EMPLOYER VIEWS OF
RECENT GRADUATES

2022 Employer Satisfaction
SurveyApril 2023

Acknowledgements
The Quality Indicators for Learning and Teaching (QILT) survey program, including the 2022 Employer Satisfaction Survey (ESS), is fundedby the Australian Government Department of Education.
The Social Research Centre would especially like to thank the higher education institutions that contributed to the ESS in 2022. Without
the enthusiastic assistance of the survey managers and institutional planners, the 2022 ESS would not have been possible.
We are also very grateful to the employers who took the time to provide valuable feedback about their experience. The ESS data will be
used by institutions for continuous improvement and to assist prospective students to make informed decisions about future study.
The 2022 ESS was led by Graham Challice and the project team consisted of Lisa Bolton, Natasha Vickers, James Morrison, Cynthia Kim, Dr
Paddy Tobias, Dean Pennay, Benjamin Desta, Dr Gabriel Ong, Joe Feng, Luke Hand, Rawan Habibeh and Kelsey Pool.
For more information on the conduct and results of the 2022 ESS, see the QILT website: www.qilt.edu.au. The QILT team can be contacted
by email at qilt@srcentre.com.au.

2022 Employer Satisfaction SurveyiContents
Acknowledgements		i
Contents		ii
List of tables		iii1. Introduction		1
2. Time series 		3
3. Broad field of education 		5

4. Type of institution and course characteristics 		

7

5. Demographic and labour market characteristics		

9

6. Employer satisfaction by institution		127. Skills relevance and utilisation		

14

Appendix 1 Methodology		20
Appendix 2 ESS questionnaire 		

26

Appendix 3 Institutional participation		

30

2022 Employer Satisfaction SurveyiiList of tables
Table 1 Employer satisfaction, 2016-2022 (%)		

3

Table 16 Respondents by broad field of education, 2022

22

Table 2 Employer satisfaction by broad field of education, 2022 (%)

5

Table 17 Respondents by type of institution and course characteristics, 2022

23

Table 18 Respondents by demographic characteristics, 2022

23

Table 19 Respondents by labour market characteristics, 2022

24

Table 20 Questionnaire item summary		

26

Table 21 Number of completed surveys by University, 2020-202230

Table 22 Number of completed surveys by NUHEI, 2020-2022

32

Table 3 Employer satisfaction by type of institution and course characteristics, 2022(%)			
8
Table 4 Employer satisfaction by demographic characteristics, 2022 (%)

9

Table 5 Employer satisfaction by labour market characteristics, 2022 (%)

10

Table 6 Employer satisfaction by institution (universities only), 2020-2022 (%)

12

Table 7 Importance of qualification for current employment, 2022 (%)

14

Table 8 Importance of qualification for current employment by broad field of
education, 2022 (%)		

15

Table 9 Importance of qualification for current employment, by occupation, 2022(%)			
16
Table 10 Extent to which qualification prepared graduate for current employment,
2022 (%)		
16
Table 11 Extent to which qualification prepared graduate well or very well for current
employment, by broad field of education, 2022 (%)		
17
Table 12 Extent to which qualification prepared graduate well or very well for current
employment, by occupation, 2022 (%)		
18
Table 13 Main ways that the qualification prepared the graduate for employment,
2022 (%)		
19
Table 14 Main ways that the qualification could have better prepared the graduate
for employment, 2022 (%)		
19
Table 15 ESS operational overview, 2020-2022		
2022 Employer Satisfaction Survey

20iii

1. Introduction
The 2022 Employer Satisfaction Survey (ESS) measures employer views of the attributes of recent graduates from Australian higher education
institutions providing assurance about the quality of Australia’s higher education sector. The ESS is included as part of the Quality Indicators
for Learning and Teaching (QILT) survey suite. The QILT surveys are independently and centrally administered by the Social Research Centre on
behalf of the Australian Government Department of Education.
The 2022 ESS represents the largest survey of its kind, reporting the views of 3,452 employers about the attributes of recent graduates from
Australian higher education institutions including universities and non-university higher education institutions (NUHEIs). The impetus for anational survey of graduate employers is grounded in the Australian Government’s desire to improve the range and quality of higher education
performance indicators in Australia. Since graduate employment is usually one of the main objectives of completing a higher education
qualification, employer views of the readiness of graduates to enter the workplace forms a key component of the quality matrix. Employer
views of the technical skills, generic skills and work readiness of recent graduates provide assurance about the quality of Australia’s higher
education sector. The survey has been conducted annually since 2016.
The ESS has three design features. First, the ESS is the only national survey in Australia that directly links the experiences of graduates tothe views of their direct supervisors. Second, the ESS is undertaken on a systematic basis by asking employed graduates who participate in
the Graduate Outcome Survey (GOS) to provide contact information for their supervisor who is then invited to complete the ESS. This enables
understanding of the limitations and bias associated with the survey methodology. By way of comparison, many other employer surveys are
not conducted on a systematic basis and report the perceptions of executives who may have had little or no direct experience with recent
graduates. Third, the ESS is large enough to provide comparisons by broad field of education, employment characteristics, occupation,
demographic group, and institution.
A major dilemma in designing employer surveys of graduates lies in constructing robust population and sample frames while seeking togarner a sufficient number of responses. The present survey uses all graduate respondents, domestic and international, to the GOS, which inturn is based on the Tertiary Collection of Student Information (TCSI) program, to gather the contact details of direct supervisors. One of theadvantages of measuring employer satisfaction on a systematic basis is that it enables understanding of the limitations and bias associatedwith the survey methodology. One disadvantage of a systematic approach to survey collection is that the ensuing methodology can make it
difficult to achieve an adequate number of responses for reporting purposes. In the present survey, this manifests itself through the ongoing
reluctance of graduates to pass on contact details of their direct supervisor. Further details of the methodology and pattern of responses andpossible bias are presented in Appendix 1.

2022 Employer Satisfaction Survey

1Nonetheless, compared with the ESS other employer surveys of Australian higher education graduates are much smaller in scale, lacktransparency in methodology and rely on the views of persons who may have had little or no direct contact with graduates. For example, the2021 QS Graduate Employability Rankings are based on the views of approximately 1,000 Australian employers while the 2020 Times Higher
Education Global University Employability Ranking is based on approximately 100 Australian responses.
The ESS is administered in parallel with the GOS and the first collection round for the 2022 ESS took place in November 2021, the second in
February 2022 and the third in May 2022.

2022 Employer Satisfaction Survey

22. Time series
The 2022 ESS confirms the findings of earlier surveys that supervisors rate their graduates highly. In 2022, Overall satisfaction with graduates as
rated by direct supervisors was 84.1 per cent. Overall satisfaction reports the proportion of supervisors giving responses ‘Very likely to consider’ or‘Likely to consider’ to the item, ‘Based on your experience with this graduate, how likely are you to consider hiring another graduate from the same
course and institution, if you had a relevant vacancy?’ These results suggest employers are highly satisfied with the overall quality of graduatesfrom Australia’s higher education system.
Employers were also requested to report the extent to which they agreed or disagreed that a graduates’ course had developed graduate skills andknowledge across five graduate attribute domains. For the purposes of this report, where employers agreed the course developed the graduate
attribute, they are deemed to be ‘satisfied’ with that attribute.

84.1%

employer Overall satisfaction
with graduates (2022)

Table 1 shows high levels of employer satisfaction across all attributes:•

93.0 per cent satisfaction with foundation skills – general literacy, numeracy and communication skills and the ability to investigate andintegrate knowledge.

•

90.1 per cent satisfaction with adaptive skills – the ability to adapt and apply skills/knowledge and work independently.

•

88.2 per cent satisfaction with collaborative skills – teamwork and interpersonal skills.

•

92.7 per cent satisfaction with technical skills – application of professional and technical knowledge and standards.

•

86.8 per cent satisfaction with employability skills – the ability to perform and innovate in the workplace.

Table 1 Employer satisfaction, 2016-2022 (%)
Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

2016

92.0 (91.2, 92.8)

88.4 (87.4, 89.4)

84.6 (83.5, 85.7)

92.2 (91.4, 93.0)

83.8 (82.7, 84.9)

84.3 (83.2, 85.4)

2017

93.4 (92.8, 94.0)

90.1 (89.3, 90.9)

85.9 (85.0, 86.8)

93.3 (92.6, 94.0)

85.0 (84.1, 85.9)

83.6 (82.7, 84.5)

2018

93.5 (92.9, 94.1)

89.9 (89.2, 90.6)

88.7 (87.9, 89.4)

93.8 (93.3, 94.4)

86.5 (85.7, 87.3)

84.8 (84.0, 85.6)

2019

92.7 (92.0, 93.3)

89.3 (88.5, 90.1)

87.8 (86.9, 88.5)

92.7 (92.0, 93.3)

85.4 (84.5, 86.2)

84.0 (83.1, 84.9)

2020

93.7 (93.0, 94.4)

90.1 (89.2, 91.0)

88.1 (87.1, 89.0)

93.8 (93.1, 94.5)

86.8 (85.8, 87.8)

84.7 (83.6, 85.7)

2021

93.5 (92.8, 94.2)

90.3 (89.4, 91.1)

89.3 (88.3, 90.1)

93.7 (93.0, 94.4)

86.6 (85.6, 87.6)

85.3 (84.3, 86.3)

2022

93.0 (92.2, 93.7)

90.1 (89.2, 91.0)

88.2 (87.2, 89.1)

92.7 (91.9, 93.4)

86.8 (85.8, 87.8)

84.1 (83.0, 85.1)

Note: Numbers presented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey3

As shown by Table 1, Overall satisfaction and employer satisfaction with the Foundation, Adaptive, Collaborative, and Technical skills
attributes decreased slightly between 2021 and 2022. Employer satisfaction with the Employability skills attribute increased slightly
between 2021 and 2022, by 0.2 percentage points. Within the limitations of the survey, employer satisfaction can on the whole, be said tobe stable in 2022.

2022 Employer Satisfaction Survey

43. Broad field of education
In 2022, employers reported highest Overall satisfaction with Engineering and related technologies graduates at 90.2 per cent, thiswas comparable to 2021 results (90.4 per cent). Supervisors also reported high levels of satisfaction with Information technology and
Education graduates, with 86.5 per cent and 85.6 per cent respectively. On the other hand, employer satisfaction, while still relatively
high, appears lower for Creative arts graduates, 79.1 per cent, Architecture and building graduates, 79.3 per cent and Management andCommerce graduates, 81.5 per cent.
Employer satisfaction was significantly higher for Engineering graduates than for Natural and physical sciences, Architecture and building,
Health, Management and commerce, Society and culture, and Creative arts, as demonstrated by the presentation of confidence intervalsin Table 2. This indicates the ESS instrument is capable of discriminating across fields of education.

90.2%
employer Overall satisfaction
with Engineering and Related
Technologies graduates - highest

As shown in Table 2, employer satisfaction with different graduate attributes varies across fields of education. For example, employersof Engineering graduates provided the highest rating of Overall satisfaction in 2022, as noted above. Employers of Engineering graduates
rated graduate skills above average for their Foundation skills (95.7 per cent), Collaborative skills (93.4 per cent), Technical skills (95.5 percent), and Employability skills (91.4 per cent) attributes. Similarly, employers are highly satisfied with the specific attributes of Naturaland physical sciences, Agriculture and environmental studies, and Society and culture graduates, rating them higher than average acrossall attributes. There appears to be more variation in the Adaptive skills attribute (13.5 percentage points), Overall satisfaction (11.1
percentage points), and Employability skills attribute (9.8 percentage points) across fields of education.
Table 2 Employer satisfaction by broad field of education, 2022 (%)
Field of education

Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

Natural and physical sciences

94.3 (91.6, 96.2)

92.4 (89.3, 94.7)

90.2 (86.8, 92.8)

95.9 (93.4, 97.6)

89.4 (85.8, 92.1)

82.3 (78.2, 85.7)

Information technology

95.3 (92.2, 97.2)

91.3 (87.4, 94.0)

85.9 (81.5, 89.4)

92.6 (89.0, 95.2)

82.4 (77.5, 86.3)

86.5 (82.2, 89.9)

Engineering and related technologies

95.7 (93.1, 97.3)

88.8 (85.2, 91.6)

93.4 (90.5, 95.5)

95.5 (92.9, 97.2)

91.4 (88.1, 93.8)

90.2 (86.8, 92.8)

Architecture and building

90.1 (83.2, 94.5)

82.7 (74.7, 88.6)

89.4 (82.5, 93.9)

90.2 (83.4, 94.6)

82.5 (74.4, 88.5)

79.3 (71.0, 85.7)

Agriculture and environmental studies

96.1 (90.4, 98.7)

96.2 (90.5, 98.7)

91.1 (84.3, 95.3)

96.2 (90.5, 98.7)

92.2 (85.4, 96.1)

84.6 (76.7, 90.3)

Health90.2 (88.1, 92.1)

88.4 (86.0, 90.4)

86.1 (83.7, 88.3)

91.9 (89.8, 93.5)

83.4 (80.8, 85.8)

84.4 (81.8, 86.6)

Education

91.4 (89.0, 93.3)

91.0 (88.6, 92.9)

85.0 (82.1, 87.5)

92.6 (90.4, 94.4)

87.5 (84.8, 89.8)

85.6 (82.8, 88.1)

Management and commerce

92.9 (90.9, 94.5)

89.9 (87.6, 91.8)

87.5 (85.0, 89.6)

90.5 (88.2, 92.3)

86.4 (83.9, 88.6)

81.5 (78.7, 84.0)

2022 Employer Satisfaction Survey

5Field of education

Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

Society and culture

94.1 (92.4, 95.4)

90.8 (88.8, 92.5)

89.5 (87.4, 91.3)

93.3 (91.5, 94.8)

87.3 (85.0, 89.3)

84.2 (81.7, 86.4)

Creative arts

93.3 (88.7, 96.1)

90.0 (84.7, 93.6)

91.2 (86.3, 94.5)

90.9 (85.9, 94.3)

90.2 (85.0, 93.7)

79.1 (72.8, 84.3)

All fields

93.0 (92.2, 93.7)

90.1 (89.2, 91.0)

88.2 (87.2, 89.1)

92.7 (91.9, 93.4)

86.8 (85.8, 87.8)

84.1 (83.0, 85.1)

2.2

3.4

2.7

2.2

3.6

3.4

Standard deviation

Note: The Food, hospitality and personal services broad field of education is not shown as no data was available. Numbers presented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey

6

4. Type of institution and course
characteristics
Table 3 shows that employer Overall satisfaction with graduates from universities (84.5 per cent) is higher than for graduates from NUHEIs(79.2 per cent).
Supervisors expressed higher levels of Overall satisfaction with graduates who studied internally, 84.9 per cent, in comparison with
graduates who studied externally, 81.8 per cent (see Table 3). There has been a trend where supervisors rate satisfaction of internal or mixed
mode graduates (attended some or all their classes on-campus) more highly than external (undertaken all their study off-campus) graduates.
The gap in satisfaction ratings has increased slightly in 2022, with a difference of 3.1 percentage points compared to a 2.0 percentage
point difference in 2021. However, the gap in satisfaction ratings is lower when compared to the 7.4 percentage point difference in 2020.
Supervisors rated internal graduates higher on Foundation, Collaborative, and Employability skills, although results were not statisticallysignificant.
Employers appear less satisfied overall with postgraduate coursework graduates, 83.3 per cent, than with undergraduates, 84.3 per cent, andpostgraduate research graduates, 87.0 per cent. Supervisors rated postgraduate coursework graduates slightly lower than undergraduates
for three attributes. This difference is significant for Collaborative skills, where employers rated postgraduate coursework graduates at 85.5
per cent compared with 90.6 per cent for undergraduates. This may be attributed to a high proportion of postgraduate coursework graduates
studying externally and so not engaging as much in student centred collaborative learning activities, as observed in the Student Experience
Survey Learner Engagement focus area. Similarly, employers rated postgraduate coursework graduates lower than postgraduate research
graduates for all attributes. Employer satisfaction with postgraduate research graduates is significantly higher in terms of Foundation,
Adaptive, Technical, and Employability skills, compared to graduates at the postgraduate coursework or undergraduate level.

2022 Employer Satisfaction Survey

84.9%
employer Overall satisfaction internal graduates

81.8%
employer Overall satisfaction external graduates

7Table 3 Employer satisfaction by type of institution and course characteristics, 2022 (%)
Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

University

93.0 (92.2, 93.7)

90.0 (89.1, 90.9)

88.2 (87.2, 89.2)

92.6 (91.8, 93.4)

86.7 (85.6, 87.7)

84.4 (83.3, 85.5)

NUHEI

92.7 (89.3, 95.1)

91.7 (88.2, 94.3)

87.9 (83.9, 91.0)

93.4 (90.2, 95.7)

88.4 (84.4, 91.5)

79.2 (74.5, 83.3)

Internal/Multi Mode

93.9 (93.0, 94.7)

90.6 (89.5, 91.5)

90.6 (89.6, 91.6)

93.6 (92.7, 94.4)

87.8 (86.6, 88.9)

84.9 (83.7, 86.1)

External/Distance

90.8 (89.1, 92.2)

88.9 (87.0, 90.4)

82.6 (80.4, 84.5)

90.9 (89.2, 92.3)

84.5 (82.4, 86.4)

81.8 (79.7, 83.8)

Type of institution

Mode of attendance

Course level
Undergraduate

92.6 (91.4, 93.7)

89.5 (88.1, 90.7)

90.6 (89.3, 91.8)

93.3 (92.1, 94.3)

86.5 (85.0, 88.0)

84.3 (82.7, 85.9)

Postgraduate coursework

92.6 (91.5, 93.7)

89.6 (88.3, 90.8)

85.5 (84.0, 86.9)

91.1 (89.8, 92.2)

86.0 (84.5, 87.5)

83.3 (81.7, 84.8)

Postgraduate research

96.7 (94.4, 98.1)

96.7 (94.3, 98.1)

90.6 (87.2, 93.2)

98.1 (96.2, 99.2)

92.7 (89.6, 95.0)

87.0 (83.3, 90.0)

Total

93.0 (92.2, 93.7)

90.1 (89.2, 91.0)

88.2 (87.2, 89.1)

92.7 (91.9, 93.4)

86.8 (85.8, 87.8)

84.1 (83.0, 85.1)

Note: Numbers presented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey

85. Demographic and labour market
characteristics
Broadly speaking, employers appear equally satisfied with male and female graduates in 2022, with ratings across all attributes differing
by less than two percentage points, as shown by Table 4.
Employers rated the skills of younger graduates higher than those of older graduates aged over 30 years across all attributes, withsignificant differences noted for Collaborative and Technical skills.
Employers rated graduates from a non-English speaking background more highly than graduates from an English-speaking background for
Overall satisfaction and all graduate attributes, with significant differences noted for Collaborative and Employability skills.
Differences in employer ratings for Indigenous and non-Indigenous graduates should be treated with caution due to the relatively small
numbers of responses from employers of Indigenous graduates. This is also the case with employers of graduates with a reported
disability.
Table 4 Employer satisfaction by demographic characteristics, 2022 (%)
Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

84.1%
employer Overall satisfaction male graduates

84.0%
employer Overall satisfaction female graduates

GenderMale

93.9 (92.8, 94.9)

90.4 (89.0, 91.6)

88.7 (87.2, 90.1)

92.9 (91.6, 94.0)

86.3 (84.7, 87.8)

84.1 (82.4, 85.7)

Female92.3 (91.2, 93.2)

90.0 (88.8, 91.0)

87.8 (86.6, 89.0)

92.5 (91.5, 93.5)

87.1 (85.8, 88.4)

84.0 (82.6, 85.4)

30 years orunder

93.8 (92.8, 94.6)

90.4 (89.2, 91.5)

90.6 (89.5, 91.7)

93.9 (92.9, 94.8)

87.7 (86.4, 89.0)

85.0 (83.6, 86.3)

Over 30 years

92.0 (90.7, 93.1)

89.8 (88.5, 91.1)

85.1 (83.4, 86.6)

91.2 (89.9, 92.3)

85.7 (84.0, 87.1)

82.9 (81.2, 84.5)

Age

Aboriginal and Torres Strait Islander
Indigenous

86.5 (74.4, 93.6)

86.5 (74.4, 93.6)

91.9 (80.9, 97.2)

86.5 (74.4, 93.6)

86.5 (74.4, 93.6)

89.2 (77.6, 95.4)

Non-Indigenous

93.1 (92.3, 93.8)

90.2 (89.3, 91.0)

88.2 (87.2, 89.1)

92.8 (92.0, 93.5)

86.8 (85.8, 87.8)

84.0 (82.9, 85.1)

Main language spoken at home
English92.7 (91.9, 93.5)

89.9 (88.9, 90.8)

87.0 (85.9, 88.0)

92.3 (91.4, 93.1)

86.1 (84.9, 87.1)

84.1 (82.9, 85.2)

Language otherthan English

94.4 (92.4, 95.9)

91.6 (89.3, 93.5)

94.9 (93.0, 96.3)

94.8 (92.8, 96.3)

91.2 (88.8, 93.2)

83.9 (80.9, 86.4)

2022 Employer Satisfaction Survey

9Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

93.6 (90.5, 95.8)

87.2 (83.2, 90.4)

88.1 (84.1, 91.2)

91.7 (88.1, 94.2)

84.9 (80.5, 88.4)

80.2 (75.6, 84.1)

Disability
Reported
disability
No disability

92.9 (92.1, 93.7)

90.4 (89.4, 91.2)

88.2 (87.2, 89.2)

92.8 (91.9, 93.5)

87.0 (85.9, 88.0)

84.4 (83.3, 85.4)

Total

93.0 (92.2, 93.7)

90.1 (89.2, 91.0)

88.2 (87.2, 89.1)

92.7 (91.9, 93.4)

86.8 (85.8, 87.8)

84.1 (83.0, 85.1)

Note: Numbers presented in brackets are the lower and upper confidence intervals.

Employers reported the highest Overall satisfaction with graduates working in Technician and trades occupations, at 88.9 per cent (seeTable 5). Results for this group should be viewed with caution due to a low number of graduates working in this occupation group. Most
employer responses in 2022 were for graduates working in Professional occupations, and Overall satisfaction has remained relatively
consistent for this group over time.
As shown in Table 5, employers’ Overall satisfaction with graduates who were working full-time was significantly higher compared tothose graduates that worked part-time, 85.0 per cent and 81.4 per cent respectively. Employers rated full-time employed workers higher
on all other graduate attributes except Collaborative skills, although no significant differences were noted.
Employers’ Overall satisfaction was highest for graduates who had been working for three months to less than one year, 86.2 per cent.
Employers rated these graduates significantly higher than those who had been working less than three months, or one year or more.
Further, employers rated the Adaptive skills of graduates who had work histories of one year or more significantly higher than graduates
who had been with their employer less than three months.

88.9%

employer Overall satisfaction Technician and trades occupations

Table 5 Employer satisfaction by labour market characteristics, 2022 (%)
Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

Managers

92.6 (89.5, 94.9)

91.6 (88.4, 94.0)

83.0 (78.9, 86.5)

Professionals

92.4 (91.4, 93.3)

89.7 (88.5, 90.7)

87.5 (86.3, 88.6)

90.4 (87.0, 93.0)

87.7 (84.0, 90.7)

79.2 (74.9, 82.9)

92.6 (91.6, 93.5)

85.4 (84.1, 86.6)

86.1 (84.8, 87.3)

Technicians and trades
workers

96.2 (92.2, 98.3)

92.2 (87.3, 95.4)

89.2 (83.9, 93.0)

93.7 (89.0, 96.5)

94.3 (89.6, 97.0)

88.9 (83.4, 92.8)

Community and personal
service workers

91.3 (87.5, 94.1)

89.3 (85.2, 92.4)

90.7 (86.9, 93.5)

94.0 (90.5, 96.3)

85.8 (81.3, 89.4)

78.5 (73.4, 82.8)

Clerical and administrative
workers

95.7 (93.4, 97.2)

90.8 (87.7, 93.1)

92.1 (89.2, 94.3)

94.2 (91.6, 96.1)

90.7 (87.5, 93.1)

80.8 (76.9, 84.2)

Other workers

96.3 (92.5, 98.3)

91.9 (87.0, 95.0)

95.3 (91.4, 97.5)

93.8 (89.1, 96.6)

92.2 (87.6, 95.3)

74.7 (68.3, 80.1)

Full-time

93.2 (92.3, 93.9)

90.5 (89.5, 91.4)

87.6 (86.5, 88.7)

93.1 (92.2, 93.9)

87.0 (85.9, 88.1)

85.0 (83.7, 86.1)

Part-time

92.5 (90.8, 93.9)

89.1 (87.1, 90.8)

90.0 (88.2, 91.7)

91.3 (89.5, 92.8)

86.2 (84.0, 88.1)

81.4 (79.1, 83.6)

Occupation

Employment status2022 Employer Satisfaction Survey

10Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

Duration of job with current employer
Less than 3 months

92.3 (89.6, 94.3)

87.4 (84.1, 90.0)

89.0 (85.8, 91.5)

93.4 (90.8, 95.4)

84.0 (80.4, 87.1)

80.2 (76.5, 83.5)

3 months to < 1 year

92.7 (91.5, 93.7)

89.3 (88.0, 90.5)

90.5 (89.2, 91.7)

92.8 (91.7, 93.8)

86.8 (85.3, 88.1)

86.2 (84.7, 87.5)

1 year or more

93.5 (92.3, 94.5)

91.8 (90.4, 92.9)

85.3 (83.7, 86.9)

92.4 (91.1, 93.5)

87.6 (86.1, 89.1)

82.7 (80.9, 84.3)

Total

93.0 (92.2, 93.7)

90.1 (89.2, 91.0)

88.2 (87.2, 89.1)

92.7 (91.9, 93.4)

86.8 (85.8, 87.8)

84.1 (83.0, 85.1)

Note: Numbers presented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey

116. Employer satisfaction by institution
This report combines results from the 2020, 2021 and 2022 Employer Satisfaction Surveys to publish results for Table A and B universities
at institution level as shown in Table 6. This is consistent with the approach utilised on the QILT website where results are pooled acrosssurveys to increase the number of responses, and confidence intervals are published to improve the robustness and validity of the data.
The number of employer responses in the 2020 to 2022 surveys across institutions is shown in Appendix 3. There are over 9,540 employer
responses across universities, ranging from over 738 responses for The University of Melbourne down to 21 responses for Avondale
University. The QILT reports and website do not publish results where there are fewer than 25 survey responses. For this reason, results forindividual NUHEIs are not shown since for most NUHEIs the number of employer responses is too small.
Employer satisfaction is broadly similar across most of the Table A and B universities, with consistently high levels of satisfaction.
Nonetheless, Table 6 demonstrates the ESS has the capacity to discriminate between universities, with Overall satisfaction ranging from78.1 per cent to 89.7 per cent. Employers’ Overall satisfaction was rated highest for graduates from Curtin University and The University ofSydney, at 89.7 per cent and 88.6 per cent respectively. Other universities rated highly by employers include La Trobe University and Central
Queensland University, reporting 88.1 per cent and 87.6 per cent Overall satisfaction by employers respectively. Note, however, the small
number of responses for most universities means there are wide confidence intervals associated with these estimates. Where confidence
intervals overlap between institutions, we cannot infer that there is or is not a significant difference in a statistical sense. Differences inthe study area and demographic profile of institutions may also influence results.

Employer satisfaction
was rated highest for
graduates from Curtin
University and the
University of Sydney.

Table 6 Employer satisfaction by institution (universities only), 2020-2022 (%)
University
Australian Catholic University
Avondale University*

Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

94.0 (91.0, 96.1)

90.5 (87.0, 93.1)

92.8 (89.5, 95.1)

93.1 (90.0, 95.4)

88.0 (84.1, 91.0)

86.9 (83.1, 90.0)

n/a

n/a

n/a

n/a

n/a

n/a

85.7 (74.4, 92.7)

78.6 (66.5, 87.2)

83.3 (71.7, 90.9)

90.5 (80.0, 96.0)

82.9 (71.1, 90.7)

80.5 (68.4, 88.8)

Central Queensland University

95.2 (91.5, 97.3)

88.9 (84.1, 92.4)

92.1 (87.9, 95.0)

95.7 (92.1, 97.7)

85.6 (80.4, 89.6)

87.6 (82.9, 91.3)

Charles Darwin University

91.7 (85.2, 95.6)

90.5 (83.7, 94.7)

86.9 (79.6, 91.9)

92.5 (86.0, 96.3)

82.9 (75.0, 88.8)

86.1 (78.4, 91.4)

Charles Sturt University

92.1 (89.1, 94.4)

88.9 (85.5, 91.6)

86.3 (82.6, 89.3)

93.0 (90.0, 95.1)

86.6 (82.9, 89.6)

83.7 (79.8, 87.0)

Curtin University

93.7 (90.6, 95.8)

88.0 (84.1, 91.0)

89.7 (86.1, 92.5)

93.2 (90.0, 95.4)

85.0 (80.8, 88.4)

89.7 (86.1, 92.5)

Deakin University

93.6 (91.5, 95.2)

90.4 (87.9, 92.4)

88.7 (86.1, 90.8)

93.0 (90.8, 94.7)

87.8 (85.1, 90.1)

84.8 (82.0, 87.3)

Bond University

Edith Cowan University

91.2 (87.5, 94.0)

91.5 (87.7, 94.2)

86.9 (82.6, 90.3)

92.8 (89.2, 95.2)

85.4 (80.9, 89.0)

83.5 (78.9, 87.2)

Federation University Australia

90.7 (85.2, 94.3)

86.2 (80.0, 90.7)

86.3 (80.2, 90.8)

90.5 (85.0, 94.2)

83.5 (77.0, 88.4)

83.0 (76.4, 88.1)

Flinders University

93.8 (89.5, 96.4)

91.7 (87.0, 94.8)

86.9 (81.6, 90.9)

91.5 (86.8, 94.7)

83.8 (78.1, 88.3)

79.7 (73.6, 84.7)

Griffith University

93.0 (89.9, 95.2)

88.1 (84.5, 91.0)

86.1 (82.2, 89.2)

92.4 (89.3, 94.7)

84.5 (80.4, 87.9)

83.1 (79.0, 86.6)

2022 Employer Satisfaction Survey

12University
James Cook University

Foundation

Adaptive

Collaborative

Technical

Employability

Overall satisfaction

86.2 (80.7, 90.4)

84.6 (78.7, 89.0)

89.0 (83.7, 92.7)

92.3 (87.5, 95.4)

81.1 (74.8, 86.1)

84.7 (78.9, 89.1)

La Trobe University

94.0 (91.1, 96.0)

90.5 (87.1, 93.1)

89.6 (86.1, 92.3)

96.6 (94.1, 98.0)

86.7 (82.9, 89.8)

88.1 (84.5, 91.0)

Macquarie University

94.1 (90.8, 96.4)

90.5 (86.5, 93.4)

88.2 (84.0, 91.5)

92.0 (88.2, 94.7)

87.2 (82.8, 90.7)

86.1 (81.6, 89.7)

Monash University

95.9 (94.3, 97.1)

92.6 (90.6, 94.3)

90.5 (88.2, 92.3)

94.9 (93.1, 96.2)

90.4 (88.1, 92.3)

86.4 (83.8, 88.6)

Murdoch University

91.0 (85.4, 94.6)

87.0 (80.7, 91.5)

86.4 (80.0, 90.9)

95.2 (90.3, 97.8)

88.3 (82.1, 92.7)

79.1 (72.0, 84.8)

Queensland University of Technology

94.8 (92.5, 96.4)

90.2 (87.3, 92.5)

88.6 (85.5, 91.0)

92.5 (89.9, 94.5)

86.2 (82.9, 89.0)

86.4 (83.2, 89.1)

RMIT University

94.7 (92.5, 96.3)

89.3 (86.3, 91.6)

91.2 (88.5, 93.4)

93.3 (90.8, 95.2)

87.0 (83.8, 89.6)

86.7 (83.5, 89.3)

Southern Cross University

92.4 (87.2, 95.6)

91.7 (86.4, 95.1)

86.9 (81.0, 91.2)

92.4 (87.2, 95.6)

89.2 (83.5, 93.1)

86.7 (80.7, 91.0)

Swinburne University of Technology

93.0 (89.5, 95.4)

90.5 (86.6, 93.4)

87.3 (83.0, 90.6)

93.8 (90.4, 96.1)

88.5 (84.4, 91.7)

83.3 (78.6, 87.1)

The Australian National University

94.6 (91.1, 96.8)

93.3 (89.4, 95.8)

89.5 (85.1, 92.7)

92.7 (88.7, 95.4)

86.1 (81.2, 89.9)

84.5 (79.6, 88.4)

The University of Adelaide93.1 (89.6, 95.5)

88.6 (84.5, 91.8)

90.3 (86.5, 93.2)

93.3 (89.8, 95.7)

85.8 (81.3, 89.3)

82.1 (77.4, 86.0)

The University of Melbourne

95.1 (93.5, 96.3)

91.1 (89.1, 92.7)

87.6 (85.4, 89.5)

93.5 (91.8, 94.9)

86.1 (83.8, 88.2)

85.8 (83.5, 87.9)

The University of Notre Dame Australia

91.8 (85.3, 95.6)

95.2 (89.6, 98.1)

82.4 (74.5, 88.2)

94.0 (87.9, 97.2)

81.5 (73.3, 87.6)

83.7 (76.1, 89.3)

The University of Queensland

94.0 (91.6, 95.8)

88.8 (85.7, 91.2)

90.2 (87.3, 92.5)

94.5 (92.1, 96.2)

84.0 (80.6, 87.0)

82.2 (78.8, 85.2)

The University of South Australia

92.3 (89.0, 94.7)

90.7 (87.2, 93.3)

90.8 (87.3, 93.4)

94.6 (91.7, 96.6)

91.0 (87.5, 93.6)

82.4 (78.1, 86.1)

The University of Sydney

96.0 (93.7, 97.6)

96.0 (93.6, 97.5)

91.6 (88.5, 93.9)

95.6 (93.2, 97.2)

90.5 (87.2, 93.0)

88.6 (85.3, 91.3)

The University of Western Australia

93.5 (88.3, 96.6)

90.7 (84.9, 94.4)

88.0 (81.8, 92.3)

91.7 (86.2, 95.2)

89.4 (83.3, 93.5)

80.6 (73.5, 86.1)

Torrens University

93.2 (88.2, 96.2)

92.1 (86.8, 95.5)

89.8 (84.2, 93.6)

92.9 (87.7, 96.1)

90.8 (85.3, 94.4)

81.4 (74.6, 86.7)

University of Canberra

92.7 (87.8, 95.8)

87.3 (81.6, 91.5)

89.7 (84.3, 93.4)

94.3 (89.7, 97.0)

84.2 (77.9, 88.9)

78.1 (71.5, 83.5)

University of Divinity

90.3 (77.6, 96.6)

93.3 (81.0, 98.5)

83.3 (69.2, 92.0)

83.9 (70.1, 92.2)

85.7 (71.3, 93.8)

85.7 (71.3, 93.8)

University of New England90.7 (86.5, 93.7)

88.6 (84.2, 92.0)

83.3 (78.3, 87.4)

91.4 (87.3, 94.2)

80.9 (75.6, 85.2)

82.6 (77.6, 86.7)

University of New South Wales

93.7 (90.4, 95.9)

90.3 (86.5, 93.2)

87.7 (83.5, 90.9)

95.9 (92.9, 97.6)

84.2 (79.6, 87.9)

85.3 (80.9, 88.9)

University of Newcastle

94.9 (91.1, 97.2)

93.5 (89.4, 96.2)

91.6 (87.1, 94.7)

96.7 (93.3, 98.5)

88.2 (83.2, 91.9)

83.3 (77.8, 87.7)

University of Southern Queensland

93.2 (89.5, 95.7)

91.5 (87.5, 94.3)

84.7 (79.8, 88.5)

93.5 (89.9, 96.0)

87.6 (83.1, 91.1)

85.6 (80.8, 89.3)

University of Tasmania

90.1 (87.3, 92.4)

88.8 (85.8, 91.3)

84.8 (81.4, 87.6)

89.2 (86.2, 91.6)

85.7 (82.4, 88.4)

80.2 (76.5, 83.4)

University of Technology Sydney

96.0 (93.4, 97.7)

92.8 (89.6, 95.1)

90.1 (86.6, 92.8)

96.7 (94.3, 98.2)

90.8 (87.3, 93.4)

87.1 (83.2, 90.2)

University of the Sunshine Coast

92.4 (86.4, 96.0)

87.0 (80.0, 91.8)

90.4 (84.1, 94.5)

93.3 (87.5, 96.7)

87.6 (80.7, 92.4)

85.4 (78.4, 90.4)

University of Wollongong

94.4 (89.4, 97.2)

92.5 (87.1, 95.9)

92.5 (87.0, 95.8)

91.5 (85.8, 95.1)

89.8 (83.9, 93.8)

87.3 (81.1, 91.7)

Victoria University

97.0 (93.8, 98.6)

93.2 (89.1, 95.9)

92.0 (87.7, 94.9)

98.1 (95.2, 99.4)

89.6 (84.8, 93.0)

86.9 (81.8, 90.7)

Western Sydney University

90.4 (85.7, 93.7)

88.7 (83.8, 92.4)

91.5 (87.0, 94.6)

91.9 (87.4, 95.0)

84.6 (79.0, 88.8)

82.5 (76.8, 87.0)

All Universities

93.5 (93.1, 94.0)

90.4 (89.9, 90.9)

88.8 (88.2, 89.3)

93.5 (93.1, 93.9)

86.8 (86.2, 87.4)

84.8 (84.1, 85.4)

2.5

3.1

2.9

2.6

3.0

3.7

Standard deviation

Note: Numbers presented in brackets are the lower and upper confidence intervals. *In ESS reports prior to 2022, Avondale University was reported as a NUHEI.

2022 Employer Satisfaction Survey

13

7. Skills relevance and utilisation
With the rapid expansion in student enrolments in recent years, concerns have been expressed that this may be leading to an oversupply ofhigher education graduates. This oversupply can manifest itself in the ‘over-education’ of graduates where they may not be fully utilising theirskills or qualifications in their present position. There is a considerable literature on qualification related underemployment.1 The Employer
Satisfaction Survey provides valuable evidence on employers’ perceptions on the relevance and utilisation of higher education graduates’ skills
and qualifications. It remains important to monitor these assessments over time.
Overall, supervisors tend to view the completed qualification as more important for current employment than the graduates themselves, as
shown by Table 7. Over half of supervisors, 61.7 per cent, indicated that the qualification was ‘very important’ or ‘important’ and only 6.6 percent indicated that it was ‘not at all important’ for the graduate’s current job. On the other hand, 53.7 per cent of graduates considered their
qualification to be ‘very important’ or ‘important’ to their current job, and approximately one in ten, 11.6 per cent, felt that it was ‘not at allimportant’. Over half of graduates employed had been with their employer for less than one year after completing their qualification, theirrelative lack of work experience may explain why they did not fully comprehend the extent to which their qualification is important for theirjob. Between 2016 and 2022 there has been a downward trend in ‘very important’ ratings among both supervisors and graduates, with a shift
towards ‘important’ or ‘fairly important’ ratings.
Table 7 Importance of qualification for current employment, 2022 (%)
Graduates

Supervisors

Very important

33.8 (32.4, 35.2)

37.9 (36.6, 39.3)

Important

19.9 (18.8, 21.1)

23.8 (22.6, 25.0)

Fairly important

20.1 (19.0, 21.3)

18.8 (17.7, 19.9)

Not that important

14.7 (13.7, 15.7)

13.0 (12.0, 13.9)

Not at all important

11.6 (10.7, 12.5)

6.6 (5.9, 7.3)

100.0 (99.9, 100.0)

100.0 (99.9, 100.0)

Total

Supervisors tend toview the completedqualification as more
important for thecurrent job than thegraduates themselves.

Note: Numbers presented in brackets are the lower and upper confidence intervals.

As seen in Table 8, Health and Education qualifications were rated by graduates and supervisors as being significantly more important for
their current position than most other fields of education. This is consistent with these qualifications being a requirement for employment inmany instances. For example, 68.3 per cent of graduates and 76.3 per cent of supervisors thought that Health qualifications were important
1 For an overview, see McGuiness, S. Pouliakas, K. & Redmond, P. (2017). How Useful is the Concept of Skills Mismatch? IZA Discussion Papers, no. 10786. Retrieved from https://www.econstor.eu/handle/10419/170770.

2022 Employer Satisfaction Survey

14

for current employment. Similarly, 71.3 per cent of graduates and 78.3 per cent of supervisors thought that Education qualifications were
important for current employment. Supervisors of Information technology, Management and commerce, and Creative arts graduateswere least likely to think that the qualification was important for current employment at 46.1 per cent, 46.4 per cent, and 51.8 per centrespectively. The largest discrepancy between the views of graduates and employers was in Agriculture, environmental and related studies
where 35.5 per cent of graduates rated their qualification as being important compared with 55.0 per cent of supervisors, a differenceof 19.5 percentage points. Other areas where supervisors rated the qualification substantially higher than graduates was in Natural andphysical sciences and Society and culture with gaps of 10 or more percentage points. Architecture and building was the only field of
education where graduates rated the importance of the qualification higher than supervisors, 60.8 per cent and 58.1 percent respectively.
Table 8 Importance of qualification for current employment by broad field of education, 2022 (%)
Field of education

Graduates

Supervisors

Natural and physical sciences

44.8 (40.0, 49.6)

62.3 (57.6, 66.8)

Information technology

41.6 (36.2, 47.2)

46.1 (40.8, 51.5)

Engineering and related technologies

60.1 (55.1, 64.9)

62.4 (57.6, 67.0)

Architecture and building

60.8 (51.5, 69.3)

58.1 (49.3, 66.5)

Agriculture and environmental studies

35.5 (27.1, 44.9)

55.0 (45.8, 63.8)

Health68.3 (65.1, 71.3)

76.3 (73.5, 79.0)

Education

71.3 (67.7, 74.6)

78.3 (75.1, 81.2)

Management and commerce

40.4 (37.0, 43.9)

46.3 (43.0, 49.7)

Society and culture

48.2 (45.0, 51.4)

58.2 (55.1, 61.3)

Creative arts

42.3 (35.4, 49.5)

51.8 (44.9, 58.6)

Total

53.7 (52.2, 55.1)

61.7 (60.3, 63.0)

12.7

11.0

Standard deviation

Education
qualifications wererated most highly
by graduates andsupervisors as being
important for thecurrent job.

Note: The Food, hospitality and personal services broad field of education is not shown as no data was available. Numberspresented in brackets are the lower and upper confidence intervals.

Graduates and supervisors of those working in Professional occupations were most likely to state that the qualification was important
for the job at 63.3 per cent and 72.5 per cent respectively (see Table 9). This is consistent with the ABS classification of occupations wheremanagerial and professional jobs are defined at Skill Level 1 being commensurate with qualifications at bachelor level or higher. Higher
education qualifications are aimed at professional occupations, so we would expect to see those in professional occupations would rate
the course as important for their current employment. Graduates and supervisors working in lower skill level jobs, were less likely to statethat the qualification was important for the job.
2022 Employer Satisfaction Survey

15

Table 9 Importance of qualification for current employment, by occupation, 2022 (%)

Graduates andOccupation

Graduates

Supervisors

Managers

41.4 (36.7, 46.3)

47.4 (42.7, 52.2)

supervisors of those

Professionals

63.3 (61.5, 64.9)

72.5 (71.0, 74.1)

working in Professional

Technicians and trades workers

44.9 (37.8, 52.2)

52.9 (45.9, 59.9)

occupations were

Community and personal service workers

34.0 (28.8, 39.5)

43.6 (38.3, 49.1)

more likely to state

Clerical and administrative workers

31.7 (27.6, 36.1)

41.4 (37.2, 45.9)

Other workers

22.4 (17.0, 28.8)

14.6 (10.6, 19.9)

Total

53.7 (52.2, 55.1)

61.7 (60.3, 63.0)

14.0

18.8

Standard deviation

the qualification was
important for the job,than other occupations.

Note: Refers to the percentage of graduates and supervisors rating the qualification as ‘very important’ or ‘important’ for current
employment. Almost two-thirds of respondents were supervising graduates in professional occupations, with the remainder spread
evenly across all other occupations. Numbers presented in brackets are the lower and upper confidence intervals.

Graduates and their supervisors were also asked to indicate the extent to which the recent qualification prepared the graduate for theirjob. A high proportion of graduates and supervisors, 87.6 per cent and 94.2 per cent respectively, thought the qualification prepared thegraduate well or very well for the job, as shown in Table 10. The proportion of supervisors who thought the qualification prepared thegraduate for the job has remained consistently high since the employer survey was first conducted in 2016, ranging between 92 per centand 94 per cent in rounded terms. Overall, there appears to be a strong relationship between skills and knowledge acquired by higher
education graduates and the requirements of their jobs after graduation. This result strongly affirms the value of higher education
qualifications in terms of preparation for work.
Table 10 Extent to which qualification prepared graduate for current employment, 2022 (%)
Graduates

Supervisors

Very well41.9 (40.4, 43.4)

53.7 (52.3, 55.2)

Well

45.7 (44.2, 47.2)

40.5 (39.1, 42.0)

Not well

7.2 (6.5, 8.0)

2.9 (2.4, 3.4)

Not at all

5.2 (4.6, 6.0)

2.9 (2.4, 3.4)

100.0 (99.9, 100.0)

100.0 (99.9, 100.0)

Total

Note: Numbers presented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey

16

Taken in conjunction with the findings regarding the importance of the qualification, it seems to be the case that importance could be
related to domain-specific skills or knowledge whereas preparedness is a broader concept, encapsulating generic skills and potentially basic
employability. Alternatively, as almost half of graduates whose employers responded to the survey had been employed in their current
position before they completed their qualification, it is understandable that a higher education qualification could be perceived as being
less important while still preparing the graduate for employment by broadening or deepening existing skills and knowledge.
Graduates across all fields of education were less likely than their supervisors to indicate they felt their qualification prepared them fortheir current job, as shown by Table 11. Fields of education with the largest differences between graduate and supervisor ratings were
Natural and physical sciences (12.8 percentage point difference), Information technology (11.1 percentage points) and Society and culture(9.8 percentage points).
Graduates from Natural and physical sciences (81.9 per cent), Information and technology (82.4 per cent), and Architecture and Building(82.6 per cent), were least likely to state that their qualification prepared them for their job. Supervisors reported graduates from
Architecture and building (86.7 per cent), Agriculture and environmental studies (91.4 per cent), and Creative arts (92.4 per cent) courses
were least prepared for their current job.

Supervisors across

It should also be noted there was less variation across fields of education among supervisors stating the qualification prepared thegraduate for current employment, with a standard deviation of 2.9 (see Table 11), than amongst supervisors stating the qualification was
important for the job, with a higher standard deviation of 18.8 (see Table 8). This seems to support the previous observation that while
higher education qualifications may not be ‘important’ in the sense they are not ‘mandatory’ or ‘required’, they nevertheless prepare
graduates for employment very well.

graduates to indicate

Table 11 Extent to which qualification prepared graduate well or very well for current employment,by broad field of education, 2022 (%)
Field of education

Graduates

Supervisors

Natural and physical sciences

81.9 (77.7, 85.5)

94.7 (91.8, 96.6)

Information technology

82.4 (77.4, 86.5)

93.5 (90.0, 95.9)

Engineering and related technologies

90.2 (86.7, 92.9)

96.2 (93.7, 97.8)

Architecture and building

82.6 (73.8, 88.9)

86.7 (78.8, 92.0)

Agriculture and environmental studies

83.1 (74.5, 89.3)

91.4 (84.1, 95.7)

Health

92.6 (90.6, 94.2)

93.5 (91.6, 95.0)

Education

93.0 (90.8, 94.8)

97.0 (95.3, 98.1)

Management and commerce

86.2 (83.5, 88.5)

94.5 (92.6, 95.9)

Society and culture

84.3 (81.8, 86.6)

94.1 (92.3, 95.5)

2022 Employer Satisfaction Survey

all fields of education
were more likely thanthat the qualification
prepared graduates fortheir current job.

17

Field of education

Graduates

Supervisors

Creative arts

86.7 (80.7, 91.0)

92.4 (87.5, 95.5)

Total

87.6 (86.5, 88.5)

94.3 (93.5, 94.9)

4.2

2.9

Standard deviation

Note: The Food, hospitality and personal services broad field of education is not shown as no data was available. Numberspresented in brackets are the lower and upper confidence intervals.

Table 12 shows that supervisors of graduates working in Managerial and Professional occupations were most likely, at 95.6 per cent and 95.5
per cent respectively, to state that the qualification had prepared the graduate well or very well for current employment. The difference inratings of preparedness by graduates and supervisors for graduates working in Professional and Managerial occupations was quite low ataround 4 to 5 percentage points. Differences between graduate and supervisor ratings for Community and personal service workers, Clericaland administrative workers, Technicians and trades workers, and graduates in ‘Other’ occupations were all above 9 percentage points. Thissuggests that those employed in lower skill occupations were less likely than their supervisors, to see how their qualification had preparedthem for a job which may require a lower skill level than they had achieved.
Table 12 Extent to which qualification prepared graduate well or very well for current employment,by occupation, 2022 (%)
Occupation

Graduates

Supervisors

Managers

91.6 (88.3, 94.0)

95.6 (92.9, 97.3)

Professionals

90.3 (89.2, 91.4)

95.5 (94.7, 96.2)

Technicians and trades workers

85.3 (79.1, 90.0)

95.0 (90.4, 97.5)

Community and personal service workers

80.4 (75.1, 84.9)

89.7 (85.5, 92.8)

Clerical and administrative workers

78.8 (74.5, 82.5)

93.3 (90.5, 95.3)

Other workers

63.4 (55.7, 70.5)

76.7 (69.7, 82.4)

Total

87.6 (86.5, 88.5)

94.3 (93.5, 94.9)

10.3

7.3

Standard deviation

90.3%
of graduates working in Professional
occupations indicated that their
qualification had prepared them wellor very well for current employment

95.5%
of supervisors in Professional
occupations indicated qualifications
had prepared the graduates well orvery well for current employment

Note: Numbers presented in brackets are the lower and upper confidence intervals.

Supervisors were also offered the opportunity to provide feedback on the main ways that the qualification had prepared the graduate for
employment, as shown by Table 13, and there were almost 3,000 comments across eight themes. The most common themes mentioned bysupervisors were Domain specific skills and knowledge, Employability and enterprise skills, and Technical and professional skills.
2022 Employer Satisfaction Survey

18

Table 13 Main ways that the qualification prepared the graduate for employment, 2022 (%)
Supervisors
Domain specific skills and knowledge

50.5 (48.7, 52.2)

Employability and enterprise skills

31.5 (29.9, 33.1)

Technical and professional skills

28.2 (26.7, 29.8)

Foundation skills

24.0 (22.5, 25.5)

Adaptive skills

22.2 (20.7, 23.7)

Institutional and course attributes

9.7 (8.7, 10.8)

Teamwork and interpersonal skills

8.9 (8.0, 10.0)

Personal attributes

8.3 (7.4, 9.4)

Note: Percentages do not add up to 100 percent as supervisors were able to provide more than one comment. Numbers presented
in brackets are the lower and upper confidence intervals.

There were substantially fewer comments (1,718) regarding the ways in which the qualification could have better prepared the graduate for
employment suggesting most supervisors felt that the graduate had been well prepared for the workplace. These observations are consistent
with the generally very positive supervisor ratings of graduate preparation.
As seen in Table 14, the greatest number of comments related to the ways in which the qualification could have better prepared the graduate for
employment were made in relation to Domain specific skills and knowledge, 34.9 per cent, Employability and enterprise skills, 32.3 per cent andTechnical and professional skills, 29.4 per cent.
Table 14 Main ways that the qualification could have better prepared the graduate for employment, 2022 (%)
Supervisors
Domain specific skills and knowledge

34.9 (32.5, 37.4)

Employability and enterprise skills

32.3 (29.9, 34.7)

Technical and professional skills

29.4 (27.2, 31.8)

Institutional and course attributes

23.9 (21.8, 26.1)

Foundation skills

9.8 (8.4, 11.5)

Teamwork and interpersonal skills

5.8 (4.7, 7.2)

Adaptive skills

n/aPersonal attributesn/aNote: Percentages do not add up to 100 percent as supervisors were able to provide more than one comment. Numberspresented in brackets are the lower and upper confidence intervals.

2022 Employer Satisfaction Survey

19Appendix 1 Methodology
1.1 Methodological summary
1.1.1 Overview
Graduates of 130 higher education institutions, including all 42 Table A and B universities, and 88 NUHEIs, were in scope to provide contact details for supervisors to participate in the 2022
ESS. Of these institutions, supervisors of graduates from 42 universities and 72 NUHEIs were included in the 2022 ESS sample. In all, supervisors responded with data for 42 universities
and 60 NUHEIs.
The population frame for the 2022 ESS comprised 104,473 graduates, domestic and international, who responded in the 2022 GOS and indicated they were employed. Of these, 8,597
employed graduates provided sufficient contact details to approach 8,229 supervisors, yielding a supervisor referral rate of 7.9 per cent. This is lower than the 8.2 per cent supervisor
referral rate achieved in the 2021 ESS but still higher than the 7.6 per cent achieved in the 2020 ESS. As in previous years, there remains a reluctance among graduates to pass on theirsupervisor contact details.
In the 2022 ESS, a total of 3,452 valid survey responses from direct supervisors were collected across all study levels, representing a supervisor response rate of 41.9 per cent. This islower than the 44.0 per cent supervisor response rate achieved in 2021. Further information on institutional responses is included at Appendix 3. A copy of the generic survey items (i.e.,
excluding any department or institution specific items) is included at Appendix 2.
Table 15 ESS operational overview, 2020-2022
2020

Number of in-scopesupervisors2
Number ofcompleted surveys
Supervisor
response rate

2021

2022

NovemberFebruary

May

Total

NovemberFebruary

May

Total

NovemberFebruary

May

Total

2,732

503

4,288

7,523

2,589

727

4,527

7,843

2,713

799

4,717

8,229

1,202

228

2,000

3,430

1,181

285

1,984

3,450

1,206

365

1,881

3,452

44.0

45.3

46.6

45.6

45.6

39.2

43.8

44.0

44.5

45.7

39.9

41.9

Analytic unit
Mode of datacollection

Supervisor
Online and CATI

2 Excludes opt outs, disqualified and out of scope surveys

2022 Employer Satisfaction Survey

20

1.1.2 Sample build
The collection of supervisor details occurred each round at the end of the GOS. All graduates in employment (but not self-employed or
working in a family business) were asked to provide details (name, email and/or phone number) of their current supervisor so that thesupervisor could be invited to take part in the ESS.
Several strategies were implemented in an attempt to increase the number of graduates providing valid contact details for theirsupervisor, such as calls to graduates to correct inaccurate or incomplete supervisor contact information and follow up calls to graduates
who requested more information prior to agreeing to provide supervisor contact details.
There remains a reluctance among graduates to pass on their supervisor contact details. Establishment of the QILT brand allied withefforts to promote the QILT surveys and especially the ESS among companies that are known employers of graduates may help to lift thesupervisor referral rate over time.

1.1.3 Data collection
The main collection periods were November, February, and May. The February collection is undertaken to accommodate institutions with
August to October 2021 completions. The survey was fielded primarily online, in English only.
Online was the primary mode of collection for the ESS, with Computer Assisted Telephone Interviewing (CATI) a secondary mode. If a valid
email address was provided by the graduate, the supervisor would receive an email invitation to the online ESS on the following working
day. If the graduate only provided a phone number for their supervisor, the supervisor was called in an attempt to complete the ESS via
CATI.
The email invitation was followed by up to five reminder emails to non-responding supervisors. Where a phone number as well as anemail address was provided by the graduate, non-responding supervisors after the second reminder email were channelled into the CATI
workflow.
Refer to the 2022 ESS Methodological Report for further information on target population definition, sample design and preparation,
survey design and procedures, response maximisation strategies, data preparation processes, final field outcomes and response analysis.

1.2 Response bias
The tables that follow compare the course, demographic, and labour market characteristics of employed graduate respondents to the GOS,
with the characteristics of graduates whose supervisors responded to the ESS to detect possible bias in the ESS. That is, these tables
identify the extent to which the ESS departs from being a representative survey of employers of recent graduates. Employed graduate
respondents to the GOS were asked to provide contact details of their supervisors and as such represent the population frame for the ESS.
2022 Employer Satisfaction Survey

21Comparison of employed graduates with supervisor responses by field of education shows that Education graduates are overrepresented
by 4.7 percentage points in the survey whilst Health, Management and commerce, Information technology, Creative arts, and Society andculture are underrepresented in the ESS, as shown by Table 16.
Table 16 Respondents by broad field of education, 20223
Field of education

Graduates

Supervisors

Natural and physical sciences

8.2 (8.0, 8.3)

9.2 (8.4, 10.0)

Information technology

7.5 (7.4, 7.6)

6.3 (5.6, 7.0)

Engineering and related technologies

6.0 (5.9, 6.1)

7.8 (7.1, 8.6)

Architecture and building

2.3 (2.3, 2.4)

2.5 (2.1, 3.0)

Agriculture and environmental studies

1.9 (1.9, 2.0)

2.2 (1.8, 2.7)

21.4 (21.2, 21.6)

18.4 (17.3, 19.5)

9.5 (9.3, 9.6)

14.2 (13.3, 15.2)

Management and commerce

18.4 (18.2, 18.6)

16.3 (15.3, 17.4)

Society and culture

20.1 (19.9, 20.3)

19.3 (18.2, 20.4)

4.7 (4.6, 4.9)

3.8 (3.3, 4.4)

n/a

n/a

Health
Education

Creative arts
Food, hospitality and personal services

Note: A blank cell indicates there is no data for that cell and n/a indicates a suppressed value (n<25). Numbers presented in brackets are
the lower and upper confidence intervals.

There is a slightly higher level of responses from supervisors of external graduates in the ESS by 3.5 percentage points as seen in Table 17.
Supervisors of external graduates report lower Overall satisfaction (see Table 3) so that overrepresentation of the supervisors of external
graduates could lead to a downward bias in reported Overall satisfaction in the 2022 ESS.
Supervisors of postgraduate coursework and postgraduate research graduates are somewhat over-represented by 4.2 percentage points
and 3.5 percentage points respectively, while undergraduate supervisors are underrepresented by 7.4 percentage points.

3 Total includes a small number of responses in Food, Hospitality and Personal Services. Note that total figures by broad field of education shown elsewhere in this report
include Food, Hospitality and Personal Services.

2022 Employer Satisfaction Survey

22

Table 17 Respondents by type of institution and course characteristics, 2022
Graduates

Supervisors

91.6 (91.5, 91.8)

92.7 (91.9, 93.4)

8.4 (8.2, 8.5)

7.3 (6.6, 8.1)

Internal/Multi Mode

72.4 (72.1, 72.6)

69.2 (67.9, 70.5)

External/Distance

25.5 (25.2, 25.7)

29.0 (27.7, 30.3)

Undergraduate

51.1 (50.9, 51.4)

43.7 (42.3, 45.1)

Postgraduate coursework

43.3 (43.1, 43.6)

47.5 (46.1, 48.9)

4.9 (4.8, 5.0)

8.4 (7.6, 9.2)

Type of institution
University
NUHEI
Mode of attendance code

Course level

Postgraduate research

Note: Numbers presented in brackets are the lower and upper confidence intervals.

Table 18 compares the demographic characteristics of employed graduate respondents to the GOS with the demographic characteristics
of graduates whose supervisors responded to the ESS. Supervisors of male graduates are overrepresented in the ESS by around 4.2
percentage points as seen in Table 18. From Table 4 earlier, there was little difference in reported overall satisfaction among supervisorsof male or female graduates, so the overrepresentation of employers of male graduates is unlikely to materially impact on reported overallsatisfaction.
Supervisors of graduates aged 30 years and over are overrepresented in the ESS by 9.2 percentage points. This is consistent with theoverrepresentation of supervisors of postgraduate coursework and postgraduate research graduates as shown in Table 17. Employers ofolder graduates reported lower overall satisfaction as shown in Table 4, so the overrepresentation of older graduates is likely to lead to asmall downward bias in reported overall satisfaction.
Table 18 Respondents by demographic characteristics, 2022
Graduates

SupervisorsMale

37.1 (36.9, 37.3)

41.3 (39.9, 42.7)

Female62.8 (62.5, 63.0)

58.7 (57.3, 60.0)

GenderAge2022 Employer Satisfaction Survey

23Graduates

Supervisors

30 years or under

65.1 (64.8, 65.3)

55.9 (54.5, 57.3)

Over 30 years

34.9 (34.7, 35.2)

44.1 (42.7, 45.5)

1.2 (1.1, 1.2)

1.1 (0.9, 1.5)

98.8 (98.8, 98.9)

98.9 (98.5, 99.1)

English83.1 (82.9, 83.3)

85.1 (84.1, 86.1)

Language other than English

16.9 (16.7, 17.1)

14.9 (13.9, 15.9)

5.9 (5.8, 6.0)

7.2 (6.5, 8.0)

94.1 (94.0, 94.2)

92.8 (92.0, 93.5)

Aboriginal and Torres Strait Islander
Indigenous
Non-Indigenous
Main language spoken at home

Disability
Reported disability
No disability

Note: Numbers presented in brackets are the lower and upper confidence intervals.

Supervisors of graduates working in Professional occupations are overrepresented by 8.5 percentage points in the ESS. From Table 5 earlier,supervisors of graduates working in Professional occupations reported high Overall satisfaction. All other things equal, this would lead to an
upward bias in the reported Overall satisfaction in the 2022 ESS.
Supervisors of graduates employed full-time are slightly overrepresented in the ESS by 1.0 percentage point, and they report higher levels ofsatisfaction as shown by Table 5. Differences in employer satisfaction with graduates employed full-time and those in part-time employment
were significant, so the overrepresentation of employers of graduates employed full-time may lead to a small upward vias in reported Overallsatisfaction. Supervisors of graduates who have worked in their current job for between three months and less than one year, are overrepresented in the 2022 ESS by 7.9 percentage points. Satisfaction with this group was higher than for those who had been employed for under
three months or those who had been employed for 1 year or more (see Table 5) and so their overrepresentation may lead to an upward bias in
employer satisfaction.
Table 19 Respondents by labour market characteristics, 2022
Graduates

Supervisors

7.9 (7.8, 8.1)

8.5 (7.8, 9.3)

57.6 (57.4, 57.9)

66.1 (64.7, 67.4)

Occupation
Managers
Professionals

2022 Employer Satisfaction Survey

24Graduates

Supervisors

Technicians and trades workers

4.3 (4.2, 4.4)

4.0 (3.5, 4.6)

Community and personal service workers

9.9 (9.7, 10.0)

6.7 (6.0, 7.4)

Clerical and administrative workers

10.1 (10.0, 10.3)

10.1 (9.3, 11.0)

Other workers

10.2 (10.0, 10.3)

4.6 (4.1, 5.3)

Full-time

74.4 (73.3, 75.5)

75.4 (74.2, 76.6)

Part-time

25.6 (24.5, 26.7)

24.6 (23.4, 25.8)

Less than 3 months

14.1 (13.9, 14.3)

10.7 (9.9, 11.6)

3 months to < 1 year

40.0 (39.8, 40.3)

47.9 (46.5, 49.3)

1 year or more

45.8 (45.6, 46.1)

41.4 (40.0, 42.8)

Employment status

Duration of job with current employer

Note: Numbers presented in brackets are the lower and upper confidence intervals.

1.3 Graduate Attributes Scale - Employer
The Graduate Attributes Scale – Employer (GAS-E) was developed as part of the original 2013–14 Trial of the Employer Satisfaction Survey. The project teamsynthesised a number of frameworks relevant to the skills of university graduates and identified a number of general attributes. The GAS-E has been designed
to assess common rather than specific graduate attributes, within a limited workplace context. The items were further tested and refined during a 2015 trial of
the instrument. The five graduate attribute domains identified, as noted earlier, include:•

Foundation skills•

Adaptive skills•

Collaborative skills•

Technical skills•

Employability skills.

Information on the items that are included in each of these domains is provided in Appendix 2. Additional information on how the scales and confidence
intervals are calculated is available on the QILT website here. The GAS-E forms the core of the ESS. Graduates responding to the GOS had previously beenasked to assess their Foundation, Adaptive and Collaborative skills using the GAS, however these items were removed from the core GOS in 2021, and are now
institution opt-in.
2022 Employer Satisfaction Survey

25Appendix 2 ESS questionnaire
2.1 Core instrument
A summary of all items included in the 2022 ESS core instrument are provided in Table 20 below. A copy of the core survey instrument (i.e. excluding any institution specific items) andscreenshots of the survey are included in the 2022 ESS Methodological Report.
Table 20 Questionnaire item summary
Question ID Question

Response frame

Module A: Screening and confirmation

QS1First, we have a few questions about your role and <E403> <E402>’s role, so we canunderstand your relationship to <E403>.
Just to check, do you currently supervise <E403>?
By supervisor, we mean a person who has the authority to direct someone to do
certain tasks and who has a good idea of the work that the person does in their job.

1. Yes
2. No, but I used to be their supervisor
3. No, I have never been their supervisor
1. Less than 1 month

QS2

And, how long have you been <E403>’s supervisor?

2. At least 1 month but less than 3 months
3. At least 3 months but less than 1 year
4. 1 year or more
1. YesQS3

Before today, were you aware that <E403> completed a qualification from <E306C>?

QS4

And, before today, were you aware that the qualification <E403> completed was a<E308>?

1. Yes

QS5

What is <E403>’s occupation in your business?

1. <verbatim text box>

QS6

What are the main tasks that they usually perform in their job?

1. <verbatim text box>

QS7

What is your occupation in your business?

1. <verbatim text box>

QS8

What are the main tasks that you usually perform in this job?

1. <verbatim text box>

2022 Employer Satisfaction Survey

2. No

2. No

26

Question ID

Item label

Response frame

Module B: Overall graduate preparation
QOP1

Is a <E308> or similar qualification a formal requirement for <E403> to dotheir job?

1. Yes
2. No
1. Not at all important

QOP2

To what extent is it important for <E403> to have a <E308> or similar
qualification to being able to do the job well? Is it…

2. Not that important
3. Fairly important
4. Important
5. Very important
1. Not at all prepared
2. Not well prepared

QOP3

Overall, how well did <E403>’s <qualfinal> prepare <him/her> for their job?

3. Well prepared
4. Very well prepared
5. Don’t know / unsure

QOP4

What are the MAIN ways that <E306C> prepared <E403> for employment?

QOP5

And what are the MAIN ways that <E306C> could have better prepared <E403>
for employment?

1. <verbatim text box>
2. Don’t know / unsure
1. <verbatim text box>
2. Don’t know / unsure
1. Very unlikely to consider
2. Unlikely to consider

QS11

Based on your experience with <E403>, how likely are you to consider hiring
another <E308> graduate from <E306C>, if you had a relevant vacancy?

3. Neither unlikely nor likely to consider
4. Likely to consider
5. Very likely to consider
6. Don’t know / unsure

Module C: Graduate attributes scale
GAS StemFor each skill or attribute, to what extent do you agree or disagree that <E403>’s<E308> from <E306C> prepared them for their job? If the skill is not required by<E403> in their role, you can answer ‘Not applicable’.

2022 Employer Satisfaction Survey

27

Question ID

Item label

GAS(Foundation
skills)1. Oral communication skills
2. Written communication skills
3. Numeracy skills
4. Ability to develop relevant knowledge
5. Ability to develop relevant skills
6. Ability to solve problems
7. Ability to integrate knowledge
8.	Ability to think independently
about problems

GAS(Adaptive
skills)9. Broad background knowledge
10. Ability to develop innovative ideas
11. Ability to identify new opportunities
12.	Ability to adapt knowledge to different contexts
13. Ability to apply skills in different contexts
14. Capacity to work independently

Response frame
1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
9. Not applicable

1. Strongly disagree
2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
9. Not applicable

15. Working well in a team
16.	Getting on well with othersin the workplace
17.	Working collaboratively with colleagues to complete tasks
18. Understanding different points of view
19.	Ability to interact with co-workers from different or multi-cultural
backgrounds

1. Strongly disagree

20.	Applying professional knowledge
to job tasks
21. Using technology effectively
22. Applying technical skills in the workplace
23. Maintaining professional standards
24. Observing ethical standards
25. Using research skills to gather evidence

1. Strongly disagree

26. Ability to work under pressure
27. Capacity to be flexible in the workplace
28. Ability to meet deadlines
GAS
29.	Understanding the nature of your business or organisation(Employability
30. Demonstrating leadership skills
skills)31. Demonstrating management skills
32.	Taking responsibility for personal professional development
33. Demonstrating initiative in the workplace

1. Strongly disagree

GAS(Collaborativeskills)GAS(Technicalskills)2022 Employer Satisfaction Survey

2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
9. Not applicable

2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
9. Not applicable

2. Disagree
3. Neither disagree nor agree
4. Agree
5. Strongly agree
9. Not applicable28

Question ID

Item label

Response frame

Module E: Institution specific issues
Module F: Close
C3

Would you like to be notified when the national data is released on the Quality
Indicators for Learning and Teaching (QILT) website?

1. Yes

C4

Would you like your organisation to be acknowledged on the QILT website forsupporting this important research? If you are unsure please select yes, as you
will be able to opt out of this during our follow up with you.

1. YesC2

Can we confirm the best email address to contact you on?

C5

So that we can properly acknowledge your business on the QILT website, canyou please confirm your business name as you would like it to appear on the
site?

C6

Would you be willing to have your contact information (name, email and/or
phone) passed to <E306CTXT> for further research, industry engagement,
accreditation processes and other internal purposes like careers services,
placements, or student presentations?

END

Thank you for your time today and support in ensuring that graduates are wellequipped to meet the needs of organisations like yours. If you would like further
information about the ESS, including previous year’s results you can go to
www.qilt.edu.au/ess

2. No

2. No
1. My email address is <supemail>2022 Employer Satisfaction Survey

2. The best email address to contact me on is: <VERBATIM RESPONSE TEXT
BOX>
1. My business name is: (VERBATIM RESPONSE TEXT BOX)

1. Yes
2. No

29

Appendix 3 Institutional participation
The tables below show institutions that participated in the GOS with one or more responses in the ESS between 2020 and 2022.
Table 21 Number of completed surveys by University, 2020-2022
University

2020

2021

2022

Total

Australian Catholic University

97

100

72

269

Avondale University

9

8

4

21

Bond University

16

16

11

43

Central Queensland University

49

72

53

174

Charles Darwin University

23

34

32

89

Charles Sturt University

97

83

128

308

Curtin University

103

84

77

264

Deakin University

142

162

208

512

Edith Cowan University

54

83

92

229

Federation University Australia

40

41

41

122

Flinders University

39

25

88

152

Griffith University

111

88

83

282

James Cook University

59

44

42

145

La Trobe University

101

105

82

288

Macquarie University

75

63

75

213

Monash University

188

202

195

585

Murdoch University

38

35

42

115

Queensland University of Technology

95

152

136

383

RMIT University

106

152

143

401

Southern Cross University

48

39

40

127

Swinburne University of Technology

63

93

67

223

The Australian National University

80

47

67

194

The University of Adelaide

67

78

86

231

2022 ESS National Report30

University

2020

2021

2022

Total

The University of Melbourne

257

238

243

738

The University of Notre Dame Australia

34

27

27

88

The University of Queensland

174

110

107

391

The University of South Australia

83

100

76

259

The University of Sydney

120

103

99

322

The University of Western Australia

25

27

59

111

Torrens University

33

40

50

123

University of Canberra

45

41

46

132

University of Divinity

6

12

15

33

University of New England

78

55

60

193

University of New South Wales

75

101

52

228

University of Newcastle

63

53

49

165

University of Southern Queensland

71

58

65

194

University of Tasmania

151

118

129

398

University of Technology Sydney

88

96

81

265

University of the Sunshine Coast

33

32

33

98

University of Wollongong

27

45

41

113

Victoria University

59

56

57

172

Western Sydney University

62

55

47

164

2022 Employer Satisfaction Survey

31

Table 22 Number of completed surveys by NUHEI, 2020-2022
Institution

2020

2021

2022

Total

1

1

3

7

1

1

1

2

7

3

15

2

2

4

1

1

7

21

Academies Australasia Polytechnic Pty Limited
Academy of Information Technology

13Adelaide Central School of Art
Adelaide College of Divinity

1

Alphacrucis College

5

Asia Pacific International College
Australian Academy of Music and Performing Arts
Australian College of Applied Professions

11

Australian College of Christian Studies

1

Australian College of Nursing

12

16

15

43

Australian College of Theology Limited

15

18

15

48

Australian Institute of Business Pty Ltd

25

13

15

53

1

4

5

11

29

Australian Institute of Higher Education

3

1

Australian Institute of Management Education & Training

7

11

Australian Institute of Professional Counsellors

2

1

BBI - The Australian Institute of Theological Education

3

1

2

6

Box Hill Institute

4

3

2

9

1

1

1

2

Campion College Australia

3

Canberra Institute of Technology

1

Chisholm Institute

2

1

1

4

Christian Heritage College

3

7

1

11

CIC Higher Education

1

2

3

Collarts (Australian College of the Arts)

1

2

3

1

5

Eastern College Australia

1

3

Endeavour College of Natural Health

2

3

5

Engineering Institute of Technology

4

3

7

Excelsia College

5

2

7

Gestalt Therapy Brisbane

22022 ESS National Report232

Institution
Health Education & Training Institute

2020

2021

2

2

HEPCO The Tax Institute Higher Education

2022

Total
4

1

1

2

Holmes Institute

8

19

14

41

Holmesglen Institute

1

4

2

7

ICHM

1

4

3

8

2

1

3

1

1

Ikon Institute of Australia
Institute of Health & Management Pty Ltd
International College of Management, Sydney

6

3

4

13

Kaplan Business School

15

17

11

43

Kaplan Higher Education Pty Ltd

7

7

9

23

5

5

10

Kent Institute AustraliaKing's Own Institute

6

4

2

12

LCI Melbourne

1

1

1

3

Le Cordon Bleu Australia

1

1

2

Leo Cussen Centre for Law

5

8

3

16

Macleay College

2

1

Marcus Oldham College

1

3

4

8

Melbourne Institute of Technology

6

7

6

19

Melbourne Polytechnic

3

3

4

10

3

1

4

4

4

17

2

5

1

1

2

3

Montessori World Educational Institute (Australia)
Moore Theological College

9Morling College

3

Nan Tien InstituteNational Art School

1

Perth Bible College

2

SAE Institute5

SP Jain School of Management12022 Employer Satisfaction Survey

3

2
3

8

16

2

3

33

Institution

2020

Stott's College

2021

2022

Total

2

3

5

Sydney College of Divinity

6

5

11

Tabor College of Higher Education

6

3

2

11

TAFE NSW

2

5

8

15

TAFE Queensland

1

1

TAFE South Australia

2

The Australian College of Physical Education

1

The Australian Institute of Music

3

The Cairnmillar Institute

1
1

4

3

1

4

46

27

106

1

3

1

4

The College of Law Limited

33

The MIECAT Institute2

Think Education

2

UTS College

2

VIT (Victorian Institute of Technology)

1

8

Wentworth Institute of Higher Education

1

2

Whitehouse Institute of Design, Australia

2William Angliss Institute

2

1

2
6

15
3

3

5

4

4

Note: Blank cells represent no completed surveys for that collection year.

2022 Employer Satisfaction Survey

34

202 2 Employ er S a tis f ac tion Sur ve y