response maximisation strategies, data preparation processes, final field outcomes and response analysis.
A copy of the generic survey instrument (i.e., excluding any institution specific items) and screenshots of the survey are included in the 2021 GOS
Methodological Report and a summary of items is available in Appendix 3 of this report.
1.2 Response rate by course level
Table 18 provides the final response rate by course level and institution for each round of the 2021 GOS collection cycle. Postgraduate research
graduates had the highest overall response rate of 65.7 per cent, followed by undergraduates with 40.3 per cent and postgraduate coursework
graduates with 38.8 per cent. Some variation by institution type for each course level can be seen, with larger differences noted for postgraduate
coursework and postgraduate research graduates.
Table 18 2021 GOS response rate by course level
2020 November6 2021 May 2021 Total collection

Project element
Universities NUHEIs Total Universities NUHEIs Total Universities NUHEIs Total
Undergraduate 39.1% 36.1% 38.9% 41.1% 40.1% 41.0% 40.4% 38.2% 40.3%
Postgraduate coursework 38.5% 38.2% 38.5% 38.7% 43.7% 39.1% 38.6% 40.0% 38.8%
Postgraduate research 65.3% 40.0% 65.3% 66.2% 86.7% 66.3% 65.6% 75.0% 65.7%

1.3 Response rate by institution
Table 19 and Table 20 show the final response rate by institution for each round of the 2021 GOS collection cycle. There was
a minor variation in response rate by provider type, with an overall response rate of 43.1 per cent for universities and 42.1
per cent for NUHEIs. At an individual institution level within provider type, the response rate ranged from 58.3 per cent to
29.4 per cent for universities, and 100.0 per cent to 8.3 per cent for NUHEIs.
Table 19 2021 GOS university response rates (All study levels)
Institution 2020 November7 2021 May Total collection
Australian Catholic University 48.2 48.9 48.8
Bond University 36.9 38.2 37.3
Central Queensland University 40.4 35.4 37.6
Charles Darwin University 52.5 55.7 54.3
Charles Sturt University 35.6 39.9 37.8
Curtin University 35.9 39.8 38.5
Deakin University 46.0 40.5 43.1
Edith Cowan University 39.8 46.5 43.6
Federation University Australia 40.7 39.6 40.1
Flinders University 41.7 41.5 41.5
Griffith University 34.6 37.1 36.1
James Cook University 46.3 44.1 44.9
La Trobe University 38.6 35.9 36.8
Macquarie University 39.5 44.3 42.2
Monash University 39.1 38.7 38.9
Murdoch University 43.0 45.1 44.4
Queensland University of Technology 42.5 43.2 42.9
RMIT University 35.4 41.6 39.5
Southern Cross University 48.0 43.2 45.9

Swinburne University of Technology 44.4 40.6 42.2
The Australian National University 33.7 35.1 34.4
The University of Adelaide 47.8 47.6 47.7
The University of Melbourne 44.8 42.0 43.0
The University of Notre Dame Australia 44.6 37.1 38.9
The University of Queensland 38.4 37.0 37.6
The University of South Australia 36.8 44.3 42.3
The University of Sydney 36.0 38.1 37.3
The University of Western Australia 36.4 39.2 38.4
Torrens University 42.3 49.0 45.1
University of Canberra 45.8 45.1 45.3
University of Divinity 56.3 58.3 57.8
University of New England 58.4 57.8 58.3
University of New South Wales 28.7 29.9 29.4
University of Newcastle 35.8 39.0 38.3
University of Southern Queensland 54.3 52.2 53.0
University of Tasmania 45.3 42.7 43.6
University of Technology Sydney 36.0 39.4 38.2
University of the Sunshine Coast 52.4 46.1 48.6
University of Wollongong 39.4 33.6 35.2
Victoria University 38.9 41.9 40.7
Western Sydney University 39.5 42.6 41.8
All Universities 39.9 44.4 43.1


Table 20 2021 GOS NUHEI response rates (All study levels)
Academies Australasia Polytechnic Pty Limited 33.8 40.9 34.7
Academy of Information Technology 36.5 46.6 41.7
ACAP and NCPS 49.1 49.1
Adelaide Central School of Art 66.7 66.7
Adelaide College of Divinity 54.5 44.4 50.0
Alphacrucis College 44.9 44.1 44.4
Asia Pacific International College 35.1 23.8 33.1
Australasian College of Health and Wellness 41.7 41.7
Australian Academy of Music and Performing Arts 71.4 50.0 56.5
Australian College of Christian Studies 63.2 63.2
Australian College of Nursing 40.7 41.5 41.1
Australian College of Theology Limited 50.0 55.7 53.0
Australian Institute of Business Pty Ltd 46.9 42.6 45.4
Australian Institute of Higher Education 31.8 56.4 39.4
Australian Institute of Management Education &

50.2 54.3 51.7
Training
Australian Institute of Professional Counsellors 48.5 50.0 48.6
Avondale University College 43.8 49.3 48.9
BBI - The Australian Institute of Theological Education 44.1 44.4 44.2
Box Hill Institute 25.9 48.4 45.1
Campion College Australia 42.1 42.1
Canberra Institute of Technology 61.5 61.5
Chisholm Institute 48.7 48.7
Christian Heritage College 52.5 52.5
CIC Higher Education 44.1 36.7 41.8
Collarts (Australian College of the Arts) 36.5 36.5

Eastern College Australia 50.0 50.0
Elite Education Institute 18.8 33.3 19.6
Endeavour College of Natural Health 45.1 45.1
Engineering Institute of Technology 50.0 73.4 71.3
Excelsia College 64.7 56.9 57.6
Gestalt Therapy Brisbane 65.8 65.8
Governance Institute of Australia 50.0 38.1 40.0
Health Education & Training Institute 50.0 52.7 52.2
The Tax Institute Higher Education 68.8 92.3 79.3
Higher Education Leadership Institute 100.0 100.0
Holmes Institute 34.2 31.7 34.1
Holmesglen Institute 36.1 34.7 35.1
Ikon Institute of Australia 60.6 60.6
Institute of Health & Management Pty Ltd 21.7 49.4 34.2
International College of Hotel Management 45.2 45.2
International College of Management, Sydney 27.7 26.6 27.2
ISN Psychology Pty Ltd 61.5 38.2 44.7
Jazz Music Institute 42.9 42.9
Kaplan Business School 39.9 40.9 40.3
Kaplan Higher Education Pty Ltd 39.8 34.8 37.8
Kent Institute Australia 33.3 33.8 33.5
King's Own Institute 36.4 37.5 36.7
LCI Melbourne 33.3 33.3
Le Cordon Bleu Australia 27.8 24.5 26.2
Leo Cussen Centre for Law 48.6 41.1 43.8
Macleay College 37.0 37.0
Marcus Oldham College 100.0 46.8 47.7

Melbourne Institute of Technology 28.1 33.2 30.2
Melbourne Polytechnic 38.9 40.8 40.0
Montessori World Educational Institute (Australia) 77.8 77.8
Moore Theological College 57.1 57.1
Morling College 48.3 48.3
Nan Tien Institute 54.3 40.0 52.5
National Art School 51.5 51.5
National Institute of Organisation Dynamics Aust 77.8 77.8
Ozford Institute of Higher Education 27.3 18.8 22.2
Perth Bible College 100.0 50.0 61.5
Photography Studies College (Melbourne) 50.0 50.0
Polytechnic Institute Australia Pty Ltd 42.9 58.3 46.8
SAE Institute 43.2 39.8 41.0
SP Jain School of Management 38.1 38.1
Stott's College 33.9 29.3 31.7
Study Group Australia Pty Limited 26.7 25.0 26.1
Tabor College of Higher Education 54.7 54.7
TAFE NSW 30.7 37.3 35.1
TAFE Queensland 45.5 50.0 48.3
TAFE South Australia 26.1 23.8 25.0
The Australian College of Physical Education 26.7 39.1 36.9
The Australian Guild of Music Education 100.0 100.0
The Australian Institute of Music 49.3 49.3
The Cairnmillar Institute 45.5 45.5
The College of Law Limited 32.2 31.3 32.0
The Institute of International Studies (TIIS) 8.3 8.3

The MIECAT Institute 57.1 42.9 45.7
Think Education 57.5 63.2 59.3
UOW College 33.3 30.6 31.1
UTS College 23.7 26.8 25.2
VIT (Victorian Institute of Technology) 75.7 76.5 76.2
Wentworth Institute of Higher Education 56.9 46.6 50.6
Whitehouse Institute of Design, Australia 40.0 40.0
William Angliss Institute 30.9 36.9 33.8
All NUHEIs 41.7 42.3 42.1

NB: A blank cell denotes that the institution did not participate in that GOS collection
1.4 Data representativeness
In terms of Total Survey Error, response rates are less important than the representativeness of the respondent profile. To investigate the
extent to which those who responded to the GOS are representative of the in-scope population, respondent characteristics are presented
alongside population parameters in Table 21 below.
Table 21 2021 GOS population parameters by subgroup and response characteristics
In-scope sample (n) In-scope sample (%) Respondents Respondents (%)
Base9 316,610 100.0 127,827 100.0
Level
Undergraduate 171,414 54.1 69,056 54.0
Postgraduate coursework 136,131 43.0 52,819 41.3
Postgraduate research 9,065 2.9 5,952 4.7
Gender
Male 134,728 42.6 49,706 39.0
Female 181,205 57.4 77,827 61.0
9 Components may not sum to base number, as records with unknown characteristics are not included in the sub-categories.

Combined course of study indicator
Combined/double degree 16,526 5.2 7,272 5.7
Single degree 300,084 94.8 120,555 94.3
Aboriginal and Torres Strait Islander
Indigenous 2,755 0.9 1,301 1.0
Non-Indigenous 313,855 99.1 126,526 99.0
Mode of attendance code
Internal/Multi Mode 264,453 83.6 104,436 81.8
External/Distance 51,698 16.4 23,205 18.2
Type of attendance code
Full-time 224,038 71.0 87,902 69.0
Part-time 91,334 29.0 39,415 31.0
Main language spoken at home
English 233,302 73.7 100,579 78.7
Language other than English 83,308 26.3 27,248 21.3
Citizen/resident indicator
Domestic 202,929 64.1 89,638 70.1
International 113,678 35.9 38,188 29.9
Socio-economic status
High 71,543 36.0 31,385 35.8
Medium 97,801 49.2 43,093 49.2
Low 29,329 14.8 13,092 15.0
Location
Metropolitan 159,796 80.7 69,361 79.4
Regional/remote 38,096 19.3 17,983 20.6

Some groups in the achieved sample are represented broadly in-line with their sample proportion, with socio-economic status, combined
course of study indicator and Aboriginal and Torres Strait Islander status particularly well-matched.
As with prior years, groups with strong representation in the 2021 GOS achieved sample include postgraduate research graduates, females,
external/distance education graduates, those attending part-time, those who mainly speak English at home, domestic residents, and
graduates from regional areas.
Males, those who speak a language other than English at home and international graduates are the most under-represented in the GOS.
Although males are under-represented by 3.6 percentage points compared with females, this is comparable to 2020 and represents
a decrease compared with 2019, 2018, 2017 and 2016. Engagement activities for future collection cycles will aim to further increase
engagement among males through more targeted content and imagery.
International graduates and those who speak a language other than English at home are under-represented by 6.0 and 5.0 percentage
points respectively (down from 8.3 percentage points and 6.4 percentage points in the 2020 GOS). The reduced under-representation of
these groups in 2021 may be attributable, at least in part, to the tailored communications sent as part of an International Engagement
Strategy which aimed to increase response among these groups.
As was the case with the 2020 GOS, the achieved respondent profile in 2021 closely matches the in-scope survey population in terms of
study area, as shown in Table 22 below.
Table 22 2021 GOS population parameters by study area and response characteristics
Science and mathematics 23,476 7.4 11,243 8.8
Computing and Information Systems 26,204 8.3 10,239 8.0
Engineering 20,431 6.5 8,212 6.4
Architecture and built environment 8,779 2.8 3,269 2.6
Agriculture and environmental studies 3,618 1.1 1,840 1.4
Health services and support 18,593 5.9 8,430 6.6
Medicine 5,096 1.6 1,907 1.5
Nursing 25,671 8.1 10,879 8.5
Pharmacy 1,671 0.5 642 0.5
Dentistry 1,005 0.3 364 0.3

Veterinary science 1,073 0.3 504 0.4
Rehabilitation 3,639 1.1 1,386 1.1
Teacher education 22,986 7.3 10,158 7.9
Business and management 83,394 26.3 27,430 21.5
Humanities, culture and social sciences 22,194 7.0 10,682 8.4
Social work 5,796 1.8 2,986 2.3
Psychology 9,279 2.9 4,457 3.5
Law and paralegal studies 16,672 5.3 6,530 5.1
Creative arts 8,684 2.7 3,482 2.7
Communications 7,525 2.4 2,958 2.3
Tourism, hospitality, personal services, sport and

824 0.3 229 0.2
recreation
Total 316,610 100.0 127,827 100.0
Study areas with the strongest representation in the 2021 GOS were Science and mathematics, Humanities, culture and social sciences,
Health services and support, and Teacher education. Business and management continues to be the most under-represented study area,
followed by Computing and information systems, Architecture and built environment, and Law and paralegal studies. Future collections
will consider trialling tailored email content for graduates from these under-performing study areas and seek increased institutional
engagement at the faculty level prior to graduation.
Analysis of the impact of weighting the data to seek to adjust for imbalances in the achieved sample by demographic characteristics and
by study area has consistently shown only relatively small differences between the weighted and unweighted estimates for key measures
at an overall level. For this reason, the GOS data presented in this report is unweighted. For further information, refer to the GOS
Methodological Report published on the QILT website.

Appendix 2 The 2021 GOS uses labour force definitions which conform to the conceptual framework of the standard labour force
statistics model used by the ABS. These are presented in Table 23 below.
Labour market Table 23 2021 GOS population parameters by study area and response characteristics
and graduate Indicator/element Definition
Graduates who were usually or actually in paid employment for one or
satisfaction Employed more hours in the week before the survey (including full-time, part-time or
casual employment)
definitions Employed full-time

Graduates who were usually or actually in paid employment for at least 35
hours per week, in the week before the survey
Graduates who were employed, looking for employment or waiting to start a

Available for employment
job in the week prior to the survey.
Graduates who were employed full-time or looking for full-time

Available for full-time employment
employment in the week prior to the survey.
Graduates who were usually or actually in paid employment for fewer than
Underemployed 35 hours per week, in the week before the survey, and who would prefer to
work a greater number of hours.
Employed graduates (including in full-time, part-time or casual

Overall employment rate
employment), as a proportion of those available for employment.
Graduates employed full-time, as a proportion of those available for full-

Full-time employment rate
time work.
Labour force participation rate Graduates available for employment, as a proportion of all graduates.
Median salary The median annual salary of graduates employed full-time.
Graduates who reported being in full-time study, as a proportion of all

Full-time study rate
graduates.
Undergraduate and Postgraduate

The proportion of graduates who ‘agreed’ or ‘strongly agreed’ that they were
satisfaction – overall satisfaction
satisfied with the overall quality of their course.
indicator

Postgraduate Research graduate
satisfaction, overall satisfaction
indicator as well as scales on
Calculated from multiple survey items, representing the proportion of
intellectual climate, infrastructure,
graduates who gave a positive response to items associated with each
goals and expectations,
scale.
supervision, skills development,
thesis examination and industry
and external engagement
Examples of graduate labour market outcomes

Amy works 37 hours a week. Amy is both available for employment and available for full-time employment, as well as both employed and
employed full-time. Graduate Amy is counted towards the labour force participation rate. Amy’s usual salary is counted towards the median salary
figure.
Bryan works 20 hours a week while also studying full-time and does not want to work additional hours. Bryan is available for employment and
employed but is not available for full-time work or employed full-time. Bryan is counted towards both the full-time study rate, overall employed
and the labour force participation rate. Bryan’s salary is not counted towards the median salary figure. Bryan is not considered “underemployed”.
Crishna works 6 hours a week but would prefer to work 40 hours per week. Crishna is both available for employment and available for full-time
employment. Crishna is employed but not employed full-time and is also underemployed. Graduate Crishna is counted towards the labour force
participation rate. Crishna’s salary is not counted towards the median salary figure.
Dilek is studying full-time and is not working or looking for work. Dilek is not available for employment and therefore is not counted towards the
labour force participation rate. However, Dilek is counted towards the full-time study rate.
Emily is not working and is looking for full-time work. Emily is both available for employment and available for full-time employment. Emily is
counted towards the labour force participation rate. However, Emily is neither employed nor employed full-time, and can also be referred to as
unemployed.

Appendix 3 3.1 Core questionnaire
A summary of all items included in the 2021 GOS core instrument are provided in Table 24 below. A copy of the core survey
GOS instrument (i.e., excluding any institution specific items) and screenshots of the survey are included in the 2021 GOS
Methodological Report.
questionnaire Table 24 Questionnaire item summary

Question ID Question Response scale
Module A: Screening and confirmation
Module B: Labour force
PREWORKED Next we would like to understand what you are currently

doing in terms of work and study. A number of questions
may seem similar, however these items are based on the
Australian Bureau of Statistics (ABS) Labour Force Survey.
Using the ABS approach means the information you
provide is more robust and able to be compared to national
employment statistics.
WORKED Thinking about last week, the week starting <daystart>, 1. Yes
<datestart> and ending last <dayend>, <dateend>.
5. No
6. Permanently unable to
work
7. Permanently not
intending to work
*(DISPLAY IF AGE>64)
Last week, did At any time during the last 4 weeks have you been looking 1. Yes
you do any for full-time work?
5. No
work at all in a
job, business or 6. Permanently not
farm? intending to work
WWOPAY Last week, did you do any work without pay in a family 1. Yes
business?
5. No
6. Permanently not
intending to work
AWAYWORK Did you have a job, business or farm that you were away 1. Yes
from because of holidays, sickness or any other reason?
5. No
6. Permanently not
intending to work
Question ID Item label Response scale
LOOKFTWK At any time during the last 4 weeks have you been looking for full-time work? 1. Yes
5. No
6. Permanently not intending to work
LOOKPTWK Have you been looking for part-time work at any time during the last 4 weeks? 1. Yes
5. No
6. Permanently not intending to work
BEGNLOOK When did you begin looking for work? 1. Enter month <dropdown list>
2. Enter year (NUMERIC RANGE 1960 –
2020)
STARTWK If you had found a job, could you have started last week? 1. Yes
5. No
STARTWKFU Why do you say you couldn't have started last week? 1. Because of the current situation with
COVID-19
5. Some other reason
WAITWORK You mentioned that you didn’t look for work during the last 4 weeks. Was that because you were waiting to start 1. Yes
work you had already obtained? 5. No
MORE1JOB Did you have more than 1 job or business last week? 1. Yes
5. No
INTROSELFEMPii The next few questions are about the job or business in which you usually work the most hours, that is, your
main job.
INTROSELFEMPiii The next few questions are about the job or business in which you usually work the most hours, that is, your
main job.
SELFEMP Did you work for an employer, or in your own business? 1. Employer
2. Own business (go to ACTLHRSM)
3. Other or uncertain
PAYMENT Are you paid a wage or salary, or some other form of payment? 1. Wage or Salary
5. Other or Uncertain

PAYARRNG What are your <working/payment> arrangements? 10. Unpaid voluntary work *(GO TO MODULE
C)
11. Unpaid trainee or work placement *(GO
TO MODULE C)
12. Contractor or Subcontractor
13. Own business or Partnership
14. Commission only
15. Commission with retainer
16. In a family business without pay *(GO TO
MODULE C)
17. Payment in kind
18. Paid by the piece or item produced
19. Wage or salary earner
20. Other (Specify)
ACTLHRSM How many hours did you actually work in your main job last week less time off but counting any extra hours 1. Enter hours (NUMERIC, RANGE 0-168)
worked]?
USLHRSM How many hours do you usually work each week in your main job? 1. Enter hours (NUMERIC, RANGE 0-168)
ACTLHRS How many hours did you actually work in all your jobs last week less time off but counting any extra hours 1. Enter hours (NUMERIC, RANGE 0-168)
worked (or): <in all your jobs>?
USLHRS How many hours do you usually work each week (or): <in all your jobs>? 1. Enter hours (NUMERIC, RANGE 0-168)
PREFMHRS Would you prefer to work more hours than you usually work (or): <in all your jobs>? 1. Yes
5 No
6. Don’t know
PREFHRS How many hours a week would you like to work? 1. Enter hours (NUMERIC, RANGE 0-168,
CAN’T BE LESS THAN USLHRS
AVLMHRS Last week, were you available to work more hours than you usually work? 1. Yes
2. No

RSNOMORE You mentioned that you are not looking to work more hours. What is the main reason you work the number of 1. No suitable job in my local area
hours you are currently working? Please select only one answer.
2. No job with a suitable number of hours
3. No suitable job in my area of expertise
7. Long-term health condition or disability
8. Caring for family member with a health
condition or disability
9. Caring for children
10. Studying
12. I’m satisfied with the number of hours I
work
13. No more hours available in current
position
14. Work has been reduced/shutdown due to
COVID-19
15. Due to contract restrictions
16. Pursuing other interests/commitments
in spare time
11. Other (Please specify)
RSMORE You mentioned that you are looking to work more hours. What is the main reason you work the number of 1. No suitable job in my local area
hours you are currently working? Please select only one answer.
2. No job with a suitable number of hours
3. No suitable job in my area of expertise
4. Considered to be too young by employers
5. Considered to be too old by employers
10. Studying
12. No more hours available in current
position
13. Work has been reduced/shutdown due to
COVID-19
14. Financial reasons
15. Due to visa restrictions/waiting for
permanent residency
OCC What is your occupation in your <main job/job/business>? 1. Enter occupation

DUTIES What are your main tasks and duties? 1. Enter main tasks and duties
INDUSTRY What kind of business or service is carried out by your <employer at the place where you work/business>? 1. Enter business or service
EMPLOYER What is the name of your <employer/business>? 1. Enter employer/business name
SECTOR In what sector are you wholly or mainly employed? 1. Public or government
2. Private
3. Not-for-profit
INAUST Are you working in Australia? 1. Yes

2. No
3. Not sure
EMPSTATE In which state or territory is your <employer/business> currently located? 1. NSW

2. VIC
3. QLD
4. SA
5. WA
6. TAS
7. NT
8. ACT
98. Don’t know
LOCATION And what is the postcode of your <employer/business>? 1. Enter postcode or suburb *PROGRAMMER
NOTE USE POSTCODE LOOKUP LIST
2. Not sure

COUNTRYx In which country is your <employer/business> based? 1. Bangladesh

2. Canada
3. China (excludes SARs and Taiwan)
4. Hong Kong (SAR of China)
5. India
6. Indonesia
7. Malaysia
8. New Zealand
9. Saudi Arabia
10. Singapore
11. South Africa
12. South Korea
13. Sri Lanka
14. Taiwan
15. Thailand
16. United States of America
17. Vietnam
19. Macau (SAR of China)
CURCOUNTRY Do you currently live in Australia or Overseas? 1. Australia

2. Overseas
CURSTATE In which state or territory do you usually live? 1. NSW

2. VIC
3. QLD
4. SA
5. WA
6. TAS
7. NT
8. ACT
98. Don’t know

CURPCODE What is the postcode or suburb where you usually live? 1. <verbatim text box> *PROGRAMMER NOTE
USE POSTCODE LOOKUP LIST
2. Not sure
OSCOUNTRY In which country do you currently live? 1. <Predictive text verbatim text box>
*PROGRAMMER NOTE: USE GO8 COUNTRY
LIST
EMP12 Have you worked <for your employer/in your business> for 12 months or more? 1. Yes, more than 12 months
5. No, less than 12 months
EMPMTHS How many months have you worked <for your employer/in your business>? 1. Enter number of months (NUMERIC,
RANGE 1-12)
EMPYRS How many years have you worked <for your employer/in your business>? 1. Enter number of years (NUMERIC, RANGE
1-49)
FFTJOB Is this your first full-time job? Yes/No
SALARYA In Australian dollars, how much do you usually earn in <IF MORE1JOB=5: this job/IF MORE1JOB=1: all your 1. Amount per hour (Please specify)
jobs>, before tax or anything else is taken out? Please make only one selection. Specify in whole dollars, (NUMERIC, RANGE 1-250)
excluding spaces, commas, dollar sign ($). 2. Amount per day (Please specify)
(NUMERIC, RANGE 1-800)
3. Amount each week (Please specify)
4. Amount each fortnight (Please specify)
5. Amount each month (Please specify)
(NUMERIC, RANGE 1-17,500)
6. Amount each year (Please specify)
(NUMERIC, RANGE 1-250K)
7. No earnings
8. Don’t know

SALARYB Sorry but the salary you entered doesn’t fit within our range. Please select the best option for how much you 1. $1 - $9,999
would usually earn in < IF MORE1JOB=5: this job/ IF MORE1JOB=1: all your jobs>, per annum before tax or 2. $10,000 - $19,999
anything else was taken out?
3. $20,000 - $29,999
4. $30,000 - $39,999
5. $40,000 - $49,999
6. $50,000 - $59,999
7. $60,000 - $79,999
8. $80,000 - $99,999
9. $100,000 - $124,999
10. $125,000 - $149,999
11. $150,000 or more
12. Don't know
SALARYC And in Australian dollars, how much do you usually earn in your main job, before tax or anything else is taken 1. Amount per hour (Please specify)
out? Please make only one selection. (NUMERIC, RANGE 1-250)
2. Amount per day (Please specify)
3. Amount each week (Please specify)
4. Amount each fortnight (Please specify)
5. Amount each month (Please specify)
(NUMERIC, RANGE 1-17,500)
6. Amount each year (Please specify)
(NUMERIC, RANGE 1-250K)
7. No earnings
8. Don’t know
SALARYD Sorry but the salary you entered doesn’t fit within our range. Please select the best option for how much you 1. $1 - $9,999
would usually earn in your main job, per annum before tax or anything else was taken out? 2. $10,000 - $19,999
3. $20,000 - $29,999
4. $30,000 - $39,999
5. $40,000 - $49,999
6. $50,000 - $59,999
7. $60,000 - $79,999
8. $80,000 - $99,999
9. $100,000 - $124,999
10. $125,000 - $149,999
11. $150,000 or more
12. Don't know

SALCONF1 Sorry but the salary you entered for your main job is higher than the salary you entered for all your jobs. Please 1. $1 - $9,999
select the best option for how much you would usually earn in your main job, per annum before tax or anything
2. $10,000 - $19,999
else was taken out?
3. $20,000 - $29,999
4. $30,000 - $39,999
5. $40,000 - $49,999
6. $50,000 - $59,999
7. $60,000 - $79,999
8. $80,000 - $99,999
9. $100,000 - $124,999
10. $125,000 - $149,999
11. $150,000 or more
12. Don't know
SALCONF2 And which of the following would you usually earn in your all your jobs, per annum before tax or anything else 1. $1 - $9,999
was taken out?
2. $10,000 - $19,999
3. $20,000 - $29,999
4. $30,000 - $39,999
5. $40,000 - $49,999
6. $50,000 - $59,999
7. $60,000 - $79,999
8. $80,000 - $99,999
9. $100,000 - $124,999
10. $125,000 - $149,999
11. $150,000 or more
12. Don't know

SALARYOS What is your gross (that is pre-tax) annual salary? You can estimate if necessary. Please select currency 1. "AUD - Australian Dollar"
<Currency drop down list>
2. "BDT - Bangladeshi Taka"
3. "BWP - Botswana Pula"
4. "CNY - Chinese yuan"
5. "EUR - Euro"
6. "GBP - British Pound"
7. "HKD - Hong Kong Dollar"
8. "IDR - Indonesian Rupiah"
9. "INR - Indian Rupee"
10. "KES - Kenyan Shilling"
11. "LKR - Sri Lankan Rupee"
12. "MUR - Mauritian Rupee"
13. "MYR - Malaysian Ringgit"
14. "PKR - Pakistani Rupee"
15. "SGD - Singapore Dollar"
16. "USD - US Dollar"
17. "ZAR - South African Rand"
18. "ZMK - Zambian Kwacha"
19. "ZWD - Zimbabwean Dollar"
20. "NZD - New Zealand Dollar",
21. "CAD - Canadian Dollar",
22. "JPY - Japanese Yen",
23. "KRW - South Korean Won",
24. "VND - Vietnamese Dong",
25. "SEK - Swedish Krona",
26. "THB - Thai Baht"

FINDJOB How did you first find out about this job? 1. University or college careers service
2. Careers fair or information session
3. Other university or college source (such as
faculties or lecturers or student society)
4. Advertisement in a newspaper or other
print media
5. Advertisement on the internet (e.g. Seek,
CareerOne, Ethical Jobs)
6. Via resume posted on the internet
7. Family or friends
8. Approached employer directly
9. Approached by an employer
10. Employment agency
11. Work contacts or networks
12. Social media (e.g. LinkedIn)
17. An employer promotional event
SPOQ The following statements are about your skills, abilities and education. 1. Strongly disagree
Please indicate the extent to which you strongly disagree, disagree, neither disagree nor agree, agree or 2. Disagree
strongly agree with each of these statements. 3. Neither disagree nor agree
(STATEMENTS) 4. Agree
a) My job requires less education than I have 5. Strongly agree
b) I have more job skills than are required for this job
c) Someone with less education than myself could perform well on my job
d) My previous training is being fully utilised on this job
e) I have more knowledge than I need in order to do my job
f) My education level is above the level required to do my job
g) Someone with less work experience than myself could do my job just as well
h) I have more abilities than I need in order to do my job

RSOVRQ Your previous responses indicated that you have more skills or education than are needed to do your current 1. No suitable jobs in my local area
job. What is the main reason you are working in a job that doesn’t use all of your skills or education? Please 2. No jobs with a suitable number of hours
select only one answer.
3. No suitable jobs in my area of expertise
4. Considered to be too young by employers
5. Considered to be too old by employers
10. Studying
12. I’m satisfied with my current job
13. I had to change jobs due to COVID-19
14. Not enough work experience
15. Entry level job/career stepping stone
16. Changing jobs/Careers
17. Do not have permanent residency
18. For financial reasons
Module C: Further study
FURSTUD Are you currently a full-time or part-time student at a TAFE, university or other educational institution? 1. Yes – full-time
2. Yes – part-time
5. No
FURNEW Are you currently studying in a new course after completing your <E308>? 1. Yes
2. No
FURQUAL What is the full title of the qualification you are currently studying? 1. <verbatim text box>
FURFOE What is your major field of education for this qualification? 1. Natural and Physical Sciences
2. Information Technology
3. Engineering and Related Technologies
4. Architecture and Building
5. Agriculture Environmental and Related
Studies
6. Health
7. Education
8. Management and Commerce
9. Society and Culture
10. Creative Arts
11. Food, Hospitality and Personal Services
12. Mixed field qualification

FURLEV What is the level of this qualification? 1. Higher Doctorate

2. Doctorate by Research
3. Doctorate by Coursework
4. Master Degree by Research
5. Master Degree by Coursework
6. Graduate Diploma
7. Graduate Certificate
8. Bachelor (Honours) Degree
9. Bachelor (Pass) Degree
10. Advanced Diploma
11. Associate Degree
12. Diploma
13. Non-award course
14. Bridging and Enabling course
15. Certificate I-IV
FURINST And the institution where you are currently studying? 1. <look up list> USE FURINST LOOKUP LIST
Module D2: OVERALL SATISFACTION/PREQ
CEQ Now a question regarding your <FinalMajor1/FinalMajor2/FinalCourseA> <major/qualification>. 1. Strongly disagree

Please indicate the extent to which you strongly disagree, disagree, neither agree nor disagree, agree or 2. Disagree
strongly agree with the following statement. 3. Neither disagree nor agree
ceq149 Overall, I was satisfied with the quality of this <course> 5. Strongly agree
CEQB Now thinking about your <FinalMajor3/FinalMajor4/FinalCourseB/FinalMajor2> <major/qualification>. 1. Strongly disagree

Please indicate the extent to which you strongly disagree, disagree, neither agree nor disagree, agree or 2. Disagree
strongly agree the following statement. 3. Neither disagree nor agree
ceq249 Overall, I was satisfied with the quality of this <course> 5. Strongly agree

For each of the following skills or attributes, to what extent do you agree or disagree that your <Final Course> • Strongly disagree
from <Institution> prepared you for this job? • Disagree
If the skill is not required in your role, you can answer ‘Not applicable’. • Neither disagree nor agree
Statements • Agree
Foundation skills • Strongly agree
• Oral communication skills • Not applicable
• Written communication skills
• Numeracy skills
• Ability to develop relevant knowledge
• Ability to develop relevant skills
• Ability to solve problems
• Ability to integrate knowledge
• Ability to think independently about problems
Adaptive skills and attributes
• Broad general knowledge
• Ability to develop innovative ideas
• Ability to identify new opportunities
• Ability to adapt knowledge in different contexts
• Ability to apply skills in different contexts
• Capacity to work independently
Teamwork and interpersonal skills
• Working well in a team
• Getting on well with others in the workplace
• Working collaboratively with colleagues to complete tasks
• Understanding of different points of view
• Ability to interact with co-workers from different or multicultural backgrounds
Graduate Attributes CEQ/PREQ
The next series of questions are about your <course >. By <course> we mean the major fields of education or
programs of study that made up your qualification.

Now a series of statements regarding your <FinalMajor1/FinalMajor2/FinalCourseA> <major/qualification>. • Strongly disagree

• The staff put a lot of time into commenting on my work • Disagree
• The teaching staff normally gave me helpful feedback on how I was going • Neither disagree nor agree
• The <course> helped me develop my ability to work as a team member • Agree
• The teaching staff of this <course> motivated me to do my best work • Strongly agree
• The course provided me with a broad overview of my field of knowledge • Not applicable
• The <course> sharpened my analytic skills
• My lecturers were extremely good at explaining things
• The teaching staff worked hard to make their subjects interesting
• The course developed my confidence to investigate new ideas
• The <course> developed my problem-solving skills
• The staff made a real effort to understand difficulties I might be having with my work
• University stimulated my enthusiasm for further learning
• The <course> improved my skills in written communication
• I learned to apply principles from this course to new situations
• I consider what I learned valuable for my future
• As a result of my <course>, I feel confident about tackling unfamiliar problems
• My course helped me to develop the ability to plan my own work
• My university experience encouraged me to value perspectives other than my own
• Overall, I was satisfied with the quality of this <course>
Please tell us about your postgraduate research experience. • Strongly disagree

If you have had more than one supervisor or have studied in more than one department or faculty, please • Disagree
respond to the questions below in relation to your most recent supervision experience, whether by one or more • Neither disagree nor agree
supervisors.
• Agree
Please interpret ‘thesis’ and other research-related terms in the context of your own field of education. • Strongly agree
• Not applicable

PREQ Please tell us about your postgraduate research experience.If you have had more than one supervisor or have 1. Strongly disagree
studied in more than one department or faculty, please respond to the questions below in relation to your 2. Disagree
most recent supervision experience, whether by one or more supervisors.Please interpret ‘thesis’ and other
research-related terms in the context of your own field of education.Please indicate the extent to which you 3. Neither agree nor disagree
strongly disagree, disagree, neither agree nor disagree, agree or strongly agree with each of these statements. 4. Agree
(STATEMENTS)
5. Strongly agree
preq01 Supervision was available when I needed it
preq02 The thesis examination process was fair
preq03 I had access to a suitable working space
preq04 I developed an understanding of the standard of work expected
preq29 I am confident that I can apply my skills outside the university sector
preq05 The department provided opportunities for social contact with other postgraduate students
preq30 I improved my ability to design and implement projects effectively
preq06 My research further developed my problem solving skills
preq07 My supervisor(s) made a real effort to understand difficulties I faced
preq08 I had good access to the technical support I needed
preq09 I was integrated into the department’s community
preq10 I improved my ability to communicate information effectively to diverse audiences
preq11 I understood the required standard for the thesis
preq31 I had opportunities to develop professional connections outside the university sector
preq12 I was able to organise good access to necessary equipment
preq13 My supervisor(s) provided additional information relevant to my topic
preq14 I developed my skills in critical analysis and evaluation
preq15 I was satisfied with the thesis examination process
preq16 The department provided opportunities for me to become involved in the broader research culture
preq17 I was given good guidance in topic selection and refinement
preq18 I had good access to computing facilities and services
preq32 I had opportunity to work on research problems with businesses, governments, communities or
organisations outside the university sector
preq19 I understood the requirements of thesis examination
preq33 I developed my understanding of research integrity (e.g. rigour, ethics, transparency, attributing the
contribution of others)
preq20 I improved my ability to plan and manage my time effectively
preq21 My supervisor(s) provided helpful feedback on my progress
preq22 A good seminar program for postgraduate students was provided
preq23 The research environment in the department or faculty stimulated my work
preq24 I received good guidance in my literature search
preq34 I gained confidence in leading and influencing others
preq25 The examination of my thesis was completed in a reasonable time
preq26 As a result of my research, I feel confident about tackling unfamiliar problems
preq27 There was appropriate financial support for research activities
preq28 Overall, I was satisfied with the quality of my higher degree research experience

INTROB Now, a couple of general questions about your <course>…
BESTASP What were the best aspects of your <course>? Please note, aspects could include things like the course content, 1. <verbatim text box>
teaching or assessments.
IMPROVE What aspects of your <course> were most in need of improvement? Please note, aspects could include things 1. <verbatim text box>
like the course content, teaching or assessments.
Module E: Graduate preparation
FORMREQ Is a <FinalCourseA/FinalCourseB> or similar qualification a formal requirement for you to do your current job? 1. Yes
2. No
QUALIMP To what extent is it important for you to have a <FinalCourseA/FinalCourseB>, to be able to do your job? 1. Not at all important
2. Not that important
3. Fairly important
4. Important
5. Very important
CRSPREP Overall, how well did your <FinalCourseA/FinalCourseB> prepare you for your job? 1. Not at all
2. Not well
3. Well
4. Very well
5. Don’t know / Unsure
BESTPREP What are the main ways that < E306C > prepared you for employment in your organisation? 1. <verbatim text box>
IMPPREP What are the main ways <E306C> could have better prepared you for employment in your organisation? 1. <verbatim text box>
FSBEPREP What are the main ways that < E306C > prepared you for further study? 1. <verbatim text box>
FSIMPREP What are the main ways <E306C> could have better prepared you for further study?
Module F: Additional items
INTLINTROA And now some specifics about your *(IF STUDENTTYPE=1, DISPLAY: <course/program>, IF STUDENTTYPE=2,
DISPLAY: <postgraduate research>.)
OSSTUDY Did you undertake any overseas study during your *(IF STUDENTTYPE=1, DISPLAY: <course>IF 1. Yes
STUDENTTYPE=2, DISPLAY: <postgraduate research> e.g. student exchange or study abroad?)
2. No
3. Not applicable

INTERN Did your <FinalCourseA/FinalCourseB> include an internship component? 1. Yes

2. No
3. Don’t know
INTLEARN Did you participate in other types of work-integrated learning (e.g. placements, practicums, consultancies, 1. Yes
industry research projects) as part of your <FinalCourseA/FinalCourseB>?
2. No
3. Not applicable
TRAINING Did your <FinalCourseA/FinalCourseB> include training in…. 1. Yes

(STATEMENTS) 2. No
Pgreslink101/IPA Intellectual property awareness 3. Don’t know
Pgreslink102/BUSMAN Business management
Pgreslink103/ENTPNR Entrepreneurship
COFUND Was your <FinalCourseA/FinalCourseB> jointly supervised or co-funded by an industry partner? Please select 1/JOINTSUP. Yes it was jointly supervised
all that apply.
2/COFUND. Yes it was co-funded
3/NOJSCF. No *(EXCLUSIVE)
4/DKJSCF. Don’t know *(EXCLUSIVE)
Module G: Contact details
CONTACT In a couple of years’ time, we are undertaking a follow up survey with graduates to see how their career has 1. Yes
developed.
2. No
Do you consent to being invited to participate in this important future research?
For further information on the survey please click here (link to: https://www.qilt.edu.au/qilt-surveys).
ALUMNI Do you consent to your details being passed on to your Alumni services at your institution for them to update 1. Yes
your details?
2. No
EMAIL We would like to make sure all your contact information is up to date. Is the email address below a permanent 1. Permanent email address is as above
email address that we can use in the future?
2. Enter new permanent email address <email
box>
3. Don’t have a permanent email address
4. Do not wish to be re-contacted by email

ADDRESS The postal address we have for you is: 1. Yes

<add1> <add2> <add3> 2. No *(DISPLAY AND EDIT ADDRESS ONE
FIELD AT A TIME WHERE NECESSARY)
<suburb> <state> <pcode>
3. Do not wish to be contacted by post
<country>
Is this correct?
ADDRESS2 We do not have any postal information provided for you. Would you like to update your postal details? 1. Yes
2. No
3. Do not wish to be contacted by post
C4 Would you like to be notified via email when the national data is released on the Quality Indicators for Learning 1. Yes
and Teaching (QILT) website?
2. No
NTFEMAIL What is the best email address to send the notification to? 1. Address as above
2. Enter new email address
CATCH If you would like to provide any additional information relating to your current situation please use the space <Full verbatim>
below.
BRIDGE1 For the next part of the study we would like to hear from your work supervisor about their perceptions of your
institution and higher education broadly through the Employer Satisfaction Survey (ESS).
Without your supervisor’s input, results from this survey will be less useful to policy makers. The government
uses input from graduates and employers to understand how well higher education institutions are preparing
graduates for the workforce.
Please click next to continue.
END *(DISPLAY IF ONLINE) Thank you for your responses. Please click ‘Submit’ to finalise your survey.
*(IF CATI) Thank you for your feedback, which will remain confidential. It plays a significant role in enhancing
Australian higher education. If you would like further information, I can give you the details of some websites if
you like:
www.gos.edu.au
www.srcentre.com.au/gos
Just in case you missed it, my name is <NAME> from the Social Research Centre and this survey is being
conducted on behalf of The Australian Government Department of Education and Training.

3.2 Additional items
A total of 18 institutions (15 universities and 3 NUHEIs) included institution specific items in the 2021 GOS. Institution specific items
can be the same or a variation on questions included in prior rounds of GOS, or new questions entirely. Some of the content covered by
institution specific items included questions relating to the net promoter score, work preparedness, further study plans, time spent in
internships, volunteering and other co-curricular activities, and likelihood of recommending the course or institution to others. These
institution-specific items were presented to graduates after the core instrument. A statement (The following items have been included
by <E306CTXT> to gather feedback from recent graduates on issues important to their institution) was added before the items to further
emphasise a clear distinction between the core instrument and any additional items.
The CEQ (excluding from overall satisfaction) and the Graduate Attributes Scale (GAS) became institution opt-in from the 2021 GOS. A
total of 68 institutions (31 universities and 37 NUHEIs) included the CEQ, and 67 institutions (33 universities and 34 NUHEIs) included the
GAS.
Stakeholders including the Australian Association of Graduate Employers (AAGE), Australian Collaborative Education Network Limited
(ACEN), and Optometry Council of Australia and New Zealand (OCANZ) included items in the 2020 GOS. Content covered by the
stakeholder items included employment pathways, work integrated learning and preparedness of optometry graduates. Institutions were
invited to participate in these items, where applicable, by each of the relevant stakeholders.

Appendix 4 The 90 per cent confidence intervals presented in this report were calculated using the Finite Population Correction
(FPC) to account for the relatively large size of the sample relative to the in-scope population. The FPC is generally used
Construction
when the sampling fraction exceeds 5 per cent.
Because percentage agreement scores are reported for the 2021 GOS, the formula for the confidence interval of a
of confidence proportion is used. The Agresti-Coull method is used as it performs well with both small and large counts, consistently
producing intervals that are more likely to contain the true value of the proportion in comparison to the previous Wald
intervals
method.
Where is the adjusted estimated proportion of satisfied responses, N is the size of the population in the relevant
subgroup, n is the number of valid responses in the relevant subgroup, n1 is the number of positive responses in the
relevant subgroup, 1.645 is the standard normal value for 90 per cent confidence and FPC is the Finite Population
Correction term.
The 90 per cent confidence interval of each estimated proportion is then calculated as the adjusted proportion plus or
minus its 90 per confidence interval bound.
Figure 5 Formula for a 90 per cent confidence interval using the Agresti-Coull method with FPC

Appendix 5 Study areas for the QILT surveys, including the GOS, are defined in accordance with the ABS Australian Standard
Classification of Education (ASCED). The QILT website, and this report generally use 21 aggregated study areas as the basis
Study area
of analysis. Targets for data collection are based on 45 study areas. Concordance between these study areas and ASCED
fields are listed below in Table 25. Details of the fields of education are available from the ABS website.
concordance
Table 25 Study area concordance
Study area (21) Study area (45) FIeld of education
0 Non-award 0 Non-award 000000
1 Science and 1 Natural & physical 010000, 010300, 010301, 010303, 010500, 010501, 010503,
mathematics sciences 010599, 010700, 010701, 010703, 010705, 010707, 010709,
010711, 010713, 010799, 019900, 019999
2 Mathematics 010100, 010101, 010103, 010199
3 Biological sciences 010900, 010901, 010903, 010905, 010907, 010909, 010911,

010913, 010915, 010999
4 Medical science 019901, 019903, 019905, 019907, 019909

& technology
2 Computing 5 Computing & 020000, 020100, 020101, 020103, 020105, 020107, 020109,
& Information information systems 020111, 020113, 020115, 020117, 020119, 020199, 020300,
Systems 020301, 020303, 020305, 020307, 020399, 029900, 029901,
029999
3 Engineering 6 Engineering – other 030000, 030100, 030101, 030103, 030105, 030107, 030109,
030111, 030113, 030115, 030117, 030199, 030500, 030501,
030503, 030505, 030507, 030509, 030511, 030513, 030515,
030599, 031100, 031101, 031103, 031199, 031700, 031701,
031703, 031705, 031799, 039900, 039901, 039903, 039905,
039907, 039909, 039999
7 Engineering – process 030300, 030301, 030303, 030305, 030307, 030399

& resources
8 Engineering – 030700, 030701, 030703, 030705, 030707, 030709, 030711,

mechanical 030713, 030715, 030717, 030799
9 Engineering – civil 030900, 030901, 030903, 030905, 030907, 030909, 030911,

030913, 030999
10 Engineering – 031300, 031301, 031303, 031305, 031307, 031309, 031311,

electrical & electronic 031313, 031315, 031317, 031399
11 Engineering – 031500, 031501, 031503, 031505, 031507, 031599

aerospace

Study area (21) Study area (45) ASCED field of education
4 Architecture and built 12 Architecture & urban 040000, 040100, 040101, 040103, 040105, 040107, 040199
environment environments
13 Building & construction 040300, 040301, 040303, 040305, 040307, 040309, 040311, 040313, 040315, 040317, 040319, 040321, 040323,
040325, 040327, 040329, 040399
5 Agriculture and 14 Agriculture & forestry 050000, 050100, 050300, 050500, 050700, 059900
environmental studies
15 Environmental studies 050900
6 Health services 16 Health services 060000, 060900, 060901, 060903, 060999, 061500, 061501, 061700, 061705, 061707, 061709, 061711, 061713,
and support & support 061799, 061900, 061901, 061903, 061905, 061999, 069900, 069901, 069903, 069905, 069907, 069999
17 Public health 061300, 061301, 061303, 061305, 061307, 061309, 061311, 061399
7 Medicine 18 Medicine 060100, 060101, 060103, 060105, 060107, 060109, 060111, 060113, 060115, 060117, 060119, 060199
8 Nursing 19 Nursing 060300, 060301, 060303, 060305, 060307, 060309, 060311, 060313, 060315, 060399
9 Pharmacy 20 Pharmacy 060500, 060501
10 Dentistry 21 Dentistry 060700, 060701, 060703, 060705, 060799
11 Veterinary science 22 Veterinary science 061100, 061101, 061103, 061199
12 Rehabilitation 23 Physiotherapy 061701
24 Occupational therapy 061703
13 Teacher education 25 Teacher education – 070000, 070100, 070107, 070109, 070111, 070113, 070115, 070117, 070199, 070300, 070301, 070303, 079900, 079999
other
26 Teacher education – 070101

early childhood
27 Teacher education – 070103, 070105

primary & secondary
14 Business and 28 Accounting 080100, 080101

management
29 Business management 080300, 080301, 080303, 080305, 080307, 080309, 080311, 080313, 080315, 080317, 080319, 080321, 080323,
080399
30 Sales & marketing 080500, 080501, 080503, 080505, 080507, 080509, 080599
31 Management & 080000, 080900, 080901, 080903, 080905, 080999, 089900, 089901, 089903, 089999
commerce – other
32 Banking & finance 081100, 081101, 081103, 081105, 081199

Study area (21) Study area (45) ASCED field of education
40 Economics 091900, 091901, 091903
15 Humanities, culture 33 Political science 090100, 090101, 090103

and social sciences
34 Humanities inc history 090000, 090300, 090301, 090303, 090305, 090307, 090309, 090311, 090313, 090399, 091300, 091301, 091303,
& geography 091700, 091701, 091703, 099900, 099901, 099903, 099905, 099999
35 Language & literature 091500, 091501, 091503, 091505, 091507, 091509, 091511, 091513, 091515, 091517, 091519, 091521, 091523, 091599
16 Social work 36 Social work 090500, 090501, 090503, 090505, 090507, 090509, 090511, 090513, 090515, 090599
17 Psychology 37 Psychology 090700, 090701, 090799
18 Law and paralegal 38 Law 090900, 090901, 090903, 090905, 090907, 090909, 090911, 090913, 090999
studies
39 Justice studies 091100, 091101, 091103, 091105, 091199

& policing
19 Creative arts 42 Art & design 100000, 100300, 100301, 100303, 100305, 100307, 100309, 100399, 100500, 100501, 100503, 100505, 100599,
109900, 109999
43 Music & performing arts 100100, 100101, 100103, 100105, 100199
20 Communications 44 Communication, media 100700, 100701, 100703, 100705, 100707, 100799

& journalism
21 Tourism, hospitality, 41 Sport & recreation 092100, 092101, 092103, 092199

personal services,
sport and recreation
45 Tourism, hospitality 1101000, 110300, 120100, 120300, 120500, 129999

& personal services

Appendix 6 This report is accompanied by additional benchmarking tables and figures which may be used alongside this report and data visualisation to
support institutional benchmarking and analysis.Listed below are tables and figures related to specific concepts relevant to the GOS, as well
Additional
as a listing of tables that can be used to explore additional themes related to the GOS.
6.1 GOS results

tables and 6.1.1 Labour force outcomes
figures This group of tables and figures includes labour force outcomes, including full-time and overall employment rates, labour force participation
rate and median salary for graduates. Labour force outcomes can be viewed at the course level, by provider type, institution, gender, and
study area.
Table 26 Tables and figures associated with labour force outcomes
Report table Sheet name Table title
Table 02/Table OVERALL_ALL_ALL_2Y Graduate employment and study outcomes, by study level, 2020 and 2021
03
Table 06 EMP_UG_ALL_2Y_AREA Undergraduate employment outcomes by study area, 2020 and 2021 (%)
EMP_PGC_ALL_2Y_AREA Postgraduate coursework employment outcomes by study area, 2020 and 2021 (%)
EMP_PGR_ALL_2Y_AREA Postgraduate research employment outcomes by study area, 2020 and 2021 (%)
EMP_UG_ALL_2Y Undergraduate employment outcomes, 2020 and 2021 (%)
EMP_PG_ALL_2Y Postgraduate employment outcomes, 2020 and 2021
Table 05 EMP_UG_ALL_2Y_DG Undergraduate employment outcomes by demographic group, 2020 and 2021 (%)
EMP_PGC_ALL_2Y_DG Postgraduate coursework employment outcomes by demographic group, 2020 and 2021
(%)
EMP_PGR_ALL_2Y_DG Postgraduate research employment outcomes by demographic group, 2020 and 2021
(%)
EMP_UG_ALL_1Y_ Labour market outcomes of undergraduate graduates, by full-time study status, 2021
FURSTUD
EMP_PG_ALL_1Y_ Labour market outcomes of postgraduate graduates, by full-time study status, 2021
FURSTUD
EMP_UG_ALL_2Y_ Undergraduate employment outcomes by 45 study areas, 2020 and 2021 (%)
AREA45
EMP_PGC_ALL_2Y_ Postgraduate coursework employment outcomes by 45 study areas, 2020 and 2021 (%)
AREA45

EMP_PGR_ALL_2Y_ Postgraduate research employment outcomes by 45 study areas, 2020 and 2021 (%)
AREA45
EMP_UG_UNI_2Y_AREA Undergraduate employment outcomes by study area, universities only, 2020 and 2021
EMP_UG_NUHEI_2Y_ Undergraduate employment outcomes by study area, NUHEIs only, 2020 and 2021
AREA
EMP_UG_UNI_2Y_DG Undergraduate employment outcomes by demographic group, universities only, 2020

and 2021 (%)
EMP_UG_NUHEI_2Y_DG Undergraduate employment outcomes by demographic group, NUHEIs only, 2020 and
2021 (%)
EMP_UG_ALL_3Y_ Undergraduate employment rates by survey round, 2019-2021 (%)

PERIOD
Table 01/Figure EMP_PGC_ALL_3Y_ Postgraduate coursework employment rates by survey round, 2019-2021 (%)
01 PERIOD
EMP_PGR_ALL_3Y_ Postgraduate research employment rates by survey round, 2019-2021 (%)

PERIOD
Table 04/Table SAL_UG_ALL_2Y_AREA_ Undergraduate median full-time salaries by study area and gender, 2020 and 2021 ($)
07 SEX
SAL_PGC_ALL_2Y_ Postgraduate coursework median full-time salaries by study area and gender, 2020 and
AREA_SEX 2021 ($)
SAL_PGR_ALL_2Y_ Postgraduate research median full-time salaries by study area and gender, 2020 and
AREA_SEX 2021 ($)
SAL_UG_ALL_2Y_DG Undergraduate median full-time salaries by demographic group, 2020 and 2021 ($)
SAL_PGC_ALL_2Y_DG Postgraduate coursework median full-time salaries by demographic group, 2020 and
2021 ($)
SAL_PGR_ALL_2Y_DG Postgraduate research median full-time salaries by demographic group, 2020 and 2021
($)
SAL_UG_ALL_2Y_ Undergraduate median full-time salaries by 45 study areas and gender, 2020 and 2021
AREA45_SEX ($)
SAL_PGC_ALL_2Y_ Postgraduate coursework median full-time salaries by 45 study areas and gender, 2020
AREA45_SEX and 2021 ($)

SAL_PGR_ALL_2Y_ Postgraduate research median full-time salaries by 45 study areas and gender, 2020
AREA45_SEX and 2021 ($)
Table 08/Table LF_UG_UNI_1Y Labour force indicators 2021, undergraduates (universities only)
09
LF_UG_UNI_3Y Labour force indicators 2019-2021, undergraduates (universities only)
LF_PGC_UNI_1Y Labour force indicators 2021, postgraduate coursework (universities only)
LF_PGC_UNI_3Y Labour force indicators 2019-2021, postgraduate coursework (universities only)
LF_PGR_UNI_3Y Labour force indicators 2019-2021, postgraduate research (universities only)
Table 10 LF_UG_NUHEI_3Y Labour force indicators 2019-2021, undergraduates (NUHEIs only)
LF_PGC_NUHEI_3Y Labour force indicators 2019-2021, postgraduate coursework (NUHEIs only)
LF_UG_UNI_2Y Undergraduate labour force indicators, universities only, 2020 and 2021
LF_UG_NUHEI_2Y Undergraduate labour force indicators, NUHEIs only, 2020 and 2021
PREFMHRS_UG_ALL_1Y_ Proportion of employed undergraduates seeking or not seeking more hours, by gender,
E315 2021 (%)
PREFMHRS_PGC_ Proportion of employed postgraduates (coursework) seeking or not seeking more hours,
ALL_1Y_E315 by gender, 2021 (%)
PREFMHRS_PGR_ Proportion of employed postgraduates (research) seeking or not seeking more hours, by
ALL_1Y_E315 gender, 2021 (%)
PARTEMP_UG_ALL_1Y_ Undergraduate Part-time employment, by study area and gender, as a proportion of all
AREA_SEX employed graduates, 2021 (%)
FTE_UG_UNI_1Y_FIG Undergraduate full-time employment rate by university, 2021 (%)
FTE_UG_UNI_3Y_FIG Undergraduate full-time employment rate by university, 2019-2021 (%)
SAL_UG_UNI_1Y_FIG Undergraduate median full-time salaries by university, 2021 ($)
SAL_UG_UNI_3Y_FIG Undergraduate median full-time salaries by university, 2019-2021 ($)
FTE_UG_NUHEI_3Y_FIG Undergraduate full-time employment rate by NUHEI, 2019-2021 (%)
SAL_UG_NUHEI_3Y_FIG Undergraduate median full-time salaries by NUHEI, 2019-2021 ($)
FTE_PGC_UNI_1Y_FIG Postgraduate coursework full-time employment rate by university, 2021 (%)
FTE_PGC_UNI_3Y_FIG Postgraduate coursework full-time employment rate by university, 2019-2021 (%)
FTE_PGC_NUHEI_3Y_FIG Postgraduate coursework full-time employment rate by NUHEI, 2019-2021 (%)
SAL_PGC_UNI_1Y_FIG Postgraduate coursework median full-time salaries by university, 2021 ($)

SAL_PGC_UNI_3Y_FIG Postgraduate coursework median full-time salaries by university, 2019-2021 ($)
SAL_PGC_NUHEI_1Y_FIG Postgraduate coursework median full-time salaries by NUHEI, 2019-2021 ($)
FTE_PGR_UNI_3Y_FIG Postgraduate research full-time employment rate by university, 2019-2021 (%)
SAL_PGR_UNI_3Y_FIG Postgraduate research median full-time salaries by university, 2019-2021 ($)
6.1.2 Hours worked
This group of tables explores the median hours actually worked in the week prior to completing the survey of graduates in the short-term, approximately four to six months
after completing their course.
Table 27 Tables associated with median usual hours and median actual hours worked
HOURS_UG_ALL_3Y Average hours worked per week for employed undergraduates by full-time/part-time
status, 2019-2021
HOURS_PGC_ALL_3Y Average hours worked per week for employed postgraduates (coursework) by full-time/
part-time status, 2019-2021
HOURS_PGR_ALL_3Y Average hours worked per week for employed postgraduates (research) by full-time/part-
time status, 2019-2021
Figure 02 HOURS_UG_ALL_3Y_PERIOD Average hours worked per week for employed undergraduates by full-time/part-time
status and survey round, 2019-2021
HOURS_PGC_ALL_3Y_PERIOD Average hours worked per week for employed postgraduates (coursework) by full-time/
part-time status and survey round, 2019-2021
HOURS_PGR_ALL_3Y_PERIOD Average hours worked per week for employed postgraduates (research) by full-time/part-
time status and survey round, 2019-2021
6.1.3 Away from work

This group of tables presents the proportion of employed graduates who were away from work in the week prior to completing the survey. Reasons for being away from
work include for holidays, sickness or any other reason, such as being stood down due to the impact of COVID-19.
Table 28 Tables associated with the percentage of employed graduates away from work
AWAYWORK_UG_ALL_3Y Proportion of employed undergraduates who were away from work by full-time/part-time
status, 2019-2021 (%)

AWAYWORK_PGC_ALL_3Y Proportion of employed postgraduates (coursework) who were away from work by full-
time/part-time status, 2019-2021 (%)
AWAYWORK_PGR_ALL_3Y Proportion of employed postgraduates (research) who were away from work by full-time/
part-time status, 2019-2021 (%)
AWAYWORK_UG_ALL_3Y_ Proportion of employed undergraduates who were away from work by full-time/part-time
PERIOD status and survey round, 2019-2021 (%)
AWAYWORK_PGC_ALL_3Y_ Proportion of employed postgraduates (coursework) who were away from work by full-
PERIOD time/part-time status and survey round, 2019-2021 (%)
AWAYWORK_PGR_ALL_3Y_ Proportion of employed postgraduates (research) who were away from work by full-time/
PERIOD part-time status and survey round, 2019-2021 (%)
6.1.4 Graduate occupations

This group of tables presents the proportion of employed graduates and graduates employed full-time in different occupations. These occupations are coded from graduate
description of their job and job role to a detailed ANZCO code. The results are presented here at the top ANZCO levels. In general, a managerial or professional occupation
is considered an appropriate employment outcome after completing a higher education level qualification and a useful proxy for the “relevance” of graduates’ employment
outcomes to their qualification.
Table 29 Tables associated with occupation types of employed graduates

OCC_UG_ALL_1Y_EMPTYPE Undergraduate occupation level, by employment type, 2021 (%)
OCC_PG_ALL_1Y_EMPTYPE Postgraduate occupation level, by employment type, 2021 (%)
OCC_UG_ALL_1Y_AREA45 Undergraduate occupation level, total employed, by 45 study areas, 2021 (%)
OCC_UG_UNI_1Y_EMPTYPE Undergraduate occupation level, by employment type, universities only, 2021 (%)
OCC_UG_NUHEI_1Y_EMPTYPE Undergraduate occupation level, by employment type, NUHEIs only, 2021 (%)
OCC_UG_UNI_1Y_AREA Undergraduate occupation level, total employed, by study area, universities only, 2021 (%)
BROADOCC_UG_ALL_1Y_ Undergraduate occupation level, total employed, by study area, 2021 (%)
EMPTYPE

6.1.5 Importance of qualification
This group of tables presents information on the extent to which graduates consider that it was important for them to have their specific or similar qualification, to be able to do
their job.
Table 30 Tables associated with the extent to which graduates considered their qualification important
QUALIMP_UG_ALL_1Y Importance of qualification for undergraduates’ current employment, 2021 (%)
QUALIMP_PG_ALL_1Y Importance of qualification for postgraduates’ current employment, 2021 (%)
6.1.6 Extent to which qualification prepared graduates

This group of tables present information on how well the qualification prepared graduates for their current job. Institutions also receive qualitative data in comment fields related
to what the institution did well and what graduates considered could have been done better to prepare them for their current employment.
Table 31 Tables associated with the extent to which the qualification prepared graduates for their current job
CRSPREP_UG_ALL_1Y Extent to which qualification prepared undergraduate level graduates for employment, 2021
(%)
CRSPREP_PG_ALL_1Y Extent to which qualification prepared postgraduate level graduates for employment, 2021
(%)
6.1.7 Skills utilisation

This group of tables present data exploring underutilisation of skills among graduates four to six months after completion of their course, and reasons for not working more hours.
Results can be viewed by preference for more hours, gender, and study area.
Table 32 Tables associated with reasons for underutilisation of skills and education
Table 11 RSNOMORE_UG_ALL_1Y_ Main reason not working more hours, of undergraduates employed part-time, by preference
E315 for more hours and gender, 2021 (%)
RSNOMORE_PGC_ALL_1Y_ Main reason not working more hours, of postgraduates (coursework) employed part-time, by
E315 preference for more hours and gender, 2021 (%)
RSNOMORE_PGR_ALL_1Y_ Main reason not working more hours, of postgraduates (research) employed part-time, by
E315 preference for more hours and gender, 2021 (%)
Table 12 RSOVRQ_UG_ALL_1Y Main reason for working in job in 2021 that doesn’t fully use skills and education, 2021 (%)

RSOVRQ_PGC_ALL_1Y Main reason for working in job in 2021 that doesn’t fully use skills and education,
postgraduate coursework level graduates, 2021 (%)
RSOVRQ_PGR_ALL_1Y Main reason for working in job in 2021 that doesn’t fully use skills and education,
postgraduate research level graduates, 2021 (%)
RSOVRQ_UG_ALL_1Y_AREA Undergraduate level graduates reporting occupation does not fully use skills and education,
and main reason being no suitable jobs in my area of expertise, by study area, 2021 (%)
RSOVRQ_PGC_ALL_1Y_AREA Postgraduate coursework level graduates reporting occupation does not fully use skills and
education, and main reason being no suitable jobs in my area of expertise, by study area,
2021 (%)
RSOVRQ_PGR_ALL_1Y_AREA Postgraduate research level graduates reporting occupation does not fully use skills and
education, and main reason being no suitable jobs in my area of expertise, by study area,
2021 (%)
SPOQSCL_UG_ALL_1Y Undergraduate level graduates reporting occupation does not fully use skills or education,
2021 (%)
SPOQSCL_PG_ALL_1Y Postgraduate level graduates reporting occupation does not fully use skills or education,
2021 (%)
6.1.8 Further study
This group of tables present the proportion of graduates engaged in further full-time study four to six months after completing their course.
Table 33 Tables associated with graduates undertaking further full-time study
Table 13 FURSTUD_UG_ALL_1Y_ Undergraduate graduates in further full-time study, by original field of study (%)
AREA
FURSTUD_PGC_ALL_1Y_ Postgraduate coursework graduates in further full-time study, by original field of study (%)
AREA
FURSTUD_PGR_ALL_1Y_ Postgraduate research graduates in further full-time study, by original field of study (%)
AREA
Table 14 FURSTUD_UG_ALL_1Y_FOE Study area of undergraduate graduates in further full-time study (%)
FURSTUD_PGC_ALL_1Y_FOE Study area of postgraduate coursework graduates in further full-time study (%)
FURSTUD_PGR_ALL_1Y_FOE Study area of postgraduate research graduates in further full-time study (%)

FURSTUD_UG_ALL_1Y_DG Further full-time study status for initial undergraduates, by demographic profile (%)
FURSTUD_PG_ALL_1Y_DG Graduates in further full-time study, by initial postgraduate study level, by demographic
profile, 2021 (%)
6.1.9 Satisfaction
This group of tables present level of graduate satisfaction with their course. Results can be viewed by study level, institution type and
demographic group.
Table 34 Tables associated with graduate satisfaction

Figure 03/ SAT_UG_ALL_2Y Satisfaction of undergraduate level graduates, 2020 and 2021 (% agreement)
Table 16
Figure 03 SAT_PGC_ALL_2Y Satisfaction of postgraduate coursework level graduates, 2020 and 2021 (% agreement)
Figure 04 SAT_PGR_ALL_2Y Satisfaction of postgraduate research level graduates, 2020 and 2021 (% agreement)
Table 15 SAT_UG_ALL_2Y_AREA Satisfaction of undergraduate level graduates, by study area, 2020 and 2021 (% agreement)
Table 15 SAT_PGC_ALL_2Y_AREA Satisfaction of postgraduate coursework level graduates, by study area, 2020 and 2021 (%
agreement)
SAT_PGR_ALL_2Y_AREA Satisfaction of postgraduate research level graduates, by study area, 2020 and 2021 (%
agreement)
SAT_UG_ALL_1Y_DG Satisfaction of undergraduate level graduates, by demographic group, 2021 (% agreement)
SAT_PGC_ALL_1Y_DG Satisfaction of postgraduate coursework level graduates, by demographic group, 2021 (%

agreement)
SAT_PGR_ALL_1Y_DG Satisfaction of postgraduate research level graduates, by demographic group, 2021 (%

agreement)
SAT_UG_UNI_2Y_AREA Satisfaction of undergraduate level graduates, by study area, 2020 and 2021 (% agreement)
(Unis only)
SAT_UG_NUHEI_2Y_AREA Satisfaction of undergraduate level graduates, by study area, 2020 and 2021 (% agreement)
(NUHEIs only)

6.2 Methodological tables
This group of tables relate to the operational and methodological aspects of the GOS including response rates, response characteristics
such as student demographics and study area, as well as representativeness of the respondents as compared to the sample population.
For more detailed discussion and analysis of methodology including the sampling design and approach, data collection and processing,
data quality, response characteristics, approach to weighting and precision please refer to the 2021 GOS Methodological Report, which is
available on the QILT website.
Table 35 Tables associated with key project elements and response rates by institution
Table 17 SUMMARY_ALL_ALL_1Y GOS 2021 Collection Summary
SUMMARY_ALL_ALL_1Y_1P GOS 2020 Collection Summary
SUMMARY_ALL_ALL_1Y_2P GOS 2019 Collection summary
SUMMARY_ALL_ALL_1Y_3P GOS 2018 Collection summary
Table 19 RR_ALL_UNI_1Y GOS 2021 response rates by institution (universities only), Nov 2020, Feb 2021 and May 2021
collections
Table 20 RR_ALL_NUHEI_1Y GOS 2021 response rates by institution (NUHEIs only), Nov 2020, Feb 2021 and May 2021
collections
Table 18 RR_UG_ALL_1Y_INST_ GOS 2021 undergraduate response rates by institution type, November/Feb 2020/2021 and
PERIOD May 2021 collections
Table 18 RR_PGC_ALL_1Y_INST_ GOS 2021 postgraduate (coursework) response rates by institution type, No-vember/Feb
PERIOD 2020/2021 and May 2021 collections
Table 18 RR_PGR_ALL_1Y_INST_ GOS 2021 postgraduate (research) re-sponse rates by institution type, Novem-ber/Feb
PERIOD 2020/2021 and May 2021 collec-tions
Table 36 Tables associated with response characteristics and representativeness

Table 21 RR_ALL_ALL_1Y_TYPE GOS 2021 sample and response charac-teristics, by respondent type
Table 22 RR_ALL_ALL_1Y_AREA GOS 2021 sample and response charac-teristics, by study area

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short-term graduate

2021 Graduate Outcomes

2021 GOS National Report i

List of tables iii

2. Labour market outcomes 2

Appendix 2 Labour market and graduate satisfaction definitions 43

Appendix 3 GOS questionnaire 45

Appendix 4 Construction of confidence intervals 65

Appendix 5 Study area concordance 66

Appendix 6 Additional tables and figures 69

2021 GOS National Report ii

2021 GOS National Report iii

2021 GOS National Report iv

2021 GOS National Report 1

2021 GOS National Report 2

2021 GOS National Report 3

2019 2020 2021

2021 GOS National Report 4

2021 GOS National Report 5

Undergraduate Postgraduate coursework Postgraduate research

2021 GOS National Report 6

2021 GOS National Report 7

2.4 Demographic group

2021 GOS National Report 8

Labour force participation rate Median salary, employed full-

2021 GOS National Report 9

Labour force participation

2021 GOS National Report 10

2021 GOS National Report 11

Male Female Total

Standard deviation ($) 8,300 10,400 7,400 9,300 7,800 10,300

2021 GOS National Report 13

2021 GOS National Report 14

2021 GOS National Report 15

2021 GOS National Report 16

Table 10 Undergraduate labour force indicators by NUHEI, 2019-2021

2021 GOS National Report 17

2021 GOS National Report 18

2021 GOS National Report 19

Studying 15.5 16.6 15.8 42.3 54.7 45.2

Caring for family member with a health condition

2021 GOS National Report 20

Female Male Total Female Male Total

Other 16.5 19.7 17.5 41.2 38.7 40.6

Total underemployed part-time 20.0 18.0 19.3 18.5 11.3 16.1

2021 GOS National Report 21

Full-time employment Overall employment Reasons for undergraduates working

For financial reasons 5.5 3.9

Caring for children or family member 1.0 1.6

Long-term health condition or disability 0 0.1

Subtotal – Personal factors 25.0 35.4 of undergraduates in full-time

Considered to be too old by employers 0.6 0.6

Not enough work experience 12.8 12.5

No jobs with a suitable number of hours 0.8 1.1

Cannot find a job NFI 0.8 1.0

Other 12.0 11.3

2021 GOS National Report 22

Computing and Information Systems 11.3 11.0

Engineering 11.1 14.3

Architecture and built environment 17.2 20.6