Home' The Good Universities Guide : The Good Universities Guide 2016 Contents National average rate of retention
These tables show the rate of student retention at each university
in the relevant field of study. The ability of students to complete
their first year of study and progress to a second year may be
affected by the tertiary entrance score they achieved in their final
year of school. Often, students with high scores have higher rates
of retention than students with low scores. These tables identify
the rate at which students who achieved a tertiary entrance score
within a specific band are retained through to a second year of
National average rate of retention
ATARrange 52-58 59-65 66-72 73-79 80-86 87-93 94-1 00
CSU 100% 80% 63%
LA TROBE 70% 87% 82% 76% 94% 100%
MACQUARIE 95% 94% 97%
MONASH 100% 87% 91% 100%
RMIT 57% 89% 92% 92% 93% 90% 82%
SWINBURNE 91% 91% 76% 80%
NEWCASTLE 93% 95% 79%
UNISA 74% 73% 100% 90%
SUNSHINE COAST 56% 69% 78% 83%
WOLLONGONG 100% 100%
rate of retention 73% 92% 78% 81% 87% 94% 94%
by ATAR range
Data published in these tables refers to the number of students
who commenced studies in 2012 and were still enrolled at the
same institution in 2013, as a proportion of all students who
commenced in 2012 in the relevant field of study. This data refers
specifically to students who commenced a bachelor degree in
2012 on the basis of a tertiary entrance score and who came
directly from secondary school.
These tables demonstrate how successful graduates are in
pursuing three broad categories of graduate outcomes. This data
is based on the Graduate Destination Survey of 2013 graduates
and represents a snapshot of their experiences and outcomes
approximately four months after graduation.
This column indicates the proportion of graduates who are in the
labour market and are still seeking full-time employment.
The values in this column indicate whether the proportion of
graduates seeking work is better, worse or about the same as
that for graduates in the same field at other universities. 'Better'
means that the proportion of jobseekers is low enough to place
this institution in the top 25 per cent of all institutions for graduate
employment in this field. 'Average' means that the proportion of
jobseekers falls within the middle half of all universities for
graduate employment, and 'worse' means that the university falls
into the bottom 25 per cent.
'Starting salaries' shows the average starting salary paid to new
domestic graduates (aged under 25 and in their first full-time job)
at each institution in the field.
'Salaries compared' shows whether the figure is better, worse or
about the same as that for graduates in the same field from other
institutions. 'Better' means that the average salary earned by new
graduates in this field puts this institution in the top quarter,
'average' puts it in the middle half and 'worse' puts it in the bottom
quarter. Note that influencing factors (such as city/rural and
interstate differences) that determine the salary commanded by
graduates have not been taken into account.
This column indicates the proportion of graduates who went on to
undertake further study once they completed their degree.
EMPLOYMENT, SALARIES AND FURTHER STUDY
Seeking Success Starting Further
work compared salaries study
Australian Capital Territory
For an explanation of abbreviations, see page 424.
Some important reminders
· These tables compare fields of study (engineering and
technology, science, creative arts and so on) from one
institution to another. Remember that institutions often have
more than one course in a field.
· The tables also compare employment rates and starting
salaries. These factors are influenced by many things other
than the university attended, including differences between
cities and regions in demand for graduates.
· There is ongoing debate among academics about the
reliability, use and validity of Graduate Careers Australia's
Course Experience Questionnaire (CEQ). Some institutions
argue that the CEQ has not been designed for the purposes
of inter-institutional comparisons. CEQ data does not
necessarily provide an accurate comparison of differences in
the quality of education or the level of student satisfaction
from institution to institution.
Remember that rankings and ratings are indicators only. They
help but do not present a full picture. Research your choices
HOW TO USE THIS SECTION 69
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