Source: Commonwealth Department of Education and Training customised data request. Overall enrolment numbers by institutional grouping sourced from the National Centre for Student Equity in Higher Education (NCSEHE) (Koshy, 2014). Analysis of language offerings by institutional grouping helps to explain the participation differences in foreign language study by region and socio-economic status. Language provision across the institutional groupings is extremely variable, with Go8 universities on average offering eight more language options than the next group, the IRU. The prestigious Go8 universities, which are based in large cities and typically enrol the highest SES cohorts, have relatively high levels of language provision. This provision both reflects student demand and reinforces it. Conversely, the relative lack of supply options provided by RUN institutions is reflected in low enrolments. Students from a regional background are less likely to have studied a foreign language at school, and school subject choices influence subsequent university language enrolments. Supply and demand limitations can be mutually reinforcing, and it is necessary to address both factors to increase regional and low SES participation. We were also able to examine the broad field of education (FoE) of students who were studying a foreign language. We found a clear trend, with the Society and Culture field - which typically covers generalist qualifications such as the Bachelor of Arts and the Diploma of Languages – being the largest field of education and significantly over-represented within foreign language study by comparison to its overall proportion of enrolments. Interestingly, we also found that students from the Natural and Physical sciences were comparatively over-represented. Students from the Health Sciences were the most under-represented cohort within foreign language study, but students from the Education and Engineering fields also have comparatively low foreign language study rates. Given the over-representation of foreign language students within fields of education that are more often associated with generalist degrees such as the Bachelor of Arts and the Bachelor of Science, we further examined foreign language participation rates within two Australian institutions, the University of Western Australia and the University of Melbourne, which have moved to a model of generalist undergraduate education that emphasises breadth of study rather than specialisation. Our analysis of data from both institutions shows the rate of foreign language study dramatically increased with the introduction of the generalist undergraduate model. Figure 2.2 shows the increase in the number of foreign language enrolments within the University of Western Australia after the generalist model was introduced in 2012.
On what basis does your university allocate financial support for domestic students to participate in outbound mobility programs? Academic merit (i.e. high achieving students), Need/Equity (i.e. financial hardship; students from disadvantaged backgrounds), Other (free text) If need / equity, does your university specifically allocate financial support for any of the following equity groups to participate in outbound mobility programs? Low socio-economic status, Regional/remote students, Non-English speaking background, Aboriginal and Torres Straight Islanders, Students with a disability, Other (free text) How many bursaries/scholarships were given out more generally for outbound mobility programs in 2014? If unsure, please give us your best estimate. Free text What was the average spend on outbound mobility bursaries/scholarships in 2014 (in Australian dollars)? If unsure, please give us your best estimate. Free text Does your university offer any other types of support for domestic students to participate in outbound mobility programs (e.g. non-financial support)? Yes, No, Unsure If yes, please describe the types of support offered for domestic students to participate in outbound mobility programs. Free text Does your university offer any other types of support for under-represented domestic students to participate in outbound mobility programs (e.g. support)? Yes, No, Unsure If yes, please describe the types of support offered for under-represented domestic students to participate in outbound mobility programs. Free text Did your university monitor what proportion of the total domestic student population at your university participated in an outbound mobility program in 2014? If the answer is ‘Yes’, please provide the exact proportion or your best estimate. Yes (free text), No, Unsure Does your university monitor specifically how many under-represented domestic students participate in outbound mobility programs? Yes, No, Unsure If yes, did your university monitor specifically how many domestic students from low socio-economic status participated in outbound mobility programs in 2014? If the answer is ‘Yes’, please provide the exact proportion or your best estimate. Yes (free text), No, Unsure From your point of view, what could universities do to encourage and support more under-represented domestic students to participate in outbound mobility programs? Free text Please make any further comments here. Free text