short-term graduate
outcomes in australia
November 2020

2020 Graduate Outcomes
SurveyAcknowledgements
The QILT survey program, including the 2020 Graduate Outcomes Survey (GOS), is funded by the Australian Government Department of
Education, Skills and Employment. Without the active support of Dr Andrew Taylor, Phil Aungles, Dr Sam Pietsch, Gabrielle Hodgson, Dr
Michael Gao, Wayne Shippley 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 2020.
We are also very grateful to the graduates who took the time to provide valuable feedback about their employment, further study andexperience with their course.
The 2020 GOS was led by Graham Challice and the project team consisted of Shane Compton, Lisa Bolton, Natasha Vickers, James
Morrison, Cynthia Kim, Alistair Wilcox, Paddy Tobias, Joe Feng, Dean Pennay, Shane Smith, Benjamin Desta, Bobby Hoque and Amida
Cumming.
For more information on the conduct and results of the QILT survey program see the Quality Indicators for Learning and Teaching (QILT)
website. The QILT team can be contacted by email at qilt@srcentre.com.au.

2020 GOS National ReportiContents
AcknowledgementsiContents

ii

List of tables and figuresiii

Introduction

1

Labour market outcomes2

Institutions

12

Skills utilisation

24

Further study

26

Satisfaction

28

Appendix 1 Survey methodology

36

Appendix 2 Labour market and graduate satisfaction
definitions
46
Appendix 3 2020 GOS item summary

48

Appendix 4 Study area concordance

61

Appendix 5 Additional tables

64

2020 GOS National ReportiiList of tables and figures
Table 1 Undergraduate employment rates, by survey round, GOS
2019 and GOS 2020 (%)
2
Table 2 Graduate employment and study outcomes, by study level,
2019 and 2020
6
Table 3 Undergraduate employment outcomes, by study area, 2019and 2020(%)
9Table 4 Undergraduate median full-time salaries, by study area,
2019 and 2020
11
Table 5 Undergraduate full-time employment rate and median fulltime salary by university, 2019 and 2020 (%)
13
Table 6 Undergraduate overall employment rate and labour force
participation by university, 2019 and 2020 (%)
15
Table 7 Undergraduate labour force indicators , 2018-2020 (NUHEIs
only)		21Table 8 Main reason not working more hours, of undergraduates
employed part-time, by preference for more hours, 2020 (%)
		
24
Table 9 Main reason for working in job in 2020 that doesn’t fully use
skills and education, 2020 (%)
25
Table 10 Undergraduate further full-time study status in 2020, by
original field of study (%)
27
Table 11 Study area of undergraduates in further full-time study in2020 (%)
28
Table 12 Undergraduate satisfaction (% agreement)

29

Table 13 Postgraduate coursework satisfaction (% agreement)		
29

Figure 1 Average hours worked per week for employed undergraduates, by
full-time/part-time status and by survey round, GOS 2019 and GOS 2020
		
3
Figure 2 Proportion of employed undergraduates who were away fromwork, by full-time/part-time status and by survey round, GOS 2019 and
GOS 2020 (%)
4
Figure 3 Full-time and overall employment rates, by study level, 2009–2020 (%)
7
Figure 4 Median salaries by gender and level of study, 2009-2020 ($)
		
8Figure 5 Undergraduate full-time employment rate by university, 2020(%)		
17
Figure 6 Undergraduate median full-time salaries by university, 2020 ($)
		
18
Figure 7 Undergraduate full-time employment rate by NUHEI, 2018-2020(%)		
19
Figure 8 Undergraduate median full-time salaries by NUHEI, 2018-2020(%)		
20
Figure 9 Undergraduate satisfaction 2010–2020 (% agreement)		
31
Figure 10 Postgraduate coursework satisfaction, 2010–2020 (%agreement)
31
Figure 11 PREQ 2007-2020 (% agreement)

32

Figure 12 Overall satisfaction of undergraduates, UK (NSS) and Australia(CEQ), 2008–2020 (% agreement)
33

Table 14 Postgraduate research satisfaction (% agreement)		
		
30
Table 15 Undergraduate satisfaction by study area, 2019 and 2020(% agreement)
35
2020 GOS National Reportiii

Introduction
This National Report focuses on the main indicators over time as outlined on the QILT website such as Labour Market Outcomes (rates
of full-time employment, overall employment, labour force participation and median full-time salaries), Further Study Outcomesand 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, foundation, collaborative andadaptive graduate attributes 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. In thepast, tracking labour market outcomes of international graduates has proved more difficult, though from the 2021 Graduate Outcomes
Survey it is proposed to engage in more intensive efforts in this area. Reporting of graduate satisfaction focuses on all graduates, both
domestic and international graduates combined.
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 ofinterest 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, and 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 intime series from the previous AGS and this is represented in time series charts and tables in this report. More information can be found in
the 2016 GOS Methodological Report. This break is represented as a break in the line on time series charts in this report.
The 2020 GOS was primarily conducted as a national online survey among 112 higher education institutions including all 41 (Table 6)
universities and 71 (Table 7) Non-University Higher Education Institutions (NUHEIs). A total of 131,780 valid survey responses werecollected across all study levels, representing a response rate of 42.3 per cent, which is a slight decrease from 44.2 per cent, achieved in
2019.
The following report provides high level results from the GOS 2020. Further detail is available from https://www.qilt.edu.au/about-thissite/graduate-employment

2020 GOS National Report1Labour market outcomes
The impact of the COVID-19 pandemic
The COVID-19 has had a major impact on the Australian labour market, including graduate employment outcomes. As could be expected,
graduate employment rates have declined between 2019 and 2020. The full-time undergraduate employment rate, for example, fell from72.2 per cent to 68.7 per cent, the second lowest result ever since the 68.1 per cent reported in 2014.
However, measuring the impact of the pandemic is complicated by the structure of the GOS, which is administered across three periods
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.
Since economic and social restrictions imposed in response to COVID-19 were introduced in Australia progressively from late January 2020,
they would be expected to affect graduate outcomes in the May 2020 results but would not be reflected in the earlier November 2019 andFebruary 2020 data.
Undergraduate results from each of the 2020 GOS survey rounds are shown in Table 1. Survey results from a particular round are bestcompared with the equivalent round in other survey years, since results by round are not adjusted for seasonal effects.
A downturn in graduate labour market outcomes was already evident in the November round of the GOS, with full-time employment
falling from 71.0 per cent in November 2019 to 68.0 per cent in November 2020. This fall of three percentage points was nearly as large as
the fall of 3.7 percentage points between May 2019 and May 2020 (from 72.7 per cent to 69.0 per cent).
Table 1 Undergraduate employment rates, by survey round, GOS 2019 and GOS 2020 (%)
GOS 2019

GOS 2020

NovemberFebruary

May

Total

NovemberFebruary

May

Total

Full-time employment

71.0

70.2

72.7

72.2

68.0

69.7

69.0

68.7

Overall employment

85.9

83.2

87.2

86.8

84.8

81.2

85.4

85.1

Graduate
employment rates
have declined
between 2019 and
2020.

72.2%
68.7%
undergraduates in full-time
employment (2019)

undergraduates in full-time
employment (2020)

Results by survey round therefore suggest a weakening of the labour market for recent graduates which predates, but was then worsenedby, the onset of the COVID-19 pandemic. This is consistent with results from the ABS Labour Force Survey which show that that thenational unemployment rate reached a low point of 5.0 per cent in late 2018 and early 2019 before increasing to 5.3 per cent in October
2019 and then 7.1 per cent in May 2019 (seasonally adjusted). Therefore, in interpreting results in the remainder of this report which are
not disaggregated by survey round, it should be borne in mind that the downturn in graduate outcomes is likely the result of both the
pandemic and general labour market conditions.

2020 GOS National Report2The COVID-19 restrictions have had an impact on graduate employment outcomes beyond the headline employment rates. The GOS
follows ABS Labour Force Survey concepts and definitions in measuring graduate employment outcomes. This means graduates are
considered employed if they work at least one hour in the survey reference week, or usually work one hour per week. Graduates are
considered to be employed full-time if they actually work 35 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.
The average number of actual hours worked by graduates dipped markedly in the May 2020 round of the GOS. As shown in Figure 1, hours
worked by employed undergraduates declined only slightly between November 2018 and November 2019 and were essentially stablebetween the February 2019 and February 2020 rounds of the survey. Between May 2019 and May 2020, however, there was a substantial
fall in average hours worked per week from 32.2 hours to 28.4 hours.
The reduction in working hours was particularly pronounced for graduates working on a part-time basis. For these graduates, average
hours worked per week fell 22 per cent between May 2019 and May 2020 (from 18.9 hours to 14.7 hours), while for graduates working fulltime the reduction was 6 per cent (from 41.1 hours to 38.5 hours).
Figure 1 Average hours worked per week for employed undergraduates, by full-time/part-timestatus and by survey round, GOS 2019 and GOS 2020

2020 GOS National Report

Following theimplementationof COVID-19
restrictions, theaverage number ofactual hours worked
by graduates, dippedmarkedly in the May
2020 round of the
GOS.

3Another item in the GOS that reflects the impact of pandemic restrictions is the proportion of graduates reporting they have been awayfrom work for any reason, which includes people temporarily stood down due to COVID-19. These graduates, who could potentially havebeen in receipt of payments under the JobKeeper program, form part of the employed population in accordance with standard ABS Labour
Force Survey concepts used in the GOS.
As with hours worked, there were no substantial changes in the proportion of employed undergraduates who were away from work
between the November rounds of the 2019 and 2020 GOS, or the February rounds of the respective surveys. In the May 2020 round,however, there was a sharp increase in the proportion away from work to 13.0 per cent compared with 2.4 per cent in May 2019.
Again, the impact of the pandemic was far greater on graduates working part-time. Although the proportion of full-time employees who
were away from work more than trebled between May 2019 and May 2020 (increasing from 1.4 per cent to 4.7 per cent), the proportion ofpart-time employees who were away from work increased six-fold (from 4.0 per cent to 24.3 per cent).
Figure 2 Proportion of employed undergraduates who were away from work, by full-time/part-timestatus and by survey round, GOS 2019 and GOS 2020 (%)

2020 GOS National Report

24.3%

proportion of undergraduates
employed part-time who wereaway from work, May 2020

4.7%

proportion of undergraduates
employed full-time who wereaway from work, May 2020

4

The greater impact of the pandemic restrictions on graduates working part-time is likely due to the nature of the industries and workplacesin which they are employed. Graduates employed on a part-time basis are more likely to be employed in non-professional occupations suchas Sales, Community and personal services and Clerical and administration occupations. They are therefore more likely to be employed inindustries requiring face to face interaction, for example Arts and recreation services, Accommodation and food services, Administrativeand support services and Retail trade, which have more often been required to cut back their operations. In contrast, graduates employedfull-time are more likely to be employed in professional occupations which can often be undertaken via remote working arrangements
or which have continued in person in industries such as Health care and social assistance, Professional, scientific and technical services,
Education and training, Public administration and safety and Financial and insurance services.

Study level
In general, younger and less experienced persons fare worse in a downturn, as shown in recent months by ABS Labour Force Surveys andhas occurred in previous recessions. The 2020 Graduate Outcomes Survey confirms these findings, as shown by Table 2. For example, thefull-time employment rate among postgraduate coursework graduates fell from 86.8 per cent in 2019 to 85.6 per cent in 2020, a declineof 1.2 percentage points. There was a broadly similar fall in the full-time employment rate among postgraduate research graduatesfrom 81.1 per cent in 2019 to 80.1 per cent in 2020, a decline of 1.0 percentage points. This compares with the much sharper decline in
the undergraduate full-time employment rate of 3.5 percentage points. Similarly, the overall employment rate fell more sharply among
undergraduates by 1.7 percentage points in comparison with falls of 1.1 percentage points among postgraduate coursework graduatesand 0.7 percentage points among postgraduate research graduates. When there are fewer job opportunities available, persons become
discouraged from seeking work and this is shown by the reduction in the labour force participation rate among undergraduates falling from
92.4 per cent in 2019 to 91.4 per cent in 2020, a fall of 1.0 percentage points. There was a smaller fall in the labour force participation rate
among postgraduate coursework graduates of 0.8 percentage points while it actually rose slightly among postgraduate research graduatesby 0.4 percentage points.

68.7%
85.6%
undergraduates in full-time
employment (2020)

postgraduate coursework
graduates in full-time
employment (2020)

80.1%

postgraduate research graduates
in full-time employment (2020)

Reporting of graduate salaries in the 2020 GOS includes all graduates employed full-time. The GOS asks graduates about their‘usual’ salary level so it is likely COVID-19 will have less impact on the reporting of graduate salaries, at least in the short-term. The
median undergraduate salary level increased from $62,600 in 2019 to $64,700 in 2020, an increase of $2,100 or 3.2 per cent. Female
undergraduates continue to earn less than male undergraduates in 2020, $63,400 compared with $65,000 respectively, a difference of$1,600. This equates to a gender pay gap of 2.5 per cent, decreasing from 4.9 per cent in 2019.
Higher level qualifications generally lead to improved salary outcomes in addition to improved employment outcomes. The median salaryof undergraduates employed full-time in 2020 was $64,700 per year while for postgraduate coursework graduates it was $87,400 and forpostgraduate research graduates it was $93,000, as shown in Table 2. The median undergraduate salary increased by $2,100 or 3.2 per centin 2020, while the postgraduate coursework salary increased by $2,100 or 2.4 per cent and postgraduate research increased by $3,000 or
3.2 per cent. 18.5 per cent of undergraduates proceeded to further study immediately following completion of their degree in 2020, very

2020 GOS National Report5slightly down from 18.9 per cent in 2019. This result is perhaps a little surprising since in the past graduates have been more inclined toundertake further study when there were fewer job opportunities available. This may be the result of COVID-19 restrictions being in place
for a relatively short period of time when the survey was undertaken and it may take time for graduates to adjust their behaviour. It will be
important to monitor the propensity to engage in further study should the downturn in economic and labour market conditions persist.

Median salary employed full-time –undergraduates (2020)

Table 2 Graduate employment and study outcomes, by study level, 2019 and 2020
Type of Study

Undergraduate

Postgraduate
coursework

Postgraduate research

Year

2019

2020

2019

2020

2019

2020

In full-time employment (as a proportion of

72.2

68.7

86.8

85.6

81.1

80.1

Overall employed (as a proportion of thoseavailable for any work) (%)

86.8

85.1

92.7

91.6

90.7

90.0

Labour force participation rate (%)

92.4

91.4

96.3

95.5

93.9

94.3

Median salary, employed full-time ($)

62,60064,70085,30087,40090,00093,000

18.9

18.5

6.0

6.7

5.8

7.1

those available for full-time work) (%)

In full-time study (%)

Time Series
As noted above, the undergraduate full-time employment rate of 68.7 per cent in 2020 is the second lowest ever with the low point of
68.1 per cent being reported in 2014, as shown by Figure 3. The overall employment rate of 85.1 per cent is the lowest on record with theprevious lowest figure being 85.9 per cent during the last recession in 1992. The postgraduate coursework full-time employment rateof 85.6 per cent is the lowest reported since the 85.1 per cent reported in 2016. Similarly, the postgraduate research graduate full-time
employment rate of 80.1 per cent is the lowest reported since the 80.1 per cent reported in 2016.

2020 GOS National Report

64.7k
87.4k

Median salary employed fulltime – postgraduate coursework
graduates (2020)

93.0k

Median salary employed full-time– postgraduate research graduates(2020)

6

Figure 3 Full-time and overall employment rates, by study level, 2009–2020 (%)

Over the longer term the gender gap in graduate salaries has tended to decline over time though change has been slow and the gender gap
remains, as shown by Figure 4. In 2009, female undergraduates earned $47,000, which was $3,000 or 6.0 per cent lower than their malecounterparts. As noted above, in 2020, the gender gap in undergraduate median salaries had fallen to $1,600 or 2.5 per cent. 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 gap of $12,500 or 13.0 per cent in 2020. 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 $2,000 or 2.1 per cent in 2019. However, it increased to $3,100 or 3.3 percent in 2020, Note, there are a much smaller number of survey responses for postgraduate research graduates and hence there tends to be
more variation in the data at this level of study.

2020 GOS National Report7Figure 4 Median salaries by gender and level of study, 2009-2020($)

Study area
The 2020 GOS shows graduates from more vocationally oriented study areas tend to have greater success in the labour market
immediately upon graduation. For example, the undergraduate full-time employment rate among Pharmacy graduates actually improvedby 0.7 percentage points from 95.7 per cent in 2019 to 96.4 per cent in 2020, as shown by Table 3. The full-time employment rate among
Teacher education undergraduates only slightly dipped from 80.8 per cent in 2019 to 80.6 per cent in 2020.
The 2020 GOS confirms findings from the recent ABS Labour Force Surveys that workers in service type activities like the events andentertainment industries have been most impacted by the COVID-19 restrictions. For example, the largest falls in undergraduate full-time
employment by study area have been in Communications, down from 60.1 per cent in 2019 to 52.8 per cent in 2020, a fall of 7.3 percentage
points, Creative arts down 7.1 percentage points, Architecture and built environment, down 6.8 percentage points and Dentistry, down 6.2
percentage points.

2020 GOS National Report8

Table 3 Undergraduate employment outcomes, by study area, 2019 and 20201(%)
Full-time
employment
2019

Full-time
employment
2020

Overall
employment
2019

Overall
employment
2020

Labour force
participation
rate 2019

Labour force
participation
rate 2020

Science andmathematics

63.4

59.1

82.4

81.7

84.1

84.3

Computing andinformation
systems

75.9

72.1

82.9

81.3

94.7

93.8

Engineering

84.8

83.0

88.4

87.6

95.3

95.3

Architecture andbuilt environment

74.5

67.7

86.3

82.3

93.9

93.5

Agriculture andenvironmental
studies

72.6

67.4

89.1

84.4

92.7

93.6

Health services andsupport

70.5

67.2

89.9

87.6

92.9

92.9

Medicine

91.1

86.7

91.9

90.8

88.3

88.9

Nursing

76.3

72.7

90.4

89.2

97.3

96.2

Pharmacy

95.7

96.4

97.5

95.8

98.5

96.3

Dentistry

86.2

80.0

93.7

90.6

94.7

90.4

Veterinary science

81.9

78.2

91.6

89.9

84.9

88.1

Rehabilitation

92.4

87.3

96.2

94.4

98.7

97.9

Teacher education

80.8

80.6

92.7

90.9

95.3

94.4

Business andmanagement

76.6

74.3

88.0

86.4

96.6

95.3

Humanities, culture
and social sciences

64.3

60.9

83.9

83.4

90.0

88.6

Social work

70.2

67.2

84.8

85.0

95.3

94.3

Psychology

63.4

61.4

86.3

84.4

88.7

88.1

Law and paralegal
studies

77.3

75.7

86.5

85.7

94.8

94.4

Study area

96.4%
full-time employment rate ofPharmacy undergraduates highest (2020)

45.8%

full-time employment rate ofCreative arts undergraduates lowest (2020)

1 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.

2020 GOS National Report9Full-time
employment
2019

Full-time
employment
2020

Overall
employment
2019

Overall
employment
2020

Labour force
participation
rate 2019

Labour force
participation
rate 2020

Creative arts

52.9

45.8

81.8

78.7

90.7

87.7

Communications

60.1

52.8

82.8

79.2

90.0

87.3

Tourism,
hospitality, personal
services, sport andrecreation

56.4

52.4

83.4

82.4

96.5

91.3

All study areas*

72.2

68.7

86.8

85.1

92.4

91.4

Standard deviation(percentage points
(pp))

11.8

12.8

4.6

4.7

4.1

3.7

Study area

Median undergraduate full-time salaries in 2020 ranged between study areas from a high of $84,000 down to $49,600, with astandard deviation of $7,800, as shown by Table 4. The areas with the highest graduate salaries were Dentistry at $84,000, Medicine$75,000, Social work $70,000, Teacher education $70,000, and Engineering $69,500. The study areas with the lowest full-time medianundergraduate salaries were Pharmacy at $49,600, Creative arts $52,000, Tourism, hospitality, personal services, sport and recreation,$53,500 and Communication, $55,600. The variation in salary between study areas was higher for male graduates, with a standard
deviation of $8,300 compared to $7,400 for female graduates.
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 Dentistry with a gap of $10,700, Law and paralegal studies $4,900, Business and management $3,400,
Humanities, culture and social sciences $3,100, and Science and Mathematics $2,800. Social Work and Engineering were the exceptions
where female undergraduate median salaries are higher than or equal to their male counterparts. This demonstrates that beyond subject
choice, the gender gap in median graduate salaries persists due to a range of other factors such as occupation, age, experience, personal
factors and possible inequalities within workplaces.

2020 GOS National Report10Table 4 Undergraduate median full-time salaries, by study area, 2019 and 20202
Male ($) 2019

Male ($) 2020

Female ($)
2019

Female ($)
2020

Total ($) 2019

Total ($) 2020

Science andmathematics

63,40065,40059,90062,60060,00064,000Computing andInformation
Systems

64,60065,20063,00065,00064,00065,000Engineering

67,80069,40067,00070,00067,50069,500Architecture andbuilt environment

65,00065,00055,00062,60060,30064,700Agriculture andenvironmental
studies

60,50062,30056,20060,10060,00061,500

Health services andsupport

65,10066,00062,60065,00063,00065,100

Medicine

73,40075,30073,00074,00073,10075,000Nursing

63,00065,40062,60064,20062,60064,200

Pharmacy

48,00049,60048,00049,60048,00049,600Dentistry

88,50090,00084,00079,30088,20084,000n/an/a

55,00057,50055,00057,800Rehabilitation

65,00065,00064,70065,00064,70065,000Teacher education

68,60070,00067,80069,90068,00070,000Business andmanagement

60,00062,50057,60059,10059,50060,000

Humanities, culture
and social sciences

63,00065,00060,00061,90061,00062,600Social work

66,70068,00067,60070,00067,60070,000Psychology

64,70065,00060,00062,80061,30063,000Law and paralegal
studies

67,60068,90061,30064,00063,20065,000Study area

Veterinary science

84.0k

Median undergraduate salary,
Dentistry– highest

49.6k

Median undergraduate salary,
Pharmacy– lowest

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

2020 GOS National Report11Male ($) 2019

Male ($) 2020

Female ($)
2019

Female ($)
2020

Total ($) 2019

Total ($) 2020

Creative arts

54,80052,20050,00051,60052,00052,000Communications

52,80057,40054,80055,30054,30055,600n/an/a49,300n/a

50,00053,500All study areas*

64,70065,00061,50063,40062,60064,700Standard deviation
($)

8,400

8,300

8,400

7,400

8,600

7,800

Study area

Tourism,
hospitality, personal
services, sport andrecreation

Institutions
Universities
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 andregional labour markets, may also impact on employment and salary 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 small, the confidence intervals may overlap for survey estimates from one year to the next, broadly indicating the change inlabour market outcomes may not be statistically significant.
Most universities experienced falls in undergraduate full-time employment in line with the overall decline in labour market conditionsin 2020, as shown by Table 5. However, there were only three universities that experienced an increase in their undergraduate full-time
employment rate between 2019 and 2020 and these were all regional universities. They were the University of Southern Queensland
where the undergraduate full-time employment rate increased from 76.1 per cent to 78.9 per cent, an increase of 2.8 percentage points,
the University of New England, up from 78.2 per cent to 80.6 per cent, an increase of 2.4 percentage points and Southern Cross University,
up slightly from 74.9 per cent to 75.1 per cent, an increase of 0.2 percentage points, while noting the point made above about the likely
statistical significance of changes in survey estimates from one year to the next. Graduates from regional universities are more likely to beolder, study externally and part-time and maintain a continuing connection with the labour market which explains, in part, why graduatesfrom these universities may have fared better in the current downturn. Also graduates from regional universities are more likely to havecompleted vocational degrees and, as noted above, these graduates have also fared better in the current downturn.

2020 GOS National Report

There were only three
universities thatexperienced an increasein their undergraduate
full-time employment rate
between 2019 and 2020
(University of Southern
Queensland, Universityof New England, Southern
Cross University) allof which are regional
universities.

12

Table 5 Undergraduate full-time employment rate and median full-time salary by university, 2019 and 2020 (%)
Full-time employment rate
University

Median full-time salary

2019

2020

2019

2020

Australian Catholic University

74.5 (72.7, 76.3)

72.4 (70.6, 74.1)

62,600 (61,700, 63,500)

64,000 (62,900, 65,100)

Bond University

65.5 (60.3, 70.1)

61.2 (55.3, 66.8)

57,200 (53,400, 61,000)

62,000 (57,500, 66,500)

Central Queensland University

79.6 (77.5, 81.4)

73.0 (69.8, 75.9)

68,000 (66,400, 69,600)

69,700 (67,000, 72,300)

Charles Darwin University

81.7 (78.5, 84.3)

79.1 (75.4, 82.2)

69,000 (67,300, 70,700)

68,000 (66,500, 69,500)

Charles Sturt University

86.4 (85.1, 87.6)

84.7 (83.2, 86.0)

67,100 (65,800, 68,400)

68,900 (67,700, 70,000)

Curtin University

72.4 (70.6, 74.1)

69.7 (67.9, 71.4)

65,200 (64,500, 66,000)

65,700 (64,500, 67,000)

Deakin University

72.8 (71.4, 74.2)

70.4 (68.9, 71.9)

60,000 (59,600, 60,400)

65,000 (63,800, 66,200)

Edith Cowan University

58.9 (56.5, 61.3)

57.1 (54.5, 59.7)

63,600 (61,500, 65,600)

65,300 (63,400, 67,300)

Federation University Australia

75.3 (72.0, 78.2)

67.2 (63.6, 70.6)

64,000 (62,000, 66,000)

64,000 (60,800, 67,200)

Flinders University

65.3 (63.0, 67.6)

63.1 (60.6, 65.6)

62,600 (60,300, 65,000)

64,500 (63,100, 65,900)

Griffith University

64.6 (62.8, 66.4)

62.1 (60.2, 63.9)

60,000 (59,200, 60,800)

60,200 (58,800, 61,500)

James Cook University

80.3 (78.3, 82.2)

75.9 (73.5, 78.0)

65,000 (63,600, 66,400)

65,900 (63,900, 67,900)

La Trobe University

70.2 (68.4, 72.0)

64.5 (62.4, 66.6)

60,000 (59,100, 60,900)

62,000 (60,400, 63,600)

Macquarie University

70.9 (69.4, 72.4)

67.8 (66.1, 69.5)

60,500 (59,300, 61,800)

62,600 (61,300, 63,900)

Monash University

74.7 (73.3, 76.0)

72.3 (70.9, 73.7)

61,000 (60,000, 62,000)

63,500 (62,200, 64,800)

Murdoch University

61.4 (58.4, 64.3)

54.8 (51.7, 57.9)

62,500 (59,800, 65,200)

65,700 (63,500, 67,900)

Queensland University of Technology

70.3 (67.8, 72.7)

68.0 (66.4, 69.5)

59,000 (57,700, 60,300)

62,600 (61,700, 63,500)

RMIT University

71.4 (69.9, 72.8)

64.3 (62.4, 66.0)

58,700 (57,100, 60,300)

60,000 (58,500, 61,500)

Southern Cross University

74.9 (71.8, 77.8)

75.1 (72.1, 77.8)

65,000 (63,400, 66,600)

65,700 (64,300, 67,100)

Swinburne University of Technology

72.5 (70.4, 74.4)

70.2 (68.1, 72.1)

65,000 (63,700, 66,300)

68,000 (65,900, 70,100)

The Australian National University

69.5 (66.5, 72.4)

69.2 (66.5, 71.7)

62,600 (61,200, 64,000)

64,000 (62,800, 65,200)

The University of Adelaide

67.4 (65.4, 69.3)

63.5 (61.2, 65.8)

62,000 (60,800, 63,300)

62,000 (60,100, 63,900)

The University of Melbourne

61.5 (59.2, 63.7)

57.0 (54.7, 59.3)

56,900 (55,100, 58,700)

59,500 (58,400, 60,500)

The University of Notre Dame Australia

77.3 (74.5, 79.8)

73.8 (71.0, 76.4)

64,000 (61,900, 66,100)

65,200 (63,700, 66,700)

The University of Queensland

72.8 (71.3, 74.3)

70.8 (69.2, 72.4)

61,800 (60,600, 63,000)

62,600 (61,700, 63,500)

2020 GOS National Report13Full-time employment rate
University

Median full-time salary

2019

2020

2019

2020

The University of South Australia

73.5 (71.6, 75.3)

67.8 (65.7, 69.9)

62,600 (61,600, 63,700)

62,600 (61,300, 64,000)

The University of Sydney

80.1 (78.4, 81.6)

75.1 (73.7, 76.4)

62,600 (61,900, 63,300)

65,000 (64,600, 65,400)

The University of Western Australia

57.8 (54.4, 61.1)

54.5 (50.8, 58.1)

56,000 (53,300, 58,700)

55,500 (52,800, 58,300)

Torrens University

62.2 (59.1, 65.1)

59.9 (56.7, 62.9)

50,000 (48,500, 51,500)

52,200 (49,600, 54,800)

University of Canberra

75.7 (73.4, 77.8)

71.5 (69.2, 73.7)

63,900 (61,900, 65,900)

66,800 (64,900, 68,600)

University of Divinity

76.7 (63.9, 85.0)

n/a

n/a

n/a

University of New England

78.2 (76.4, 79.8)

80.6 (78.8, 82.2)

68,900 (67,900, 69,900)

70,000 (68,400, 71,600)

University of New South Wales

80.2 (78.6, 81.7)

76.2 (74.4, 77.8)

65,000 (64,500, 65,500)

67,500 (66,400, 68,600)

University of Newcastle

76.5 (74.9, 78.1)

74.4 (72.4, 76.2)

64,700 (63,900, 65,500)

65,200 (64,500, 65,800)

University of Southern Queensland

76.1 (74.3, 77.7)

78.9 (77.0, 80.6)

69,400 (68,100, 70,700)

70,700 (69,800, 71,600)

University of Tasmania

78.2 (76.4, 79.8)

72.3 (70.3, 74.2)

68,000 (66,900, 69,100)

70,300 (68,900, 71,700)

University of Technology Sydney

76.6 (75.2, 77.8)

70.8 (69.2, 72.3)

60,000 (59,100, 60,900)

62,000 (60,800, 63,300)

University of the Sunshine Coast

61.7 (59.0, 64.2)

59.3 (56.5, 62.0)

60,600 (58,400, 62,800)

62,600 (60,400, 64,800)

University of Wollongong

72.8 (70.7, 74.7)

67.9 (65.4, 70.3)

60,200 (58,800, 61,600)

62,600 (60,900, 64,300)

Victoria University

65.8 (62.9, 68.6)

57.8 (54.7, 60.7)

61,500 (58,800, 64,200)

60,100 (56,500, 63,600)

Western Sydney University

67.7 (66.0, 69.2)

58.8 (56.8, 60.8)

62,600 (62,100, 63,100)

63,400 (62,500, 64,400)

All universities

72.5 (72.2, 72.8)

69.1 (68.8, 69.4)

62,600 (62,600, 62,600)

64,700 (64,300, 65,100)* Note: Cells marked with n/a had too few responses for meaningful analysis.

In 2020, universities with high median full-time undergraduate salaries immediately following graduation include the University ofSouthern Queensland, $70,700, University of Tasmania, $70,300, University of New England, $70,000, Central Queensland University,$69,700 and Charles Sturt University, $68,900. Note, a similar caveat applies with these universities having a larger number of graduates
who studied externally, were older, studied part-time and maintained a continuing connection with the labour market while studying which
explains, in part, why graduates from these universities may have reported higher salaries immediately upon graduation.

2020 GOS National Report14

Table 6 Undergraduate overall employment rate and labour force participation by university, 2019 and 2020 (%)
University

Overall employed (as a proportion of those available forany work) (%)

Labour force participation rate (%)

2019

2020

2019

2020

Australian Catholic University

90.8 (89.8, 91.7)

88.0 (87.0, 88.9)

95.8 (95.1, 96.4)

94.3 (93.6, 94.9)

Bond University

80.4 (76.7, 83.3)

72.3 (67.5, 76.5)

91.6 (89.0, 93.3)

90.4 (87.1, 92.7)

Central Queensland University

89.7 (88.5, 90.8)

87.1 (84.9, 88.8)

94.5 (93.5, 95.2)

93.7 (92.2, 94.9)

Charles Darwin University

92.0 (90.1, 93.4)

90.1 (87.8, 91.8)

92.4 (90.7, 93.6)

93.2 (91.3, 94.5)

Charles Sturt University

92.6 (91.7, 93.4)

91.9 (90.9, 92.7)

94.7 (94.0, 95.3)

94.7 (93.9, 95.3)

Curtin University

86.4 (85.2, 87.5)

86.6 (85.5, 87.7)

94.6 (93.8, 95.2)

94.1 (93.3, 94.7)

Deakin University

88.1 (87.2, 88.9)

88.2 (87.3, 89.0)

93.9 (93.3, 94.5)

92.4 (91.7, 93.0)

Edith Cowan University

83.1 (81.5, 84.5)

80.9 (79.1, 82.5)

94.1 (93.0, 94.9)

93.1 (91.9, 94.0)

Federation University Australia

90.7 (89.1, 92.0)

87.8 (85.9, 89.2)

93.5 (92.2, 94.5)

93.0 (91.6, 94.1)

Flinders University

85.4 (84.0, 86.7)

84.7 (83.1, 86.0)

90.6 (89.5, 91.5)

91.4 (90.3, 92.4)

Griffith University

85.3 (84.1, 86.3)

84.0 (82.8, 85.1)

92.4 (91.5, 93.1)

91.9 (91.1, 92.7)

James Cook University

89.3 (87.9, 90.4)

89.0 (87.5, 90.2)

94.1 (93.1, 94.9)

94.0 (92.9, 94.8)

La Trobe University

87.8 (86.8, 88.7)

85.9 (84.7, 87.1)

92.5 (91.7, 93.2)

93.0 (92.1, 93.7)

Macquarie University

85.2 (84.2, 86.1)

85.5 (84.4, 86.5)

93.7 (93.0, 94.2)

93.5 (92.8, 94.1)

Monash University

88.6 (87.8, 89.4)

86.6 (85.8, 87.4)

91.4 (90.7, 92.1)

90.3 (89.6, 90.9)

Murdoch University

82.4 (80.3, 84.2)

78.8 (76.5, 80.8)

92.7 (91.3, 93.8)

92.8 (91.3, 93.9)

Queensland University of Technology

88.0 (86.4, 89.4)

86.6 (85.6, 87.5)

95.9 (94.8, 96.7)

95.2 (94.6, 95.7)

RMIT University

86.7 (85.8, 87.6)

81.5 (80.2, 82.6)

93.6 (92.9, 94.1)

92.1 (91.2, 92.8)

Southern Cross University

88.1 (86.2, 89.7)

87.2 (85.4, 88.7)

91.9 (90.3, 93.1)

92.4 (91.1, 93.5)

Swinburne University of Technology

86.0 (84.6, 87.2)

82.9 (81.5, 84.2)

91.5 (90.4, 92.4)

91.2 (90.2, 92.1)

The Australian National University

83.6 (81.5, 85.3)

86.9 (85.2, 88.3)

88.8 (87.2, 90.2)

91.0 (89.7, 92.1)

The University of Adelaide

84.5 (83.3, 85.6)

81.9 (80.4, 83.2)

88.0 (87.0, 88.9)

86.0 (84.8, 87.1)

The University of Melbourne

82.4 (81.3, 83.5)

81.7 (80.5, 82.9)

84.0 (83.0, 84.8)

83.1 (82.1, 84.0)

The University of Notre Dame Australia

87.8 (85.8, 89.4)

87.6 (85.8, 89.1)

96.7 (95.5, 97.5)

93.6 (92.3, 94.6)

The University of Queensland

87.0 (86.1, 87.9)

86.0 (85.0, 86.9)

93.1 (92.3, 93.7)

91.6 (90.8, 92.3)

The University of South Australia

88.3 (87.2, 89.3)

85.5 (84.2, 86.7)

93.9 (93.0, 94.6)

93.7 (92.8, 94.5)

The University of Sydney

89.3 (88.2, 90.3)

86.6 (85.7, 87.5)

91.2 (90.3, 92.0)

90.7 (90.0, 91.4)

2020 GOS National Report15

University

Overall employed (as a proportion of those available forany work) (%)

Labour force participation rate (%)

2019

2020

2019

2020

The University of Western Australia

80.9 (79.0, 82.6)

79.7 (77.6, 81.7)

82.5 (80.9, 84.0)

85.3 (83.6, 86.9)

Torrens University

81.3 (79.2, 83.1)

79.8 (77.7, 81.7)

92.0 (90.6, 93.1)

89.5 (87.9, 90.7)

University of Canberra

88.8 (87.3, 90.0)

86.5 (85.0, 87.8)

95.3 (94.3, 96.0)

94.5 (93.5, 95.3)

University of Divinity

89.6 (81.9, 93.1)

91.1 (82.3, 95.2)

82.8 (75.9, 86.7)

73.8 (65.4, 80.1)

University of New England

87.3 (86.1, 88.3)

86.5 (85.2, 87.6)

91.7 (90.8, 92.4)

90.3 (89.3, 91.1)

University of New South Wales

88.5 (87.4, 89.6)

86.7 (85.4, 87.8)

94.2 (93.4, 94.9)

93.9 (92.9, 94.6)

University of Newcastle

90.7 (89.8, 91.6)

88.2 (87.0, 89.3)

95.1 (94.4, 95.7)

93.5 (92.6, 94.3)

University of Southern Queensland

88.9 (87.8, 89.9)

89.7 (88.5, 90.7)

94.6 (93.8, 95.2)

94.5 (93.6, 95.2)

University of Tasmania

90.3 (89.3, 91.2)

87.2 (86.1, 88.3)

87.2 (86.2, 88.1)

83.4 (82.3, 84.4)

University of Technology Sydney

88.4 (87.4, 89.2)

85.8 (84.8, 86.8)

96.1 (95.5, 96.5)

93.8 (93.0, 94.4)

University of the Sunshine Coast

84.2 (82.6, 85.6)

82.8 (81.0, 84.3)

92.7 (91.6, 93.6)

91.9 (90.6, 92.9)

University of Wollongong

87.9 (86.6, 89.0)

87.4 (85.9, 88.7)

93.8 (92.8, 94.5)

93.4 (92.2, 94.3)

Victoria University

83.3 (81.5, 85.0)

79.6 (77.6, 81.4)

92.5 (91.2, 93.6)

90.9 (89.5, 92.1)

Western Sydney University

82.1 (81.0, 83.1)

76.2 (74.7, 77.6)

92.6 (91.9, 93.3)

91.4 (90.4, 92.2)

All universities

87.0 (86.8, 87.2)

85.3 (85.1, 85.5)

92.4 (92.3, 92.6)

91.6 (91.5, 91.8)

NUHEIsSince the number of students enrolled in individual Non-University Higher Education Institutions (NUHEIs) tends to be much smaller thanat university level, data for individual NUHEIs have been pooled across the 2018, 2019 and 2020 surveys to improve the robustness andvalidity of data, as occurs on the ComparED website. Also, given the COVID-19 restrictions were only implemented towards the end of the2020 GOS and, pooled data across three survey years diminishes variation in the data, the focus here is on survey estimates at a point intime rather than changes over time. Using this three-year aggregation, a number of NUHEIs have full-time undergraduate employment
rates over 80 per cent, including Marcus Oldham College, 96.0 per cent, Moore Theological College Council, 91.9 per cent, Sydney College of
Divinity, 82.8 per cent, International College of Hotel Management, 80.8 per cent, TAFE Queensland, 80.4 per cent and Avondale University
College, 80.3 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 7 shows undergraduate median full-time salaries for NUHEIs. NUHEIs with high median full-time undergraduate salaries include
Tabor College of Higher Education, $65,200, Marcus Oldham College, $63,800, Avondale University College, $63,400, TAFE NSW, $62,600,
and ACAP and NCPS, $62,500.

2020 GOS National Report

16

Figure 5 Undergraduate full-time employment rate by university, 2020 (%)

2020 GOS National Report17

Figure 6 Undergraduate median full-time salaries by university, 2020 ($)

2020 GOS National Report

18

Figure 7 Undergraduate full-time employment rate by NUHEI, 2018-2020 (%)

2020 GOS National Report

19Figure 8 Undergraduate median full-time salaries by NUHEI, 2018-2020 (%)

2020 GOS National Report20

Table 7 Undergraduate labour force indicators , 2018-2020 (NUHEIs only)
NUHEI

In full-time employment (as aproportion of those available for fulltime work) (%)

Overall employed (as a proportionof those available for any work)(%)

Labour force participation
rate (%)

Median salary, employedfull-time ($)

Academy of Information Technology

60.7 (52.3, 68.5)

68.3 (60.9, 74.8)

91.0 (85.8, 94.3)

59,700 (53,300, 66,200)

ACAP and NCPS

58.3 (54.4, 62.0)

82.1 (79.6, 84.2)

93.9 (92.3, 95.0)

62,500 (59,600, 65,500)

Adelaide Central School of Art

n/a80.4 (72.7, 85.0)

73.9 (68.6, 77.4)

n/aAdelaide College of Divinity

n/a

n/a

75.9 (66.0, 81.3)

n/a

69.8 (62.4, 76.2)

79.7 (75.3, 83.4)

84.1 (80.5, 87.0)

55,000 (51,600, 58,400)

Australian Academy of Music andPerforming Artsn/a82.1 (69.8, 88.8)

93.3 (83.0, 96.5)

n/aAustralian College of Christian Studies

n/a

n/a

n/a

n/a

Australian College of Nursing

n/a

n/a

n/a

n/a

Australian College of Theology Limited

64.7 (58.6, 70.3)

80.9 (77.6, 83.6)

81.8 (79.1, 84.2)

55,000 (48,700, 61,300)

Australian Institute of Business Pty Ltd

n/a

n/a

n/a

n/a

Australian Institute of Management
Education & Training

n/a

n/a

n/a

n/a

Australian Institute of ProfessionalCounsellors

n/a

n/a

n/a

n/a

80.3 (76.4, 83.4)

86.7 (83.8, 88.9)

95.3 (93.3, 96.4)

63,400 (62,300, 64,600)

n/a

n/a

n/a

n/a

52.9 (44.4, 61.1)

85.1 (79.5, 89.0)

91.0 (86.4, 93.6)

n/aCampion College Australia

n/a78.1 (66.8, 85.1)

84.2 (74.9, 89.0)

n/aCanberra Institute of Technology

n/a73.1 (60.5, 81.3)

96.3 (86.1, 98.0)

n/aChisholm Institute

n/a

n/a

n/a

n/a

Christian Heritage College

77.6 (70.5, 83.1)

85.0 (80.0, 88.4)

89.6 (85.5, 92.1)

61,900 (56,700, 67,100)

Collarts (Australian College of the Arts)

38.7 (32.5, 45.5)

75.3 (70.6, 79.2)

92.4 (89.2, 94.3)

n/a

Eastern College Australia

80.0 (66.0, 88.2)

95.3 (88.2, 97.2)

91.5 (84.3, 94.1)

n/aEndeavour College of Natural Health65.5 (61.7, 69.0)

89.2 (87.5, 90.5)

92.3 (90.9, 93.3)

60,000 (56,100, 63,900)

Engineering Institute of Technology

n/a

n/a

n/a

n/a

Alphacrucis College

Avondale University College
BBI - The Australian Institute of
Theological Education
Box Hill Institute2020 GOS National Report

21

NUHEIIn full-time employment (as aproportion of those available for fulltime work) (%)

Overall employed (as a proportionof those available for any work)(%)

Labour force participation
rate (%)

Median salary, employedfull-time ($)

Excelsia College

n/a

n/a

n/a

n/a

Health Education & Training Institute

n/a

n/a

n/a

n/a

Holmes Institute

n/a

n/a

n/a

n/a

Holmesglen Institute73.4 (64.7, 80.2)

88.4 (83.0, 91.7)

93.1 (88.7, 95.4)

n/a

INSEARCH

32.2 (25.9, 39.3)

60.2 (56.4, 63.8)

78.3 (75.5, 80.8)n/aInternational College of HotelManagement

80.8 (67.9, 87.8)

96.7 (87.3, 98.3)

96.8 (87.8, 98.3)

n/aInternational College of Management,
Sydney73.9 (67.8, 79.0)

84.8 (80.0, 88.3)

95.8 (92.6, 97.4)

50,000 (46,300, 53,700)

ISN Psychology Pty Ltdn/a75.9 (NA, NA)

87.9 (NA, NA)n/aJazz Music Institute

n/a

n/a

n/a

n/a

Kaplan Business Schooln/a82.8 (72.0, 87.9)

90.6 (81.6, 93.4)

n/aKaplan Higher Education Pty Ltd

n/a

n/a

n/a

n/a

Kent Institute Australia

n/a

n/a

n/a

n/a

King's Own Institute

n/a

n/a

n/a

n/a

49.1 (40.8, 57.4)

77.6 (70.7, 82.4)

94.4 (89.3, 96.1)

n/a

Le Cordon Bleu Australia

n/a

n/a

n/a

n/a

Leo Cussen Centre for Law

n/a

n/a

n/a

n/a

Macleay College

60.9 (54.3, 66.9)

76.7 (71.7, 80.7)

89.3 (85.6, 91.7)

55,000 (51,000, 59,000)

Marcus Oldham College

96.0 (92.9, 97.5)

98.7 (96.4, 99.4)

98.1 (95.6, 99.0)

63,800 (56,800, 70,700)

Melbourne Institute of Technology

78.8 (66.4, 86.8)

78.9 (67.7, 86.3)

92.7 (83.8, 96.3)

n/aMelbourne Polytechnic

58.8 (50.2, 66.7)

84.5 (79.4, 88.0)

91.7 (87.6, 93.9)

50,100 (41,000, 59,200)

Moore Theological College

91.9 (87.2, 94.4)

89.9 (86.2, 92.0)

86.8 (83.5, 88.8)

60,000 (56,200, 63,800)

Morling College

n/a

n/a

n/a

n/a

Nan Tien Institute

n/a

n/a

n/a

n/a

National Art School

37.5 (29.8, 46.1)

76.6 (71.7, 80.5)

81.5 (77.7, 84.4)

n/a

n/a

69.7 (56.9, 79.5)

73.3 (63.1, 80.9)

n/a

LCI Melbourne

North Metropolitan TAFE

2020 GOS National Report

22

NUHEIIn full-time employment (as aproportion of those available for fulltime work) (%)

Overall employed (as a proportionof those available for any work)(%)

Labour force participation
rate (%)

Median salary, employedfull-time ($)

n/a

n/a

n/a

n/a

Photography Studies College(Melbourne)

54.3 (43.0, 64.9)

84.6 (76.9, 88.9)

94.5 (88.5, 96.4)

n/a

SAE Institute40.0 (37.1, 43.0)

66.9 (64.5, 69.3)

91.5 (90.0, 92.7)

49,600 (47,500, 51,600)

South Metropolitan TAFE

n/a

n/a

n/a

n/a

SP Jain School of Management

n/a

n/a

n/a

n/a

Stott's Colleges

n/a

n/a

n/a

n/a

Study Group Australia Pty Limited

n/a

n/a

n/a

n/a

Sydney College of Divinity

82.8 (76.0, 87.5)

90.6 (86.6, 93.0)

87.9 (84.1, 90.4)

60,000 (51,900, 68,100)

Tabor College of Higher Education

61.1 (53.0, 68.5)

81.4 (76.5, 84.8)

95.9 (92.7, 97.2)

65,200 (60,500, 69,900)

TAFE NSW

57.1 (51.6, 62.5)

77.1 (72.8, 80.7)

93.1 (90.2, 94.9)

62,600 (55,500, 69,700)

TAFE Queensland

80.4 (70.7, 86.8)

81.8 (73.5, 87.2)

96.5 (90.5, 98.3)

n/a

n/a

n/a

n/a

n/a

The Australian College of Physical
Education

67.9 (60.1, 74.5)

90.1 (85.2, 93.1)

96.5 (92.9, 98.0)

57,400 (52,000, 62,800)

The Australian Institute of Music

55.7 (50.4, 60.8)

84.3 (81.2, 86.8)

95.6 (93.6, 96.8)

46,000 (42,400, 49,600)

The Cairnmillar Institute

n/a

n/a

n/a

n/a

The College of Law Limited

n/a

n/a

n/a

n/a

The MIECAT Institute

n/a

n/a

n/a

n/a

69.6 (65.6, 73.3)

88.7 (86.7, 90.2)

90.3 (88.6, 91.6)

55,800 (52,900, 58,800)

UOW College

n/a

n/a

77.4 (64.9, 85.6)

n/a

VIT (Victorian Institute of Technology)

n/a

n/a

n/a

n/a

Wentworth Institute of Higher
Education

n/a

n/a

n/a

n/a

Whitehouse Institute of Design,
Australia

45.7 (35.1, 56.6)

63.5 (54.3, 71.6)

92.6 (86.1, 95.9)

n/aWilliam Angliss Institute70.0 (59.5, 78.0)

85.1 (76.6, 89.8)

94.0 (87.2, 96.3)

n/a

All NUHEIs

61.4 (60.3, 62.5)

80.4 (79.8, 81.1)

90.1 (89.6, 90.5)

56,000 (54,800, 57,200)

18.5

11.5

7.3

8,800

Perth Bible College

TAFE South Australia

Think Education

Standard deviation* Note: Cells marked with n/a had too few responses for meaningful analysis.

2020 GOS National Report23

Skills utilisation
The GOS includes a rich array of information about the nature of graduate employment. This section focuses on three commonly usedmeasures 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 and, the proportion of graduates stating they believed
their job did 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 2020, the proportion of employed undergraduates seeking more hours of work, that is, underemployed part-time workers, was21.8 per cent and this was higher than the 19.8 per cent in 2019 and 19.2 per cent in 2018. The main reasons that undergraduates were
underemployed part-time workers in 2020 were because there were no more hours available in their current position, 36.5 per cent, they
were studying, 12.6 per cent, because there were no suitable jobs in their area of expertise, 7.3 per cent, or because there were no suitablejobs in my local area, 6.2 per cent.
Table 8 Main reason not working more hours, of undergraduates employed part-time, by preference for more
hours, 2020 (%)
Seeking
Seeking
Seeking
Not seeking Not seeking Not seeking
more hours – more hours – more hours – more hours – more hours – more hours –MaleFemaleTotal
Male
FemaleTotal
Studying

14.5

11.6

12.6

52.4

36.1

40.0

Short-term illness or injury

0.5

0.5

0.5

0.4

0.4

0.4

Long-term health condition or disability

0.5

0.5

0.5

0.8

1.4

1.3

Caring for children

0.8

2.8

2.2

1.4

9.9

7.9

Caring for family member with a healthcondition or disability

0.5

0.6

0.6

0.3

0.8

0.7

Subtotal – Personal factors

16.8

16.0

16.3

55.4

48.7

50.3

No suitable jobs in my area of expertise

7.2

7.3

7.3

0.9

0.6

0.7

No suitable jobs in my local area

7.0

5.9

6.2

0.6

0.5

0.5

Considered to be too young by employers

0.5

0.7

0.7

0.2

0.1

0.1

Considered too old by employers

0.9

0.8

0.8

0.1

0.1

0.1

No jobs with a suitable number of hours

6.0

5.0

5.3

0.2

0.4

0.4

2020 GOS National Report

21.8%
36.5%

of employed undergraduates areseeking more hours of workof underemployed undergraduates,
seeking more hours of work, said
there were no more hours available
in their current posititon

12.6%

of underemployed undergraduates,
seeking more hours of work, said
they were currently studying

24

Seeking
Seeking
Seeking
Not seeking Not seeking Not seeking
more hours – more hours – more hours – more hours – more hours – more hours –MaleFemaleTotal
Male
FemaleTotal
No more hours available in current position

33.5

37.8

36.5

4.4

4.7

4.6

Subtotal – Labour market factors

55.2

57.4

56.7

6.4

6.3

6.3

Other

28.1

26.6

27.1

38.3

45.0

43.4

Total

100.0

100.0

100.0

100.0

100.0

100.0

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 2020, four months
after graduation, 69.5 per cent of undergraduates employed full-time were working in managerial or professional occupations which wasslightly lower than the 69.9 per cent reported in 2019, 72.1 per cent reported in 2018 and 72.2 per cent in 2017. Further information relating
to graduate occupations is available from the QILT Website, including Excel tables and a data visualisation workbook.
Graduates were also asked to indicate whether or not they believed that they were working in a job that allowed them to fully use theirskills or education. In 2020, 28.1 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, slightly down from 28.3 per cent in 2019, up from 27.1 per cent in 2018 and comparable to 28.2 percent in 2017. In 2020 around one fifth, 20.1 per cent, of undergraduates who reported they were not fully utilising their skills or education,stated that this was because there were no suitable jobs in their area of expertise, with a further 14.1 per cent saying this was because
there were no suitable jobs in their local area. However, 20.0 per cent of undergraduates stated that they were not fully utilising their skills
or education because they were satisfied with their current job. 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 24.2 per cent of all employed graduates
stating this reason in comparison with 9.3 per cent of graduates employed full-time.
Table 9 Main reason for working in job in 2020 that doesn’t fully use skills and education, 2020 (%)
Employed full-time

Total employed

Studying

9.3

24.2

I'm satisfied with my current job

20.0

12.3

Changing jobs / careers

1.2

0.9

Entry level job / career stepping stone

2.8

1.4

Caring for children or family member

1.3

1.6

2020 GOS National Report69.5%

of undergraduates employed fulltime were working in managerial or
professional occupations

28.1%

of undergraduates employed fulltime said they were working in a jobthat did not fully utilise their skills
or education

20.1%

of undergraduates employed fulltime said they were working in a
job that did not fully utilise theirskills or education because there
were no suitable jobs in their area ofexpertise’25

Employed full-time

Total employed

Subtotal – Personal factors

34.6

40.5

No suitable jobs in my area of expertise

20.1

19.5

No suitable jobs in my local area

14.1

13.1

Considered to be too young by employers

6.2

4.1

Not enough work experience

3.8

3.4

No jobs with a suitable number of hours

1.5

1.8

Cannot find a job NFI

2.3

2.7

My job is temporary only / casual only

0.8

0.7

Subtotal - Labour market factors

48.8

45.3

Other

16.6

14.2

Total

100.0

100.0

Further study
In 2020, four months after graduation, 18.5 per cent of undergraduates were engaged in further full-time study. This represents a slightdecrease from 18.9 per cent in 2019, 19.4 per cent in 2018 and 20.7 per cent in 2017. As noted above, it will be important to monitor the
proportion of undergraduates engaged in further full-time study in the future since previously, further study has been inversely related toeconomic 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 6.7 per cent and 7.1 per cent respectively.
Study areas with the highest proportion of undergraduates proceeding to full-time study in 2020 included Science and mathematics, 37.3
per cent, Psychology, 31.7 per cent, Veterinary science 26.8 per cent, and Humanities, culture and social sciences, 25.1 per cent and Medicine
24.4 per cent. Undergraduates who had completed degrees in study areas with a strong vocational orientation tended, not surprisingly, tobe less likely to proceed on to further full-time study in 2020. These included Nursing, 3.1 per cent, Rehabilitation, 3.1 per cent, and Teacher
education, 7.7 per cent.

2020 GOS National Report26

Table 10 Undergraduate further full-time study status in 2020, by original field of study3 (%)
Study area

In full-time study – Total

Science and mathematics

37.3

Computing and Information Systems

11.3

Engineering

11.1

Architecture and built environment

17.2

Agriculture and environmental studies

15.2

Health services and support

21.3

Medicine

24.4

Nursing

3.1

Pharmacy

9.6

Dentistry

13.4

Veterinary science

26.8

Rehabilitation

3.1

Teacher education

7.7

Business and management

10.9

Humanities, culture and social sciences

25.1

Social work

8.9

Psychology

31.7

Law and paralegal studies

19.0

Creative arts

22.5

Communications

13.5

Tourism, hospitality, personal services, sport and recreation

16.8

All study areas

18.5

37.3%

the highest proportion ofundergraduates proceeding tofurther full-time study(Science and mathematics)

3.1%

the lowest proportion ofundergradautes proceeding tofurther full-time study(Nursing & Rehabiliatation)

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.

2020 GOS National Report27

In 2020, Health was the most popular area for further full-time study following an undergraduate degree, with 30.7 per cent of those
proceeding to further study selecting this area.

Undergraduate satisfaction
with their studies (%)

Table 11 Study area of undergraduates in further full-time study in 2020 (%)
Field of education

Further study

Natural and physical sciences

11.9

Information technology

3.0

Engineering and related technologies

4.1

Architecture and building

2.5

Agriculture, environmental and related studies

1.5

Health30.7

Education

9.2

Management and commerce

6.6

Society and culture

21.1

Creative arts

6.8

Food, hospitality and personal services

0.3

Mixed field qualification

1.8

Other

0.7

All fields

100.0

80.7%

Overall satisfaction

Satisfaction
Study level
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 thathave been shown to influence student learning. Core questions cover teaching, generic skills and overall satisfaction.

2020 GOS National Report28Notwithstanding the downturn in undergraduate employment, undergraduates’ satisfaction with their studies increased across allmeasures in 2020. Overall satisfaction, as measured by one question in the CEQ increased slightly from 80.1 per cent to 80.7 per cent.
Satisfaction with generic skills, increased from 82.4 per cent in 2019 to 82.9 per cent in 2020. Similarly, satisfaction with the quality ofteaching increased from 63.7 per cent to 65.7 per cent.

Postgraduate coursework
graduates satisfaction with
their studies (%)

Table 12 Undergraduate satisfaction (% agreement)
2019

2020

Overall satisfaction

80.1

80.7

Good teaching scale

63.7

65.7

Generic skills scale

82.4

82.9

Postgraduate coursework graduates are also invited to respond to the Course Experience Questionnaire to express satisfaction withkey aspects of their course. Postgraduate coursework graduates expressed higher satisfaction across most areas in 2020 though overallsatisfaction decreased slightly from 81.8 per cent to 81.7 per cent. Satisfaction with the quality of teaching increased from 69.4 per centto 71.0 per cent while satisfaction with generic skills increased from 79.7 per cent to 80.7 per cent. As in previous years, postgraduate
coursework graduates appear more satisfied than undergraduates with the quality of teaching and overall satisfaction. However,undergraduates report higher levels of satisfaction than postgraduate coursework graduates with their generic skills.

81.7%

Overall satisfaction

Table 13 Postgraduate coursework satisfaction (% agreement)
2019

2020

Overall satisfaction

81.8

81.7

Good teaching scale

69.4

71.0

Generic skills scale

79.7

80.7

The Postgraduate Research Experience Questionnaire (PREQ), administered since 1999, invites postgraduate research graduates fourmonths after completing their degree to express agreement or disagreement on a five-point scale with statements about various aspectsof their degree. These include overall satisfaction, supervision, intellectual climate, skills development, infrastructure, thesis examination,
goals and expectations and industry and external engagement.

2020 GOS National Report29Satisfaction with most aspects of the postgraduate research experience increased in 2020. 85.8 per cent of postgraduate research
graduates expressed overall satisfaction with their degree, up slightly from 85.5 per cent in 2019. Satisfaction with the intellectual climate
increased from 62.7 per cent to 64.4 per cent, satisfaction with infrastructure increased from 75.8 per cent to 76.8 per and satisfaction
with thesis examination increased from 80.6 per cent to 81.5 per cent. Satisfaction with supervision decreased from 83.1 per cent to 82.3
per cent, as did satisfaction with goals and expectations which fell from 91.9 per cent to 91.3 per cent. There was no change in satisfaction
with skills development holding steady at 92.5 per cent.
While satisfaction with industry and external engagement was lower than measured satisfaction with other aspects of the postgraduate
research experience, as shown by Table 14, 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. Satisfaction with industry and external engagement increased
from 56.4 per cent in 2019 to 57.9 per cent in 2020.

Postgraduate research
graduates satisfaction with
their studies (%)

85.8%

Table 14 Postgraduate research satisfaction (% agreement)
2019

2020

Overall satisfaction

85.5

85.8

Supervision

83.1

82.3

Intellectual climate

62.7

64.4

Skills development

92.5

92.5

Infrastructure

75.8

76.8

Thesis examination

80.6

81.5

Goals and expectations

91.9

91.3

Industry and external engagement

56.4

57.9

Overall satisfaction

82.3%

Time series
The CEQ time series collected through the precursor to the GOS, the Australian Graduate Survey (AGS) shown in Figure 9 indicates there
had been improvement in undergraduate satisfaction over time (data are not shown prior to 2010 because of a prior change in survey
methodology). In particular, satisfaction with the quality of teaching increased from 62.4 per cent in 2010 to 68.0 per cent in 2015. Overallsatisfaction with courses has remained high, increasing from 81.2 per cent in 2010 to 83.4 per cent in 2015. Similarly, satisfaction withgeneric skills also remained high, increasing from 76.1 per cent in 2010 to 79.6 per cent in 2015.

Supervision satisfaction

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. Over the five years of the GOS, undergraduate ratings for overall satisfaction have been broadly steady at 80.6 percent in 2016 and 80.7 per cent in 2020. Satisfaction with skills development has increased from 82.1 per cent in 2016 to 82.9 per cent andsatisfaction with teaching has increased from 63.0 per cent in 2016 to 65.7 per cent in 2020.
2020 GOS National Report30Figure 9 Undergraduate satisfaction 2010–2020 (% agreement)

Figure 10 Postgraduate coursework satisfaction, 2010–2020 (% agreement)

Similar trends are in evidence with postgraduate coursework graduate satisfaction. Satisfaction with the quality of teaching increased
strongly over the period, from 64.8 per cent in 2010 to 70.2 per cent in 2015 as measured by the CEQ as part of the AGS, as shown by Figure
10. Following the transition to the GOS, satisfaction with teaching increased from a base of 68.3 per cent in 2016 to 71.0 per cent in 2020.
Overall satisfaction with courses remained high increasing from 80.8 per cent in 2010 to 83.2 per cent in 2015. Following the transition to
GOS, overall satisfaction has decreased slightly from 82.5 per cent in 2016 to 81.7 per cent in 2020.
Satisfaction with generic skills increased from 71.9 per cent in 2010 to 75.6 per cent in 2015 and has increased further again from 78.3 percent in 2016 to 80.7 per cent in 2020 as shown by results in the GOS.
The PREQ time series shown in Figure 11 indicates there has been a steady improvement in satisfaction among postgraduate research
graduates over time from 2007 to 2015 as measured by the AGS 4.
Overall satisfaction remained high, increasing from 85.7 per cent in 2007 to 87.7 per cent in 2015. Satisfaction with supervision improved
over the same period from 76.6 per cent to 81.7 per cent. Similarly, satisfaction with the intellectual climate improved from 62.5 per cent in2007 to 68.0 per cent in 2015.

4 The change in methodology in the CEQ in 2010 was to label all responses in the Likert scale (whereas previously only the first and fifth responses had been labelled) and thiswas consistent with the approach taken in the PREQ since its inception in 1999.

2020 GOS National Report

31

The transition to the GOS resulted in a lowering of scores between 2015 and 2016, with the exception of skills development, which showeda slight increase of 0.5 percentage points. Since the change to the GOS, most of the scale scores have remained relatively stable. Overallsatisfaction with the postgraduate research experience has increased slightly from 85.5 per cent in 2016 to 85.8 per cent in 2020. The
largest changes in satisfaction have been recorded in the areas of Intellectual climate, rising 3.7 percentage points from 60.7 per centin 2016 to 64.4 per cent in 2020, and Thesis examination, rising 3.6 percentage points from 77.9 per cent to 81.5 per cent over the same
period. Notably, the only decrease in satisfaction has been in the area of Skill development, which declined by 1.6 percentage points from
94.1 per cent in 2016 to 92.5 per cent in 2020.
Figure 11 PREQ 2007-2020 (% agreement)

2020 GOS National Report32International benchmarking
International benchmarking of results from the Course Experience Questionnaire (CEQ) with a similar survey from overseas shows that,in general, Australian students are less satisfied with their higher education experience than their counterparts in the United Kingdom
though the gap has narrowed in recent years, as shown in Figure 12. However, it is important to be aware that differences in results acrossinternational surveys may stem from methodological differences and different student populations rather than genuine differences instudent experience and satisfaction.
International benchmarking with the UK’s National Survey of Student Experience (NSS) shows student and graduate satisfaction wastrending upwards in both the UK and Australia until 2015. Since then overall satisfaction has declined in the UK by 3 percentage points
from 86 per cent in 2016 to 83 per cent in 2020. By way of comparison there has been a 0.1 percentage point increase in overall satisfactionin Australia over the same period so the gap in student satisfaction between Australia and the UK has narrowed in recent years fromaround five percentage points in 2016 down to two percentage points in 2020.
Figure 12 Overall satisfaction of undergraduates, UK (NSS) and Australia (CEQ), 2008–2020 (% agreement)

2020 GOS National Report

In general, Australian
students are lesssatisfied with theirhigher education
experience than theircounterparts in the
United Kingdom,
though the gap has
narrowed in recent
years.

33

Study area
One of the key factors influencing CEQ scores is study area. For example, in 2020, overall satisfaction among undergraduates ranged froma high of 88.2 per cent in Rehabilitation, 86.0 per cent in Humanities, culture and social sciences and 85.6 per cent in Social work down
to 74.2 per cent in Computing and information systems, 75.3 per cent in Engineering, 76.2 per cent in Creative arts and 76.2 per cent inArchitecture and built environment, as shown by Table 15. Similarly, for the good teaching scale, satisfaction ranged from 77.0 per cent in
Humanities, culture and social sciences, down to 51.8 per cent in Engineering. For generic skills, satisfaction ranged from 88.6 per cent inRehabilitation down to 77.4 per cent in Creative arts, 78.0 per cent for Computing and information systems and 78.8 per cent in Teacher
education. The variation in satisfaction across institutions and study areas indicates there is scope for improvement in the interactions
between institutions and their students.

88.2%

Overall satisfaction of
Rehabilitation undergraduates highest

Table 15 Undergraduate satisfaction by study area, 2019 and 2020 (% agreement)
Study area

Overall satisfaction

Good teaching scale

Generic skills scale

2019

2020

2019

2020

2019

2020

Science and mathematics

84.0

84.1

67.5

70.3

85.7

86.7

Computing and Information Systems

72.9

74.2

57.0

58.1

77.6

78.0

Engineering

74.4

75.3

49.4

51.8

83.8

84.1

Architecture and built environment

74.5

76.2

63.3

65.6

78.0

80.6

Agriculture and environmental studies

84.2

83.3

71.0

69.9

86.4

85.0

Health services and support

81.3

82.4

66.9

69.2

84.4

85.1

Medicine

76.9

80.4

54.7

58.6

80.9

82.0

Nursing

78.8

79.5

60.1

61.5

82.6

83.7

Pharmacy

80.5

83.7

64.6

68.8

80.8

80.7

Dentistry

77.0

77.1

58.5

66.1

83.4

84.2

Veterinary science

82.0

83.9

57.8

61.6

83.7

84.9

Rehabilitation

89.4

88.2

72.5

75.6

88.2

88.6

Teacher education

78.6

78.3

60.8

62.4

78.2

78.8

Business and management

78.0

78.6

58.6

60.3

79.7

80.3

Humanities, culture and social sciences

85.4

86.0

75.7

77.0

84.9

84.2

2020 GOS National Report

74.2%

Overall satisfaction of Computing
and Information Systems
undergraduates - lowest

34

Study area

Overall satisfaction

Good teaching scale

Generic skills scale

2019

2020

2019

2020

2019

2020

Social work

85.6

85.6

69.8

73.8

86.3

87.6

Psychology

83.0

84.2

67.3

67.7

85.7

85.8

Law and paralegal studies

82.5

84.1

57.8

60.1

85.1

87.0

Creative arts

75.7

76.2

71.6

74.0

77.2

77.4

Communications

79.9

80.3

70.9

73.9

81.5

80.6

Tourism, hospitality, personal services,
sport and recreation

78.0

82.6

69.8

72.9

79.1

82.6

All study areas

80.1

80.7

63.7

65.7

82.4

82.9

Standard Deviation

4.3

3.9

7.0

6.8

3.3

3.2

2020 GOS National Report35

Appendix 1
Surveymethodology

Operational summary
The main collection periods were November to December 2019 and May to July 2020, with a minor collection taking place
in February 2020 to April 2020 to accommodate institutions running an academic calendar of trimesters. For reporting
purposes, the November and February collection period outcomes are reported together.
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 2019 and February 2020. 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.
The survey was fielded primarily online, in English only. Invitations and reminders were sent by email to sample members,
while telephone and SMS reminders were deployed with selected non-respondents.
All completing respondents were entered into a four-week rolling prize draw in each round of the 2020 GOS collection
cycle. The prize pool totalled $32,000 in the November and May rounds, with a reduced prize pool of $4,000 in the
February round due to the smaller sample size.
A total of 131,780 surveys were completed (see Table 1.1). This was made up of 122,530 graduates of 41 Australian
universities and 9,250 graduates of 71 NUHEIs. The final overall response rate for the 2020 GOS was 42.3 per cent, with
the May collection (43.0 per cent) outperforming the November collection (41.1 per cent). For the purpose of the QILT suiteof 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 fromindustry standards by treating certain non-contacts and refusals as being ineligible for the response rate calculation.
Table 1.1 GOS 2020 collection summary
Project element

2020 GOS National Report2019 November1

2020 May

Total

University

NUHEI

Total

University

NUHEI

Total

University

NUHEI

Total

Participating
institutions (n)

41

53

94

41

65

106

41

71

112

Final in-scopegraduates (n)2

105,179

11,445

116,624

184,223

10,847

195,070

289,402

22,292

311,694

Surveyscompleted (n)43,54543,86

47,931

78,985

4,864

83,849122,530

9,250

131,780

Response rate
(%)

41.4

38.3

41.1

42.9

44.8

43.0

42.3

41.5

42.3

1 Includes February supplementary round outcomes
2 Excludes opt outs, disqualified or out of scope surveys

36

The final overall response rate for the 2020 GOS (42.3 per cent) was broadly similar to previous years (44.2 per cent in 2019, 43.0 per cent in 2018,45.0 per cent in 2017 and 39.7 per cent in 2016).

Response rates
There was a minor variation in response rate by provider type, with an overall response rate of 42.3 per cent for universities and 41.5 per cent for
NUHEIs.
At an individual institution level within provider type, the response rate ranged from 61.0 per cent to 30.2 per cent for universities, and 73.1 percent to 22.2 per cent for NUHEIs.
Table 1.2 GOS 2020 response rates by institution, November/Feb 2019/2020 and May 2020 collections (%)
Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

Australian Catholic University

45.8

50.8

49.8

Bond University

39.8

47.2

42.3

Central Queensland University

43.5

46.0

44.5

Charles Darwin University

54.9

59.4

58.0

Charles Sturt University

42.2

44.7

43.5

Curtin University

40.9

43.5

42.6

Deakin University

48.5

47.6

48.0

Edith Cowan University

42.3

46.8

45.0

Federation University Australia

47.5

50.0

49.1

Flinders University

45.3

49.5

48.0

Griffith University

43.7

41.0

42.1

James Cook University

45.7

48.0

47.0

La Trobe University

31.5

38.7

36.4

Macquarie University

38.8

47.4

43.9

Monash University

41.4

42.7

42.2

3 Includes February supplementary round outcomes2020 GOS National Report37Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

Murdoch University

43.7

46.7

45.6

Queensland University of Technology

39.0

42.6

41.5

RMIT University

36.3

36.3

36.3

Southern Cross University

48.9

49.8

49.4

Swinburne University of Technology

41.2

44.5

43.3

The Australian National University

33.1

37.7

35.6

The University of Adelaide

47.6

48.7

48.3

The University of Melbourne

43.2

43.6

43.4

The University of Notre Dame Australia

39.5

45.5

44.3

The University of Queensland

41.8

40.6

41.0

The University of South Australia

41.9

45.0

44.2

The University of Sydney

37.2

37.8

37.7

The University of Western Australia

37.3

34.2

35.3

Torrens University

54.5

48.8

51.5

University of Canberra

42.9

48.1

46.5

University of Divinity

60.0

59.2

59.2

University of New England

58.5

66.7

61.0

University of New South Wales

26.9

32.9

30.2

University of Newcastle

47.2

43.5

44.3

University of Southern Queensland

49.9

60.0

56.8

University of Tasmania

48.4

46.6

47.2

University of Technology Sydney

35.4

38.5

37.3

University of the Sunshine Coast

49.8

52.1

51.2

University of Wollongong

40.4

36.5

37.6

Victoria University

39.5

40.0

39.8

2020 GOS National Report38Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

Western Sydney University

42.6

41.9

42.1

Total NUHEI

38.3

44.8

41.5

Academy of Information Technology

46.4

28.6

45.1

ACAP and NCPS

55.7

49.8

52.8

Adelaide Central School of Art

73.1

73.1

Adelaide College of Divinity

60.6

60.6

Alphacrucis College

47.1

49.6

48.8

Australian Academy of Music andPerforming Arts

50.0

50.0

50.0

44.4

44.4

Australian College of Christian Studies
Australian College of Nursing

43.1

46.2

44.4

Australian College of Theology Limited

58.8

52.1

54.3

Australian Institute of Business Pty Ltd

46.7

51.0

48.3

Australian Institute of Management
Education & Training

48.1

40.3

45.3

Australian Institute of ProfessionalCounsellors

28.6

75.0

60.9

49.3

49.3

Avondale University College
BBI - The Australian Institute of
Theological Education

52.5

51.5

52.2

Box Hill Institute

15.4

51.0

46.9

Campion College Australia

60.0

60.0

Canberra Institute of Technology

51.7

51.7

Chisholm Institute

43.8

43.8

44.8

50.0

43.6

43.6

73.3

68.4

Christian Heritage College

62.9

Collarts (Australian College of the Arts)
Eastern College Australia

2020 GOS National Report

50.0

39

Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

Endeavour College of Natural Health

52.9

52.9

Engineering Institute of Technology

66.7

66.7

Excelsia College

48.3

54.1

51.5

Health Education & Training Institute

55.6

58.3

57.6

Holmes Institute

32.4

47.3

36.4

Holmesglen Institute

27.7

46.1

41.5

INSEARCH

21.3

26.8

24.1

International College of HotelManagement

47.9

International College of Management,
Sydney

36.2

41.6

38.8

ISN Psychology Pty Ltd

80.0

52.6

58.3

45.5

45.5

Jazz Music Institute

47.9

Kaplan Business School

40.9

41.3

41.1

Kaplan Higher Education Pty Ltd

47.0

45.1

46.1

Kent Institute Australia

40.6

42.3

41.4

King's Own Institute

45.6

53.4

47.9

60.5

60.5

LCI Melbourne
Le Cordon Bleu Australia

25.5

40.3

33.3

Leo Cussen Centre for Law

42.3

46.9

44.3

Macleay College

34.3

42.6

39.0

50.0

50.0

Marcus Oldham College
Melbourne Institute of Technology

29.0

32.9

30.7

Melbourne Polytechnic

47.4

53.0

50.8

Moore Theological College Council

67.1

67.1

Morling College

65.7

65.7

2020 GOS National Report40Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

Nan Tien Institute

30.8

National Art School

30.8
47.2

47.2

North Metropolitan TAFE

57.1

Perth Bible College

50.0

70.0

64.3

Photography Studies College (Melbourne)

100.0

42.5

45.2

SAE Institute

42.9

41.3

41.7

South Metropolitan TAFE

50.0

50.0

SP Jain School of Management

33.9

33.9

Stott's College

46.2

Study Group Australia Pty Limited

23.0

Sydney College of Divinity

57.1

28.6

37.0
23.0

47.8

47.8

Tabor College of Higher Education

73.3

66.4

67.2

TAFE NSW

32.1

51.3

46.3

TAFE Queensland

26.7

52.6

45.3

TAFE South Australia

40.0

18.2

22.2

The Australian College of Physical
Education

38.9

47.3

45.2

The Australian Institute of Music

39.1

55.4

44.6

The Cairnmillar Institute

33.3

44.3

43.3

The College of Law Limited

33.1

38.0

34.9

The MIECAT Institute

51.4

67.7

58.8

Think Education

51.7

50.6

51.2

UOW College

26.7

31.5

30.3

VIT (Victorian Institute of Technology)

52.1

57.8

55.6

Wentworth Institute of Higher Education

27.3

42.5

37.7

42.5

42.5

Whitehouse Institute of Design, Australia

2020 GOS National Report41

Institution

Nov '193

May '20

Total

Total University

41.4

42.9

42.3

William Angliss Institute

32.1

43.0

38.7

Total

41.1

43.0

42.3

Note: A blank cell denotes that the institution did not participate in that GOS collection

Data representativenessIn 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 1.3 below.
Table 1.3 GOS 2020 sample and response characteristics, by respondent type
Sample (n)Sample (%)

Respondents (n)Respondents (%)

311,694

100.0

131,780

100.0

Undergraduate

174,11955.9

74,666

56.7

Postgraduate coursework

127,867

41.0

50,771

38.5

Postgraduate research

9,708

3.1

6,343

4.8

Male

131,208

42.2

50,752

38.6

Female179,790

57.8

80,669

61.4

Combined/double degree

16,210

5.2

7,836

5.9

Single degree295,484

94.8

123,944

94.1

2,701

0.9

1,344

1.0

Base4
Level

GenderCombined course of study indicator

Aboriginal and Torres Strait Islander
Indigenous

4 Components may not sum to base number, as records with unknown characteristics are not included in the sub-categories.

2020 GOS National Report

42

Sample (n)Sample (%)

Respondents (n)Respondents (%)

308,99399.1

130,43699.0

Internal/Multi Mode

268,59986.3

110,134

83.7

External/Distance

42,562

13.7

21,382

16.3

Full-time

222,552

71.5

90,824

69.1

Part-time

88,60928.5

40,692

30.9

English230,304

73.9

105,83580.3

Language other than English

81,39026.1

25,945

19.7

Domestic

202,36364.9

96,46673.2

International

109,33135.1

35,31426.8

High71,81036.2

33,862

35.9

Medium97,01448.9

46,12848.8

Low

29,681

15.0

14,45915.3

Metropolitan

154,34479.3

72,12077.7

Regional/remote

40,35720.7

20,67922.3

Non-Indigenous
Mode of attendance code

Type of attendance code

Main language spoken at home

Citizen/resident indicator

Socio-economic status

Location2020 GOS National Report43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.
Groups with strong representation in the 2020 GOS achieved sample include postgraduate research graduates, females, external/distanceeducation graduates, those attending part-time, those who mainly speak English at home, domestic residents, and graduates fromregional 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 represents a decrease compared with 2019,2018, 2017 and 2016. Engagement activities for future collection cycles will aim to further increase engagement among males throughmore targeted content and imagery.
International graduates and those who speak a language other than English at home are under-represented by 8.3 and 6.4 percentage
points respectively (up from 6.9 percentage points and 5.1 percentage points in the 2019 GOS). The increased under-representation ofthese groups in 2020 may be attributable, at least in part, to the impact of COVID-19, resulting in a smaller proportion of international
students being onshore and perhaps less engaged with the GOS. A tailored engagement strategy will be developed to seek to maximise
response among these groups for future collections.
As was the case with the 2019 GOS, the achieved respondent profile in 2020 closely matches the in-scope survey population in terms ofstudy area, as shown in Table 1.4 below.
Table 1.4 GOS 2020 sample and response characteristics, by study area
Sample (n)Sample (%)

Respondents (n)Respondents (%)

Science and mathematics

23,795

7.6

11,647

8.8

Computing and Information Systems

20,396

6.5

7,762

5.9

Engineering

21,152

6.8

8,255

6.3

Architecture and built environment

8,086

2.6

3,157

2.4

Agriculture and environmental studies

3,785

1.2

1,899

1.4

Health services and support

18,243

5.9

8,948

6.8

Medicine

5,416

1.7

2,338

1.8

Nursing

24,495

7.9

11,233

8.5

Pharmacy

1,907

0.6

776

0.6

2020 GOS National Report

44Sample (n)Sample (%)

Respondents (n)Respondents (%)

Dentistry

1,092

0.4

505

0.4

Veterinary science

1,045

0.3

480

0.4

Rehabilitation

3,929

1.3

1741

1.3

Teacher education

23,353

7.5

10,9998.3

Business and management

81,15326.0

27,516

20.9

Humanities, culture and social sciences

23,185

7.4

11,505

8.7

Social work

6,030

1.9

3,147

2.4

Psychology

9,188

2.9

4,895

3.7

Law and paralegal studies

15,880

5.1

6,786

5.1

Creative arts

10,296

3.3

4,420

3.4

Communications

8,241

2.6

3,430

2.6

Tourism, hospitality, personal services, sport andrecreation

1,027

0.3

341

0.3

Total

311694100.0131780100.0Study areas with the strongest representation in the 2020 GOS were science and mathematics, health services and support, teacher
education, and psychology. Business management continues to be the most under-represented study area, followed by computing
and information systems, engineering, and architecture and built environment. 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 tograduation.
Analysis of the impact of weighting the data to seek to adjust for imbalances in the achieved sample by demographic characteristics andby study area has consistently shown only relatively small differences between the weighted and unweighted estimates for key measuresat 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.

2020 GOS National Report45

Appendix 2
Labour market
and graduate
satisfaction
definitions

The 2020 Graduate Outcomes Survey (GOS) uses labour force definitions which conform to the conceptual framework of
the standard labour force statistics model used by the Australian Bureau of Statistics (ABS).
Indicator/element

Definition

Employed

Graduates who were usually or actually in paid employment for one ormore hours in the week before the survey (including full-time, part-time orcasual employment).

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.

Available for employment

Graduates who were employed, looking for employment or waiting to start a
job in the week prior to the survey.

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

Graduates who were usually or actually in paid employment for fewer than
35 hours per week, in the week before the survey, and who would prefer towork a greater number of hours.

Overall employment rate

Employed graduates (including in full-time, part-time or casual
employment), as a proportion of those available for employment.

Full-time employment rate

Graduates employed full-time, as a proportion of those available for fulltime 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.

Full-time study rate

Graduates who reported being in full-time study, as a proportion of all
graduates.

Graduate satisfaction – overall

The proportion of graduates who ‘agreed’ or ‘strongly agreed’ that they weresatisfaction indicatorsatisfied with the overall quality of their course or research program.

Graduate satisfaction – good

Calculated from multiple survey items, representing the proportion ofteaching, generic skills,

graduates who were satisfied.

supervision and intellectual
climate scales

2020 GOS National Report46

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 andemployed full-time. Graduate Amy is counted towards the labour force participation rate. Amy’s salary is counted towards the median salaryfigure.
Bryan works 20 hours a week while also studying full-time, and does not want to work additional hours. Bryan is available for employment andemployed, but is not available for full-time work or employed full-time. Bryan is counted towards both the full-time study rate and the labour
force participation rate. Bryan’s salary is not counted towards the median salary figure.
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 thelabour 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.

2020 GOS National Report47

Appendix 32020 GOS item
summary

2020 GOS National Report

Item label

Response scale

Base

Screening and confirmation
Labour force
Thinking about last week, the week starting <daystart>,<datestart> and ending last <dayend>, <dateend>.
Last week, did you do any work at all in a job, business or
farm?

(All)
Yes/No/Permanently
unable to work/
Permanently not intending
to work (65+)

Last week, did you do any work without pay in a familybusiness?

Yes/No/Permanently notintending to work (65+)(Not working)Did you have a job, business or farm that you were awayfrom because of holidays, sickness or any other reason?

Yes/No/Permanently notintending to work (65+)(Not working without pay)

At any time during the last 4 weeks have you been looking
for full-time work?

Yes/No/Permanently notintending to work (65+)(Intending to work)

Have you been looking for part-time work at any time during Yes/No/Permanently not
the last 4 weeks?
intending to work (65+)(Intending to work)

If you had found a job, could you have started last week?

Yes/No(Looking for full-time orpart time work)

Why do you say you couldn’t have started last week?

Because of the current
situation with COVID-19/
Some other reason(Could not have started job
last week)

You mentioned that you didn’t look for work during the last
4 weeks. Was that because you were waiting to start work
you had already obtained?

Yes/No(Not looking for work)

Did you have more than 1 job or business last week?

Yes/No(Working or away from job)

The next few questions are about the job or business in which
you usually work the most hours, that is, your main job.

Has more than one job

The next few questions are about the job or business inwhich you usually work the most hours

Has one job

Did you work for an employer, or in your own business?

Employer/Own business /Other or Uncertain(Working or awayfrom job)

Are you paid a wage or salary, or some other form of
payment?

Wage or Salary/Other or
Uncertain(Working for an employer)

48

Item label

Response scale

Base

What are your <working/payment> arrangements?

• Unpaid voluntary work

(Other work arrangements)• Unpaid trainee or work placement• Contractor or Subcontractor• Own business or Partnership• Commission only
• Commission with retainer• In a family business without pay• Payment in kind
• Paid by the piece or item produced• Wage or salary earner• Other
How many hours did you actually work in your main job last week less time off but
counting any extra hours worked]?

Enter hours(More than one job or business)

How many hours do you usually work each week in your main job?

Enter hours(More than one job or business)

How many hours did you actually work in all your jobs last week less time off but
counting any extra hours worked (or): <in all your jobs>?

Enter hours(Working or away from job)

How many hours do you usually work each week (or): <in all your jobs>?

Enter hours(Working or away from job)

Would you prefer to work more hours than you usually work (or): <in all your jobs>?

Yes/No/Don’t know

(Working or away from job)

How many hours a week would you like to work?

Enter hours(Prefer work more hours)

Last week, were you available to work more hours than you usually work?

Yes/No(Prefer to work more hours)

What is your occupation in your <main job/job/business>?

Enter occupation(Working or away from job or waiting tostart work)

What are your main tasks and duties?

Enter main tasks and duties(Working or away from job or waiting tostart work)

What kind of business or service is carried out by your <employer at the place where you
work/business>?

Enter business or service(Working or away from job or waiting tostart work)

What is the name of your <employer/business>?

Enter employer/business name(Working or away from job or waiting tostart work)

In what sector are you wholly or mainly employed?

Public or government/Private/Not-for-profit (Working or away from job or waiting tostart work)

Are you working in Australia?

Yes/No/Not sure2020 GOS National Report(Working or away from job)49

Item label

Response scale

Base

And what is the postcode of your <employer/business>?

Enter postcode/suburb/Not sure(Working or away from job) and (working
in Australia)

In which country is your <employer/business> based?

Country list (SACC)/Other (specify)(Working or away from job) and (working
outside Australia)

Do you currently live in Australia or Overseas?

Australia/Overseas(All)

In which state or territory do you usually live?

NSW/VIC/QLD/SA/WA/TAS/NT/ACT/Don’tknow(Lives in Australia)

What is the postcode or suburb where you usually live?

Enter postcode/Not sure(Lives in Australia)

In which country do you currently live?

Enter country(Lives Overseas)

Have you worked <for your employer/in your business> for 12 months or more?

Yes, more than 12 months/No, less than
12 months(Working or away from job)

How many months have you worked <for your employer/in your business>?

Enter number of months(Worked for employer for less than
12 months)

How many years have you worked <for your employer/in your business>?

Enter number of years(Worked for employer for more than
12 months)

Is this your first full-time job?

Yes/No(Usually working 35 hours or more
and worked for employer for less than
12 months and not self employed)

In Australian dollars, how much do you usually earn in <this job/all your jobs>, before tax • Amount per hour (specify)
or anything else was taken out?
• Amount per day (specify)(Working in Australia)• Amount each week (specify)• Amount each fortnight (specify)• Amount each month (specify)• Amount each year (specify)• No earnings• Don’t know

2020 GOS National Report50

Item label

Response scale

Sorry but the salary you entered doesn’t fit within our range. Please select the best option • $1 – $9,999
for how much you would usually earn in <this job/all your jobs>, per annum before tax or • $10,000 – $19,999
anything else was taken out?
• $20,000 – $29,999

Base(Working in Australia and out of range
salary entered)• $30,000 – $39,999• $40,000 – $49,999• $50,000 – $59,999• $60,000 – $79,999• $80,000 – $99,999• $100,000 – $124,999• $125,000 – $149,999• $150,000 or more
• Don’t know
And in Australian dollars, how much do you usually earn in your main job, before tax oranything else was taken out?

• Amount per hour (specify)• Amount per day (specify)(Working in Australia and more than
one job)• Amount each week (specify)• Amount each fortnight (specify)• Amount each month (specify)• Amount each year (specify)• No earnings• (Don’t know)
Sorry but the salary you entered doesn’t fit within our range. Please select the best option • $1 – $9,999
for how much you would usually earn in your main job, per annum before tax or anything • $10,000 – $19,999
else was taken out?
• $20,000 – $29,999(Working in Australia and more than one
job and out of range salary entered)• $30,000 – $39,999• $40,000 – $49,999• $50,000 – $59,999• $60,000 – $79,999• $80,000 – $99,999• $100,000 – $124,999• $125,000 – $149,999• $150,000 or more
• Don’t know
What is your gross (that is pre-tax) annual salary? You can estimate if necessary.
Please select currency <Currency drop down list>

2020 GOS National Report

Text(Working outside Australia)

51

Item label

Response scaleBase

How did you first find out about this job?

• University or college careers service(Worked for employer for less than
12 months and not self employed)• Careers fair or information session• Other university or college source (such as
faculties or lecturers or student society)• Advertisement in a newspaper or otherprint media• Advertisement on the internet• Via resume posted on the internet• Family or friends• Approached employer directly• Approached by an employer• Employment agency• Work contacts or networks• Social media• An employer promotional event• Other (please specify___)The following statements are about your skills, abilities and education.

• Strongly disagree• My job requires less education than I have

• Disagree• I have more job skills than are required for this job• Neither disagree nor agree• Someone with less education than myself could perform well on my job• Agree• My previous training is being fully utilised on this job• Strongly agree(Working or away from job)

• I have more knowledge than I need in order to do my job• My education level is above the level required to do my job• Someone with less work experience than myself could do my job just as well
• I have more abilities than I need in order to do my job

2020 GOS National Report52

Item label

Response scaleBase

How did you first find out about this job?

• University or college careers service(Worked for employer for less than 12
months and not self employed)• Careers fair or information session• Other university or college source (such as
faculties or lecturers or student society)• Advertisement in a newspaper or otherprint media• Advertisement on the internet• Via resume posted on the internet• Family or friends• Approached employer directly• Approached by an employer• Employment agency• Work contacts or networks• Social media• An employer promotional event• Other (please specify___)You mentioned that you are not looking to work more hours. What is the main reason you • No suitable job in my local area
work the number of hours you are currently working?
• No job with a suitable number of hours(Working less than 35 hours and not
looking for more hours)• No suitable job in my area of expertise• Considered to be too young by employers• Considered to be too old by employers• Short-term illness or injury• Long-term health condition or disability• Caring for family member with a healthcondition or disability• Caring for children• Studying• Other (Please specify___)2020 GOS National Report53

Item label

Response scale

Base

You mentioned that you are looking to work more hours. What is the main reason you
work the number of hours you are currently working?

• No suitable job in my local area

(Working less than 35 hours and looking
for more hours)• No job with a suitable number of hours• No suitable job in my area of expertise• Considered to be too young by employers• Considered to be too old by employers• Short-term illness or injury• Long-term health condition or disability• Caring for family member with a healthcondition or disability• Caring for children• Studying• Other (Please specify___)Your previous responses indicated that you have more skills or education than areneeded to do your current job. What is the main reason you are working in a job that
doesn’t use all of your skills or education?

• No suitable job in my local area
• No job with a suitable number of hours(Perceived overqualification for
current job)

• No suitable job in my area of expertise• Considered to be too young by employers• Considered to be too old by employers• Short-term illness or injury• Long-term health condition or disability• Caring for family member with a healthcondition or disability• Caring for children• Studying• Other (please specify___)When did you begin looking for work?

Enter month and enter year

(Working and looking for work)

Are you currently a full-time or part-time student at a TAFE, university or othereducational institution?

Yes – full-time/Yes – part-time/No(All)

What is the full title of the qualification you are currently studying?

Qualification title(Studying)

Further study

2020 GOS National Report54

Item label

Response scale

Base

What is your major field of education for this qualification?

• Natural and physical sciences(Studying)• Information technology• Engineering and related technologies• Architecture and building• Agriculture environmental and related
studies• Health• Education• Management and commerce• Society and culture• Creative arts
• Food, hospitality and personal services• Mixed field qualification• Other (please specify_____)
What is the level of this qualification?

• Higher Doctorate(Studying)• Doctorate by Research• Doctorate by Coursework• Master Degree by Research• Master Degree by Coursework• Graduate Diploma• Graduate Certificate• Bachelor (Honours) Degree• Bachelor (Pass) Degree• Advanced Diploma• Associate Degree• Diploma• Non-award course• Bridging and Enabling course
And the institution where you are currently studying?

2020 GOS National Report

Institution(Studying)55

Item label

Response scale

Base

What is the level of this qualification?

•

Higher Doctorate(Studying)•

Doctorate by Research•

Doctorate by Coursework•

Master Degree by Research•

Master Degree by Coursework•

Graduate Diploma•

Graduate Certificate•

Bachelor (Honours) Degree•

Bachelor (Pass) Degree•

Advanced Diploma•

Associate Degree•

Diploma•

Non-award course•

Bridging and Enabling course2020 GOS National Report56

Item label

Response scaleBase

For each of the following skills or attributes, to what extent do you agree or disagree thatyour <Final Course> from <Institution> prepared you for this job?

• Strongly disagree(Working or away from job)

If the skill is not required in your role, you can answer ‘Not applicable’.

• Neither disagree nor agree

Statements• AgreeFoundation skills• Strongly agree• Oral communication skills• Not applicable

Graduate attributes• Disagree• 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.

2020 GOS National Report(Not postgraduate by research)

57

Item label

Response scale

Base

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

• Strongly disagree(Not postgraduate by research)• The staff put a lot of time into commenting on my work

• Neither disagree nor agree• The teaching staff normally gave me helpful feedback on how I was going• Agree• The <course> helped me develop my ability to work as a team member• Strongly agree• The teaching staff of this <course> motivated me to do my best work

• Not applicable• Disagree• The course provided me with a broad overview of my field of knowledge• 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 respond to the questions below in relation to your most recent
supervision experience, whether by one or more supervisors.

• Disagree(Postgraduate by research)• Neither disagree nor agree• Agree
Please interpret ‘thesis’ and other research-related terms in the context of your own field • Strongly agreeof education.
• Not applicable2020 GOS National Report58

Item label

Response scale

Base

Please indicate the extent to which you strongly disagree, disagree, neither agree nor
disagree, agree or strongly agree with each of these statements.
• Supervision was available when I needed it• The thesis examination process was fair
• I had access to a suitable working space• I developed an understanding of the standard of work expected• I am confident that I can apply my skills outside the university sector• The department provided opportunities for social contact with other postgraduate
students• I improved my ability to design and implement projects effectively• My research further developed my problem solving skills• My supervisor(s) made a real effort to understand difficulties I faced• I had good access to the technical support I needed• I was integrated into the department’s community• I improved my ability to communicate information effectively to diverse audiences• I understood the required standard for the thesis• I had opportunities to develop professional connections outside the university sector• I was able to organise good access to necessary equipment• My supervisor(s) provided additional information relevant to my topic• I developed my skills in critical analysis and evaluation• I was satisfied with the thesis examination process• The department provided opportunities for me to become involved in the broader
research culture• I was given good guidance in topic selection and refinement• I had good access to computing facilities and services• I had opportunity to work on research problems with businesses, governments,
communities or organisations outside the university sector• I understood the requirements of thesis examination• I developed my understanding of research integrity (e.g. rigour, ethics, transparency,
attributing the contribution of others)• I improved my ability to plan and manage my time effectively• My supervisor(s) provided helpful feedback on my progress• A good seminar program for postgraduate students was provided• The research environment in the department or faculty stimulated my work
• I received good guidance in my literature search• I gained confidence in leading and influencing others• The examination of my thesis was completed in a reasonable time
• As a result of my research, I feel confident about tackling unfamiliar problems• There was appropriate financial support for research activities• Overall, I was satisfied with the quality of my higher degree research experience2020 GOS National Report59

Item label

Response scale

Now, a couple of general questions about your <course>…

Base
(All)

What were the best aspects of your <course>?

Open text(All)

What aspects of your <course> were most in need of improvement?

Open text

(All)

Yes

(Working or away from job and working
for employer for less than 12 months)

Graduate preparation
Is a <Course> or similar qualification a formal requirement for you to do your current job?

No
To what extent is it important for you to have a < Course >, or similar qualification, to beable to do your job?

Not at all important
Not that important(Working or away from job and working
for employer for less than 12 months)

Fairly important
Important
Very important
Overall, how well did your <Course > prepare you for your job?

Not at all
Not well(Working or away from job and working
for employer for less than 12 months)

Well
Very well
Don’t know/Unsure
What are the main ways that <Institution > prepared you for employment in yourorganisation?

Text(Working or away from job and working
for employer for less than 12 months)

What are the main ways <Institution> could have better prepared you for employment inyour organisation?

Text(Working or away from job and working
for employer for less than 12 months)

Contact details
ESS bridging

2020 GOS National Report60Appendix 4
Study areaconcordance

2020 GOS National Report

Study areas for Quality Indicators for Learning and Teaching (QILT) surveys, including the GOS, are defined in accordancewith the Australian Bureau of Statistics’ (ABS) Australian Standard Classification of Education (ASCED). The QILT website
and in general this report use 21 aggregated study areas as the basis of analysis. Targets for data collection are basedon 45 study areas. Concordance between these study areas and ASCED fields are listed below. Details of the fields ofeducation are available from the ABS web site.
Study area (21)Study area (45)

ASCED field of education

1

1

Natural & physicalsciences

010000, 010300, 010301, 010303, 010500, 010501, 010503,
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& technology

019901, 019903, 019905, 019907, 019909

Science andmathematics

2

Computing& Information
Systems

5

Computing &information systems

020000, 020100, 020101, 020103, 020105, 020107, 020109,
020111, 020113, 020115, 020117, 020119, 020199, 020300,
020301, 020303, 020305, 020307, 020399, 029900, 029901,
0299993

Engineering

6

Engineering – other030000, 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& resources

030300, 030301, 030303, 030305, 030307, 030399

8

Engineering –mechanical

030700, 030701, 030703, 030705, 030707, 030709, 030711,
030713, 030715, 030717, 030799

9

Engineering – civil

030900, 030901, 030903, 030905, 030907, 030909, 030911,
030913, 030999

10 Engineering –electrical & electronic

031300, 031301, 031303, 031305, 031307, 031309, 031311,
031313, 031315, 031317, 031399

11 Engineering –aerospace

031500, 031501, 031503, 031505, 031507, 031599

61

Study area (21)Study area (45)

ASCED field of education

4

12 Architecture & urban
environments

040000, 040100, 040101, 040103, 040105, 040107, 040199

13 Building & construction

040300, 040301, 040303, 040305, 040307, 040309, 040311, 040313, 040315, 040317, 040319, 040321, 040323,
040325, 040327, 040329, 040399

14 Agriculture & forestry

050000, 050100, 050300, 050500, 050700, 059900

15 Environmental studies

05090016 Health services& support

060000, 060900, 060901, 060903, 060999, 061500, 061501, 061700, 061705, 061707, 061709, 061711, 061713,
061799, 061900, 061901, 061903, 061905, 061999, 069900, 069901, 069903, 069905, 069907, 069999

17 Public health061300, 061301, 061303, 061305, 061307, 061309, 061311, 061399

56Architecture and built
environment

Agriculture andenvironmental studies

Health services
and support

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

06170124 Occupational therapy

06170325 Teacher education –other070000, 070100, 070107, 070109, 070111, 070113, 070115, 070117, 070199, 070300, 070301, 070303, 079900, 079999

26 Teacher education –early childhood

07010127 Teacher education –primary & secondary

070103, 070105

13 Teacher education

2020 GOS National Report62

Study area (21)Study area (45)

ASCED field of education

14 Business andmanagement

28 Accounting

080100, 080101

29 Business management

080300, 080301, 080303, 080305, 080307, 080309, 080311, 080313, 080315, 080317, 080319, 080321, 080323,
08039930 Sales & marketing

080500, 080501, 080503, 080505, 080507, 080509, 080599

31 Management &commerce – other080000, 080900, 080901, 080903, 080905, 080999, 089900, 089901, 089903, 089999

32 Banking & finance081100, 081101, 081103, 081105, 081199

40 Economics

091900, 091901, 091903

33 Political science

090100, 090101, 090103

34 Humanities inc history& geography

090000, 090300, 090301, 090303, 090305, 090307, 090309, 090311, 090313, 090399, 091300, 091301, 091303,
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
studies38 Law

090900, 090901, 090903, 090905, 090907, 090909, 090911, 090913, 090999

39 Justice studies& policing

091100, 091101, 091103, 091105, 091199

42 Art & design

100000, 100300, 100301, 100303, 100305, 100307, 100309, 100399, 100500, 100501, 100503, 100505, 100599,
109900, 109999

15 Humanities, culture
and social sciences

19 Creative arts

43 Music & performing arts 100100, 100101, 100103, 100105, 100199
20 Communications

44 Communication, media& journalism

100700, 100701, 100703, 100705, 100707, 100799

21 Tourism, hospitality,
personal services,
sport and recreation

41 Sport & recreation

092100, 092101, 092103, 092199

45 Tourism, hospitality& personal services

1101000, 110300, 120100, 120300, 120500, 129999

2020 GOS National Report63Appendix 5
Additional
tablesThis report is accompanied by additional benchmarking tables which may be used alongside this report and data visualisation to support
institutional benchmarking and analysis.
Listed below are tables related to specific concepts relevant to the Graduate Outcomes Survey (GOS) as well as a listing of tables that can beused to explore additional themes related to the GOS.

List of National Report and associated tables
Course level

Report/Figure table

Sheet name

Table Title

ALL

Table 2,
Figure 3

OVERALL_ALL_ALL_2Y

Graduate employment and study outcomes, by study level, 2019 and
2020

UG

Table 3

EMP_UG_ALL_2Y_AREA

Undergraduate employment outcomes by study area, 2019 and2020 (%)

PGC

EMP_PGC_ALL_2Y_AREA

Postgraduate coursework employment outcomes by study area,
2019 and 2020 (%)

PGR

EMP_PGR_ALL_2Y_AREA

Postgraduate research employment outcomes by study area, 2019and 2020 (%)

SAL_UG_ALL_2Y_AREA_
SEX

Undergraduate median full-time salaries by study area and gender,
2019 and 2020 ($)

PGC

SAL_PGC_ALL_2Y_AREA_
SEX

Postgraduate coursework median full-time salaries by study area
and gender, 2019 and 2020 ($)

PGR

SAL_PGR_ALL_2Y_AREA_
SEX

Postgraduate research median full-time salaries by study area andgender, 2019 and 2020 ($)

LF_UG_UNI_1Y

Labour force indicators 2020, undergraduates (universities only)UG

LF_UG_UNI_3Y

Labour force indicators 2018-2020, undergraduates (universities
only)

PGC

LF_PGC_UNI_1Y

Labour force indicators 2020, postgraduate coursework(universities only)

PGC

LF_PGC_UNI_3Y

Labour force indicators 2018-2020, postgraduate coursework(universities only)

PGC

LF_PGR_UNI_3Y

Labour force indicators 2018-2020, postgraduate research(universities only)

LF_UG_NUHEI_3Y

Labour force indicators 2018-2020, undergraduates (NUHEIs only)

LF_PGC_NUHEI_3Y

Labour force indicators 2018-2020, postgraduate coursework(NUHEIs only)

UG

UG

UG
PGC

2020 GOS National Report

Table 4

Table 5,
Table 6

Table 764

Course level

Report/Figure table

Sheet name

Table Title

UG

Table 8RSNOMORE_UG_ALL_1Y

Main reason not working more hours, of undergraduates employed
part-time, by preference for more hours, 2020 (%)

UG

Table 9RSOVRQ_UG_ALL_1Y

Main reason for working in job in 2020 that doesn’t fully use skills
and education, 2020 (%)

PGC

RSOVRQ_PGC_ALL_1Y

Main reason for working in job in 2020 that doesn’t fully use skills
and education, postgraduate coursework level graduates, 2020 (%)

PGR

RSOVRQ_PGR_ALL_1Y

Main reason for working in job in 2020 that doesn’t fully use skills
and education, postgraduate research level graduates, 2020 (%)
Undergraduate graduates in further full-time study, by original
field of study (%)

UG

Table 10

FURSTUD_UG_ALL_1Y_
AREA

UG

Table 11

FURSTUD_UG_ALL_1Y_FOE Study area of undergraduate graduates in further full-time study(%)

UG

Table 12,Figure 9

SAT_UG_ALL_2Y

Satisfaction of undergraduate level graduates, 2019 and 2020 (%agreement)

PGC

Table 13,
Figure 10

SAT_PGC_ALL_2Y

Satisfaction of postgraduate coursework level graduates, 2019 and2020 (% agreement)

PGR

Table 14,

SAT_PGR_ALL_2Y

Satisfaction of postgraduate research level graduates, 2019 and2020 (% agreement)

UG

Table 15

SAT_UG_ALL_2Y_AREA

Satisfaction of undergraduate level graduates, by study area, 2019and 2020 (% agreement)

PGC

SAT_PGC_ALL_2Y_AREA

Satisfaction of postgraduate coursework level graduates, by study
area, 2019 and 2020 (% agreement)

PGR

SAT_PGR_ALL_2Y_AREA

Satisfaction of postgraduate research level graduates, by study
area, 2019 and 2020 (% agreement)

ALL

Table 1.1

SUMMARY_ALL_
ALL_1Y_2019

GOS 2019 Collection Summary

ALL

Table 1.2

SUMMARY_ALL_
ALL_1Y_2018

GOS 2018 collection summary

ALL

Table 1.3

SUMMARY_ALL_
ALL_1Y_2017

GOS 2017 collection summary

ALL

Table 1.4

SUMMARY_ALL_ALL_1Y

GOS 2020 Collection Summary

ALL

RR_ALL_ALL_1Y_INSTGOS 2020 response rates by institution, November/Feb 2019/2020
and May 2020 collections

ALL

RR_ALL_ALL_1Y_TYPE

GOS 2020 sample and response characteristics, by respondent type

ALL

RR_ALL_ALL_1Y_AREA

GOS 2020 sample and response characteristics, by study area

2020 GOS National Report65Additional themes and associated tables
Additional detail relevant to National Report tables
Summary of employment outcomes 2019 and 2020
Course level

Report table

UG

Sheet name

Table Title

EMP_UG_ALL_2Y

Undergraduate employment outcomes, 2019 and 2020 (%)

EMP_PG_ALL_2Y

Postgraduate employment outcomes, 2019 and 2020UG

EMP_UG_ALL_2Y_DG

Undergraduate employment outcomes by demographic group,2019 and 2020 (%)

PGC

EMP_PGC_ALL_2Y_DG

Postgraduate coursework employment outcomes by demographic
group, 2019 and 2020 (%)

PGR

EMP_PGR_ALL_2Y_DG

Postgraduate research employment outcomes by demographic
group, 2019 and 2020 (%)

UG

PTEMP_UG_ALL_1Y_AREA_SEX

Undergraduate Part-time employment, by study area and gender,
as a proportion of all employed graduates, 2020 (%)

PGC

SAL_PGC_ALL_2Y_AREA_SEX

Postgraduate coursework median full-time salaries by study area
and gender, 2019 and 2020 ($)

PGR

SAL_PGR_ALL_2Y_AREA_SEX

Postgraduate research median full-time salaries by study area
and gender, 2019 and 2020 ($)

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.
Course level

Report table

Sheet name

Table Title

UG

OCC_UG_ALL_1Y_EMPTYPE

Undergraduate occupation level, by employment type, 2020 (%)

PG

OCC_PG_ALL_1Y_EMPTYPE

Postgraduate occupation level, by employment type, 2020 (%)

UG

BOARDOCC_UG_ALL_1Y_EMPTYPE Undergraduate occupation level, total employed, by study area, 2020 (%)

2020 GOS National Report66Importance of the qualification for current employment
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 current job.
Course level

Report table

Sheet name

Table TitleUG

QUALIMP_UG_ALL_1Y

Importance of qualification for undergraduates’ current employment, 2020 (%)

PG

QUALIMP_PG_ALL_1Y

Importance of qualification for postgraduates’ current employment, 2020 (%)

Extent to which qualification prepared graduates for employment
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.
Course level

Report table

Sheet name

Table TitleUG

CRSPREP_UG_ALL_1Y

Extent to which qualification prepared undergraduate level graduates for employment, 2020 (%)

PG

CRSPREP_PG_ALL_1Y

Extent to which qualification prepared postgraduate level graduates for employment, 2020 (%)

Occupation not fully utilising skills and/or education
Course level

Report table

Sheet name

Table TitleUG

SPOQSCL_UG_ALL_1Y

Undergraduate level graduates reporting occupation does not fully use skills or education, 2020(%)

PG

SPOQSCL_PG_ALL_1Y

Postgraduate level graduates reporting occupation does not fully use skills or education, 2020 (%)

UG

SPOQSCL_UG_ALL_1Y_AREA

Undergraduate level graduates reporting occupation does not fully use skills and education, andmain reason being no suitable jobs in my area of expertise, by study area, 2020 (%)

PGC

SPOQSCL_PGC_ALL_1Y_AREA

Postgraduate coursework level graduates reporting occupation does not fully use skills andeducation, and main reason being no suitable jobs in my area of expertise, by study area, 2020 (%)

PGR

SPOQSCL_PGR_ALL_1Y_AREA

Postgraduate research level graduates reporting occupation does not fully use skills andeducation, and main reason being no suitable jobs in my area of expertise, by study area, 2020 (%)

2020 GOS National Report67Graduate median full-time salaries by demographic groups and study status
Course level

Report table

Sheet name

Table Title

UG

Figure 4

SAL_UG_ALL_2Y_DG

Undergraduate median full-time salaries by demographic group, 2019 and 2020 ($)

PGC

Figure 4

SAL_PGC_ALL_2Y_DG

Postgraduate coursework median full-time salaries by demographic group, 2019 and 2020 ($)

PCRFigure 4

SAL_PCR_ALL_2Y_DG

Postgraduate research median full-time salaries by demographic group, 2019 and 2020 ($)

Graduates in full time study
Course level

Report table

Sheet name

Table Title

UG

FURSTUD_UG_ALL_1Y_DG

Further full-time study status for initial undergraduates, by demographic profile (%)

PG

FURSTUD_PG_ALL_1Y_DG

Graduates in further full-time study, by initial postgraduate study level, by demographic profile, 2020(%)

UG

EMP_UG_ALL_1Y_FURSTUDLabour market outcomes of undergraduate graduates, by full-time study statusPG

EMP_PG_ALL_1Y_FURSTUDLabour market outcomes of postgraduate graduates, by full-time study status

Graduate course satisfaction and generic skills
These tables list graduate ratings of their course satisfaction based on the course experience questionnaire for undergraduate and postgraduate coursework graduates
including overall satisfaction, the good teaching scale and generic skills scale. Postgraduate research graduate ratings are based on the Postgraduate Research Experience
Questionnaire (PREQ) and covers overall satisfaction, and scales related to supervision, intellectual climate, skills development, infrastructure, thesis examination, goals andexpectations and industry engagement.
Course level

Report table

Sheet name

Table Title

UG

SAT_UG_ALL_1Y_DG

Satisfaction of undergraduate level graduates, by demographic group, 2020 (% agreement)

PGC

SAT_PGC_ALL_1Y_DG

Satisfaction of postgraduate coursework level graduates, by demographic group, 2020 (% agreement)

PGR

SAT_PGR_ALL_1Y_DG

Satisfaction of postgraduate research level graduates, by demographic group, 2020 (% agreement)

2020 GOS National Report68Graduate employment outcomes by 45 study areas
Course level

Report table

Sheet name

Table Title

UG

EMP_UG_ALL_2Y_AREA45

Undergraduate employment outcomes by 45 study areas, 2019 and 2020 (%)

PGC

EMP_PGC_ALL_2Y_AREA45

Postgraduate coursework employment outcomes by 45 study areas, 2019 and 2020 (%)

PGR

EMP_PGR_ALL_2Y_AREA45

Postgraduate research employment outcomes by 45 study areas, 2019 and 2020 (%)

UG

SAL_UG_ALL_2Y_AREA45_SEX

Undergraduate median full-time salaries by 45 study areas and gender, 2019 and 2020 ($)

PGC

SAL_PGC_ALL_2Y_AREA45_SEX

Postgraduate coursework median full-time salaries by 45 study areas and gender, 2019 and 2020 ($)

PGR

SAL_PGR_ALL_2Y_AREA45_SEX

Postgraduate research median full-time salaries by 45 study areas and gender, 2019 and 2020 ($)

UG

OCC_UG_ALL_1Y_AREA45

Undergraduate occupation level, total employed, by 45 study areas, 2020 (%)

Graduate outcomes broken down by institution type
Course level

Report table

UG

Table 5

Sheet name

Table Title

EMP_UG_UNI_2Y

Undergraduate employment outcomes, universities only, 2019 and 2020UG

EMP_UG_NUHEI_2Y

Undergraduate employment outcomes, NUHEIs only, 2019 and 2020UG

EMP_UG_UNI_2Y_AREA

Undergraduate employment outcomes by study area, universities only, 2019 and 2020UG

EMP_UG_NUHEI_2Y_AREA

Undergraduate employment outcomes by study area, NUHEIs only, 2019 and 2020UG

EMP_UG_UNI_2Y_DG

Undergraduate employment outcomes by demographic group, universities only, 2019 and 2020 (%)

UG

EMP_UG_NUHEI_2Y_DG

Undergraduate employment outcomes by demographic group, NUHEIs only, 2019 and 2020 (%)

UG

OCC_UG_UNI_1Y_EMPTYPE

Undergraduate occupation level, by employment type, universities only, 2020 (%)

UG

OCC_UG_NUHEI_1Y_EMPTYPE

Undergraduate occupation level, by employment type, NUHEIs only, 2020 (%)

UG

OCC_UG_UNI_1Y_AREA

Undergraduate occupation level, total employed, by study area, universities only, 2020 (%)

UG

SAT_UG_UNI_2Y_AREA

Satisfaction of undergraduate level graduates, by study area, 2019 and 2020 (% agreement) (Unis
only)

UG

SAT_UG_NUHEI_2Y_AREA

Satisfaction of undergraduate level graduates, by study area, 2019 and 2020 (% agreement)(NUHEIs only)

2020 GOS National Report69Graduate Attributes
This group of tables present the scale scores of graduate ratings of how well their qualification and institution prepared them for their current job. The graduate attributes
scales include Foundation skills, Adaptive skills and attributes and Team and interpersonal skills.
Foundation skillsa) Oral communication skillsb) Written communication skillsc) Numeracy skillsd) Ability to develop relevant knowledgee) Ability to develop relevant skillsf) Ability to solve problemsg) Ability to integrate knowledgeh) Ability to think independently about problems
Adaptive skills and attributesi) Broad general knowledgej) Ability to develop innovative ideask) Ability to identify new opportunitiesl) Ability to adapt knowledge in different contextsm) Ability to apply skills in different contextsn) Capacity to work independently
Teamwork and interpersonal skillso) Working well in a teamp) Getting on well with others in the workplaceq) Working collaboratively with colleagues to complete tasksr) Understanding of different points of views) Ability to interact with co-workers from different or multicultural backgrounds

2020 GOS National Report70lCourse level

Report table

Sheet name

Table Title

UG

ATT_UG_ALL_1Y

Graduates average ratings of their attributes in full-time and overall employment 2020 (%)

UG

ATT_UG_ALL_1Y_AREA

Graduates average ratings of their attributes (%) by study area – undergraduate

PGC

ATT_PGC_ALL_1Y_AREA

Graduates average ratings of their attributes (%) by study area – postgraduate coursework

PGR

ATT_PGR_ALL_1Y_AREA

Graduates average ratings of their attributes (%) by study area – postgraduate research

List of National Report and associated figures
Course level

ReportFigureUG

Figure 5

UG
UG

Figure 5

UG

Sheet nameFigure Title

FTE_UG_UNI_1Y_FIG

Undergraduate full-time employment rate by university, 2020 (%)

FTE_UG_UNI_3Y_FIG

Undergraduate full-time employment rate by university, 2018-2020 (%)

SAL_UG_UNI_1Y_FIG

Undergraduate median full-time salaries by university, 2020 ($)

SAL_UG_UNI_3Y_FIG

Undergraduate median full-time salaries by university, 2018-2020 ($)

UG

Figure 7

FTE_UG_NUHEI_3Y_FIG

Undergraduate full-time employment rate by NUHEI, 2018-2020 (%)

UG

Figure 8

SAL_UG_NUHEI_3Y_FIG

Undergraduate median full-time salaries by NUHEI, 2018-2020 ($)

PGC

FTE_PGC_UNI_1Y_FIG

Postgraduate coursework full-time employment rate by university, 2020 (%)

PGC

FTE_PGC_UNI_3Y_FIG

Postgraduate coursework full-time employment rate by university, 2018-2020 (%)

PGC

FTE_PGC_NUHEI_3Y_FIG

Postgraduate coursework full-time employment rate by NUHEI, 2018-2020 (%)

PGC

SAL_PGC_UNI_1Y_FIG

Postgraduate coursework median full-time salaries by university, 2020 ($)

PGC

SAL_PGC_UNI_3Y_FIG

Postgraduate coursework median full-time salaries by university, 2018-2020 ($)

PGC

SAL_PGC_NUHEI_3Y_FIG

Postgraduate coursework median full-time salaries by NUHEI, 2018-2020 ($)

PGR

FTE_PGR_UNI_3Y_FIG

Postgraduate research full-time employment rate by university, 2018-2020 (%)

PGR

SAL_PGR_UNI_3Y_FIG

Postgraduate research median full-time salaries by university, 2018-2020 ($)

2020 GOS National Report71

JULY 2016