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Strategies, Marketing and Social Research

Head Office: 259 Glen Osmond Rd, Frewville SA 5063

Tel: 08 8433 0200 Fax: 08 8338 2360

[email protected] www.mcgregor.com.au

MACQUARIE UNIVERSITY

PROJECT SYNOPSIS

Prepared for: Kathy Vozella

On behalf of: Macquarie University

Project No: 8069

Date: December 2007

T:\! FINAL REPORTS 2007\8069 Macquarie University - Project Synopsis.doc

CONTENTS

Local Business Perceptions of Macquarie University .................................................1

Researching local businesses ................................................................................ 2

Executive Summary ................................................................................................ 3

Business needs and expectations .......................................................................... 3

Perceptions of Macquarie University ...................................................................... 4

Developing a relationship with local businesses..................................................... 5

Communications ..................................................................................................... 6

The Macquarie Park Business Corridor .................................................................. 7

Undergraduate and Postgraduate Perceptions of Macquarie University .................9

Researching the undergraduates and postgraduates........................................... 10

Summary............................................................................................................... 11

Reasons for choosing Macquarie University ........................................................ 11

Satisfaction with their choice of Macquarie University.......................................... 14

Comments common to all/most groups ............................................................ 14

Domestic undergraduates................................................................................. 15

International undergraduates............................................................................ 16

Domestic coursework postgraduates................................................................ 16

International coursework postgraduates ........................................................... 17

Domestic research postgraduates .................................................................... 17

International research postgraduates ............................................................... 18

Suggested areas for improvement........................................................................ 18

Macquarie University’s reputation......................................................................... 19

Macquarie University’s branding.......................................................................... 21

Other issues .......................................................................................................... 22

Issues relating to future employment prospects................................................ 22

Communication issues...................................................................................... 23

Future trends and needs................................................................................... 24

Perceptions among Potential Undergraduates and their Influencers......................25

Researching prospective undergraduates and their influencers .......................... 26

Summary............................................................................................................... 27

Overview ............................................................................................................... 27

Decision-making process regarding their future ................................................... 27

Influences on high students making these decisions............................................ 29

The reputation of Macquarie University ................................................................ 31


Recommended action by Macquarie University ................................................... 32

School Students Online Survey....................................................................................34

Summary............................................................................................................... 35

Demographics, Student and Course Attributes ................................................... 35

Undertaking Further Study.................................................................................... 37

Perceptions of Macquarie University .................................................................... 41

Main Competitors to Macquarie University ........................................................... 42

Making Macquarie University a More Attractive Proposition ................................ 43

Importance/Performance Analysis ........................................................................ 44

Overall Perceptions of Macquarie University........................................................ 45

Importance/Performance Matrices........................................................................ 46

Gap Analysis ......................................................................................................... 50

Ranking of Universities ......................................................................................... 51

Innovation.............................................................................................................. 51

Sources of Information.......................................................................................... 54

University Open Days ........................................................................................... 57

Perceptual Mapping .............................................................................................. 58

School Influencers Online Survey................................................................................60

Summary............................................................................................................... 61


Advising Students ................................................................................................. 62

Recommending Universities ............................................................................. 64





Overall Perceptions of Macquarie University........................................................ 72

Importance/Performance Matrices........................................................................ 73

Gap Analysis ......................................................................................................... 77

Sources of Information.......................................................................................... 78

University Open Days ........................................................................................... 81

Perceptual Mapping .............................................................................................. 82


Undergraduate Students................................................................................................84

Summary............................................................................................................... 85


Undertaking Postgraduate Study.......................................................................... 90



Choosing Macquarie University ............................................................................ 96



Overall Satisfaction With Macquarie University .................................................. 100

Importance/Performance Matrices...................................................................... 101

Gap Analysis ....................................................................................................... 107

Ranking of Universities ....................................................................................... 108

Innovation............................................................................................................ 109

Sources of Information........................................................................................ 111

Recommending Macquarie University ................................................................ 114

University Open Days ......................................................................................... 115

Perceptual Mapping ............................................................................................ 116

Postgraduate Coursework Students ..........................................................................118

Summary............................................................................................................. 119

Demographics, Student and Course Attributes ................................................. 119

Undertaking Postgraduate Study........................................................................ 124

Perceptions of Macquarie University .................................................................. 128

Main Competitors to Macquarie University ......................................................... 129

Choosing Macquarie University .......................................................................... 130

Making Macquarie University a More Attractive Proposition .............................. 132

Importance/Performance Analysis ...................................................................... 133

Overall Performance of Macquarie University .................................................... 134


Gap Analysis ....................................................................................................... 139


Innovation............................................................................................................ 140






Postgraduate HDR Students .......................................................................................149

Summary............................................................................................................. 150

Demographics, Student and Course Attributes ................................................. 150

Undertaking Postgraduate Study........................................................................ 155

Perceptions of Macquarie University .................................................................. 159


Choosing Macquarie University .......................................................................... 161

Making Macquarie University a More Attractive Proposition .............................. 163


Overall Satisfaction With Macquarie University .................................................. 165


Gap Analysis ....................................................................................................... 172


Innovation............................................................................................................ 174





Alumni 183

Summary............................................................................................................. 184

Demographics and Course Attributes ................................................................. 184


Reputation of Courses of Macquarie University ................................................. 190

Agreement with Statements About Macquarie University .................................. 190

Contributing to the Future Success of Macquarie University.............................. 192


Overall Satisfaction and Recommendation......................................................... 195

Importance/ Performance Matrices..................................................................... 196

Gap Analysis ....................................................................................................... 200

Recommendation and Disposition Towards Macquarie University .................... 201


Innovation............................................................................................................ 203

Primary Concerns ............................................................................................... 204

SIRIUS (Online Alumni Magazine)...................................................................... 205


More Information about Macquarie University .................................................... 206

Online Community and Engagement with University......................................... 209

Communication Environment.............................................................................. 210

Preferred Methods of Communication ................................................................ 211


Brand Wheels 214

Overall Conclusions and Recommendations............................................................218

Communication and Brand Issues...................................................................... 219

Communication Issues........................................................................................ 222

Communications (Overseas Students) ............................................................... 224

Communications (Undergraduates) .................................................................... 224

Communications (Alumni)................................................................................... 225

For enquiries on this report please contact Peter Hine

- 1 -

Local Business Perceptions of

Macquarie University

- 2 -

This document has been prepared by McGregor Tan Research to report on brand and

perceptions research it has conducted for Macquarie University.

Researching local businesses

This is a report we conducted among local businesses within the immediate

locality of Macquarie University, known as the Macquarie Park Business

Corridor, and among businesses elsewhere in Sydney.

It is recognised that, integral to any decision by prospective undergraduates

and postgraduates about which University to attend is their perception about

their job prospects after completing their studies at university.

This research has therefore embraced the awareness and perceptions of

Macquarie University among local businesses. This was for two main

purposes:

• to ascertain their perceptions of Macquarie University students as

potential employees

• to ascertain whether Macquarie University can fulfil a useful role to

assist the business community located in the so-called Macquarie

Park Business Corridor, and, if so, what this role might be

Additional purposes of this part of the research will be to determine the

preferred and most effective way of communicating with local businesses

For this particular study about awareness and perceptions among

businesses located in the Macquarie Park Business Corridor, it was agreed

to conduct a total of 25 executive depth interviews (by telephone), plus a

focus group of businesses based in Sydney.

This research was conducted in May/June 2007.

- 3 -

Executive Summary

Business needs and expectations

The most common response to the questions relating to what employers

were looking for when recruiting staff from among graduates and

postgraduates, it may seem strange that almost the last item on their list of

priorities was a well qualified graduate or postgraduate.

Whilst most professional jobs and trades require training and specialist

qualifications of some kind, almost all the interviewees spoke first about job

applicants needing to have “employability skills”, with an assumption that

they would receive on-job training to suit the company’s specific needs and

ways of doing things. Most added that they were also looking for people

with some experience.

Whilst not all the interviewees were necessarily looking for university

graduates or postgraduates, most agreed that having a degree proved that

an applicant had developed research and analytical skills.

None of the interviewees wanted to enter into an exclusive relationship with

any single university, preferring (or even being required) to keep an open

door with them all. Most knew that many universities specialised in one

area or another, or had a reputation for specific disciplines. Most seemed to

know what Macquarie could offer and what it did not provide.

Several commented that today’s job applicants with degrees seemed to

assume they had everything to offer a prospective employer – why bother

with the formalities, just hire me – when in reality, it was argued, they lacked

many of the basic skills (communication, writing ability, team spirit, essential

IT skills) and the customer service attitude needed for most jobs. Being

brought up with SMS, texting and emails seemed to have robbed the

younger generation of the ability to communicate or even write a letter.

Whilst some admitted wryly they themselves had been the same when they

were looking for employment straight out of university, some argued that the

- 4 -

problem was especially acute with today’s Gen Y approach to life, which is

apparent in the current intake of new employees and job applicants.

The problem was compounded for many interviewees by the sheer lack of

suitably qualified graduates and postgraduates willing and able to come and

work for them, or to stay with any employer for more than a couple of years.

With an ever-ageing workforce, and many tempted to retire early because of

the recently-introduced superannuation rules making it easier for them to

leave the workforce, finding and retaining staff had become even harder.

Whilst several interviewees indicated a willingness to employ suitably

qualified graduates and postgraduates from overseas, provided they were

fluent in English, problems arose if they were not Australian citizens or at

least permanent residents.

In this context, several interviewees were critical of universities in general

for their alleged “bums on seats” approach to training, which they described

as churning them out without sufficient care or attention to their future

employability or the needs of industry and the business market.

Some of the interviewees from the larger companies or organisations were

always looking for new staff, and were therefore very keen to build on the

day-to-day relationship they already had with the universities in Sydney,

including Macquarie.

Perceptions of Macquarie University

Whilst nobody went overboard in their expressions of praise for Macquarie

University, and equally no one was overtly critical, most said they had

respect for the University and that it had a solid reputation. A few admitted

a bias, since they themselves had studied there.

A typical comment was that it was “in the top three” in Sydney, linking it with

UTS as on the same level after Sydney and NSW, in terms of their overall

reputation and perceived ranking. UWS was also frequently compared with

Macquarie as having a similar overall approach.

- 5 -

Macquarie University was perceived to be strong in some areas (media, the

arts, business, commerce, accountancy) but weak in technological areas,

such as engineering and medical science.

Many singled out MGSM as having a strong sense of identity and a very

positive reputation, but it was interesting to note that several did not

instinctively perceive MGSM as part of Macquarie University.

Most did not seem to identify Macquarie as being particularly innovative,

and the tendency within the focus group was to dismiss the “slogo” as being

no more than a marketing cliché.

Several comments were made about the cost of studying at Macquarie,

although it was apparent that these comments were directed more at

MGSM than at the University as a whole.

Some were aware that Macquarie draws a lot on the overseas market, with

so many international students enrolled there. Given the employment

restrictions imposed on international graduates and postgraduates, this was

not of much interest to several interviewees.

Several suggested that one of the strengths of Macquarie University was its

location and its sense of identity with the broad community in areas close to

North Ryde. They also liked the idea that it was part of their own landscape,

indicating that it was used by them as a landmark for directional purposes.

Some credited the University with the fact that a train service was about to

be opened in the area, which they greatly welcomed.

Developing a relationship with local businesses

There was a mixed reaction to the notion of Macquarie University wanting to

develop a relationship with them and the business community as a whole.

Some could not see the point. Some clearly thought it was a bit of flim flam.

However, several said they already had a relationship, and most of the

others warmed to the idea, as discussion about the possibilities unfolded.

- 6 -

What they were all concerned about most was how Macquarie could help

them find the staff they needed to employ.

Many of the ideas for forming the basis of a relationship came from the

interviewees themselves. The following ideas emerged:

• Some suggested Macquarie could provide short courses for their

staff, ranging from foreign languages (only a couple were interested in

this), basic job skills, to high level management training.

• MGSM was seen to be in the best position to assist in some of these

areas, and some interviewees said their staff already studied there.

• Several expressed interest in the idea of doing joint research and

working on other projects with Macquarie, especially if Government

funding for this were available.

• Many were interested in using Macquarie as a service provider,

including its seminar and meeting facilities, video conferencing etc.

• The idea that Macquarie University might become a business hub to

coordinate business-to-business activities in the area had some

appeal, including the idea of producing a business directory for

Macquarie Park and publishing a regular business newsletter.

• Many welcomed the offer of access to some of the University’s

facilities, such as the gym, sports facilities and child care services.

The general reaction was one of positive interest and wanting to know more.

Communications

Some of the interviewees said they were in receipt of regular

communication from Macquarie University, either from the Careers Office or

from individual departments with whom they had some kind of relationship.

Most interviewees, however, were not in regular contact with the University,

although some had received an occasional one-off piece of information,

such as the offers for their staff to use the facilities of the University.

- 7 -

There were no clear-cut suggestions as to the best means of

communicating with their companies, nor to whom any communications

should be directed.

Some said they would prefer to receive some one-on-one communication

prior to being placed on a mailing list. Some expressed surprise that the

approaches already made by the University had not been preceded by a

phone call or personal visit.

Views were mixed about the merits of communication via email or by post.

Some said they deleted unsolicited publicity material sent by email, and that

in any event any promotional emails with attachments were automatically

deleted by their spyware systems. Internal links were seen to be safer.

However, for many email remained the preferred means of communication,

especially once some kind of relationship had been established with the

University. They added that email messages sent to HR or the company’s

reception or administration area could be easily forwarded on to the right

person in the organisation.

Whilst some said they invariably “filed” or “binned” glossy publicity material,

others said this was preferable to them, since their email systems were

already clogged with routine correspondence.

Probably the best advice is contained above – make personal contact first

and then establish what is the best means of communication thereafter.

Several expressed their appreciation of the work done by the University’s

Careers Office, whilst some were not in this loop, and would like to be.

The Macquarie Park Business Corridor

We have included a brief overview of available information about the so-

called Macquarie Park Business Corridor.

We have already noted that many of the interviewees would welcome a

positive initiative in this regard by Macquarie University. A section of this

- 8 -

report is devoted to indicating the potential for the University if it were to

take such an initiative.

Apart from any other plans Macquarie might have in this regard, we believe

it is worthwhile for the University to establish ongoing relationships with the

various chambers of commerce and similar organisations in the region, if

this is not already in hand.

- 9 -

Undergraduate and Postgraduate

Perceptions of


- 10 -

Researching the undergraduates and postgraduates

This is a report of the research we conducted among undergraduates and

postgraduates currently at Macquarie University and postgraduates at other

universities in Sydney.

Four focus groups with postgraduate students at Macquarie University were

conducted. In all cases, students were recruited covering a range of

disciplines and number of years spent within the course:

• international coursework postgraduate students

• domestic coursework postgraduate students

• domestic research postgraduate students

• international research postgraduate students

Two focus groups with domestic undergraduate students currently at

Macquarie University were conducted.

One focus group discussion with international undergraduate students

currently at Macquarie University was conducted.

One focus group discussion was also conducted with postgraduate students

from other universities


- 11 -

Summary

Reasons for choosing Macquarie University

Practical considerations were the most dominant reason participants had in

mind when choosing where to study. For the domestic undergraduates

and postgraduates, being able to live at home and travel to a nearby

university had been uppermost in their minds when making this decision.

Although some said they would go further afield, even interstate, if they

could not do the course of their choice at a local university, most seemed

confident that they would be able to find a suitable course locally, and this

was apparently the case for most of the participants in this study, who were

currently studying at Macquarie. Only a few had applied to other

universities, and then chose Macquarie because they had been rejected.

Other social influences played a part for some of these participants, with a

few saying they chose Macquarie in order to continue studying with friends

from school, who were planning to do the same.

Most of the domestic undergraduates participating in this research lived in

nearby suburbs, and had gone to local high schools, which had established

and maintained close links with Macquarie. These students were already

familiar with the University, having visited it several times on open days or

for school visits. For many, their decision was almost automatic.

Some had been attracted by the “Club Mac” reputation of Macquarie with its

apparently vibrant social life. Some were clearly still enjoying this part of

their lives, but most said they were there to study and get a good degree.

Postgraduates doing coursework had attached greater importance to

finding the right university offering their chosen course, but for most of them

Macquarie had still suited their purpose. Most had wanted to continue their

studies at the same university, partly out of convenience, but also because

they had developed an affectionate familiarity for the place.

- 12 -

With most of the domestic undergraduates and postgraduates, it was

more this sense of familiarity – plus practical convenience – which had led

them to enrol at Macquarie. The question of its reputation was not an issue

of paramount consideration. They knew Macquarie would be right for them.

Finding the right course was of greater importance for the international

undergraduates and international coursework postgraduates.

The influences on them were far more varied and complex. The offer of a

scholarship was both an objective for some and a major influencing factor

for most, when deciding which university to choose.

That apart, their choice of a university was heavily influenced by local

agencies in their country, by family members or friends who had studied or

were currently studying in Australia, plus their research through the Internet.

A university’s reputation was of greater importance to them. Many had

checked the international ranking of universities, and had been satisfied to

discover that Macquarie was ranked within the top 100. Some spoke about

Macquarie’s reputation for specific courses, being mostly to do with finance,

economics and accounting.

The location of Macquarie in an outer suburb of Sydney and its overall

ambience, being outside the city centre, were significant drawcards for

many of the undergraduates and coursework postgraduates, including many

of the international students who participated in this research.

Being located away from the distractions of the city – but close enough to

enjoy a break – plus the homogeneity of the campus (“It looks like a

university”) constituted a major attraction and reassurance. Some said they

would feel uncomfortable being in the centre of Sydney.

Although only one participant in this research came from rural NSW (in fact

from Tamworth, where Newcastle was perceived as the automatic choice

for university), her comments along these lines offer a possible angle for

Macquarie to use in pursuance of more students from country towns.

There was a marked difference of attitude in the research postgraduates.

The main factor determining their choice of university had been a desire to

- 13 -

work with an individual professor known to be expert in their field of studies,

or because they knew who would be their supervisor. Being part of a

strong, effective research group was also very important to them.

Most of the domestic research postgraduates had done their earlier

studies at Macquarie, and it seemed almost like a natural consequence for

them to continue there. Again, it was partly out of a sense of familiarity and

knowing how to make the system work for them. Practical considerations

also played a part for them, since they had work or family commitments

which tied them to the local area in which they lived.

They were unimpressed by the notion of Macquarie University’s reputation

as an influencing factor in their decision. It was more a case of “better the

devil you know” for them, because their comments about the University

were not all that positive. Their department or research group mattered far

more to them. This was the only group that mentioned recent controversies

in the media, which they believed had damaged Macquarie’s reputation.

It was clear that the international research postgraduates had made their

decisions so that they could work with a particular professor or supervisor.

They were almost aggressively insistent that they had not been influenced

(or even aware in some cases) of the reputation of Macquarie University.

However, they too were influenced heavily by the offer of a scholarship, and

even by which university was offering them the highest amount.

The comments of the postgraduates from other universities served to

confirm the general perceptions we have identified above.

Most of the domestic participants in this group had gone to a university near

where they lived for their undergraduate studies, and had also chosen a

university close to where they worked for postgraduate studies. Since some

of them had the benefit of their employers paying for these studies, their

employers also had an influence on where they were studying.

The two international students in this group had been influenced by their

local agent (in India) to go to Southern Cross, but wished they had gone to

Macquarie, having discovered the courses there were more relevant.

- 14 -

Finally, the question of fees as an influencing factor on where they studied

did not seem to be a major issue for most participants in this research.

There were mixed views about whether Macquarie was seen to be more or

less expensive than other universities.

Satisfaction with their choice of Macquarie University

The following summaries reflect the satisfaction or otherwise of the main

groupings involved in this research:

Comments common to all/most groups

They were generally satisfied with their choice of Macquarie, citing mostly

the flexibility of the University, especially allowing students to switch courses

without any hassle. They applauded the “no strings attached” attitude of the

University, which seemed to be “student-focused”.

Whilst they were broadly happy with the quality of the lectures provided,

they said the ability of some lecturers to teach was variable, however expert

the might be in their subject area. They dearly wished all lecturers knew (or

were taught) how to work the technology provided.

They were quite critical of the tutorials, mainly because the tutors were often

international students, whose command of English was limited.

They complained about inadequate facilities: not enough seats in lecture

halls and not enough desk-space in the library.

They were highly critical of the IT systems, pointing out the frequent failure

and crashes, which belied the University’s claim to be innovative.

They were especially critical of the enrolment process, which placed too

much strain on an inefficient system and on the students trying to enrol.

- 15 -

Several participants valued greatly the opportunities offered for their own

personal growth and development through schemes like the Global

Leadership Program.

Whilst there was overwhelming approbation for the multi-cultural character

of Macquarie University and its “global” approach, there was some concern

about the balance between international and domestic students. Both

domestic and international participants were worried about the tendency to

stick to national groupings.

The internationals felt the University was too diverse and lacking in Aussie

culture. Domestic students and some internationals were concerned that

the quality of classes and tutorials were undermined by language barriers.

The University’s location and the layout of the campus were very appealing

to participants in this research. The overall environment and atmosphere

encouraged them to study and work hard.

Domestic undergraduates

They were especially grateful for the flexible timetable, which allowed them

to plan their attendance and lectures in a time-efficient manner without

having to adhere to rigid course structures and timetables, as was the case

in most other universities.

They spoke highly of the social life on campus, with some admitting they

enjoyed its “Club Mac” lifestyle to the full.

Several were appreciative of the range of activities offered by the clubs and

societies, although some were critical of the bureaucracy involved in running

a club event. Sports participation seemed surprisingly low among those

who participated in this research.

There was some anxiety about night-time lectures and the consequential

safety concerns for students returning home (especially those living off-

campus) after their lectures. However, participants spoke positively about

the security measures provided, including the courtesy bus service.

- 16 -

International undergraduates

Many of the above points were also made by international undergraduates.

They tended to be more critical and less impressed by their experiences at

Macquarie to date.

It seemed as if expectations had been raised so high for some, that there

was an element of disillusion on arrival at Macquarie, only to discover it was

not so different from universities in their own country.

The main differences highlighted by some related to a greater sense of

freedom at Macquarie, leaving students to generate their own sense of

initiative and motivation, rather than being spoon-fed. Some appreciated

this, whilst others were concerned that a lack of constant pressure to work

hard might result in less effort and lower results.

Some were concerned that the University had compromised its entry

standards and its overall reputation. A perception that “anyone can get into

Macquarie” upset some of them, who had achieved entry requirements

through good grades, because it reflected on their own achievements. They

cited “backdoor entry” through schemes like SIBT as an example.

Another of their key concerns was the difficulty they experienced in securing

work experience, despite having work permits. As with employers in

Australia, when they go home and apply for jobs, they are rejected because

of a lack of experience.

Domestic coursework postgraduates

They were not as effusively positive as the undergraduates, with some of

them focusing initially on administrative difficulties they had encountered

and even “unprofessional” dealings by some of their departments. Some of

these participants were less critical.

Their appreciation of the University lay mostly in their satisfaction with the

course they were studying, and consequently with their department.

- 17 -

There was some concern about the lack of opportunity for work experience.

International coursework postgraduates

They were very pleased with the educational opportunities made available

to them through their coursework, but quite critical of the practical support

services, such as provision of accommodation on their arrival.

However, they appreciated the additional courses and orientation which had

been provided to help them adjust to an Australian environment.

Domestic research postgraduates

Having identified the importance to them of strong support from their

supervisor, their research group and the department as a whole, along with

other service providers, this group gave a mixed report about their levels of

actual satisfaction.

They were enthusiastic in expressing their appreciation for the support they

received from the library and for other practical services they received, not

least the overall climate of financial backing for their research (including

scholarships in many cases).

However, they painted a very mixed picture about the support they received

from their supervisors. Several had been forced to request a change of

supervisor. Whilst welcoming the flexibility and willingness of their

department to organise the change, they had become frustrated over the

time they had wasted and the anxiety this had caused. They believed there

should be a compatibility system of matching supervisors and researchers.

They were concerned about inconsistencies from one department to

another in terms of allocating funds for their research, and some expressed

specific concern about inadequate working space.

- 18 -

International research postgraduates

This group expressed mixed views about the level of support they had

received in conducting their research, with similar complaints to those above

about their supervisors.

Some voiced particular concern about inadequate practical support when

they arrived. They had to fend for themselves in finding accommodation,

having been led to expect that this would be done for them. Macquarie

International was described dismissively as little more than a recruitment

agency, rather than the service provider that had been promised to them.

Despite these criticisms, they all felt they had been warmly received by

members of their research group and other members of the department.

They greatly appreciated the encouragement they had received.

Suggested areas for improvement

The following summary of suggested changes arises from the comments

made across all the focus groups:

• ensure lecturers are taught how to improve their delivery of material,

especially using the technology provided

• ensure that tutors can communicate well in English

• upgrade the University’s IT system

• make the enrolment process user-friendly and speedier to complete

• provide better facilities for lectures and more desk space in library

• facilitate work experience and internships for all, especially

international students

• review process for appointment of supervisors of research

postgraduates to ensure compatibility – provide training for

inexperienced supervisors – establish processes for researchers to

seek a new supervisor and/or counselling of some kind

• ensure that research postgraduates have adequate working space

and other resources

- 19 -

• ensure that all departments adhere to University policies concerning

the allocation of approved funds for research projects

We should stress in this overall assessment of expectations and satisfaction

levels that all the groups indicated that they would recommend Macquarie

University to family members, relatives and friends, although several

participants added the rider – “for the right course or department”.

Macquarie University’s reputation

Local domestic students did not attach much importance to how

Macquarie University’s reputation was perceived, because they knew about

its qualities from their personal associations and experience over the years.

When asked to provide some kind of overall assessment of how Macquarie

University was generally perceived in terms of its reputation, a common

response was it was “among the top three in Sydney”, the other two usually

being Sydney and New South Wales. However, when pressed, several

bracketed Macquarie alongside UTS and, in a couple of cases, UWS.

Some participants, including some of the postgraduates from other

universities, commented laughingly on Macquarie’s “Club Mac” reputation,

but they explained this was only an affectionate observation, which in no

way detracted from their belief that Macquarie was regarded with respect as

one of the best universities.

It was noted that some employers had their own pecking order of

universities in Sydney, and that they placed Sydney University at the top.

But several participants dismissed this as an old school tie phenomenon,

which was confined to the dusty corridors of old-style lawyers.

Whilst some might assess Macquarie as not being one of the “sandstone”,

traditional universities, others might cite this as a positive, stressing that, by

contrast, it was more relevant to the needs of today’s students.

- 20 -

The concept of reputation was of greater significance to potential

international undergraduates and postgraduates, who were largely

reliant on third party information and advice and on their own research.

Several international participants had searched the Internet in order to

check the ranking of universities they had in mind for their studies.

Some of the international undergraduates said they did not think it

reasonable to compare Macquarie University, which had been in existence

for “only 40 years”, with universities which had been in existence for several

hundred years. They had used other criteria to make their assessments.

There was widespread belief, we were told, that Macquarie was noted for

providing a range of quality courses relating to finance and accounting.

The participants who were least interested in the notion of the University’s

reputation were the research postgraduates, especially those from

overseas who laid much emphasis on having chosen to do their research at

Macquarie, solely on their desire to work with their professor/supervisor and

regardless of the University’s reputation.

They acknowledged that some universities could trade off their international

reputation, but added that Macquarie was not a Harvard.

Some of the international participants were aware of MGSM, and were

impressed by its reputation, but had not fully appreciated that it was part of

Macquarie University.

Several participants in different groups, but notably the research

postgraduates and the postgraduates from other universities, said they

attached more importance to the reputation of individual professors at a

university than to the university itself. An example was the reaction from

some participants, when told Tim Flannery was a professor at Macquarie.

They suggested that Macquarie would derive greater public acclaim in terms

of its reputation, if it did more to promote awareness of any “celebrity”

academics on its staff.

- 21 -

Macquarie University’s branding

There was a reasonably high awareness in some groups of Macquarie

University’s current branding as the innovative university. This awareness

was mostly among individuals in the different groups, rather than among

any of the groups as a whole.

Whilst several of the local, domestic students knew about this branding, few

of them actually understood what was meant by innovative as it was applied

to the University.

The general tendency was to dismiss the phrase as “good for marketing” but

as lacking any real relevance. Several said the validity of the claim needed

to be sustained, or evidence needed to be provided that the University was

actually innovative.

Some laughed when they heard the term, saying it was hard to take it

seriously, given they had just been discussing what they perceived as an

inadequate IT system and the inability of lecturers to use basic technology.

Some identified the use of the word with recent statements by the Vice

Chancellor. Whilst some were sympathetic to what they understood to be

his intentions in highlighting this as a characteristic of the University, most

again dismissed the concept as irrelevant or as lacking validity.

Some argued that describing Macquarie University as innovative reflected a

positive determination to compete with old-style, traditional university

traditions. Ignoring whether it was a justified claim, they liked this “feisty”

approach, believing that it appealed to today’s generation of students and

employers.

True to their constant theme throughout our discussion with them, the

research postgraduates said they accepted that individual departments and

research groups could legitimately claim to be innovative, but they doubted

whether the University as a whole could stake a claim to this term.

Some made the same point on which the previous section concluded,

namely that some individual professors might legitimately claim to be

innovative, which can cast reflected glory on the University as a whole.

- 22 -

Given the questioning of the word innovative as a way of branding the

University, we asked the groups to suggest how they believed Macquarie

should brand itself. This formed the essence of the “brand wheel” exercise

we conducted with each group, which is reported separately.

As part of our general discussion with the groups, we invited them to

suggest themes or ideas which they thought could constitute the core of a

branding exercise for the University.

Several opted for a bland statement of the obvious:

• providing quality education

• encouraging individual development

• focusing on research for the future

The most common themes related to the perceived multicultural character of

the University and its aim to provide resources for career development

Other group suggestions included:

• relating to your needs

• breaking down barriers

• accessible

• a great learning atmosphere

• widening your horizons

Other issues

Issues relating to future employment prospects

The participants were generally appreciative of the overall approach of the

University, which they perceived to be focused on their career development.

They mentioned the Careers Office and the annual Careers Fair as

evidence of this commitment.

- 23 -

Some added that they also valued the opportunities they enjoyed to develop

themselves more broadly, including their leadership skills.

But it should be noted several participants, especially international students,

said not enough was done to provide them with actual work experience.

Our interviews with employers confirm that, when considering applications

from would-be employees, they look for practical experience as much as (if

not more than) academic qualifications,

Whatever limitations there might actually be in the courses, in terms of

provision of work experience or internships, there remained a belief that

Macquarie was more focused on developing career opportunities for its

students than other, more traditional universities.

Communication issues

The University’s main concern in its communications relates to its need to

attract undergraduates and postgraduates.

Clearly, its continuing communication is through several means: word of

mouth, personal recommendation, media exposure, the Internet and direct

contact through open days and school visits, plus conventional advertising

and promotional activities.

For international students, the communication is often directed through third

parties, such as the education agents operating in their countries, although

for all of them the Internet is of critical importance, especially the

University’s own website, which came in for some criticism.

Some international participants in this research suggested the need to

create the kind of contact with high schools which exists (more easily, it has

to be acknowledged) with local high schools actually close to Macquarie.

- 24 -

Future trends and needs

When assessing the future needs of society and the expectations of the

university sector, the one profession highlighted for which trained entrants

were most needed was engineering.

Some argued for university courses which reflected the current pressures of

a “time poor” society, and the need for shorter courses to meet the

immediate needs of employers and their employees.

Postgraduates from other universities made comments which reflected their

belief in the need for change in how university education is delivered.

“Universities need to be more focused on the professional

needs of its students, especially postgraduates. There should

be more courses lasting only a day or a week.”

“They should minimise the extent to which postgraduate studies

take us away from the workforce, but still deliver what we need.”

Macquarie was certainly perceived by most participants as more capable

than most to respond to such a challenge.

It was one of the outsiders, a participant in the group of postgraduates from

other universities, who made the following observation.

“Macquarie is younger, fresher and ready to adapt.”

- 25 -

Perceptions among Potential

Undergraduates and their

Influencers

- 26 -

Researching prospective undergraduates and their influencers

This is a report of the research we conducted among current secondary

school students who are considering a university education, and among

their influencers – careers advisors, teachers and parents.

We conducted two focus groups among high schools students in Year 12

from a range of schools, who were currently considering whether to go to

university and which one best suited their needs.

We also conducted two focus groups among their influencers: parents with

teachers and careers advisors from a range of schools in Sydney.


- 27 -

Summary

Overview

In many respects, this is most pertinent of the three reports we have

prepared as the result of the research conducted for Macquarie University,

since it addresses the needs of those whose response to the University’s

marketing campaign (and to any change of direction in its branding) will

determine whether the key objectives are likely to be met, namely an

increase both in its market share and the UAI.

Whilst the high school students themselves were dismissive of key aspects

of the University’s brand (its use of the word innovative and any reliance on

its reputation), the emphasis by them and by their influencers on how

Macquarie can help them achieve their career ambitions should feature

large in the current review of the brand.

We have laid emphasis in this summary and assessment on the

students and their influencers wanting to know what Macquarie

University does and can offer them, rather than how it is portrayed.

Decision-making process regarding their future

All the high school students who participated in this research were currently

in Year 12 and were intent on going to university for their studies.

When asked why they had decided on university, they were clear in their

responses:

• They perceived having a degree opened the door to better jobs.

• Some perceived a university education as opening up an opportunity

to “a lifetime experience”.

The only qualification of the assertion that such opportunities only came

from having a university education was expressed within one of the groups

of high school student influencers.

- 28 -

The cost of a university education was now getting so high, we were told,

that some students were seriously asking themselves if it was worth it, and

they were considering alternatives, including students who would easily

qualify for university and be expected to get a good degree.

When asked whether they had yet decided on their choice of university,

several said this would depend greatly on how well they did in the exams,

and that they would really begin facing up to this decision later in their year.

Several of them clearly had a pretty good idea where they wanted to go, so

we asked what were the likely deciding factors for them:

• Overwhelmingly the main factor for most was a university that was

close enough to their homes, so they could continue to live with their

families. Easy access by train was seen to be a major motivation for

choosing where to study.

• Cost was a factor is this (as confirmed repeatedly by some of the high

school student influencers), since they were aware of how much more

it would cost for them to live away from home.

• Only a couple of students spoke about going overseas, and less than

a handful were actively thinking of studying interstate. The latter said

they would only do this, if they could not find a suitable course locally.

• Finding a university which offered them the course they wanted to do

in order to enter their preferred career was cited by many, but there

was a strong inference that they expected to find a suitable course in

a local university.

• They stated firmly that they would not be swayed by the perceived

reputation of a university. There was evidence from the groups of

high school student influencers that, whilst this might be a genuine

belief on the part of the students, they were nevertheless placed

under considerable pressure from their parents to go to a prestige

university, especially if either of their parents had been to Sydney

University or UNSW.

• The students said that they preferred to look at a university’s

credentials, rather than its perceived reputation. By that, they meant

they would rely on its track record and any other factual information

they could obtain.

- 29 -

Influences on high students making these decisions

The obvious influence on most students came from their parents, firstly that

they do well at school (especially in their HSC) and in their choice of a future

career, which included going to university. Similarly, pressure was exerted

by some parents, we were told, as to which university they attended.

The students professed stoutly that it was they who made these decisions,

whilst accepting advice from “friends and family”.

Some conceded that they did not ignore the views of their parents. Many of

them said they understood that their parents were keen for them to do well.

In many cases, their parents wanted them to do better than they themselves

had done, especially given that their children had opportunities they had not

enjoyed, especially if they had been born overseas.

Without overplaying this point of difference, the groups of influencers (which

included some parents) said it was a very delicate process steering their

children/students to the right decision. For the parents it was knowing how

far to go in their attempts to persuade, and when to back off.

For the teachers and advisors, it was a case of mainly, they said, of

ensuring the students had access to all the information they needed, and

being there to answer the students’ questions.

The influencers (parents, teachers and careers advisors) all seemed

confident that they did play a part in a student’s decision-making process.

That aside, when asked what were the key influencers on them making their

decisions about which university to apply for, there was a convincing

consensus among the students that the key factors were:

• recommendations they sought and listened to from their friends, their

siblings, parents, teachers etc.

• their own research by trawling through brochures and websites

• attendance at their own school’s Careers Day

• attendance at other careers expo’s and universities’ open days

• talking to students currently at their university of choice

- 30 -

It was apparent many of the students had not yet made up their minds what

they wanted to do with their lives, in terms of their chosen career, and hence

what studies to do at university. Some of the parents expressed concern

about this, and in some cases were clearly frustrated that their children were

still undecided (and, in some cases, unconcerned) about their future.

It became apparent in the student groups that several of them were very

confused and even anxious about their uncertainty. Some were equally

confused about how to decide on a choice of university. They spoke of not

knowing what questions to ask, or getting confused at open days when they

forgot the key questions they had intended asking. This suggests

(assuming it is not already being done) that Macquarie could provide

schools with a checklist of the questions students should ask all the

universities they were exploring – a bit like the comparative chart some

financial institutions provide when searching for the best home loan.

One of the strongest factors emerged from comments made by the high

school students, when it became clear that visiting a university often, whilst

they were still at school, was a powerful influence on them.

A phrase they used frequently when talking about visiting a university was if

it “felt comfortable”. They were strongly persuaded by the overall feel of the

campus, the appearance of the buildings, and if it seemed friendly.

Many of these comments were made by students who had already visited

Macquarie University on more than one occasion. There was something

akin to smug possessiveness among these students, who said they felt it

was a familiar place for them.

This under-scores the need for Macquarie to continue with its partnership

program with local schools. When students from these schools spoke about

being able to increase their UAI score with Macquarie, others were clearly

both surprised and somewhat envious.

However, this is not to say that, as a consequence of this, the students from

the participating schools had automatically placed Macquarie as their first

choice. Some inferred that it was reassuring to them that, if they did not get

into the university of their first or second choice, they could always be

confident they would “end up” at Macquarie – almost as a fallback.

- 31 -

The groups of high school student influencers said that students were

ultimately most persuaded by doing whatever course at whichever university

was most likely to score them a degree which opened up the pathway to

their chosen career.

It was clear that this was what influenced them as influencers (especially the

careers advisors), when helping students make their decisions. Their first

question to students was what job did they want to do, and they told them

the best way to go about getting the necessary qualifications.

Some advised students to contact their employers of choice and ask them

what qualifications they looked for when appointing staff, and whether they

looked to any particular university courses in preference over others.

This suggests that, as part of its marketing, Macquarie University should

seek third party endorsements from companies willing to confirm the value

of certain courses as pathways to employment with them.

The reputation of Macquarie University

Apart perhaps from the research postgraduates, the high school students

were probably the most insistent of all the groups participating in this

research in their rejection that the reputation of any university had any

influence on their decision where to go for their studies.

To what extent this might have been a case of “protesting too much” is hard

to say, but they were insistent that they were persuaded more by knowing a

university’s credentials – what it was especially known for – than its overall

perceived reputation. They seemed to regard the notion of reputation as

some kind of marketing contrivance which they instinctively mistrusted.

We return again to the “familiarity” which under-pinned the perceptions of

those students who had been to Macquarie prior to their attendance at

these focus groups. Their comments, especially those of students from the

local area, suggested they already knew what Macquarie stood for, and did

not need to seek out information about its reputation.

- 32 -

Most students (and certainly their influencers) said they knew that Sydney

was noted for law and medicine, that UTS had a better track record in

finding jobs for students in their chosen careers etc etc. They were equally

aware, we were told, of the strengths – and the weaknesses – of Macquarie.

There was some element of “double-speak” and contradiction in many of the

comments made in these group discussions, with some eschewing the

notion of reputation, yet using the same word almost in their next sentence.

But it seemed quite compelling that they were urging Macquarie to speak

more about what it does, and what it actually offers them, than what it is or

is perceived to be or portrayed as being through its branding.

Whilst aware of the generally accepted pecking order among Sydney’s

universities, the students stressed they were not overly impressed by the

notion of prestige. Yet, they perceived Macquarie to be in the top three or

four universities.

When asked to comment on the University’s current use of the word

innovative, they were almost dismissive.

They were more interested in knowing (and, in most cases, welcoming) the

multicultural character of the University’s student population. However, the

comment was made (by a student of Asian origin, it should be stressed) that

there were too many Asians at Macquarie.

Several students also commented on the impact on them of the University’s

campus and the overall feel of the place. Some were particularly attracted

to it, and these included those who were familiar with the University, as a

result of previous visits. Some of those visiting it for the first time for the

purposes of these focus groups were not so impressed.

Recommended action by Macquarie University

The following sums up what the high school students and their influencers

indicated were the measures that Macquarie University should consider, in

order to attract them and persuade them to consider enrolling:

- 33 -

• invite high school students to visit campus more often

• maintain and expand the schools partnership program

• ensure these students are made to feel welcome and comfortable

• improve the Open Day experience

• involve current students in Open Day and during other visits

• improve the University’s website for marketing and the on-line

enrolment process

• avoid the use of jargon on the website and in the brochures

• concentrate more on the facts about the University and what it offers

• avoid any implication that Macquarie might be an easy option

• lay more emphasis on the University’s extra-curricular program and

on schemes like Global Leadership Program.

• stress the University’s links with industry, and focus on Macquarie

offering the chance to do work experience and gain employment

- 34 -

School Students Online Survey

- 35 -

Summary

Demographics, Student and Course Attributes

More than two thirds (69%) of the School Students surveyed were females,

compared to 31% who were males.

Male31%

Female69%

MTR (Ref: 8069-CS)

Q4. Gender

These students were either in Year 11 (20%) or Year 12 (79%).

Year 101% Year 11

20%

Year 1278%

MTR (Ref: 8069-CS)

Q1. School year currently studying

- 36 -

Not surprisingly, these students were mainly aged 15 to 16 (10%) or 17 to

18 (88%) .

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

15-16

17-18

19-20 1%

88%

10%

MTR (Ref: 8069-CS)

Q3. Age

The UAI scores which these students were realistically seeking were

identified as :

� 96 to 100 (24%)

� 91 to 95 (22%)

� 81 to 90 (29%)

� 71 to 80 (17%)

� Up to 70 (4%)

These findings were generally consistent among the groups surveyed,

although a higher proportion of females (35%) expected to achieve a UAI

score of 81 to 90.

- 37 -

0% 10% 20% 30%

% of respondents

Up to 70

71-80

81-90

91-95

96-100

Don't know 4%

24%

22%

29%

17%

4%

MTR (Ref: 8069-CS)

Q7. What UAI score are you realistically seeking to achieve.

Undertaking Further Study

The main career areas and directions that these students were considering

in the future were identified as:

� Studying at university immediately after leaving school (75%)

� Getting a job (42%)

� Studying at university in the future (37%)

� Studying at TAFE immediately after leaving school (11%)

� Studying at TAFE in the future (8%)

A significantly higher proportion of those who were seeking to achieve a UAI

score of 91 to 95 (97%) indicated that they were considering studying at

university immediately after leaving school.

- 38 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Studying at university immediately after leaving school

Getting a jobL

Studying at university in the future

Studying at TAFE immediately after leaving school

Studying at TAFE in the future

Starting an apprenticeship

Other

Don’t know/not sure 10%

9%

3%

8%

11%

37%

42%

75%

MTR (Ref: 8069-CS)

Q2. What are the career areas and directions you are considering when you leaveschool?

School students identified four main universities that they were considering

attending when they leave school, those being:

� Macquarie University (69%)

� Sydney University (68%)

� University of New South Wales (60%)

� UTS (50%)

Others named included UWS (21%), Charles Sturt University (12%)

Australian National university (9%) and the University of Newcastle (7%).

The incidence of naming Macquarie University was highest amongst those

with an anticipated UAI score of 81 to 90 (80%), while Sydney University

was more likely to be named by those expecting a UAI score of 96 to 100.

- 39 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents


Sydney University

University of New South Wales

University of Technology Sydney (UTS)

University of Western Sydney (UWS)

Charles Sturt University

Australian National University

University of Newcastle

University of Wollongong

University of Canberra

University of Melbourne

La Trobe University

Southern Cross University

Monash University

University of Queensland

University of New England

Other

Don't know/ not sure

12%

1%

1%

2%

2%

2%

4%

5%

6%

7%

9%

12%

21%

50%

60%

68%

69%

1%

MTR (Ref: 8069-CS)

Q8. Which universities would you consider attending when you leave school?

A range of course areas in which those surveyed were interested were

identified. The top ten were:

� Business/Commerce (32%)

� Arts and Humanities (25%)

� Media/Journalism/Communications (22%)

� Education (20%)

� Law (20%)

� Science (18%)

� Visual Arts and Design (16%)

� Psychology (15%)

� International Studies (14%)

� Finance/Economics (13%)

A number of course areas were named by those expecting higher UAI

scores, including Medicine, Law, International Studies and

Media/Journalism/Communications.

- 40 -

0% 10% 20% 30% 40%

% of respondents

Business/ CommerceArts & Humanities (eg. music, history, English)

Media/ Journalism/ CommunicationsEducation

LawScience

Visual Arts & DesignPsychology

International StudiesFinance/ Economic

Social Science, Sociology, Social WorkMedicine

EngineeringNursing

Life SciencesLinguistics

AnthropologyEnvironmental Sciences

PhilosophyVeterinary Science

ActuarialSports Management / Leisure

ArchitectureDentistry

Info Systems/ Computing Science/ ITHotel Management / Hospitality

Other (not coded) 5%2%2%2%3%4%4%

5%5%5%5%

7%7%8%8%

9%12%13%14%

15%16%

18%20%20%

22%25%

32%

MTR (Ref: 8069-CS)

Q9. Which course areas are you interested in studying?

The main influences and influencers on the decision of which university to

attend were identified as:

� The courses offered (76%)

� My UAI score (71%)

� The location of the university (67%)

� The reputation of the university (61%)

� Parents/relatives (49%)

� The quality of the facilities (45%)

� Being familiar with the area (43%)

� Friends (43%)

� The availability of public transport (38%)

� The quality of the teaching staff (34%)

For those with an expected UAI score of 96 to 100, the courses offered

(94%), the reputation of the university (87%) and the quality of the teaching

staff (58%) were of greater influence, while higher proportions of females

named their UAI score (77%), being familiar with the area (49%), friends

(49%) and the range of courses (39%).

- 41 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

The courses offeredMy UAI Score

The location of the universityThe reputation of the university

Parents/ other relativesThe quality of the facilitiesBeing familiar with the area

FriendsThe availability of public transportThe quality of the teaching staff

The employment opportunities for graduatesThe range of coursesss

Careers AdvisorThe ability to change courses while at university

The flexibility of the coursesSchool teachers

The availability of scholarshipsThe fees

The support services providedGreen open campus

The opportunity to undertake postgraduate studyOther (not coded) 1%

11%

11%

14%

15%

16%

22%

22%

22%

23%

32%

33%

34%

38%

43%

43%

45%

49%

61%

67%

71%

76%

MTR (Ref: 8069-CS)

Q10: Who or what influences your decision on which university to attend?


The main perceptions of Macquarie university were positive, as evidenced

by the following responses:

� Reputation is good, gaining (25%)

� Good, great, love it, the best university (23%)

� The campus – beautiful, serene, easy to get around (17%)

� Courses – wide variety, challenging, interesting (17%)

� Resources, facilities and grounds – good/excellent (17%)

� Accessibility (16%)

� Positive course comments (13%)

There were very few negative perceptions of Macquarie University.

These findings were generally consistent among the groups surveyed.

- 42 -

0% 10% 20% 30%

% of respondents

Reputation - good, gainingGood, Great, Love it, The best Uni

Campus - Beautiful, serene, good, easy to get aroundCourses - wide variety, challenging, interesting

Resources, Facilities & Grounds - good, excellentAccessibility

Course specific - positive commentsStaff & Teachers - enthusiastic, helpful, available, high quality

Mid range UniMulticultural / Internationally focussed / Global Leadership Program

Relaxed / Open UniFlexible

Great learning & study environmentHigh qualityInnovative

Large / Good size UniMany different opportunities available

Growing / ImprovingYoung University

Aging, Ugly facilities - need cleaning, maintenance / too much greySome courses not up to par with other universities

Atmosphere great / Friendly / Fun environment / Close knit communityGreen

Student support & servicesBigger & More facilities, equipment

Teachers & staff - lack of support, poor quality, too busy, aloofStudents apathetic, lack of involvement

Other - not codedDon't know

1%2%2%2%2%2%3%3%3%3%4%4%4%4%4%5%5%5%5%

7%13%

16%17%17%17%

23%25%

11%13%

MTR (Ref: 8069-CS)

Q11. What are your perceptions of Macquarie University?

Main Competitors to Macquarie University

The students surveyed considered three universities to be the main

competitors to Macquarie university, those being, Sydney University (73%),

University of New South Wales (64%) and UTS (62%).

Those with an expected UAI score of 91 to 95 (90%) were more likely to

name Sydney University, while a higher proportion of females (68%) named

UTS.

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Sydney University











La Trobe University



Other


2%

4%

5%

7%

7%

8%

8%

14%

62%

64%

73%

1%

1%

1%

10%

1%

MTR (Ref: 8069-CS)

Q12. Overall, which universities do you consider to be the main competitors toMacquarie University?

- 43 -

While many (40%) were unsure if Macquarie University has a better

reputation for some courses over others, most (59%) considered that this

was so, particularly for Actuarial Studies (16%), Business

Studies/Management (16%) and Commerce (14%).

Actuarial Studies was named by a higher proportion of those expecting a

UAI score of 96 to 100 (50%), while Commerce was more likely to be

named by those expecting a UAI score of 91 to 95 (30%).

0% 10% 20% 30% 40% 50%

% of respondents


Actuarial Studies

Business Studies / Management

Commerce

Science

History / Ancient History

Arts

Psychology

Economics

Medicine

Education

IT

Yes (not coded)

No 1%

14%

2%

2%

2%

3%

5%

7%

7%

8%

14%

16%

16%

40%

MTR (Ref: 8069-CS)

Q13. Does Macquarie University have a better reputation for some courses overothers?

Making Macquarie University a More Attractive Proposition

A number of initiatives were identified by school students to make

Macquarie University a more attractive proposition. These included:

� More variety/expansion of courses/degrees/units (23%)

� Improve university reputation/ranking (15%)

� Location (15%)

� Building and ground improvements (15%)

� More publicity/promotion (10%)

- 44 -

There were few variances to these responses among the groups surveyed.

0% 10% 20% 30%

% of respondents

More variety / Expansion / Quality of courses / units / Degrees

Improve reputation / Ranking of uni / Courses / Research achievements

Location comments

Make building & grounds - more open spaces, aesthetically pleasing, relaxing environment

More publicity / Promote student successes / Teaching staff / Scholarships / Exchange programs etc

Better / New facilities, resources

Public Transport comments - good, railway completion, better access to

More scholarships

Upgrade infrastructure / more new building,s refurbish classrooms

More student involvement / services / activities / social events

Nothing / Fine as it is

Higher UAI requirements

Career options - better direction, job prospects, networking with prospective employers

Improve quality of the teaching styles / innovative approach

Lower / More affordable fees

Improve Student support - counselling, mentoring program & legal support

Language / Communication difficulty comments

Other - not coded

Don't know 15%

11%

1%

1%

2%

2%

2%

3%

4%

4%

6%

7%

9%

9%

10%

15%

15%

15%

23%

MTR (Ref: 8069-CS)

Q14. Considering the university as a whole, what do you think would makeMacquarie University a more attractive proposition?

Importance/Performance Analysis

The most important factors in making the decision on which university to


� The quality of the teaching staff – average rating of 4.7

� Expertise in the courses I am interested in – average rating of 4.6

� The courses offered – average rating of 4.6

� The employment opportunities for graduates - average rating of 4.6

� Having employers respect the courses – average rating of 4.5

� The quality of the teaching facilities – average rating of 4.5

� Having employers respect the university – average rating of 4.5

� Having a welcoming, friendly and caring environment - average rating

of 4.5

� Having easy access by public transport - average rating of 4.3

� The flexibility within courses – average rating of 4.3

- 45 -

� The location of the university – average rating of 4.3

� Known for links to employers – average rating of 4.2

� The reputation of the university – average rating of 4.2

� Providing personal support to achieve my goals - average rating of

4.2

Almost all of the specific aspects tested recorded perception ratings which

were below the importance ratings, with these results generally in the range

from 3.4 to 4.1. The highest satisfaction ratings were recorded for the

following:

� Allows me to live at home – average rating of 4.5

� The flexibility within the courses – average rating of 4.1

� A welcoming, friendly and caring environment – average rating of 4.0

� A multicultural environment – average rating of 4.0

� The ability to change courses while at university – average rating of

4.0


� Easy access by public transport – average rating of 3.9



� Green open campus – average rating of 3.9


� Able to prepare for multiple careers – average rating of 3.9

Overall Perceptions of Macquarie University

The overall perception of Macquarie University was good, with 66% of these

students rating Macquarie University as excellent or good. The scaled

responses were as follows:

� Excellent (15%)

� Good (51%)

- 46 -

� Average (23%)

� Poor (3%)

� Very poor (1%)

0% 10% 20% 30% 40% 50% 60%

% of respondents

Excellent

Good

Average

Poor

Very poor

Don't know/ not sure 7%

1%

3%

23%

51%

15%

MTR (Ref: 8069-CS)

Q17. Overall, how would you rate your perceptions of Macquarie University?

Importance/Performance Matrices

Almost all of the attributes tested recorded high importance ratings and

satisfaction ratings which were satisfactory. These places these attributes

in the High Performance Maintenance Quadrant.

The aspects which recorded high importance ratings and satisfaction ratings

which were below satisfactory were identified as:

� Having an appealing/ beautiful campus environment

� Academically superior

� Prestige

These findings are outlined in the following charts.

- 47 -

IMPORTANCE OF AND SATISFACTION W

ITH ASPECTS ABOUT

- M

ACQUARIE UNIVERSITY AS A UNIVERSITY TO ATTEND (1) -

1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating

Allows me to live at home

The flexibility w

ithin the courses

A w

elcoming, friendly and caring environment

Multicultural environment

The ability to change courses w

hile at university

The quality of the teaching staff

Able to prepare for multiple careers

Easy access by public transport

Green open campus

The courses offered

The location of the university

The quality of the teaching facilities (lecture theatres, library etc.)

Being innovative

Important

Less important

Satisfactory

Optimal

- 48 -


ITH ASPECTS ABOUT

- M


1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating

Employers respect the course

Employers respect the University

Known for strength in research

Provides personal support to achieve my goals

The employment opportunities for graduates

The opportunity to undertake related postgraduate study

Being familiar with the university

Culturally enriching

International exchange

Social life

Teachers & career advisors recommend it

The fees

The quality of the sport and recreational facilities

Important

Less important

Satisfactory

Optimal

- 49 -


ITH ASPECTS ABOUT

- M


1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating

The reputation of the university

Access to global netw

orks/ communities

Expertise in the courses I am interested in

Known for links w

ith employers

The availability of scholarships

Academically superior

Having an appealing/ beautiful campus environment

Globally competitive

Parents prefer it

Prestige

Reasonable balance of overseas students

Having history and tradition

Important

Less important

Satisfactory

Optimal

- 50 -

Gap Analysis

We then plotted the ten most important aspects from the previous question

and determined the gaps between these ratings and the corresponding

satisfaction ratings for these attributes.

There were a number of significant gaps identified, as outlined in the

following chart.

TOP TEN IMPORTANCE ATTRIBUTES VS PERFORMANCE OF MACQUARIE

UNIVERSITY

- SCHOOL STUDENTS -

4.03.6

3.9 3.8 4.0 3.8 3.8 3.9 3.9 4.14.34.34.54.54.54.54.64.64.64.7

1

2

3

4

5

The quality of

the teaching

staff

Expertise in

the courses I

am interested

in

The courses

offered

The

employment

opportunities

for graduates

A welcoming,

friendly and

caring

environment

Employers

respect the

course

Employers

respect the

University

The quality of

the teaching

facilities

(lecture

theatres,

library etc.)

Easy access

by public

transport

The flexibility

within the

courses

PERFORMANCE IMPORTANCE

- 51 -

Ranking of Universities

Those surveyed ranked Macquarie University third when asked which is the

best of the main Sydney universities. The results were as follows:

� Sydney University – average ranking of 1.8

� University of New South Wales – average ranking of 2.4

� Macquarie University – average ranking of 3.0

� UTS – average ranking of 3.1

� UWS – average ranking of 4.7

Macquarie University, however, ranked equal first both in terms of leading in

innovation and as being the best university for me, as evidenced by the

following results.

Leading in innovation The best university for me

Macquarie University 2.6 (1*) 2.4 (1)

UTS 2.6 (1*) 3.0 (4)

Sydney University 2.6 (1*) 2.6 (2)

University of New South Wales 2.8 (4) 2.8 (3)

UWS 4.4 (5) 4.2 (5)

Innovation

A number of attributes of an innovative university were identified, including:

� Teaching methods – new, unique, flexible and creative (41%)

� Courses/units – new, varied, interesting, flexible and relevant (30%)

� Access to modern, up to date, cutting edge technology (21%)

� New/improved/facilities/resources/hi tech state of the art equipment

(18%)

� Research – cutting edge/student involvement/use within the university

(15%)

� Flexible learning environment/study methods/areas (12%)

- 52 -

� Innovative/unique/different to other universities/pushing the

boundaries (8%)

There were few variances to these findings among the groups surveyed.

0% 10% 20% 30% 40% 50%

% of respondents

Teaching methods - new / creative / flexible / unique

Courses / Units - new / interesting / varied / relevant / flexible

Access to modern, up to date, cutting edge technology

New / improved facilities. resources / high tech state of the art equipment

Research - cutting edge / student involvement / Use within Uni

Flexible learning environment / study methods

Innovative / unique / Different to other Uni's / Pushing the boundaries

Use up to date subject matter / technology / resources within courses

Constantly improving / changing

Staff -highly acclaimed / familiar with new technology / high quality

Up to date services, facilities & resources for students

More up to date IT facilities / Services / Up graded computers / internet

Ability to change to meet current community / career / academic trends

Being flexible / understanding needs / supporting students

More publicity / public awareness

Other - not coded

Don't know 7%

23%

1%

1%

1%

2%

3%

3%

3%

5%

8%

12%

15%

18%

21%

30%

41%

MTR (Ref: 8069-CS)

Q21. If a university was to describe itself as innovative, what would you expect tosee or experience there?

More than half (55%) of those surveyed considered Macquarie University to

be innovative compared to other universities. The specific responses were:

� Very innovative (8%)

� Innovative (47%)

� Neutral (26%)

� Not innovative (2%)

� Not at all innovative (1%)

� Unsure (16%)


- 53 -

0% 10% 20% 30% 40% 50%

% of respondents

Very innovative

Innovative

Neutral

Not innovative

Not at all innovative


1%

2%

26%

47%

8%

MTR (Ref: 8069-CS)

Q22. How innovative do you consider Macquarie University to be compared toother universities?

Those who considered Macquarie University to be innovative named the

following main reasons for these views:

� Courses – structures, types offered/new courses, diverse variety,

suits students demand (24%)

� Growing - leading the way, reputation, professionalism, recognition

(20%)

� Resources and facilities (16%)

� Good, knowledgeable staff (10%)

� Research – current and past studies, opportunities to participate, etc

(10%)


- 54 -

0% 10% 20% 30%

% of respondents

Courses - structures, types offered, new courses - diverse variety, suits students demand

Growing - leading the way, reputation, professionalism, recognition

Resources & facilities

Good knowledgeable staff - staff involved in current research, always available, supportive

Research - current & past studies, opportunities to participate etc

Flexibility / Open learning

Technology - online opportunities etc

Always trying to expand areas of expertise / Evolving

Infrastructure - always investing, updating & moving forward with grounds, facilities

Able to study courses outside of your degree

Different approach to other Traditional universities

It's young / Relatively new

Slogan says so / They advertise & promote themselves that way

International exchange / Global leadership program

Offers things other Uni's can't or don't

Opportunities & experience given

Takes risks & encourages students to / New thinking / Open to new ideas

Teaching methods

Other (not coded)

Don't know 6%

16%

2%

2%

2%

2%

2%

4%

4%

4%

4%

6%

6%

8%

8%

10%

10%

16%

20%

24%

MTR (Ref: 8069-CS)

Q23. Why do you consider Macquarie University to be an innovative university?

Sources of Information

The main sources of information that school students use to find out what

higher education institutions offer were identified as brochures/pamphlets

(83%), friends (76%), careers advisors (75%), the internet – various sources

(65%) and the careers market (25%).


0% 10%20%30%40%50%60%70%80%90%

% of respondents

Brochures/pamphletsFriends

Careers advisorsInformation from school

Went to an open dayParents/ other relatives

Visited the CampusInternet - Individual Official University websites / Home pages search for courses

Media (i.e. newspapers, radio, television etc)Careers market

Internet - Google / YahooInternet - UAC website / Course guide

Internet (not coded)Phone the institution

Internet - Sydney University website / www.usyd.edu.auInternet - Macquarie Uni website / Home page for course availability & info re campus & facilities

Internet - University NSW website / www. unsw.edu.auInternet - Search Engines - university or course comments specified

Internet - University of Tech Sydney / www.uts websiteInternet - Board of Studies website / Forums / Online chats

Internet - www.mq.edu.au / specifc links from this siteDon’t know/not sure 1%

2%

2%

4%

4%

5%

6%

7%

8%

10%

13%

13%

25%

33%

40%

48%

51%

60%

70%

75%

76%

83%

MTR (Ref: 8069-CS)

Q25. What sources of information do you use to find out about what highereducation institutions offer?

- 55 -

The most useful sources of information were considered to be

brochures/pamphlets (61%), careers advisors (55%), attending an open day

(47%), the internet (42%), information from school (35%), visiting the

campus (30%), friends (27%), parents/other relatives (22%) and the careers

market (16%).

Again, there were few variances to these findings among the groups

surveyed.

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Brochures/pamphlets

Careers advisors

Went to an open day

Information from school

Visited the Campus

Internet - Official University websites / Homepages

Friends

Parents/ other relatives

Careers market

Internet (not coded)

Media (i.e. newspapers, radio, television etc)

Phone the institution

Internet - University Admissions Centre (UAC)

Internet - Search - Course specific

Internet - Macquarie University website / Home page & followed links

Internet - Handbooks Course guides / Degree related information

Internet - Google / Yahoo

Internet - www.mq.edu.au


2%

2%

3%

4%

4%

7%

8%

10%

10%

16%

22%

27%

29%

30%

35%

47%

55%

61%

MTR (Ref: 8069-CS)

Q26. What sources of information do you consider to be the most useful?

Almost three quarters (70%) of the students surveyed indicated that the

information provided by Macquarie University is about the same as that

provided by other universities. There were similar proportions who

considered this information to be better (16%) and worse (15%).

- 56 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

About the same

Worse - Little or no information received from Macquarie

Worse - Needs more advertising / publicity

Not as good (not coded)

Better - More detailed information available

Better - Website easy to navigate / understand / access

Better - Staff available to talk to on open day

Better (not coded) 5%

3%

4%

9%

4%

3%

10%

70%

MTR (Ref: 8069-CS)

Q27. Thinking about all information sources, how would you rate the informationprovided by Macquarie University compared to the information provided by otheruniversities?

- 57 -

When rating the specific communications provided by Macquarie University,

the following results were recorded.

Good Average Needs Improvement

Opportunities to visit and experience

the university

51% 27% 6%

Simple language, minimal jargon 44% 33% 5%

Show flexibility in course choices 43% 29% 11%

Use a tone and style I relate to as a

young person

42% 35% 9%

Clear and detailed information on

course requirements and program

structure

41% 35% 10%

Information about potential careers,

courses required and graduates actual

career paths

39% 32% 15%

Involves current students in

communication with schools

35% 23% 23%

Website brings the university to life 33% 38% 11%

Lively and engaging presentations 30% 35% 16%

Practical information about campus

and procedures

29% 39% 16%

Shows access pathways into

university

29% 36% 15%

Show interest in my personal goals 27% 33% 20%

Showcases its areas of excellence 25% 39% 21%

Communicate the achievement of

academic stars

13% 32% 21%

University Open Days

The most important aspects of attending a university open day were

identified as having current students to talk to who are doing the same

course (36%), clear explanations of each course offered, its structure and

where it leads (32%), speaking to academics, lecturers and knowledgeable

advisors face to face (23%), information on the university itself (18%) and

guides/tours of the campus (14%).

- 58 -

A higher proportion of females named current students to talk to who are

doing the same course (43%), while males were more likely to name clear

explanation of each course offered, its structure and where it leads (45%).

0% 10% 20% 30% 40%

% of respondents

Current students to talk to who are doing the same course

Clear explanations of each course offered, its structure & where it leads

Speak to Academics, Lecturers & Knowledgeable Advisors face to face

info on the Uni itself - day to day, "uni Life", resources & facilities available

Guides / Tours - choice of whole campus or subject specific areas

Graduates to speak to

Knowledgeable Career Advisors to speak one on one to

More info. clarification on my degree - best benefit, pathways

Straight forward, relevant, no conflicting info & answers to my questions

Brochures / Pamphlets / Booklets

Better maps & signage

Clear Enrolment information & procedures / Clearer Admin information

Info outlining everything available to me on Open day

Other (not coded)

Don't know / Not sure 1%

15%

2%

4%

4%

5%

6%

7%

7%

7%

14%

18%

23%

32%

36%

MTR (Ref: 8069-CS)

Q29. What would be most helpful to you in attending a university open day?

Perceptual Mapping

The findings of the Perceptual Mapping reveal that Macquarie University is

considered to be flexible, personally supportive, delivering practical

outcomes, creative, providing job opportunities, having a multicultural

environment, well resourced, innovative, having a good relationship with

business, good public transport and a convenient location. It shares many

of these attributes with UTS.

Sydney University and the University of New South Wales share different

attributes, including being research focused, academically outstanding,

internationally recognised, globally competitive, prestigious and having a

long tradition.

UWS is the most differentiated of the brands, and it is recognised as a being

a university to go to if you are not accepted into the top universities.

- 59 -

8069 Macquarie University - School Students

A university to go to if you are not

accepted into the top u

A wide range of coursesss

Academically outstanding

Commercially relevant approach

Convenient location

Creative

Flexible


Good facilities

Good public transport

Good relationship with business

Good reputation

Good social life

Green open campus

Innovative

Internationally recognised

Job opportunities

Long tradition


Personally supportive

Practical outcomes

Prestigious

Promotes itself well

Reasonable balance of overseas

students

Research focused

Well regarded qualifications

Well resourced

Macquarie

Sydney

Uni NSW

UTS

UWS

- 60 -

School Influencers Online Survey

- 61 -

Summary


More than three quarters (76%) of the Influencers surveyed were females,

compared to 24% who were males.

Male24%

Female76%

MTR (Ref: 8069-I)

Q2. Gender

Most of these influencers (59%) were parents, but many were also career

advisors (29%) and school teachers (23%).

0% 10% 20% 30% 40% 50% 60%

% of respondents

Parent

Careers Advisor

School Teacher

Other 3%

23%

29%

59%

MTR (Ref: 8069-I)

Q3. Position

- 62 -

The majority of respondents were aged 40 to 54 (69%), while the other age

groups represented were 18 to 39 year olds (10%) and those aged 55 plus

(21%).

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

18-24

25-29

30-39

40-54

55-64

65+ 1%

20%

69%

6%

1%

3%

MTR (Ref: 8069-I)

Q1. Age

Advising Students

The main processes that influencers go through when giving advice to

students about their career choice were identified as:

� Establishing and refining student’s areas of interest using goals,

abilities and skills (65%)

� Encouraging them to talk to people e.g. Career Advisors, Guest

Speakers (25%)

� Using career resources sent to schools e.g. Ozjac Explorer, Job

Guide and Career DVD’s, etc (23%)

� Advising them to do something they love and are really interested in

(21%)

� Encouraging them to do more research (20%)

- 63 -

� Encouraging them to keep their options open in case their initial

choice is unsuccessful (19%)

Career advisors were more likely to indicate that they used career resources

sent to schools (53%), while a higher proportion of parents indicated that

they advised students to do something they love and are really interested in

(32%).

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Establish & refine student's areas of interest using goals, abilities & skills

Encourage them to talk to people eg, Career Advisors, Guest Speakers

Use career resources sent to schools eg, Ozjac Explorer,Job Guide and Career DVD's etc

Advise them to do something they love & are really interested in

Encourage them to do more research

Encourage them to keep their options open incase intitial choice is unsucessful

Look at all Uni''s, TAFE and study options etc in student's interested field

Visit Open days/Career Nights/ Expos

General Discussion

One on one counselling

Parental Views

Check choices are achievable & realistic

Arrange Work Experience/ work experience taken previously

Other- not coded 5%

8%

12%

12%

13%

15%

15%

17%

19%

20%

21%

23%

25%

65%

MTR (Ref: 8069-I)

Q5. What process do you go through when giving advice to students about theircareer choice?

When those surveyed were asked in what ways they influenced students in

their choice of higher education institution, the main responses were:

� Providing advice on career options (84%)

� Providing advice on courses offered (80%)

� Providing advice on students academic level (66%)

� Providing advice on location (62%)

� Providing advice on university reputation (47%)

� Providing advice on university fees (31%)

A significantly higher proportion of career advisors indicated that they

provided advice in most of the areas outlined above.

- 64 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

Provide advice on career options

Provide advice on courses offered

Provide advice on students academic level

Provide advice on location

Provide advice on university reputation

Provide advice on university fees

Encourage them to look at all possible options & compare

Encourage to attend Open days

Students need- chosen career choice or course choice

Accommodation & Living away from home costs & facilities

I don't try to influence

Alternative Entry schemes available

Encourage research on the internet & in handbooks

Forms of student assistance available

Transport options & Travel costs

Use guest speakers

Other

Don't know 2%

2%

1%

1%

1%

2%

2%

3%

4%

5%

5%

5%

31%

47%

62%

66%

80%

84%

MTR (Ref: 8069-I)

Q6. In what way do you influence students in their choice of higher educationinstitution?

Recommending Universities

Four main universities were named by influencers when asked which ones

they would consider recommending to students when they leave school,

those being:

� Sydney University (86%)

� Macquarie University (83%)

� University of New South Wales (81%)

� UTS (75%)

Others named included the Australian National University (59%), University

of Newcastle (49%), University of Wollongong (48%), UWS (46%),

University of New England (45%) and the University of Canberra (43%).

The incidence of naming Macquarie University and (as well as other

universities) was highest among career advisors (98%).

- 65 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

Sydney UniversityMacquarie University

University of New South WalesUniversity of Technology Sydney (UTS)

Australian National UniversityUniversity of NewcastleCharles Sturt University

University of WollongongUniversity of Western Sydney (UWS)

University of New EnglandUniversity of CanberraUniversity of Melbourne

Southern Cross UniversityLa Trobe University

University of QueenslandNotre Dame University

Wherever the right course offering is for the studentInterstate Universities- not specified

Australian Catholic UniversityOverseas Universities - not specified

OtherDon't know/ not sure

4%

5%

5%

30%

30%

32%

37%

43%

45%

46%

48%

48%

49%

59%

75%

81%

83%

86%

3%

5%

2%

3%

MTR (Ref: 8069-I)

Q7. Which universities would you consider recommending to students when theyleave school?

When those surveyed were asked what influences their decision on which

university to recommend, the courses offered, named by 87% was clearly

the main response. Other aspects named included:



� The availability of public transport (60%)

� The range of courses (58%)

� The flexibility of the courses (56%)

� Their UAI score (53%)

� The ability to change courses while at university (50%)

While parents were more likely to mention the reputation of the university

(70%), higher proportions of career advisors named the range of courses

offered (70%), the flexibility of the courses (73%), their UAI score (75%) and

the ability to change courses while at university (63%).

- 66 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

The courses offered



The availability of public transport

The range of courses

The flexibility of the courses

Their UAI Score

The ability to change courses while at university


The quality of the facilities


The support services provided


The fees

The opportunity to undertake postgraduate study

Its green open campus

Students ability,need,capabilities

Other

Don’t know/not sure

1%

5%

15%

16%

18%

34%

35%

40%

45%

48%

50%

53%

56%

58%

60%

64%

68%

87%

2%

MTR (Ref: 8069-I)

Q8. What influences your decision on which university to recommend?

Influencers named a range of course areas which they considered to be the

most popular for students to study, including:

� Business/Commerce (79%)

� Media/Journalism/Communications (62%)

� Arts and Humanities (60%)

� Finance/Economics (60%)

� Law (59%)

� Education (51%)

� Psychology (50%)

While higher proportions of careers advisors named Business/Commerce

(95%), Media/Journalism/Communications (75%) and Education (73%),

school teachers were more likely to name Media/Journalism/

Communications (81%), Arts and Humanities (74%) and Finance/

Economics (74%).

- 67 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Business/ CommerceMedia/ Journalism/ Communications

Arts & Humanities (eg. music, history, English)Finance/ Economic

LawEducation

PsychologyInfo Systems/ Computing Science/ IT

MedicineVisual Arts & DesignInternational Studies

Social Science, Sociology, Social WorkEngineering

ScienceNursing

Environmental SciencesLife Sciences

Veterinary ScienceDentistryActuarial

LinguisticsPhilosophy

AnthropologyOther

Don’t know/ not sure

16%16%

19%28%

31%31%33%33%

35%42%

47%50%51%

59%60%60%62%

79%

6%4%

1%2%2%

6%11%

MTR (Ref: 8069-I)

Q9. Which course areas do you think are most popular for students to study?


The main perceptions of Macquarie University were positive, as evidenced

by the following responses:

� Accessibility (24%)

� The campus – beautiful, serene, easy to get around (20%)

� Good, great, love it, the best university (20%)

� Reputation is good, gaining (18%)

� Courses – wide variety, challenging, interesting (17%)

� Resources, facilities and grounds – good/excellent (15%)

� Positive course comments (14%)

� Flexible (13%)

There were very few negative perceptions of Macquarie University.


- 68 -

0% 10% 20% 30%

% of respondents

AccessibilityCampus-Beautiful,serene,good,easy to get around

Good, Great,Love It, The Best UniReputation- good,gaining

Courses- wide variety, challenging, interestingResources, Facilities & Grounds- good, excellent

Course specific-positive commentsFlexible

Growing/ImprovingInnovative

Staff & Teachers-enthusiastic, helpful,available,high qualityAtmosphere great/Friendly/Fun Environment/ Close knit communityMulticultural/Internationally focussed/Global Leadership Program

Able to swap between coursesStudent support & services

High QualityMany different opportunities available

Mid range UniAccommodating/Supportive/Encouraging

Large/Good size UniSocial Opportunities

Some good- Some mediocre lecturers & servicesSome courses not up to par with other universities

External & Distance Students commentsGreat learning & study environment

Technology- up to date,modern,advanced,wide rangeYoung University

Bureaucracy/Poor Administration/Poor Service ManagementLimited outside campus activities

Money driven/ Commercially orientatedOther- not coded 24%

2%2%2%2%2%2%2%2%2%3%3%4%5%5%6%6%7%8%8%

9%10%10%

13%14%15%

17%18%

20%20%

24%

MTR (Ref: 8069-I)



The Influencers surveyed considered three universities to be the main

competitors to Macquarie university, those being Sydney University (75%),

University of New South Wales (72%) and UTS (63%).

Careers advisors (85%) and school teachers (87%) were more likely to

name Sydney University, as well as UTS (83% and 87% respectively).

- 69 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Sydney University













La Trobe University

Other


4%

4%

5%

6%

12%

12%

15%

34%

2%

63%

72%

75%

1%

2%

2%

14%

MTR (Ref: 8069-I)

Q11. Which universities do you consider to be the main competitors to MacquarieUniversity?

While many (45%) were unsure if Macquarie University has a better

reputation for some courses over others, more than half (51%) considered

that this was so, particularly for Business Studies/Management (19%),

Linguistics and Psychology (14%), Actuarial Studies (12%) and History –

Ancient/ Modern Australian/ Art (11%).


0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents


Yes-Business Studies/ManagementYes-Linguistics & Psychology

Yes-Actuarial StudiesYes-Education/Teaching

Yes-History-Ancient/Modern Australian/ ArtYes-Accounting/Finance

Yes-CommerceYes-EconomicsYes- Science

Yes-Early ChildhoodYes-Arts

Yes-Society,Culture,Media & PhilosophyYes-Information & Communication Sciences- not coded

Yes-Environmental & Life ScienceYes-HumanitiesYes-Chiropractic

Yes-Law/Environmental LawYes-(EFS) Economic & Financial Studies - not coded

Yes

No 4%

4%1%2%2%2%2%3%4%4%5%6%6%6%7%

11%12%12%14%

19%

45%

MTR (Ref: 8069-I)


- 70 -


A number of initiatives were identified by these respondents to make

Macquarie University a more attractive proposition. These included:

� Public transport comments – good, railway completion, better access

to (19%)

� Improve university reputation/ranking of university/courses/research

achievements (10%)

� More variety/expansion of courses/degrees/ units (10%)

� Career options – better direction, job prospects, networking with

prospective employers (7%)

� Location (6%)

� Upgrade infrastructure/more new buildings/refurbish classrooms (6%)

� More publicity/promotion (5%)

Higher proportions of careers advisors (31%) made comments relating to

public transport.

0% 10% 20% 30%

% of respondents

Public Transport comments-good,railway completion,better access toImprove reputation/Ranking of uni/Courses/Research achievements

More variety/Expansion/Quality of courses/Units/DegreesCareer options-better direction,job prospects, networking with prospective employers

Location commentsUpgrade infrastructure/more,new buildings/refurbish classrooms

More publicity/Promote student sucessess/Teaching staff/Scholarships/Exchange program etcBetter/New facilities,resources

Lower/More affordable feesMore Scholarships

Improve quality of teaching staffMake building & grounds-more open spaces,aesthetically pleasing,relaxing environment

Accommodation- more options/affordableImprove quality of teaching styles/Innovative approach

Improve Student support-counselling, mentoring program & legal supportMore flexibility-timetables, transfers between & within courses

Lower UAI'sHigher UAI requirements

Mature Aged Student commentsMore computer access/Wireless internet/Better IT servicesMore student involvement/services/activities/social events

More/Better variety, cheaper food & beverage outletsBetter, more communication between Admin, Students, Staff & Departments

Car park comments-more, cheaper, freeExternal courses-more/improve structure/more online facilities

Increase research-improve fundingNothing/Fine as isSmaller class sizes

Bonus UAI point schemeAlready on the right track

Other-not codedDon't know /mot sure 20%

9%2%

1%1%1%1%1%1%1%2%2%2%2%2%2%2%2%2%2%3%3%4%4%4%5%6%6%7%10%10%

19%

MTR (Ref: 8069-I)

Q13. What do you think would make Macquarie University a more attractiveproposition?

- 71 -


The most important factors in making the decision on which university to








� Having easy access by public transport - average rating of 4.3


4.3


� Having a welcoming, friendly and caring environment - average rating

of 4.3


� Known for links to employers – average rating of 4.2


� Providing personal support to achieve my goals - average rating of

4.2

� Being academically superior - average rating of 4.2

� Being able to prepare for multiple careers - average rating of 4.1


� Being innovative – average rating of 4.1

Almost all of the specific aspects tested recorded perception ratings which

were below the importance ratings, with these results generally in the range

from 3.1 to 4.1. The highest ratings were recorded for the following:


� Allows students to live at home – average rating of 4.1

- 72 -







3.9


� The flexibility within the courses – average rating of 3.9

� International exchange – average rating of 3.9


� The employment opportunities for graduates – average rating of 3.9

Overall Perceptions of Macquarie University

The overall perception of Macquarie University was good, with 68% of these

students rating Macquarie University as excellent or good. The scaled

responses were as follows:

� Excellent (13%)

� Good (55%)

� Average (26%)

A significantly higher proportion of careers advisors (28%) rated Macquarie

University as excellent.

- 73 -

0% 10% 20% 30% 40% 50% 60%

% of respondents

Excellent

Good

Average


26%

55%

13%

MTR (Ref: 8069-I)

Q16. Overall, how would you rate your perceptions of Macquarie University?


In analysing the results from the importance and performance questions, we

found that the majority of attributes fall into the top right hand quadrant, that

is, the High Performance Maintain Quadrant. This indicates that all these

attributes are very important and Macquarie University has to maintain its

performance in relation to them.

However, five attributes fell into the top left hand quadrant, that is, the

Maximum Priority Improvement Critical Quadrant. This indicates that those

attributes are very important to school influencers, and Macquarie University

should ideally improve its performance in relation to them. These attributes

were identified as:

� Prestige

� The availability of scholarships

� Social life

� Culturally enriching

� The fees

- 74 -


ITH ASPECTS ABOUT

- M

ACQUARIE UNIVERSITY AS A UNIVERSITY TO RECOMMEND (1) -

12345

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating

Allows students to live at home

Green open campus

The courses offered



The employm

ent opportunities for graduates

The ability to change courses while at university

The flexibility within the courses



Being innovative


International exchange

Important

Less important

Satisfactory

Optimal

- 75 -


ITH ASPECTS ABOUT

- M


12345

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating


A welcoming, friendly and caring environment

Able to prepare for multiple careers

Access to global networks/ communities

Teachers & career advisors recommend it



The opportunity to undertake related postgraduate study






Important

Less important

Satisfactory

Optimal

- 76 -


ITH ASPECTS ABOUT

- M


12345

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating


Known for links with employers

Provides personal support to achieve m

y goals



Prestige


Social life


Parents prefer it

The fees


Important

Less important

Satisfactory

Optimal

- 77 -

Gap Analysis





following chart.

TOP TEN IMPORTANCE ATTRIBUTES VS PERFORMANCE OF MACQUARIE UNIVERSITY

- INFLUENCERS -

4.0 4.0 4.0 3.9 3.8 3.73.9 3.9 3.9 3.8

4.34.34.34.34.44.44.54.54.64.7

1

2

3

4

5

The courses

offered

The quality of

the teaching

staff

Expertise in the

courses I am

interested in

The

employment

opportunities

for graduates

Employers

respect the

course

Employers

respect the

University

The ability to

change

courses while

at university

The flexibility

within the

courses

The quality of

the teaching

facilities

(lecture

theatres, library

etc.)

A welcoming,

friendly and

caring

environment

Performace Importance

- 78 -


The main sources of information that influencers use to find out what higher

education institutions offer were identified as brochures/pamphlets (76%),

the internet (66%), careers advisors (67%), visiting the campus (59%), the

media (56%), information from school (52%), attending open days (50%),

careers markets (47%) and friends (46%).

While careers advisors were more likely to name the internet (95%),

brochures/pamphlets (95%), visiting the campus (87%), the media (49%),

careers markets (79%) and open days (67%), a higher proportion of parents

named friends (61%).

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Brochures/pamphletsCareers advisors

Visited the CampusMedia (i.e. newspapers, radio, television etc)

Information from schoolWent to an open day

Careers marketFriends

Internet-Individual Official University websites/Home pages search for coursesParents/ other relatives

Phone the institutionInternet-Google/Yahoo

InternetInternet-UAC website/Course guide

Internet-Search Engines-university or course comments specifiedInternet-Macquarie Uni website/Home page for course availability & info re campus & facilities

Internet-Sydney University website/www.usyd.edu.auInternet-University NSW website/www.unsw.edu.au

OtherDon’t know/not sure 3%

3%

2%

2%

5%

6%

7%

9%

10%

31%

31%

40%

46%

47%

50%

52%

56%

59%

67%

76%

MTR (Ref: 8069-I)

Q18. What sources of information do you use to find out about what highereducation institutions offer?

The most useful sources of information were considered to be

brochures/pamphlets (63%), attending an open day (53%), visiting the

campus (52%), careers advisors (51%), information from school (38%) and

the careers market (34%).

Careers advisors were again more likely to name brochures/pamphlets

(89%), visit the campus (66%) and careers markets (58%), while a higher

proportion of parents named information from school (47%).

- 79 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Brochures/pamphlets

Went to an open day

Visited the Campus

Careers advisors

Information from school

Careers market


Friends

Internet-Official University websites/Homepages


Parents/ other relatives

Internet

Internet-Google/Yahoo

Internet-Handbooks/Course guides/Degree related information

Internet-Internet search-not specific

Internet-Internet search- course specific

Internet-University Admissions Centre (UAC)


Other 1%

2%

2%

2%

6%

7%

9%

12%

20%

22%

23%

24%

28%

34%

38%

51%

52%

53%

63%

MTR (Ref: 8069-I)


Four in five (81%) of those surveyed indicated that the information provided

by Macquarie University is about the same as that provided by other

universities. There were similar proportions who considered this information

to be better (9%) and worse (10%).


0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

About the same

Worse-Little or no information received from Macquarie

Worse-Needs more advertising/publicity

Not as good

Better-Able to access information easily/clear/comprehensive information

Better-Organised/Helpful/Friendly/Approachable staff

Better-Publicity/Marketing/Online resources

Better 4%

1%

1%

3%

0%

3%

10%

81%

MTR (Ref: 8069-I)


- 80 -

The main sources of information that the influencers surveyed had used to

find about Macquarie University were identified as:

� Brochures/pamphlets (56%)

� Visited the campus (47%)

� Careers advisors (40%)

� Information from the school (36%)

� The Internet (36%)

� Went to an open day (32%)

Higher proportions of careers advisors named brochures/ pamphlets (92%),

visiting the campus (84%), careers advisors (61%), open days (53%) and

the internet (55%).

0% 10%20%30%40%50%60%

% of respondents

Brochures/pamphletsVisited the Campus

Careers advisorsInformation from school

Went to an open dayCareers market

Media (i.e. newspapers, radio, television etc)Phone the institution

FriendsParents/ other relatives

InternetInternet-Macquaire Uni website/Home page for course availability & info re campus & facilities

Internet-Google/YahooInternet-Individual Official University wesites/Homepages search for courses

Internet-www.mq.edu.au/Specific links from this siteInternet-Search Engines-university or course comments specified

Internet-Can't remember/Too long ago to rememberInternet-UAC website/Course guide

Internet-University NSW website/www.unsw.edu.auOther


3%

1%

2%

2%

3%

6%

8%

8%

9%

12%

20%

23%

24%

28%

28%

32%

36%

40%

47%

56%

MTR (Ref: 8069-I)

Q21. What sources of information have you used to find out about MacquarieUniversity?

- 81 -

When considering the specific communications provided by Macquarie

University, the following results were recorded.


Opportunities to visit and experience the university

48% 24% 4%

Shows access pathways into university

38% 19% 11%

Clear and detailed information on course requirements and program structure

37% 30% 9%

Show flexibility in course choices 37% 26% 8%


Use a tone and style young people relate to

29% 31% 7%


Practical information about campus and procedures

28% 33% 10%

Lively and engaging presentations 25% 30% 4%


Information about potential careers, courses required and graduates actual career paths

21% 40% 13%

Communicate the achievement of academic stars

21% 24% 9%

Involve current students in communication with schools

18% 25% 18%




identified as speaking to academics, lecturers and knowledgeable advisors

face to face (27%), clear explanations of each course offered, its structure

and where it leads (18%), having current students to talk to who are doing

the same course (15%) and graduates to speak to (10%).

There results were relatively consistent among the groups surveyed.

- 82 -

0% 10% 20% 30%

% of respondents

Speak to Academics, Lecturers & Knowledgeable Advisors face to faceClear explanation of each course offered, its structure & where it leads

Current students to talk to who are doing the same courseGraduates to speak to

Guides/Tours-choice of whole campus or subject specific areasKnowledgeable Career Advisors to speak one on one to

More info,clarification on my degree/Best benefits, pathwaysClear Enrolment information proceedures/Clearer Admin information

Straight forward,relevant, non conflicting info & answers to my questionsMore dates & times for open days throughout year eg, school holidays, weekends etc

Brochures/Pamphlets/BookletsAdvertising/ More notice of dates for Open Day

Info outlining everything available to me on Open DayCareer Advisor Days

Visits/Tours available not on open day for schools-students & staffInfo on the Uni itself- day to day,'uni life',resources & facilities available

Attitude, Enthusiasm,Welcoming approachEnsure open day doesn't clash with other Universitites

Provide assistance for Rural schools to visitBetter maps & signage

Never attended an Open DayOther-not coded

Not sure/Don't know 2%

14%

3%

3%

3%

3%

3%

3%

4%

4%

4%

5%

6%

7%

8%

8%

9%

9%

9%

10%

15%

18%

27%

MTR (Ref: 8069-I)


Perceptual Mapping


considered to provide a wide range of courses, have good facilities, a

multicultural environment, be flexible, personally supportive and have a

reasonable balance of overseas students.

UTS is regarded as having a commercially relevant approach, having a

good relationship with business, being innovative and creative and

delivering practical outcomes.


attributes, including being well resourced, research focused, academically

outstanding, internationally recognised, globally competitive, prestigious and

having a long tradition.



- 83 -

8069 Macquarie University - Influencers

UWS

UTS

Uni NSW

Sydney

Macquarie

Well resourced Well regarded qualifications

Research focused


students


Prestigious

Practical outcomes

Personally supportive Multicultural environment

Long tradition

Job opportunities


Innovative

Green open campus

Good social life

Good reputation



Good facilities


Flexible

Creative

Convenient location



A wide range of courses



- 84 -

Undergraduate Students

- 85 -

Summary


The gender mix of the Postgraduate HDR Students who responded to the

survey was similar (45% males, 55% females).

Male45%

Female55%

MTR (Ref: 8069-MPHDR)

Q2. Gender

The overwhelming majority (91%) were in the 20 to 49 age group – 21 to 24

(23%), 25 to 29 (33%), 30 to 39 (22%) and 40 to 49 (13%). A considerably

higher proportion of the domestic students were aged 40 plus, while

international were more likely to be aged under 40 years of age.

0% 10% 20% 30% 40%

% of respondents

17-18

21-24

25-29

30-39

40-49

50-59

60+ 2%

7%

13%

22%

33%

23%

<1%


Q1. Age

- 86 -

There was an even mix of domestic (52%) and international (48%) who

participated in the survey.

0% 10% 20% 30% 40% 50% 60%

% of respondents

Domestic student

International student

Other <1%

47%

52%


Q4. Are you enrolled as....

More than three quarters (76%) indicated that their PhD program was

combined coursework and research, while the remainder (24%) stated that

their program was pure research.

The incidence of undertaking a pure research program was higher amongst

domestic students (33%), while combined research and course work was

more likely to be undertaken by international students (85%).

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Pure research

Combined research and course work 76%

24%


Q5. Is your PHD program....

- 87 -

Most (70%) indicated that they were not receiving any funding or

scholarship support.

The main forms of support identified were the Research Training Scheme -

RTS (7%), the Macquarie Research Excellence Scheme – MQRS (7%),

Departmental scholarship (4%), Australian Postgraduate Award – APA (3%)

and employer (2%).

There were, however, significantly higher proportions of pure research

students (70%) who were receiving some form of income support, in

particular, the Research Training Scheme - RTS (26%) and the Macquarie

Research Excellence Scheme – MQRES (25%).

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Research Training Scheme (RTS)

Macquarie Research Excellence Scheme (MQRES)

Departmental scholarship

Australian Postgraduate Award (APA)

Employer work

International Postgraduate Research Scheme

Other (not coded)

Don't know

No funding or scholarship support 70%

3%

9%

1%

2%

3%

4%

7%

7%


Q6. Are you receiving support from.....

The overwhelming majority of students (88%) indicated that they were

studying on campus, while the remaining 12% were studying courses

externally.

Pure research students (96%) and international students (93%) were more

likely to be studying on campus.

- 88 -

On campus88%

Externally12%


Q8. Are you studying....

Approximately three quarters (74%) of respondents indicated that they were

working while studying, as outlined below:

� Working full time in a career related role (27%)

� Working part time/casual not in a career related role (18%)

� Working part time/casual in a career related role (15%)

� Part time/casual as a tutor (8%)

� Working full time not in a career related role (5%)

� Part time/casual in academic research (4%)

� Not working (26%)

Higher proportions of international students (42%) and full time students

(39%) indicated that they were not working while studying.

- 89 -

0% 10% 20% 30%

% of respondents

Full time - in a career related role

Full time - not in a career related role

Full time - in academic research

Part time/ casual - not in a career related role

Part time/ casual - in a career related role

Part time/ casual - as a tutor

Part time/ casual - in academic research

Not working 26%

4%

8%

15%

18%

1%

5%

27%


Q9. Are you working....

Almost one quarter (24%) of those surveyed indicated that they enrolled in a

PhD program after a break from study of less than five years, while after a

break from study of more than five years (21%), immediately after

completing an undergraduate degree (15%) and immediately following a

masters or other postgraduate qualification (9%) were the other responses.

Those aged 40 plus (48%) and domestic students (33%) were more likely to

have enrolled after a break of more than five years, while a higher

proportion of pure research students had enrolled after a break from study

of less than five years (40%).

0% 10% 20% 30% 40%

% of respondents

Immediately following an undergraduate degree

Immediately following a masters or other Postgraduate qualification

After a break from study (of less than 5 years)

After a break from study (of more than 5 years)


21%

24%

9%

15%


Q10. Did you enrol in a PHD program....?

- 90 -

Undertaking Postgraduate Study

A number of reasons for undertaking their PhD were identified, including:

� Interested in the area I am studying (56%)

� Support career development (36%)

� Wanted to conduct and continue original research (33%)

� Seeking an academic career (28%)

� For the recognition and status of having a PhD (27%)

� Needed further qualifications for the job I wanted (21%)

� Pathway to financial security (14%)

� Influenced by family/friends (9%)

With the exception of supporting career development, pure research

students were more likely to name most of the reasons above, in particular,

interested in the area I am studying (85%), wanted to conduct and

contribute original research (62%), for the recognition and status of having a

PhD (42%) and seeking an academic career (42%).

Conversely, supporting career development was named by a higher

proportion of those undertaking combined research and coursework (42%),

as well as students studying part time (47%).

0% 10% 20% 30% 40% 50% 60%

% of respondents

Interested in the area I am studying

Support career development

Wanted to conduct and contribute original research

Seek an academic career

For the recognition and status of having a PHD

Needed further qualifications for the job I wanted

Pathway to financial security

Influenced by family/ friends

Could not get a job

Other


6%

4%

9%

14%

21%

27%

28%

33%

36%

56%


Q11. Why did you choose to undertake your PHD?

- 91 -

The main feeder institutions for these students were identified as overseas

universities (47%). The other main institutions named were Macquarie

University (22%), Sydney University (8%) and the University of New South

Wales (6%).

The incidences of naming Macquarie University were higher amongst

domestic students (36%), pure research students (34%) and those aged 40

plus (33%), while overseas were more likely to be named by full time

students (61%) and combined research and course work students (59%).

0% 10% 20% 30% 40% 50%

% of respondents

Overseas University


Sydney University












Other (not coded)


10%

1%

1%

1%

1%

1%

1%

2%

2%

2%

2%

6%

8%

22%

47%


Q12. At which university did you complete your Undergraduate study?

Macquarie University, named by three quarters (75%) of those surveyed,

was clearly the main university these students considered for their PhD.

Others named included Sydney University (29%), University of New South

Wales (22%), Australian National University (11%) and UTS (10%).

Higher proportions of pure research students (90%) and domestic students

(85%) named Macquarie University.

- 92 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents


Sydney University





Overseas University








La Trobe University

Other


6%

1%

1%

2%

2%

3%

3%

6%

7%

7%

10%

11%

11%

22%

29%

75%


Q13. Which universities did you consider for your PHD?

Business/Commerce (20%), Arts and Humanities (14%), Linguistics (11%),

Science (10%), Education (9%) and Finance/Economics (8%) were among

the broad disciplines in which PhD studies were being undertaken.

Pure research students (27%) and domestic students (23%) were more

likely to name Arts and Humanities, while the incidences of naming

Business/Commerce were higher amongst international students (31%) and

combined research and course work students (31%).

0% 10% 20% 30%

% of respondents


LinguisticsScience

EducationFinance/ Economic

Environmental SciencesPsychology

Info Systems/ Computing Science/ ITLife Sciences

Social Science, Sociology, Social WorkInternational Studies

EngineeringLaw

Media/ Journalism/ CommunicationsMedicineActuarial

AnthropologyPhilosophy

OtherDon’t know/ not sure 7%

5%

1%

1%

1%

2%

3%

3%

3%

5%

5%

5%

5%

6%

7%

8%

9%

10%

11%

14%

20%


Q14. Within which broad discipline are you conducting your PHD?

- 93 -

A range of influences and influencers on which university to undertake their

PhD were identified, including:

� An existing relationship with a potential supervisor (32%)



� Reputation of a specific academic (27%)

� Supervision available in my field of interest (25%)


� The availability of research funding, resources and facilities (22%)

Pure research students were more likely to name an existing relationship

with a potential supervisor (59%), supervision available in my field of

interest (48%), the availability of scholarships (29%) and the reputation or

strength of a research group (22%). Other variances included:

� Higher proportions of domestic students named an existing

relationship with a potential supervisor (42%), the location of the

university (39%), being familiar with the area (37%) and supervision

available in my field of interest (33%)

� For overseas students, the experience of the country/city (25%), the

overseas education agency (19%), the careers advisor (16%) and the

fees (16%) were more important

0% 10% 20% 30% 40%

% of respondents

The reputation of the universityAn existing relationship with a potential supervisor

The location of the universityBeing familiar with the area

Reputation of a specific academicSupervision available in my field of interest

The quality of the teaching staffAvailability of research funding, resources and facilities

The availability of scholarshipsReputation or strength of a research group

Lecturers or academics in my networkThe quality of the facilities

The employment opportunities on completionI wished to experience this country/ city

The feesFriends

The employment opportunities while studyingOverseas education agency

Careers AdvisorThe support services providedMy academic transcript results

Green open campusRelatives

The availability of public transportOther

Don’t know/not sure 7%8%

1%4%4%5%

6%8%8%

10%10%10%11%

12%13%

14%15%

17%22%

24%25%

27%30%

32%32%33%


Q15. Who or what influenced your decision on which university to conduct yourPHD?

- 94 -


When the students surveyed were asked what are their perceptions of

Macquarie University, most comments were positive. These included:

� Good (28%)

� Accommodating/supporting/encouraging (13%)

� Staff/teachers are helpful and available (13%)

� Positive course specific comments (11%)

� First class research (10%)

� Good resources/facilities (9%)

� Good student support services (8%)

� Innovative (7%)

� Good reputation (7%)

� Growing/improving (7%)

There were, however, a number of negative comments made by relatively

small proportions of students, including more equipment/facilities needed –

poor at present (9%), poor administration/student services (5%), fees and

costs are not value for money and negative comments about teachers (5%).

There were relatively few variances to these responses among the groups

surveyed, although higher proportions of males (37%), international

students (37%) and combined research and course work students (33%)

identified Macquarie University as good.

- 95 -

0% 10% 20% 30%

% of respondents

GoodAccommodating / Supportive / Encouraging

Staff / Teachers - helpful, availableCourse specific - positive comments

Research - first class, vibrant, leadersResources, Facilities - good

More equipment, facilities needed / Poor at presentStudent Support Service comments (positive)

InnovativeGood reputation

Growing / ImprovingPoor Admin / Poor Student Services

International / Multicultural / Culturally diverseFees & Costs comments / Funding & Scholarship / Not delivering - no value for money

Teachers - lack of support, poor quality, not helpfulGreat Leanring and study environment

Not supportive to mature age students / post grad studentsFlexibility

Relaxed / Open UniDisorganised

Lack of communicationOther (not coded)

3%

3%

3%

3%

4%

4%

5%

5%

5%

5%

7%

7%

7%

8%

9%

9%

10%

11%

13%

13%

28%

22%




Two main competitors to Macquarie University for PhD research in

respondents’ fields were identified, those being Sydney University (48%)

and the University of New South Wales (41%). Others named included

Australian National University (22%), University of Melbourne (22% and

UTS (12%).


0% 10% 20% 30% 40% 50%

% of respondents

Sydney University








La Trobe University



Monash University



Other (not coded)


12%

1%

1%

3%

3%

4%

4%

5%

5%

8%

12%

22%

22%

41%

48%


Q17. Overall, which universities do you consider to be the main competitors toMacquarie University for PHD research in your field?

- 96 -

Choosing Macquarie University

A range of reasons for choosing Macquarie University were identified,

including:

� The reputation of a specific academic (31%)









interest (47%), the availability of research funding, resources and facilities

(29%), the availability of scholarships (26%) and the reputation or strength

of a research group (24%). Other variances included:




available in my field of interest (34%).


overseas education agency (27%) and the fees (15%) were more

important.

- 97 -

0% 10% 20% 30% 40%

% of respondents

Reputation of a specific academicAn existing relationship with a potential supervisor


I am familiar with the areaSupervision available in my field of interest


Reputation or strength of a research groupThe availability of scholarships

I wished to experience this country/ cityOverseas Education AgencyThe quality of the facilities

Lecturers or academics in my networkThe fees

My friends go to MacquarieThe employment opportunities on completion

Its green open campusThe support services provided

My academic transcript results enabled me to get inRelatives influenced me

The employment opportunities while studyingMy Careers Advisor encourage meThe availability of public transport

Other (not coded)Don’t know/not sure

5%6%

8%8%

9%9%9%

11%12%12%13%13%

17%17%

20%25%25%

29%30%31%31%

3%8%

3%4%

5%


Q18. Why did you choose Macquarie University?

Almost two thirds (61%) of the students surveyed indicated that Macquarie

University has a better reputation for some research areas over others. The

main areas named were Accounting/Finance (19%), Linguistics and

Psychology (16%) and Business Studies/Management (11%).

0% 10% 20% 30% 40%

% of respondents


Yes - Accounting / Finance

Yes - Linguistic & Psychology

Yes - Business Studies / Management

Yes - History - Ancient / Modern Australian / Art

Yes - Environment & Life Science

Yes - Education / Teaching

Yes - Science

Yes - not coded

No 6%

17%

4%

4%

9%

9%

11%

16%

19%

34%


Q19. Does Macquarie University have a better reputation for some research areasover others?

- 98 -


A number of initiatives were identified by PhD students to make Macquarie

University a more attractive proposition. These included:

� Better/new facilities and resources (16%)

� Upgrade infrastructure – buildings and classrooms (14%)

� Improve the quality of the teaching staff (12%)

� More/better courses/degree options (12%)

� Improve the reputation (11%)

� More funding (11%)


0% 10% 20% 30%

% of respondents

Better / new facilities / resources

Upgrade infrastructure - new buildings, refurbish classrooms

Improve / maintain quality of teaching staff

More / better courses, degrees, double degree options

Improve reputation

More funding

Better IT support, facilities, labs, wireless internet

Public transport comments - railway / more access

Improve student support - counselling / mentoring / legal issues

Lower / affordable fees

More student - involvement, services, activities, social events

Buildings & grounds - more aesthetically pleasing / more open spaces, relaxing environment

Other (not coded)

Don't know 12%

27%

5%

6%

6%

6%

8%

9%

11%

11%

12%

12%

14%

16%



- 99 -


The most important factors in making the decision of which university to

undertake PhD study were identified as:

� The quality of the academic staff – average rating of 4.5

� Expertise in the research topics I am interested in – average rating of

4.4

� Supervisor support – average rating of 4.4

� Online resources - average rating of 4.2

� Reputation of professor/supervisor - average rating of 4.2

� Academically superior – average rating of 4.1


� Known for strength in research - average rating of 4.1

� Strong research group - average rating of 4.1

� Efficient and professional administration – average rating of 4.1

� The research areas are supported – average rating of 4.1

� Good value and service for money invested - average rating of 4.0

� Provides personal support to achieve my goals – average rating of 4.0

� Research funding and focus - average rating of 4.0


Almost all of the specific aspects tested recorded satisfaction ratings were

below the importance ratings, with these results generally in the range from

3.3 to 3.8. The highest satisfaction ratings were recorded for the following:


� Reputation of a professor/supervisor – average rating of 3.8

� Online resources – average rating of 3.8

� Having an appealing/beautiful campus environment – average rating

of 3.8


� Known for strength in research – average rating of 3.7

- 100 -



3.7


� Being familiar with the university – average rating of 3.7


� Employers respect the university – average rating of 3.6



Overall Satisfaction With Macquarie University

The overall satisfaction rating for Macquarie was relatively high at 3.7, with

almost three quarters (72%) of these students indicating that they were

satisfied. The scaled responses were as follows:

� Very Satisfied (11%)

� Satisfied (61%)

� Neither satisfied nor dissatisfied (15%)

� Not satisfied (11%)

� Not at all satisfied (1%)


- 101 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Very satisfied

Satisfied

Neither satisfied nor dissatisfied

Dissatisfied

Not at all satisfied


1%

11%

15%

61%

11%


Q23. Overall, how satisfied are you with Macquarie University?


Most of the attributes tested recorded high importance ratings and

satisfaction ratings which were satisfactory. This places these attributes in

the High Performance Maintenance Quadrant.



� Strong research group


� Being innovative

� Research group support

� Globally competitive

� Prestige

� Good value and service for money invested

� Research funding and focus

� Work space and facilities


� Employers respect the research area at the university

- 102 -

� Fair and transparent management on research funds

� Access to global networks/ communities

� University rankings

� Efficient and professional administration

� Research areas supported on completion

� The employment opportunities on completion

� The fees


- 103 -


ITH ASPECTS

- IN RELATION TO MAKING A DECISION W

HERE TO STUDY A PHD (1) -

12345

12

34

5

Perform

ance rating

Importance rating

Reputation of a professor/ supervisor

The quality of the academic staff

Online resources


Green open campus

Expertise in the research topics I am interested in

Supervisor support





The research areas supported

Important

Less important

Satisfactory

Optimal

- 104 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating



Allows m

e to live close to


Strong research group

Research group support

Continuing at same university studied at previously



Being innovative

Prestige


Important

Less important

Satisfactory

Optimal

- 105 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating

Employers respect the research area at the university

Work space and facilities


y goals

Research funding and focus

University rankings

Study near work


Good value and service for money invested


Chance to study and work at same university


Fair and transparent management of research funds

Important

Less important

Satisfactory

Optimal

- 106 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating



International exchange opportunities

Research areas supported on completion


Efficient and professional administration


The fees


Social life

Equitable opportunities for domestic and overseas students

The employm

ent opportunities on completion

Important

Less important

Satisfactory

Optimal

- 107 -

Gap Analysis





following chart.


- POST GRADUATE HRD -

3.8 3.7 3.7 3.8 3.8

3.5

3.2

3.73.5 3.6

4.14.14.14.14.14.24.24.44.4

4.5

1

2

3

4

5

The quality of the

academic staff

Expertise in the

research topics I

am interested in

Supervisor

support

Online resources Reputation of a

professor/

supervisor

Academically

superior

Efficient and

professional

administration

Known for

strength in

research

Strong research

group

The reputation of

the university


- 108 -


Those surveyed ranked Macquarie University equal second with the

University of New South Wales when asked which is the best of the main

Sydney universities. The results were as follows:






The ranking for Macquarie university was significantly higher amongst

domestic students (2.1) compared to international students (2.7).

Macquarie University, however, clearly ranked first in terms of leading in

innovation and being the best university for my course, as evidenced by the

following results.

Leading in innovation The best university for my research

Macquarie University 2.1 (1) 1.8 (1)


Sydney University 2.8 (3) 2.2 (2)

UTS 3.2 (4) 3.9 (4)

UWS 4.3 (5) 4.2 (5)

In relation to the best university for my course, Macquarie University ranked

significantly higher amongst domestic students (1.5) compared to

international students (2.2). International students ranked Sydney university

(1.9) considerably higher than the average in this respect.

- 109 -

Innovation


� Ability to change to meet current needs (60%)

� Unique/different to other universities (40%)

� Cutting edge research (40%)

� New facilities/resources/hi tech equipment (30%)

� Flexible learning environment (20%)

� Knowledgeable/supportive/competent staff (20%)

� Up to date facilities/services/IT equipment (20%)


0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Ability to change to meet current - community / career trends

Innovative / unique / different to other uni's

Research - cutting edge student inovlvement / used within uni / funding

Access to cutting edge / modern technology

New / improved facilities / resources / high tech equipment

Flexible learning environment

Staff - knowledgeable / supportive / competent

Up to date facilities / services / wireless internet / computers

Courses / units / degrees - new / interesting / relevant / varied / flexible

Teaching methods - new / creative / flexible 10%

10%

20%

20%

20%

30%

30%

40%

40%

60%




be innovative compared to other universities, while just 7% stated that the

institution was not innovative. The specific responses were:



- 110 -

� Neutral (28%)




0% 10% 20% 30% 40% 50%

% of respondents

Very innovative

Innovative

Neutral

Not innovative



2%

5%

28%

43%

15%





� Research – current and past studies (27%)

� Courses offered/course structures (20%)

� Always trying to expand areas of expertise/evolving (14%)

� Growing in terms of leading the way, reputation and recognition (13%)



- 111 -

0% 10% 20% 30%

% of respondents

Research - current & past studies, opportunities to participate

Course structures / courses offered / New courses - diverse variety


Growing - leading the way, reputation, recognition

Resources & Facilities

Slogan says so / they advertise & promote themselves that way

Flexibility / open learning

Offers things other uni's can't or don't

Teaching methods

Good / knowledgeable staff, always available, supports

It's young /relatively young

Leadership programme

Technology - online opportunities

Other (not coded)

Don't know 3%

14%

3%

3%

5%

5%

6%

6%

6%

9%

13%

13%

14%

20%

27%




The main sources of information that students used to find out what higher

education institutions offer in relation to postgraduate study were identified

as the internet (68%), visited the campus (29%), employers/work colleagues

(27%), academic journals for information on research (26%),

brochures/pamphlets (24%), friends and relatives (24%), the media (22%)

and overseas study agencies (21%).


likely to name visited the campus, while higher proportions of international

students named the internet (76%), overseas study agencies (47%), the

media (31%), and careers advisors (19%).

- 112 -

0% 10% 20% 30% 40%

% of respondents

Internet - Search Engine - Universities / post grad courses / research opportunities

Visited the Campus

Employers/ work colleagues

Academic journals for information on research

Brochures/pamphlets

Friends and relatives


Overseas Study Agencies

Internet - Macquarie Uni Website - course availability / research scholarships

Internet- not coded


Careers advisors

Went to an open day


Internet - Don't remember / Too long ago

Other- not coded


11%

4%

7%

9%

11%

13%

15%

19%

21%

22%

24%

24%

26%

27%

29%

33%


Q31. What sources of information did you use to find out about what highereducation institutions offer in relation to Postgraduate Study?

The most useful sources of information were considered to be the internet

(53%), academic journals for information on research activity/interests/focus

(32%), employers/work colleagues (29%), visiting the campus (29%),

brochures/pamphlets (21%), friends and relatives (19%), attending an open

day (17%), careers advisors (15%) and the media (14%).

Again, pure research students (42%) and domestic students (36%) were

more likely to name visited the campus, while higher proportions of

international students named overseas study agencies (25%), careers

advisors (25%) and the media (23%).

0% 10% 20% 30% 40%

% of respondents

Academic journals for information on research activity/ interests/ focus


Visited the Campus

Brochures/pamphlets

Internet


Internet -University websites / homepages

Went to an open day

Careers advisors



Internet - Google


Internet -Search engine - course specific / research / departments

Other


23%

7%

8%

11%

11%

14%

15%

17%

19%

19%

20%

21%

29%

29%

32%



- 113 -

Three quarters (75%) of the students surveyed indicated that the


provided by other universities. There was, however, more than twice as

many (17%) who considered this information to be better, than those who

indicated that it was not as good (8%).

There were no statistically significant variances to these responses among

the groups surveyed.

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

About the same

Better (not coded)

Better - Able to access information easily / Clear, comprehensive information

Not as good 8%

8%

11%

75%



- 114 -






30% 42% 22%

Use a tone and style I relate to 34% 48% 13%




22% 34% 31%


24% 40% 26%



surveyed.

Recommending Macquarie University

The overwhelming majority of respondents (85%) indicated that they would

be happy to recommend Macquarie University to prospective students,

either wholeheartedly (24%), for certain courses or departments (60%) or

for other reasons (1%). Just 7% of those surveyed stated that they would

not do so.

There were few variances to these responses among the groups surveyed,

although a higher proportion of international students (14%) indicated that

they would not recommend Macquarie university to prospective students.

- 115 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Yes - for certain courses or departments

Yes - wholeheartedly

Yes - other reasons

Unsure

No 7%

12%

1%

24%

60%


Q33. Would you recommend Macquarie to prospective students?



identified as speaking to academics, lecturers and researchers (24%), to

experience life at university (18%), clear explanations of each course

offered, its structure and where it leads (17%), current students/graduates to

talk to who are doing the same course (14%) and brochures/ pamphlets/

books and information packs (11%).

Pure research students (34%) were more likely to indicate that they would

like to speak to academics, lecturers and researchers.

- 116 -

0% 10% 20% 30%

% of respondents

Speak to Academics, Lecturers, Researchers

To experience life at Uni, eg attend lecturers, meet new people

Clear explanations of each course offered, structure & where it leads

Current students / graduates to talk to who have ./ are doing same course

Never attended an Open day / not interested in attending one

Brochures / Pamphlets / Booklets / Information packs


Straight forward, relevant information & answers to my questions

Knowledgeable Career Advisors to speak to

Info outlining everthing available to me on open day

Other (not coded)

Don't know 8%

12%

3%

5%

8%

8%

11%

13%

14%

17%

18%

24%



Perceptual Mapping


considered to be flexible, innovative, personally supportive, have a

reasonable balance of overseas students and a multicultural environment.

UTS is most closely associated with delivering practical outcomes, having a

commercially relevant approach, a convenient location and good public

transport.


attributes, including having a good social life, being globally competitive,

internationally recognised, research focused, academically outstanding,

prestigious and having a long tradition.



- 117 -

8069 Macquarie University - Undergraduate - Oct 07

UWS

UTS

Uni NSW

Sydney

Macquarie

Long tradition

Prestigious



A university to go to if you are not accepted

into the top universities



Practical outcomes





Well resourced

Good social life


Creative

Job opportunities

Good facilities Well regarded qualifications

Convenient locationResearch focused

Good reputation

A wide range of coursesss


Innovative

Flexible

Green open campus

- 118 -

Postgraduate Coursework Students

- 119 -

Summary


The gender mix of the Postgraduate Coursework Students surveyed was

almost equal (47% males, 53% females).

Male47%Female

53%

MTR (Ref: 8069-MPCS)

Q2. Gender


(19%), 25 to 29 (31%), 30 to 39 (30%) and 40 to 49 (14%).

0% 10% 20% 30%

% of respondents

21-24

25-29

30-39

40-49

50-59

60+ 2%

4%

14%

30%

31%

19%


Q1. Age

- 120 -

There was a relatively even distribution of student types who participated in

the survey, as outlined below:

� International degree student (40%)

� Domestic fee paying student (33%)

� Domestic Commonwealth supported student (26%)

International degree students were more likely to be aged 18 to 39 (48%),

while higher proportions of domestic fee paying students (49%) and

domestic, Commonwealth supported students (43%) were aged 40 plus.

0% 10% 20% 30% 40% 50%

% of respondents

International degree student

Domestic, fee paying student

Domestic, Commonwealth supported student

Other 1%

26%

33%

40%



By far, most (83%) were enrolled in a Masters course, while significantly

lower proportions were enrolled in either Postgraduate Diplomas (10%) or

Postgraduate Certificates (6%).

The incidences of being enrolled in a Masters course were significantly

higher amongst international degree students (90%) and full time students

(89%).

- 121 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

Masters course

Postgraduate diploma

Postgraduate certificate 6%

10%

83%


Q5. Are you enrolled in....

There was an even mix of those who were studying full time (52%) and part

time (48%).

Part time study was more prevalent amongst domestic fee paying students

(83%), domestic, Commonwealth supported students (65%) and those aged

40 plus (78%). Conversely, international degree students (93%) and those

aged 18 to 39 (60%) were more likely to be studying on a full time basis.

Part time48%Full time

52%



- 122 -

The incidence of studying on campus (82%) was significantly higher than

studying courses externally (18%).

Those studying on campus were more likely to be full time students (97%),

international degree students (93%) and those aged 18 to 39 (86%), while

higher proportions of those studying part time (34%) and those aged 40 plus

(31%) indicated that they were studying externally.

On campus82%

Externally18%



Three quarters (75%) of respondents indicated that they were working while

undertaking study, as outlined below:






Domestic fee paying students (66%), those studying part time (66%), those

aged 30 to 39 (65%), those studying externally (58%) and males (42%)

were more likely to be working full time in a career related role.

- 123 -

0% 10% 20% 30% 40%

% of respondents





Not working 24%

17%

16%

7%

35%



Most (76%) of those surveyed indicated that they enrolled in postgraduate

study after a break from study, either of less than five years (38%) or more

than five years (38%). Almost one quarter (22%), however, progressed

immediately after completing an undergraduate degree.

Higher proportions of those aged 40 plus (68%), domestic fee paying

students (62%) and those studying part time (61%) indicated that they

enrolled in postgraduate study after a break from study of more than five

years.

0% 10% 20% 30% 40%

% of respondents





38%

38%

22%


Q9. Did you enrol in a postgraduate study....?

- 124 -


Three main reasons for undertaking postgraduate study were identified,

those being:

� Interested in the course I am studying (61%)


� Offered the best career prospects (41%)

A higher proportion of domestic Commonwealth supported students (71%)

indicated that they were undertaking postgraduate study because they were

interested in the course they were studying, while those aged 18 to 39

(53%) were more likely to indicate that they needed further qualifications for

the job they wanted.

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Interested in the course I am studying


Offered the best career prospects


Influenced by parents/ friends

Could not get a job

Other

Don’t know/not sure <1%

7%

2%

9%

18%

41%

49%

61%


Q10. Why did you choose to undertake Postgraduate study?


universities (44%), however, many Australian universities were also named.

Macquarie University (14%) and Sydney University (12%) were the main

feeder institutions, however, a range of other universities were named,

including University of New South Wales (5%), UTS (4%), University of

Newcastle (2%) and UWS (2%).

- 125 -

The incidence of naming overseas universities was higher amongst full time

students (65%) and those aged 18 to 39 (50%). Macquarie University was

named by a higher proportion of domestic, Commonwealth supported

students (31%).

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Overseas University


Sydney University













Other (not coded)


12%

<1%

<1%

1%

1%

1%

1%

1%

<1%

2%

2%

4%

5%

12%

14%

44%



Macquarie University, named by the overwhelming majority (86%) of those

surveyed, was clearly the main university at which these students

considered undertaking postgraduate study. Others named included

Sydney University (34%), University of New South Wales (25%), UTS

(17%), the University of Melbourne (11%), the Australian National University

(9%) and UWS (7%).

Those naming Macquarie University were more likely to be studying full time

(90%).

- 126 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

Macquarie UniversitySydney University

University of New South WalesUniversity of Technology Sydney (UTS)

University of MelbourneAustralian National University

University of Western Sydney (UWS)University of QueenslandCharles Sturt University

University of New EnglandAGSM

La Trobe UniversityUniversity of Wollongong

MonashUniversity of CanberraUniversity of Newcastle

DeakinSouthern Cross University

Other (not coded)Don't know/ not sure

10%

0%

2%

2%

2%

2%

2%

2%

3%

3%

4%

5%

7%

9%

11%

17%

25%

34%

86%

1%


Q12. At which university did you consider undertaking Postgraduate studies?

The students surveyed identified a range of course areas within which they

were conducting their postgraduate study, including Business/Commerce

(21%), MBA (19%), Finance/Economics (13%), Linguistics (12%), Arts and

Humanities (10%), International studies (7%) and ICT/Computing Science

(6%).

Business/Commerce was named by higher proportions of those studying full

time (27%) and those aged 18 to 39 (24%), while an MBA was more likely to

be named by those studying part time (35%).

- 127 -

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of respondents

Business/ CommerceMBA

Finance/ EconomicLinguistics

Arts & Humanities (eg. music, history, English)International Studies

Info Systems/ Computing Science/ ITEducation

PsychologyEnvironmental Sciences

Media/ Journalism/ CommunicationsLaw

Life SciencesScience

PhilosophySocial Science, Sociology, Social Work

ChiropracticActuarial

AnthropologyEngineering

MedicineOther (not coded)

<1%

1%

1%

1%

1%

2%

2%

3%

3%

3%

4%

5%

6%

7%

10%

12%

13%

19%

21%

5%

<1%

<1%


Q13. Within which course areas are you conducting your postgraduate study?

Relatively high proportions of respondents were influenced by a range of

factors when deciding at which institution to undertake postgraduate study,

including:

� The courses offered (50%)





� A desire to live in Sydney (22%)



� Friends (18%)

� Previous students recommended it (15%)

Part time students, domestic fee paying students and those aged 30 to 39

were more likely to be influenced by the location of the university and the

flexibility of the courses, while the desire to live in Sydney was more

important for international degree students.

- 128 -

0% 10% 20% 30% 40% 50% 60%

% of respondents

The courses offeredThe reputation of the universityThe location of the universityThe flexibility of the coursesBeing familiar with the areaI wanted to live in Sydney

The quality of the teaching staffThe range of courses

FriendsPrevious students recommended it

My work colleagues/ networkOverseas education agency

The feesThe employment opportunities for graduates

The quality of the facilitiesMy employer

RelativesCareers Advisor

Green open campusMy academic transcript resultsThe availability of scholarshipsThe support services provided



4%4%5%6%7%

12%12%13%13%

15%18%

19%21%22%

25%31%

33%46%

50%

1%6%

3%3%4%4%


Q14. Who or what influenced your decision on which university to undertakePostgraduate study at?




� Good/great/love it/the best university/one of the top universities (20%)

� Staff/teachers – enthusiastic/helpful/available/high quality (18%)


� Innovative (9%)


� Flexible (7%)

� Multicultural/international (7%)

� Wide variety of challenging and interesting courses (7%)

� Good facilities/equipment (7%)

There were, however, some negative comments such as too much

bureaucracy/poor administration/poor service management (8%) and

commercially/money driven (7%).

- 129 -


0% 10% 20% 30%

% of respondents

Good, Great, Love it, The best Uni., One of the top Uni'sStaff & Teachers - enthusiastic / helpful / available/ high quality

Reputation - Good / GainingInnovative

Positive Comments - Course SpecificBureaucracy / Poor administration / Poor service management

FlexibleMulticultural / International

Money driven / Commercially orientated / ExpensiveCourses - Wide variety / challenging / interestingBigger facilities / More facilities / More equipment

Campus - Beautiful, Serene, GoodExternal & Distance Student comments

Ageing, ugly facilities - need cleaning, maintenance / Too much greyHigh quality

Accommodating / supportive / encouragingTeachers / Staff - lack of support, poor quality, too busy, aloof

Good / Excellent resources, facilities & groundsCourses are hard / Strict / Too theoretical

GreenA young uni

Growing / ImprovingStudent support & services

Atmosphere great / Friendly / Fun environment / Close knit communityDisorganised

Lack of communication / difficult to get informationRelaxed / Open Uni

Large / Good size Uni / Big CampusGread learning & study environment

Social OpportunitiesOther 15%

1%1%1%2%3%3%3%3%3%4%4%4%5%5%5%5%6%6%6%7%7%7%7%7%8%

9%9%

12%18%

20%




Two main competitors to Macquarie University for postgraduate coursework

study were identified, those being Sydney University (63%) and the

University of New South Wales (54%).

Other named included UTS (28%), Australian National University (17%),

University of Western Sydney (10%) and the University of Queensland

(9%).

Significantly higher proportions of those aged 25 to 29 named Sydney

University (75%), University of New South Wales (63%) and UTS (37%),

while domestic fee paying students were also more likely to name University

of New South Wales (64%) and UTS (38%).

- 130 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Sydney UniversityUniversity of New South Wales

University of Technology Sydney (UTS)University of Melbourne

Australian National UniversityUniversity of Western Sydney (UWS)

University of QueenslandCharles Sturt University

University of WollongongLa Trobe University

Overseas UniversitiesUniversity of Newcastle

University of New EnglandUniversity of Canberra

AGSMMonash Univesity

Southern Cross UniversityOther (including overseas universities)


6%

2%

2%

2%

2%

4%

4%

5%

5%

6%

7%

9%

10%

17%

26%

28%

54%

63%


Q16. Overall, which universities do you consider to be the main competitors toMacquarie University for Postgraduate study?


The courses offered (60%) and the reputation of the university (44%) were

clearly the main reasons these students chose Macquarie University. Other

reasons named included:



� A desire to live in Sydney (28%)




The flexibility of the courses was named by higher proportions of those

studying externally (55%), postgraduate diploma students (48%), domestic

fee paying students (45%) and part time students (46%).

- 131 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

The courses offeredThe reputation of the universityThe location of the universityThe flexibility of the coursesI wanted to live in SydneyI am familiar with the area

The quality of the teaching staffThe range of courses

Previous students recommended itOverseas Education Agency

The feesMy academic transcript results enabled me to get in

My work colleagues/ network influenced meThe employment opportunities for graduates

The quality of the facilitiesMy friends go to Macquarie

Its green open campusMy employer influenced me

Relatives influenced meMy Careers Advisor encouraged me

The support services providedThe availability of public transport

The availability of scholarshipsOther

Don’t know/not sure <1%

3%

2%

2%

3%

3%

4%

4%

6%

8%

9%

9%

10%

11%

12%

13%

13%

20%

22%

23%

28%

28%

31%

44%

60%



More than half (57%) of the students surveyed indicated that Macquarie

University has a better reputation for some postgraduate courses over

others. The main courses named were Business Studies/Management

(19%) and Accounting/Finance (18%).

International degree students (36%) and full time students (30%) were more

likely to name Accounting/Finance.

0% 10% 20% 30% 40%

% of respondents


Business Studies / Management

Accounting / Finance

Linguistic & Psychology

Actuarial Studies

Translation & Interpreting

Education / Teaching

Science

History - Ancient / Modern Australian / Art

Commerce

Chiropractic

Yes

No 5%

13%

2%

2%

2%

3%

3%

3%

3%

8%

18%

19%

38%


Q18. Does Macquarie University have a better reputation for some postgraduatecourses over others?

- 132 -


A number of initiatives were identified by these students to make Macquarie


� Courses/degrees – better quality/more variety/flexibility (20%)

� Teaching staff – better quality/more knowledgeable, friendly and

helpful (13%)

� New resources and better facilities (10%)

� Career options – better options/advice and better networking (9%)

� Improve student support – counselling/mentoring/legal advice (8%)


surveyed.

0% 10% 20% 30%

% of respondents

More variety / expansion / flexibility / better quality of courses / units / degreesImprove reputation / ranking of - Uni / Courses / Reasearch Achievement

Teaching staff - better quality / more knowledgeable / more firiendly & helpfulBetter / new facilities / Resources

Greater career options/ advisory service / networking with prospective employersImprove student support - counselling / mentoring programme / legal advice

External / Distance student commentsMore computer access / Wireless Internet / Better IT services

Better Administration / more helpful / friendlier staffPublic Transport comments - Better / Railway completion / Better access to

Upgrade infrastructure / refurbish buildings / classroomsMore buildings/ Grounds more aesthetically pleasing / More open spaces / Relaxing environment

More student invovlement / activities/ functions / social eventsLower / more affordable fees

Catering Outlets - open more / better quality / cheaper pricesLocation comments

Increase research / Improve funding forMore Scholarships

More publicity / Media exposure / Promote student successMore funding

OtherDon't know / not sure 11%

10%

2%

3%

3%

3%

4%

5%

5%

6%

6%

6%

6%

7%

7%

8%

8%

9%

10%

13%

14%

20%



- 133 -



undertake postgraduate study were identified as:





� Being academically superior – average rating of 4.4


� Having efficient and professional administration – average rating of

4.3



� Providing the good value for the money invested – average rating of

4.2

� Being globally competitive – average rating of 4.2







� Green open campus– average rating of 3.8




- 134 -

Overall Performance of Macquarie University

The overall satisfaction rating for Macquarie was 3.6, with 71% of these

students indicating that they were satisfied. The scaled responses were as

follows:


� Satisfied (62%)




There were few variances to these findings among the groups surveyed.

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Very satisfied

Satisfied


Dissatisfied


Don't know/ not sure <1%

3%

10%

16%

62%

9%







- 135 -



� Employers respect the university

� Goof value for money invested

� Provides personal support to achieve my goals

� Prestige



� Easy access by public transport


� Commercially relevant approach


� The employment opportunities for graduates

� Known for links with employers

� The fees

� Equitable opportunities for domestic and overseas students


- 136 -


ITH ASPECTS ABOUT

- M

ACQUARIE UNIVERSITY AS A PLACE W

HERE TO UNDERTAKE POSTGRADUATE STUDY (1) -

1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating


The courses offered

Green open campus



Online resources


A w


Being innovative


Good class sizes




Important

Less important

Satisfactory

Optimal

- 137 -


ITH ASPECTS ABOUT

- M



1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating




Prestige

University rankings


orks/ communities

Close to home

Commercial relevant approach




Good value for money invested

My w

ork colleagues/ netw

ork recommended it

Provides personal support to achieve my goals

Important

Less important

Satisfactory

Optimal

- 138 -


ITH ASPECTS ABOUT

- M



1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating





Known for links w

ith employers

Study at a location near work



My employer recommended it

Orientation support for overseas students


Social life

The fees



Important

Less important

Satisfactory

Optimal

- 139 -

Gap Analysis





following chart.


- POST GRADUATE COURSEWORK -

3.53.6

3.7

3.3

3.63.73.7

3.93.8

4.0

4.7 4.74.6

4.4 4.44.3 4.3

4.2 4.2 4.2

1

2

3

4

5

Expert ise in the

courses I am

interested in

The quality of

the teaching

staf f

The courses

offered

Academically

superior

The reputat ion

of the university

The quality of

the teaching

facilit ies

Eff icient and

professional

administrat ion

Online

resources

Employers

respect the

course

Employers

respect the

University

PERFORMACE IMPORTANCE

- 140 -










These findings were relatively consistent among the groups surveyed,

although Macquarie University was ranked significantly higher by

postgraduate diploma students (average ranking of 1.8).



following results.

Leading in innovation The best university for my course



UTS 2.9 (3) 3.7 (4)


UWS 4.4 (5) 4.2 (5)

These findings were relatively consistent among the groups surveyed.

Innovation


� Teaching methods – new, unique, flexible and creative (28%)

� Courses/units – new, varied, interesting, flexible and relevant (26%)

- 141 -

� A new teaching approach that pushes the boundaries (24%)

� Using up to date subject matter, resources and technology (21%)

� A strong focus on research (19%)

� Modern/improved/state of the art facilities (15%


0% 10% 20% 30%

% of respondents

Teaching Methods - new / creative / flexible / unique

Courses / Units - new / interesting / varied / relevant / flexible

Innovative / new approach / different to other uni's / pushing the boundaries

Use up to date subject matter / technology / resources within courses

Reasearch - Strong focus on / cutting edge / good facilities / funding / student involvement

Modern / Improved facilities/ resources / hi tech state of the art equipment

Not afraid to use innovative ideas / creat new things

Practical classes / research

Staff - Highly acclaimed / familiar with new technology / high quality

Online service / Website comments

More / up to date IT facilities / services / upgraded computers / internet

Flexible

More academic research papers published / recognised

Other 15%

3%

6%

7%

8%

9%

11%

12%

15%

19%

21%

24%

26%

28%




be innovative compared to other universities. The specific responses were:



� Neutral (25%)




- 142 -

0% 10% 20% 30% 40% 50%

% of respondents

Very innovative

Innovative

Neutral

Not innovative



3%

4%

25%

46%

10%





� The courses offered/the course structures (30%)

� Always looking to improve/evolve, open to new ideas (20%)

� Flexibility/open learning (15%)

� Online resources/technology (14%)

Females (37%) were more likely to name the courses offered/the course

structures.

0% 10% 20% 30% 40%

% of respondents

Course structures / Courses offered / Variety

Always trying to improve / evolving / open to new ideas

Flexibility / Open learning

Online resoureces / Technology

Research comments

Staff - Good / knowledgeable / current involvement in research

Slogan says so / they advertise and promote themselves that way

Teaching Methods

External / Distance student availability

Resources & facilities

Other 18%

5%

6%

7%

8%

13%

14%

14%

15%

20%

30%



- 143 -




as the internet – various sources, brochures/pamphlets (43%), friends and

relatives (38%), the media (26%), employers/work colleagues (25%),

attended an open day (22%), academic journals (22%), overseas study

agencies (19%), visited the campus (19%) and careers advisors (18%).

Domestic fee paying students and part time students were more likely to

name employers/work colleagues and attending an open day, while the

incidences of naming friends and relatives (45%), overseas study agencies

(45%), careers advisors (32%) and academic journals (31%) were

significantly higher among international degree students.

0% 10% 20% 30% 40% 50%

% of respondents

Brochures/pamphletsFriends and relatives

Media (i.e. newspapers, radio, television etc)Employers/ work colleagues

Went to an open dayAcademic journals

Internet - Individual univesity website (not specified)Overseas Study Agencies

Visited the CampusCareers advisors

Internet- not codedInternet -Google / Yahoo

Internet - Macquarie Uni websiteManagement literaturePhone the institution

Internet -Search engines - Courrse specificInternet - Can't remember

Internet - MBAInternet -Sydney uni website / www.usyd.edu.au

Internet -Search engines - UniversitiesInternet - MGSM

Internet - www.mq.edu.au / specific links from this siteInternet -Search engines - General

Internet -Univesity of NSW website / www.unsw.edu.auOther not coded


3%3%3%4%4%4%4%5%

8%8%9%

13%15%16%

18%19%19%21%22%22%

25%26%

38%43%



The most useful sources of information were considered to be the internet –

various sources, friends and relatives (26%), employers/work colleagues

(25%), brochures/pamphlets (24%), attending an open day (24%) and

academic journals (19%).

The main variances for the most useful sources of information were almost

identical to those outlined above for the main sources of information.

- 144 -

0% 10% 20% 30%

% of respondents



Brochures/pamphlets

Went to an open day

Internet

Academic journals

Internet - Official University, websites / Home pages

Visited the Campus

Careers advisors



Internet - Google / Yahoo / Search engine (not specified)

Management literature


Internet - Macquarie Uni website / Home page and followed links

Internet - www.mq.edu.au

Other


21%

3%

4%

6%

9%

12%

12%

16%

16%

17%

18%

19%

23%

24%

24%

25%

26%



Almost three quarters (72%) of the students surveyed indicated that the


provided by other universities. There was, however, a significantly higher

proportion (22%) who considered this information to be better, than those

who indicated that it was not as good (6%).


0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

About the same

Better - Able to accesss information easily / clear / comprehensive / detailed information

Better - Good website / Online resources

Better - Organised / helpful / friendly / approachable staff

Better - Publicity / marketing / promotion of the Uni

Better

Not as good 6%

7%

2%

3%

6%

10%

72%



- 145 -




Clear and detailed information on course requirements and program structure

51% 32% 16%



35% 42% 23%

Use a tome and style I relate to 33% 51% 11%




24% 45% 26%


18% 42% 26%


These findings were relatively consistent among the groups surveyed.


The overwhelming majority of respondents indicated that they would be

happy to recommend Macquarie University to prospective students, either

wholeheartedly (20%), for certain courses or departments (62%) or for other

reasons (2%). Just 7% of those surveyed stated that they would not do so.


surveyed, although higher proportions of those aged 40 plus (35%) males

(30%) and part time students (28%) indicated that they would recommend

the university wholeheartedly, while females (74%), full time students (69%)

and those aged 18 to 39 (65%) were more likely to indicate that they would

recommend the university for certain courses or departments.

- 146 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents



Yes - other reasons

Unsure

No 7%

10%

2%

20%

62%





identified as speaking to academics, lecturers and knowledgeable advisors,

having a clear explanation of each course offered, its structure and where it

leads, and having current students to talk to who are doing the same

course.


although domestic Commonwealth supported students were more likely to

name speaking to academics, lecturers and knowledgeable advisors.

0% 10% 20% 30%

% of respondents

Speak to Academics, Lecturers, & knowledgeable advisors

Clear explanation of each course offered, it's structure & where it leads

Current students to talk to who are doing the same course - first hand knowledge

Info / visit the uni itself - day to day, "uni Life", resources & facilities available

Straight forward, relevant information & answers to questions

Graduates to speak to


Never attended an open day / Not interested in attending

Guides / Tours - choice of whole campus or subject specific areas

Brochrues / pamphlets / booklets


Better / Free transport / Airfare

Clearer / simpler Enrolment info & procedures

Other

Don't know / not sure 9%

8%

2%

3%

3%

4%

5%

6%

9%

10%

13%

17%

18%

22%

27%



- 147 -

Perceptual Mapping


considered to be flexible, creative, has a commercially relevant approach,

delivers practical outcomes, is innovative and has a reasonable balance of

overseas students. UTS also shares many of these attributes.







- 148 -

8069 Macquarie University - Postgraduate Coursework

UWS

UTS

Uni NSW

Sydney

Macquarie

Long tradition

Good social life

Prestigious




students


Research focused




Well resourced

Job opportunities

Convenient location

Practical outcomes

Creative

Commercial relevant approach Good facilities




Flexible




Innovative

Good reputation

Green open campus

- 149 -

Postgraduate HDR Students

- 150 -

Summary


The gender mix of the Postgraduate HDR Students who responded to the

survey was similar (45% males, 55% females).

Male45%

Female55%


Q2. Gender


(23%), 25 to 29 (33%), 30 to 39 (22%) and 40 to 49 (13%). A considerably

higher proportion of the domestic students were aged 40 plus, while

international were more likely to be aged under 40 years of age.

0% 10% 20% 30% 40%

% of respondents

17-18

21-24

25-29

30-39

40-49

50-59

60+ 2%

7%

13%

22%

33%

23%

<1%


Q1. Age

- 151 -

There was an even mix of domestic (52%) and international (48%) who

participated in the survey.

0% 10% 20% 30% 40% 50% 60%

% of respondents

Domestic student

International student

Other <1%

47%

52%



More than three quarters (76%) indicated that their PhD program was

combined coursework and research, while the remainder (24%) stated that

their program was pure research.

The incidence of undertaking a pure research program was higher amongst

domestic students (33%), while combined research and course work was

more likely to be undertaken by international students (85%).

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Pure research

Combined research and course work 76%

24%


Q5. Is your PHD program....

- 152 -

Most (70%) indicated that they were not receiving any funding or

scholarship support.

The main forms of support identified were the Research Training Scheme -

RTS (7%), the Macquarie Research Excellence Scheme – MQRS (7%),

Departmental scholarship (4%), Australian Postgraduate Award – APA (3%)

and employer (2%).

There were, however, significantly higher proportions of pure research

students (70%) who were receiving some form of income support, in

particular, the Research Training Scheme - RTS (26%) and the Macquarie

Research Excellence Scheme – MQRES (25%).

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

Research Training Scheme (RTS)

Macquarie Research Excellence Scheme (MQRES)

Departmental scholarship

Australian Postgraduate Award (APA)

Employer work

International Postgraduate Research Scheme

Other (not coded)

Don't know

No funding or scholarship support 70%

3%

9%

1%

2%

3%

4%

7%

7%


Q6. Are you receiving support from.....

The overwhelming majority of students (88%) indicated that they were

studying on campus, while the remaining 12% were studying courses

externally.

Pure research students (96%) and international students (93%) were more

likely to be studying on campus.

- 153 -

On campus88%

Externally12%



Approximately three quarters (74%) of respondents indicated that they were

working while studying, as outlined below:




� Part time/casual as a tutor (8%)


� Part time/casual in academic research (4%)


Higher proportions of international students (42%) and full time students

(39%) indicated that they were not working while studying.

- 154 -

0% 10% 20% 30%

% of respondents



Full time - in academic research



Part time/ casual - as a tutor

Part time/ casual - in academic research

Not working 26%

4%

8%

15%

18%

1%

5%

27%



Almost one quarter (24%) of those surveyed indicated that they enrolled in a

PhD program after a break from study of less than five years, while after a

break from study of more than five years (21%), immediately after

completing an undergraduate degree (15%) and immediately following a

masters or other postgraduate qualification (9%) were the other responses.

Those aged 40 plus (48%) and domestic students (33%) were more likely to

have enrolled after a break of more than five years, while a higher

proportion of pure research students had enrolled after a break from study

of less than five years (40%).

0% 10% 20% 30% 40%

% of respondents


Immediately following a masters or other Postgraduate qualification




21%

24%

9%

15%


Q10. Did you enrol in a PHD program....?

- 155 -


A number of reasons for undertaking their PhD were identified, including:

� Interested in the area I am studying (56%)

� Support career development (36%)

� Wanted to conduct and continue original research (33%)

� Seeking an academic career (28%)

� For the recognition and status of having a PhD (27%)


� Pathway to financial security (14%)

� Influenced by family/friends (9%)

With the exception of supporting career development, pure research

students were more likely to name most of the reasons above, in particular,

interested in the area I am studying (85%), wanted to conduct and

contribute original research (62%), for the recognition and status of having a

PhD (42%) and seeking an academic career (42%).

Conversely, supporting career development was named by a higher

proportion of those undertaking combined research and coursework (42%),

as well as students studying part time (47%).

0% 10% 20% 30% 40% 50% 60%

% of respondents

Interested in the area I am studying

Support career development

Wanted to conduct and contribute original research

Seek an academic career

For the recognition and status of having a PHD



Influenced by family/ friends

Could not get a job

Other


6%

4%

9%

14%

21%

27%

28%

33%

36%

56%


Q11. Why did you choose to undertake your PHD?

- 156 -


universities (47%). The other main institutions named were Macquarie

University (22%), Sydney University (8%) and the University of New South

Wales (6%).

The incidences of naming Macquarie University were higher amongst

domestic students (36%), pure research students (34%) and those aged 40

plus (33%), while overseas were more likely to be named by full time

students (61%) and combined research and course work students (59%).

0% 10% 20% 30% 40% 50%

% of respondents

Overseas University


Sydney University












Other (not coded)


10%

1%

1%

1%

1%

1%

1%

2%

2%

2%

2%

6%

8%

22%

47%



Macquarie University, named by three quarters (75%) of those surveyed,

was clearly the main university these students considered for their PhD.

Others named included Sydney University (29%), University of New South

Wales (22%), Australian National University (11%) and UTS (10%).

Higher proportions of pure research students (90%) and domestic students

(85%) named Macquarie University.

- 157 -

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents


Sydney University





Overseas University








La Trobe University

Other


6%

1%

1%

2%

2%

3%

3%

6%

7%

7%

10%

11%

11%

22%

29%

75%


Q13. Which universities did you consider for your PHD?

Business/Commerce (20%), Arts and Humanities (14%), Linguistics (11%),

Science (10%), Education (9%) and Finance/Economics (8%) were among

the broad disciplines in which PhD studies were being undertaken.


likely to name Arts and Humanities, while the incidences of naming

Business/Commerce were higher amongst international students (31%) and

combined research and course work students (31%).

0% 10% 20% 30%

% of respondents


LinguisticsScience

EducationFinance/ Economic

Environmental SciencesPsychology

Info Systems/ Computing Science/ ITLife Sciences

Social Science, Sociology, Social WorkInternational Studies

EngineeringLaw

Media/ Journalism/ CommunicationsMedicineActuarial

AnthropologyPhilosophy

OtherDon’t know/ not sure 7%

5%

1%

1%

1%

2%

3%

3%

3%

5%

5%

5%

5%

6%

7%

8%

9%

10%

11%

14%

20%


Q14. Within which broad discipline are you conducting your PHD?

- 158 -

A range of influences and influencers on which university to undertake their

PhD were identified, including:




� Reputation of a specific academic (27%)



� The availability of research funding, resources and facilities (22%)



interest (48%), the availability of scholarships (29%) and the reputation or

strength of a research group (22%). Other variances included:




available in my field of interest (33%)


overseas education agency (19%), the careers advisor (16%) and the

fees (16%) were more important

0% 10% 20% 30% 40%

% of respondents

The reputation of the universityAn existing relationship with a potential supervisor

The location of the universityBeing familiar with the area

Reputation of a specific academicSupervision available in my field of interest


The availability of scholarshipsReputation or strength of a research group

Lecturers or academics in my networkThe quality of the facilities

The employment opportunities on completionI wished to experience this country/ city

The feesFriends

The employment opportunities while studyingOverseas education agency

Careers AdvisorThe support services providedMy academic transcript results

Green open campusRelatives



1%4%4%5%

6%8%8%

10%10%10%11%

12%13%

14%15%

17%22%

24%25%

27%30%

32%32%33%


Q15. Who or what influenced your decision on which university to conduct yourPHD?

- 159 -




� Good (28%)

� Accommodating/supporting/encouraging (13%)

� Staff/teachers are helpful and available (13%)


� First class research (10%)

� Good resources/facilities (9%)

� Good student support services (8%)

� Innovative (7%)


� Growing/improving (7%)

There were, however, a number of negative comments made by relatively

small proportions of students, including more equipment/facilities needed –

poor at present (9%), poor administration/student services (5%), fees and

costs are not value for money and negative comments about teachers (5%).


surveyed, although higher proportions of males (37%), international

students (37%) and combined research and course work students (33%)

identified Macquarie University as good.

- 160 -

0% 10% 20% 30%

% of respondents

GoodAccommodating / Supportive / Encouraging

Staff / Teachers - helpful, availableCourse specific - positive comments

Research - first class, vibrant, leadersResources, Facilities - good

More equipment, facilities needed / Poor at presentStudent Support Service comments (positive)

InnovativeGood reputation

Growing / ImprovingPoor Admin / Poor Student Services

International / Multicultural / Culturally diverseFees & Costs comments / Funding & Scholarship / Not delivering - no value for money

Teachers - lack of support, poor quality, not helpfulGreat Leanring and study environment

Not supportive to mature age students / post grad studentsFlexibility

Relaxed / Open UniDisorganised

Lack of communicationOther (not coded)

3%

3%

3%

3%

4%

4%

5%

5%

5%

5%

7%

7%

7%

8%

9%

9%

10%

11%

13%

13%

28%

22%




Two main competitors to Macquarie University for PhD research in

respondents’ fields were identified, those being Sydney University (48%)

and the University of New South Wales (41%). Others named included

Australian National University (22%), University of Melbourne (22% and

UTS (12%).


0% 10% 20% 30% 40% 50%

% of respondents

Sydney University








La Trobe University



Monash University



Other (not coded)


12%

1%

1%

3%

3%

4%

4%

5%

5%

8%

12%

22%

22%

41%

48%


Q17. Overall, which universities do you consider to be the main competitors toMacquarie University for PHD research in your field?

- 161 -


A range of reasons for choosing Macquarie University were identified,

including:

� The reputation of a specific academic (31%)









interest (47%), the availability of research funding, resources and facilities

(29%), the availability of scholarships (26%) and the reputation or strength

of a research group (24%). Other variances included:




available in my field of interest (34%).


overseas education agency (27%) and the fees (15%) were more

important.

- 162 -

0% 10% 20% 30% 40%

% of respondents

Reputation of a specific academicAn existing relationship with a potential supervisor


I am familiar with the areaSupervision available in my field of interest


Reputation or strength of a research groupThe availability of scholarships

I wished to experience this country/ cityOverseas Education AgencyThe quality of the facilities

Lecturers or academics in my networkThe fees

My friends go to MacquarieThe employment opportunities on completion

Its green open campusThe support services provided

My academic transcript results enabled me to get inRelatives influenced me

The employment opportunities while studyingMy Careers Advisor encourage meThe availability of public transport

Other (not coded)Don’t know/not sure

5%6%

8%8%

9%9%9%

11%12%12%13%13%

17%17%

20%25%25%

29%30%31%31%

3%8%

3%4%

5%



Almost two thirds (61%) of the students surveyed indicated that Macquarie

University has a better reputation for some research areas over others. The

main areas named were Accounting/Finance (19%), Linguistics and

Psychology (16%) and Business Studies/Management (11%).

0% 10% 20% 30% 40%

% of respondents


Yes - Accounting / Finance

Yes - Linguistic & Psychology

Yes - Business Studies / Management

Yes - History - Ancient / Modern Australian / Art

Yes - Environment & Life Science

Yes - Education / Teaching

Yes - Science

Yes - not coded

No 6%

17%

4%

4%

9%

9%

11%

16%

19%

34%


Q19. Does Macquarie University have a better reputation for some research areasover others?

- 163 -


A number of initiatives were identified by PhD students to make Macquarie


� Better/new facilities and resources (16%)

� Upgrade infrastructure – buildings and classrooms (14%)

� Improve the quality of the teaching staff (12%)

� More/better courses/degree options (12%)

� Improve the reputation (11%)

� More funding (11%)


0% 10% 20% 30%

% of respondents

Better / new facilities / resources

Upgrade infrastructure - new buildings, refurbish classrooms

Improve / maintain quality of teaching staff

More / better courses, degrees, double degree options

Improve reputation

More funding

Better IT support, facilities, labs, wireless internet

Public transport comments - railway / more access

Improve student support - counselling / mentoring / legal issues

Lower / affordable fees

More student - involvement, services, activities, social events

Buildings & grounds - more aesthetically pleasing / more open spaces, relaxing environment

Other (not coded)

Don't know 12%

27%

5%

6%

6%

6%

8%

9%

11%

11%

12%

12%

14%

16%



- 164 -



undertake PhD study were identified as:



4.4



� Reputation of professor/supervisor - average rating of 4.2




� Strong research group - average rating of 4.1




� Provides personal support to achieve my goals – average rating of 4.0







� Reputation of a professor/supervisor – average rating of 3.8



of 3.8



- 165 -



3.7







Overall Satisfaction With Macquarie University

The overall satisfaction rating for Macquarie was relatively high at 3.7, with

almost three quarters (72%) of these students indicating that they were

satisfied. The scaled responses were as follows:


� Satisfied (61%)





- 166 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Very satisfied

Satisfied


Dissatisfied



1%

11%

15%

61%

11%









� Strong research group


� Being innovative

� Research group support


� Prestige

� Good value and service for money invested


� Work space and facilities


� Employers respect the research area at the university

- 167 -

� Fair and transparent management on research funds




� Research areas supported on completion

� The employment opportunities on completion

� The fees


- 168 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating

Reputation of a professor/ supervisor


Online resources


Green open campus

Expertise in the research topics I am interested in

Supervisor support





The research areas supported

Important

Less important

Satisfactory

Optimal

- 169 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating



Allows m

e to live close to


Strong research group

Research group support




Being innovative

Prestige


Important

Less important

Satisfactory

Optimal

- 170 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating

Employers respect the research area at the university

Work space and facilities


y goals

Research funding and focus

University rankings

Study near work


Good value and service for money invested


Chance to study and work at same university


Fair and transparent management of research funds

Important

Less important

Satisfactory

Optimal

- 171 -


ITH ASPECTS



12345

12

34

5

Perform

ance rating

Importance rating




Research areas supported on completion




The fees


Social life


The employm

ent opportunities on completion

Important

Less important

Satisfactory

Optimal

- 172 -

Gap Analysis





following chart.


- POST GRADUATE HRD -

3.8 3.7 3.7 3.8 3.8

3.5

3.2

3.73.5 3.6

4.14.14.14.14.14.24.24.44.4

4.5

1

2

3

4

5

The quality of the

academic staff

Expertise in the

research topics I

am interested in

Supervisor

support

Online resources Reputation of a

professor/

supervisor

Academically

superior

Efficient and

professional

administration

Known for

strength in

research

Strong research

group

The reputation of

the university


- 173 -










The ranking for Macquarie university was significantly higher amongst

domestic students (2.1) compared to international students (2.7).



following results.

Leading in innovation The best university for my research




UTS 3.2 (4) 3.9 (4)

UWS 4.3 (5) 4.2 (5)

In relation to the best university for my course, Macquarie University ranked

significantly higher amongst domestic students (1.5) compared to

international students (2.2). International students ranked Sydney university

(1.9) considerably higher than the average in this respect.

- 174 -

Innovation


� Ability to change to meet current needs (60%)

� Unique/different to other universities (40%)

� Cutting edge research (40%)

� New facilities/resources/hi tech equipment (30%)

� Flexible learning environment (20%)

� Knowledgeable/supportive/competent staff (20%)

� Up to date facilities/services/IT equipment (20%)


0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Ability to change to meet current - community / career trends

Innovative / unique / different to other uni's

Research - cutting edge student inovlvement / used within uni / funding

Access to cutting edge / modern technology

New / improved facilities / resources / high tech equipment

Flexible learning environment

Staff - knowledgeable / supportive / competent

Up to date facilities / services / wireless internet / computers

Courses / units / degrees - new / interesting / relevant / varied / flexible

Teaching methods - new / creative / flexible 10%

10%

20%

20%

20%

30%

30%

40%

40%

60%








- 175 -

� Neutral (28%)




0% 10% 20% 30% 40% 50%

% of respondents

Very innovative

Innovative

Neutral

Not innovative



2%

5%

28%

43%

15%





� Research – current and past studies (27%)

� Courses offered/course structures (20%)

� Always trying to expand areas of expertise/evolving (14%)

� Growing in terms of leading the way, reputation and recognition (13%)



- 176 -

0% 10% 20% 30%

% of respondents

Research - current & past studies, opportunities to participate

Course structures / courses offered / New courses - diverse variety


Growing - leading the way, reputation, recognition

Resources & Facilities

Slogan says so / they advertise & promote themselves that way

Flexibility / open learning

Offers things other uni's can't or don't

Teaching methods

Good / knowledgeable staff, always available, supports

It's young /relatively young

Leadership programme

Technology - online opportunities

Other (not coded)

Don't know 3%

14%

3%

3%

5%

5%

6%

6%

6%

9%

13%

13%

14%

20%

27%






as the internet (68%), visited the campus (29%), employers/work colleagues

(27%), academic journals for information on research (26%),

brochures/pamphlets (24%), friends and relatives (24%), the media (22%)

and overseas study agencies (21%).


likely to name visited the campus, while higher proportions of international

students named the internet (76%), overseas study agencies (47%), the

media (31%), and careers advisors (19%).

- 177 -

0% 10% 20% 30% 40%

% of respondents

Internet - Search Engine - Universities / post grad courses / research opportunities

Visited the Campus


Academic journals for information on research

Brochures/pamphlets




Internet - Macquarie Uni Website - course availability / research scholarships

Internet- not coded


Careers advisors

Went to an open day


Internet - Don't remember / Too long ago

Other- not coded


11%

4%

7%

9%

11%

13%

15%

19%

21%

22%

24%

24%

26%

27%

29%

33%



The most useful sources of information were considered to be the internet

(53%), academic journals for information on research activity/interests/focus

(32%), employers/work colleagues (29%), visiting the campus (29%),

brochures/pamphlets (21%), friends and relatives (19%), attending an open

day (17%), careers advisors (15%) and the media (14%).

Again, pure research students (42%) and domestic students (36%) were

more likely to name visited the campus, while higher proportions of

international students named overseas study agencies (25%), careers

advisors (25%) and the media (23%).

0% 10% 20% 30% 40%

% of respondents

Academic journals for information on research activity/ interests/ focus


Visited the Campus

Brochures/pamphlets

Internet


Internet -University websites / homepages

Went to an open day

Careers advisors



Internet - Google


Internet -Search engine - course specific / research / departments

Other


23%

7%

8%

11%

11%

14%

15%

17%

19%

19%

20%

21%

29%

29%

32%



- 178 -

Three quarters (75%) of the students surveyed indicated that the


provided by other universities. There was, however, more than twice as

many (17%) who considered this information to be better, than those who

indicated that it was not as good (8%).

There were no statistically significant variances to these responses among

the groups surveyed.

0% 10% 20% 30% 40% 50% 60% 70% 80%

% of respondents

About the same

Better (not coded)

Better - Able to access information easily / Clear, comprehensive information

Not as good 8%

8%

11%

75%



- 179 -






30% 42% 22%

Use a tone and style I relate to 34% 48% 13%




22% 34% 31%


24% 40% 26%



surveyed.



be happy to recommend Macquarie University to prospective students,

either wholeheartedly (24%), for certain courses or departments (60%) or

for other reasons (1%). Just 7% of those surveyed stated that they would

not do so.


although a higher proportion of international students (14%) indicated that

they would not recommend Macquarie university to prospective students.

- 180 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents



Yes - other reasons

Unsure

No 7%

12%

1%

24%

60%





identified as speaking to academics, lecturers and researchers (24%), to

experience life at university (18%), clear explanations of each course

offered, its structure and where it leads (17%), current students/graduates to

talk to who are doing the same course (14%) and brochures/ pamphlets/

books and information packs (11%).

Pure research students (34%) were more likely to indicate that they would

like to speak to academics, lecturers and researchers.

- 181 -

0% 10% 20% 30%

% of respondents

Speak to Academics, Lecturers, Researchers

To experience life at Uni, eg attend lecturers, meet new people

Clear explanations of each course offered, structure & where it leads

Current students / graduates to talk to who have ./ are doing same course

Never attended an Open day / not interested in attending one

Brochures / Pamphlets / Booklets / Information packs


Straight forward, relevant information & answers to my questions


Info outlining everthing available to me on open day

Other (not coded)

Don't know 8%

12%

3%

5%

8%

8%

11%

13%

14%

17%

18%

24%



Perceptual Mapping


considered to be flexible, innovative, personally supportive, have a

reasonable balance of overseas students and a multicultural environment.

UTS is most closely associated with delivering practical outcomes, having a

commercially relevant approach, a convenient location and good public

transport.







- 182 -

8069 Macquarie University - Post Graduate HDR Students

UWS

UTS

Uni NSW

Sydney

Macquarie

Well resourced


Research focused


students


Prestigious

Practical outcomes



Long tradition

Job opportunities


Innovative

Green open campus

Good social life

Good reputation



Good facilities


Flexible

Creative

Convenient location



A wide range of courses/ disciplines



A good place to do a PHD

- 183 -

Alumni

- 184 -

Summary

Demographics and Course Attributes

The gender mix of the Alumni who responded to the survey was similar

(51% males, 49% females).

Male51%

Female49%

MTR (Ref: 8069-A)

Q36. Gender

The great majority (70%) were in the 20 to 49 age group – 21 to 24 (8%), 25

to 29 (16%), 30 to 39 (26%) and 40 to 49 (20%). Further, one in five (19%)

were aged 50 to 59 and 10% were aged 60 plus.

0% 10% 20% 30%

% of respondents

21-24

25-29

30-39

40-49

50-59

60+ 10%

19%

20%

26%

16%

8%

MTR (Ref: 8069-A)

Q35. Age

- 185 -

Two thirds (67%) of respondents indicated that they are employed full time.

The employment status of other students was as follows:

� Working part time (9%)

� Working casually (5%)

� Self employed (8%)

� Home duties (3%)

� Retired (7%

� Full time student (4%)

� Part time student (3%).

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Work Full Time

Work Part Time

Work Casually

Self Employed

Home duties

Retired

Full time student

Part time student

Other 2%

3%

4%

7%

3%

8%

5%

9%

67%

MTR (Ref: 8069-A)

Q37. What is your employment situation?

In relation to gross household income, a broad range was identified, as

outlined below:

� Under $20,000 (5%)

� $20,000 to $39,999 (8%)

� $40,000 to $59,999 (12%)

� $60,000 to $79,999 (13%)

� $80,000 to $99,999 (13%)

- 186 -

� $100,000 to $149,999 (17%)

� $150,000 to $199,999 (10%)

� $200,000 plus (12%)

0% 5% 10% 15% 20%

% of respondents

Under $20,000

$20,000-$39,999

$40,000-$59,999

$60,000-$79,999

$80,000-$99,999

$100,000-$149,999

$150,000-$199,999

$200,000+ pa

Refused 12%

12%

10%

17%

11%

13%

12%

8%

5%

MTR (Ref: 8069-A)

Q38. Which of the following best describes your gross Household income?

Almost one quarter (24%) of those in paid employment indicated that

Education was the category that best represents the industry of their

business. Other industries named included Finance and Insurance (14%),

Legal and Professional Services (11%) and Health and Community Services

(8%).

0% 10% 20% 30%

% of respondents

Education

Finance and insurance

Legal and Professional services

Health and community services

Government administration and defence

Communication services

Manufacturing

Retail trade

Construction

Wholesale trade

Cultural and recreational services

Electricy, gas and water supply

Personal and other services

Transport and storage

Accommodation, cafes and restaurants

Mining

Agriculture, forestry and fishing

Other 15%

1%

1%

1%

1%

1%

1%

1%

2%

2%

3%

4%

4%

6%

8%

11%

14%

24%

MTR (Ref: 8069-A)

Q39. Please indicate which category best represents the industry of your business.

- 187 -

The majority of respondents (44%) indicated that the qualification they had

obtained from Macquarie University was an Undergraduate three year full

time or full time equivalent degree. Other qualifications mentioned named

included a Masters degree (41%), Honours degree (10%), Postgraduate

diploma (9%), Postgraduate certificate (5%) and PhD pure research (2%).

0% 10% 20% 30% 40% 50%

% of respondents

Undergraduate 3 year FT or FT equivalent

Masters degree

Honors degree

Postgraduate diploma

Postgraduate certificate

PhD pure research

PhD combined research and coursework

Other 3%

<1%

2%

5%

9%

10%

41%

44%

MTR (Ref: 8069-A)

Q1. What qualifications have you obtained from Macquarie University?

Almost one third (30%) of the alumni surveyed indicated that they obtained

their qualifications from Macquarie University in Business/Commerce. Other

course areas named included Arts and Humanities (17%), Finance/

Economic (14%), Education (12%) and Science (8%).

0% 10% 20% 30% 40%

% of respondents


Finance/ EconomicEducationScience

PsychologyLinguistics

LawEnvironmental Sciences

Info Systems/ Computing Science/ ITMedia/ Journalism/ Communications

Life SciencesSocial Science, Sociology, Social Work

International StudiesAnthropologyPhilosophyActuarial

EngineeringMedicine

Visual Arts & DesignDentistry

OtherDon’t know/ not sure

<1%

1%

2%

2%

2%

3%

3%

4%

4%

5%

6%

7%

7%

8%

12%

14%

17%

30%

<1%

5%

<1%

<1%

<1%

MTR (Ref: 8069-A)

Q2. In what course areas did you obtain qualifications from Macquarie University?

- 188 -

Approximately half (46%) of those surveyed indicated that they completed

their last year of study at Macquarie University up to five years ago, while

16% completed it between 5 to 10 years ago (16%) and 9% between 10 and

15 years ago. More than one quarter (28%) of respondents completed their

last studies more than 15 years ago.

0% 10% 20% 30% 40% 50%

% of respondents

Up to 5 years ago

Between 5 and up to 10 years ago



Currently studying at Macquarie




Between 35 and up to 40 years ago 1%

4%

5%

5%

6%

7%

9%

16%

46%

MTR (Ref: 8069-A)

Q3. How long ago did you complete your last year of study at MacquarieUniversity?

Four in five (40%) of those surveyed indicated that they did not have

qualifications from other universities. However, the remaining 60% did, with

the most frequently named being Charles Sturt University (27%), Sydney

University (13%), La Trobe University (9%), and the University of New

South Wales.

- 189 -

0% 10% 20% 30% 40% 50%

% of respondents


Sydney University

La Trobe University












Other

No other university 40%

31%

1%

1%

3%

3%

3%

4%

4%

5%

6%

6%

8%

9%

13%

27%

MTR (Ref: 8069-A)

Q4. Which other universities do you have qualifications from?


Two main competitors to Macquarie University among those surveyed were

identified, those being Sydney University (59%) and the University of New

South Wales (59%). Others named included UTS (38%), University of

Melbourne (19%), Australian National University (19%) and UWS (16%).

0% 10% 20% 30% 40% 50% 60%

% of respondents


Sydney University










La Trobe University



Other


4%

2%

3%

4%

6%

6%

7%

9%

11%

16%

19%

19%

38%

59%

59%

MTR (Ref: 8069-A)

Q6. Which universities do you consider to be the main competitors to MacquarieUniversity?

- 190 -

Reputation of Courses of Macquarie University

Approximately two thirds (66%) of respondents indicated that Macquarie

University has a better reputation for some courses over others. Many

(31%), however, were unsure.

Yes66%

Don't know/ not sure31%

No3%

MTR (Ref: 8069-A)


Agreement with Statements About Macquarie University

There was a high level of agreement with the following statements about

Macquarie University:

� The qualifications I obtained at Macquarie University are useful to me

– average rating of 4.3

� The continuing success of Macquarie University is important to me –

average rating of 4.1

� If I was an employer, I would be happy to employ Macquarie

University graduates – average rating of 4.1

� The qualifications I obtained at Macquarie University are well

regarded – average rating of 4.0

� I care about Macquarie University - average rating of 4.0

- 191 -

There was also a relatively high level of agreement with the following

statements:

� The qualifications I obtained at Macquarie University have assisted

me in career advancement – average rating of 3.9

� I am interested in contributing to the future success of Macquarie

University – average rating of 3.6

� Being part of the Macquarie University Alumni is important to me –


� I am interested in being more actively involved in Alumni events and

activities – average rating of 3.3

� I feel part of Macquarie University family – average rating of 3.2

Respondents had relatively low level of agreement with the statement

“Being part of the Macquarie University Alumni network has assisted me in

my working career” (average rating of 2.5).

1 2 3 4 5

Scale: 1-51=Strongly disagree : 5=Strongly agree

The qualifications I obtained at Macquarie University are useful to me

If I was an employer, I would be happy to employ Macquarie University graduates

The continuing success of Macquarie University is important to me

The qualifications I obtained at Macquarie University are well regarded

I care about Macquarie University

The qualifications I obtained at Macquarie University have assisted me in career advancement

I'm interested in contributing to the future success of Macquarie University

Being part of the Macquarie University Alumni is important to me

I'm interested in being more actively involved in Alumni events and activities

I feel part of the Macquarie University family

Being part of the Macquarie University Alumni network has assisted me in my working career 2.5

3.2

3.3

3.5

3.6

3.9

4.0

4.0

4.1

4.1

4.3

MTR (Ref: 8069-A)

Q10. Please rate, your level of agreement with the following statements.

- 192 -

Contributing to the Future Success of Macquarie University

Among those who were interested in contributing to the future success of

Macquarie University, the best way to achieve this aim was identified as

learning about the Macquarie Ambassador’s Program (57%). Other ways

named included:

� Supporting partnerships between Macquarie and industry (50%)

� Advocacy (41%)

� Making a financial contribution (6%)

0% 10% 20% 30% 40% 50% 60%

% of respondents

Learning about the Macquarie Ambassador's Program

Supporting partnerships between Macquarie and Industry

Advocacy

Making a financial contribution

Other 17%

6%

41%

50%

57%

MTR (Ref: 8069-A)

Q11. In what ways would you like to contribute to the future success of MacquarieUniversity?


The most important factors in relation to university study were identified as:



4.5

� The quality of the teaching facilities (lecture theatres, library, etc) –



- 193 -



� Employers respect the university - average rating of 4.4


� The courses and research areas are supported – average rating of

4.4





� Fair and transparent management of the university funds - average

rating of 4.3



� Easy access by public transport – average rating of 4.2

� Globally competitive – average rating of 4.2

� Employers respect research areas of the university – average rating

of 4.2


� Access to global networks/ communities - average rating of 4.2

� The fees - average rating of 4.2

� Known for links with employers – average rating of 4.1

� University rankings – average rating of 4.1

� Provides ongoing opportunities to achieve my goals – average rating

of 4.1

� The availability of scholarships – average rating of 4.0

� Prestige – average rating of 4.0

Almost all of the specific aspects tested recorded satisfaction ratings below

the importance ratings, with these results generally in the range from 3.4 to

4.2. The highest satisfaction ratings were recorded for the following:

- 194 -

� Green open space – average rating of 4.2


of 4.0

� Expertise in the topics I am interested in – average rating of 4.0


� The flexibility between courses – average rating of 3.8








� Multicultural environment – average rating of 3.7

� The courses and research areas are supported – average rating of

3.7



� Allows students live close to home – average rating of 3.6

� Good value and service for money invested – average rating of 3.6

� Employers respect research areas at the university – average rating

of 3.6

� Commercially relevant approach – average rating of 3.6

- 195 -

Overall Satisfaction and Recommendation

The overall satisfaction rating for Macquarie was very high, with more than

four in five (82%) of these respondents indicating that their experience was

excellent or good. The scaled responses were as follows:

� Excellent (24%)

� Good (58%)

� Average (15%)

� Poor (2%)

� Very Poor (1%)

0% 10% 20% 30% 40% 50% 60%

% of respondents

Excellent

Good

Average

Poor

Very Poor


1%

2%

15%

58%

24%

MTR (Ref: 8069-A)

Q14. Overall, how would you rate your experience of Macquarie University?

- 196 -

Importance/ Performance Matrices






� The employment opportunities for graduates


� Easy access by public transport

� Fair and transparent management of the university funds




� The fees

� Known for links with employers


� Provides ongoing opportunities to achieve my goals


� Prestige

� Equitable opportunities for domestic and overseas students


� The location of the university

� International exchange opportunities

� Reasonable balance of overseas students

� Having history and tradition

� Social life

� The quality of the sports and recreational facilities.


- 197 -


ITH ASPECTS ABOUT

- UNIVERSITY STUDY AND M

ACQUARIE UNIVERSITY (1) -

1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating


Expertise in the topics I am interested in




Being innovative

Efficient & professional administration

Employers respect the university

Online resources

The courses & research areas supported


The flexibility w

ithin the courses

A w


Fair & transparent management of university funds

Important

Less important

Satisfactory

Optimal

- 198 -


ITH ASPECTS ABOUT



1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating

Good value & service for money invested



orks/ communities


Employers respect research areas at the university


Research funding & focus

The fees

Known for links w

ith employers

Provides ongoing opportunities to achieve my goals

University rankings

Prestige



Important

Less important

Satisfactory

Optimal

- 199 -


ITH ASPECTS ABOUT



1.0

2.0

3.0

4.0

5.0

1.0

2.0

3.0

4.0

5.0

Perform

ance rating

Importance rating


Equitable opportunities for domestic & overseas students

Green open space







Allows students to live close to home


Social life



Important

Less important

Satisfactory

Optimal

- 200 -

Gap Analysis





following chart.


- ALUMNI -

3.73.73.7

3.4

3.83.73.73.7

4.03.9

4.8

4.5 4.5 4.5 4.44.4 4.4 4.4 4.4 4.4

1

2

3

4

5

The quality of

the academic

staff

Expert ise in the

topics I am

interested in

The quality of

the teaching

facilit ies

The reputat ion

of the university

Academically

superior

Being

innovat ive

Eff icient &

professional

administrat ion

Employers

respect the

university

Online

resources

The courses &

research areas

supported

Performance Importance

- 201 -

Recommendation and Disposition Towards Macquarie University


be happy to recommend Macquarie University to friends, relatives

colleagues, etc. Just 4% indicated that they would not recommend the

institution, while a further 14% were unsure.

Yes82%


No4%

MTR (Ref: 8069-A)

Q16. Would you recommend Macquarie University to friends, relatives, colleagues,etc?

Four in five (80%) respondents also stated that they were positively

disposed towards Macquarie University.

- 202 -

Yes79%


No5%

MTR (Ref: 8069-A)

Q15. Are you now positively disposed towards Macquarie University?Select one response only


Those surveyed ranked Macquarie University equal second when asked

which is the best of the main Sydney universities. The results were as

follows:







innovation, as evidenced by the following results:






- 203 -

1 2 3 4 5

Ranking

Sydney

Uni NSW

Macquarie

UTS

UWS 4.7

3.7

2.5

2.3

1.8

MTR (Ref: 8069-A)

Q18. Please rank the following universities.

Innovation

Three in five (61%) of those surveyed considered Macquarie University to





� Neutral (23%)



- 204 -

0% 10% 20% 30% 40% 50%

% of respondents

Very innovative

Innovative

Neutral

Not innovative



1%

3%

23%

48%

13%

MTR (Ref: 8069-A)


Primary Concerns

A work/life balance was selected for more of two thirds (69%) of

respondents as an issue of primary concern to them. A number of other

issues were named, including:

� Making a contribution to the future of society (59%)

� Ethics (56%)

� Personal health and wellbeing (55%)

� Career success and achievement ( 53%)

� Sustainability (49%)

� Equity in education (47%)

� Support for and promotion of Australian research (46%)

� Global ecology and environmental health (44%)

� Advances in science and medicine (43%)

� Leadership, culture and organisational change management (43%)

- 205 -

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

Work/life balance

Making a contribution to the future of society

Ethics

Personal health and well being

Career success and achievement

Sustainability

Equity in education

Support for and promotion of Australian research

Global ecology and environmental health

Advances in science and medicine

Leadership, culture and organisational change management

Australia’s challenges and opportunities in a global economy

Community involvement

International relations and global security cooperation

Wealth creation and management

Understanding advances and applications for communications technology

Small business and private practice issues

Other 2%

17%

25%

28%

29%

36%

36%

43%

43%

44%

46%

47%

49%

53%

55%

56%

59%

69%

MTR (Ref: 8069-A)

Q24. What issues are of primary concern to you?

SIRIUS (Online Alumni Magazine)

The overwhelming majority of respondents (83%) indicated that they were

aware of SIRIUS, the online Alumni magazine.

Yes83%


No12%

MTR (Ref: 8069-A)

Q25. Are you aware of SIRIUS (Online Alumni Magazine)?

- 206 -

Among this group of respondents, many (40%) indicated that they usually

just scan through it, 21% stated that they read some features in depth and

17% indicated that they do not currently read it, but have read it in the past.

0% 10% 20% 30% 40% 50%

% of respondents

I usually read SIRIUS online thoroughly

I read some features in depth

I usually just scan through the SIRIUS online magazine

I do not currently read SIRIUS online magazine, but have read it in the past

I have never read SIRIUS online magazine 14%

17%

40%

21%

8%

MTR (Ref: 8069-A)

Q26. Which of the following statements best describes your readership of theSIRIUS online magazine?

More Information about Macquarie University

Over one quarter of respondents (28%) mentioned that they would like to

receive more information about Macquarie University. However, more than

one third (38%) indicated that they would not . An additional one third of

respondents (34%) were unsure.

- 207 -

Yes28%


No38%

MTR (Ref: 8069-A)

Q28. Would you like to receive more information about Macquarie University?

When asked what information they wanted to receive about Macquarie

University, respondents named mainly new fields of study and research

(58%), achievements in research (53%) and postgraduate study options

(50%).

Other responses included:

� Partnerships with industry (21%)

� Key people movement and news (20%)

� Campus development program (17%)

� Programs for volunteering (16%)

� Sports and recreation information (7%)

� Options for financial support of the university (7%)

- 208 -

0% 10% 20% 30% 40% 50% 60%

% of respondents

New fields of study and research

Achievements in research

Postgraduate study options

Partnerships with industry

Key people movement and news

Campus development program

Programs for volunteering

Sport & recreation information

Options for financial support of the university

Other


1%

7%

7%

16%

17%

20%

21%

50%

53%

58%

MTR (Ref: 8069-A)

Q29. What information do you want to receive about Macquarie?

Most (60%) of those surveyed indicated that they would like to receive

SIRIUS magazine online, while 30% would prefer a printed version. In

addition, more than one quarter (27%) indicated that they would like to

receive it through the website and almost one in five (18%) respondents

indicated that they want to receive it via direct mail.

0% 10% 20% 30% 40% 50% 60% 70%

% of respondents

SIRIUS magazine online

SIRIUS magazine printed version

Website

Direct mail

SMS alert for events

Other 3%

3%

18%

27%

30%

60%

MTR (Ref: 8069-A)

Q30. How do you want to receive it?

- 209 -

Online Community and Engagement with University

Almost half (48%) of respondents stated that they have an interest in being

part of an online community of Alumni, where they could network, reconnect

with lost classmates, share stories and post resumes and job opportunities.

Yes48%


No24%

MTR (Ref: 8069-A)

Q31. Are you interested in being part of an online community of Alumni where youcan network, reconnect with lost classmates, share stories and post resumes andjob opportunities?

One third (34%) of those surveyed indicated they would like a greater level

of engagement with the University. Conversely, one quarter (24%) indicated

that they would not. The remaining 42% were unsure.

Yes34%


No24%

MTR (Ref: 8069-A)

Q32. Would you like a greater level of engagement with the University?

- 210 -

Communication Environment

When asked how often they used communication environments,

respondents mentioned that they used the following at least weekly:

� Email (94%)

� Websites (86%)

� Text messaging (62%)

� Social networking sites (e.g. Myspace, Facebook) (25%)

� Bloggs (19%)

� Moderated forums or bulletin boards (11%)

� Chat rooms or IRC chat (8%)

� Share stories via vodcast or podcast (3%)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

% of respondents

Email

Web sites

Text messaging

Social networking sites (e.g. Facebook, Myspace)

Blogs

Chat rooms or IRC chat

Moderated forums or bulletin boards

37%

32%

43%

45%

14%

3%

0%

20%

5%

9%

9%

1%

2%

2%

32%

55%

29%

21%

22%

9%

3%

7%

2%

9%

9%

16%

9%

2%

4%

6%

10%

16%

46%

77%

92%

Daily

Weekly

Occassionaly

I intend to try it out

Never

MTR (Ref: 8069-A)

Q33. How often do you use the following communication environments?

- 211 -

Preferred Methods of Communication

Email was clearly the best ways to be communicate with Macquarie

University as it was mentioned by nine in ten (90%) of those surveyed.

Website (47%) and letters in the mail (30%) were also mentioned by

significant proportions of respondents.

Other ways to be contacted by the university were mentioned, those being:

� Social networking sites (e.g. Facebook, Myspace) (12%)

� Blogs (11%)

� Moderated forums of bulletin boards (10%)

� Text messaging (6%)

� Share stories via vodcast or podcast (4%)

� Chat rooms or IRC chat (2%)

However, one quarter (25%) of respondents indicated that they would prefer

the university not communicate with them.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

% of respondents

Email

Website

Letters in the mail

Social networking sites (e.g. Facebook, Myspace)

Blogs

Moderated forums or bulletin boards

Text messaging

Share stories via vodcast or podcast

Chat rooms or IRC chat

No preference

Would prefer the university not communicate with me 25%

2%

2%

4%

6%

10%

11%

12%

30%

47%

90%

MTR (Ref: 8069-A)

Q34. In which ways would you prefer the university communicate with you?

- 212 -

Perceptual Mapping

Macquarie University is most closely associated with the attributes of having

a wide range of courses, having a multicultural environment, being

innovative and creative and having a green open campus.

UWS is also in the same quadrant as Macquarie University and shares

some of these attributes, however, it is most closely associated with being

flexible.

UTS is associated with being a convenient location, having good public

transport and delivering practical outcomes and job opportunities.


attributes namely having a good reputation, a marketable brand, academic

expertise, being researched focused, globally competitive, internationally

recognised, prestigious and having a long tradition.

- 213 -

8069 Macquarie University - Alumni

UWS

UTS

Uni NSW

Sydney

Macquarie

Well resourced


Research focused

Prestigious

Practical outcomes

Open campus


Marketable brand

Long tradition

Job opportunities


Innovative

Good social life

Good reputation


Good facilities


Flexible

Creative

Convenient location

Academic expertise


- 214 -

Brand Wheels

- 215 -

- 216 -

- 217 -

- 218 -

Overall Conclusions and

Recommendations

- 219 -

Communication and Brand Issues

This research outlines the measures which Macquarie University should

take to:

• Address current student concerns and “improve the product”

• Improve its communications through practical forms of marketing and

effectively projecting its brand to all stakeholders:

o Potential undergraduates and their influencers

o Current students and staff

o Potential postgraduates

o Local businesses and potential employers

o The Alumni

Practical issues to be addressed (undergraduates & postgraduates):

• Improve the quality of lecture delivery

• Ensure tutors communicate well in English

• Upgrade the IT system, especially for enrolment

• Provide better facilities for lectures in the library

• Facilitate work experience and internships

Practical issues to be addressed (research postgraduates):

• Review the process for appointment of supervisors of research

postgraduates

• Provide training for inexperienced supervisors

• Improve the working space for research postgraduates

• Ensure all departments apply consistent policies concerning allocation

of funds for research projects

Practical issues to be addressed (potential undergraduates):

• Maintain and expand the schools partnership program

- 220 -

• Invite school students to campus more often

• Improve Open Day experience, involving current students, employers

and alumni

• Emphasise extra-curricular program and schemes like GLP

• Stress the links with industry and employment prospects

Practical issues to be addressed (all stakeholders):

• Improve the University’s website for marketing and the on-line

enrolment process, avoiding jargon

• Concentrate on facts about the University and what it offers

• Promote awareness of ease of access by public transport

• Avoid the implication that Macquarie might be an easy option

Practical issues to be addressed (employers/local businesses):

• Provide short courses for staff of local businesses (MGSM)

• Joint research

• Service provider, e.g. seminar and meeting facilities, video

conferencing etc.

• Business hub to coordinate business-to-business activities, e.g. a

business directory for Macquarie Park and regular business

newsletter.

• Access for local business staff to University’s facilities, such as the

gym, sports facilities, child care services etc.

The current branding of Macquarie University as innovative is both relevant

and appropriate, and should remain.

Being innovative is an attribute where Macquarie University ranks number

one amongst the main Sydney universities.

There is, however, a need to demonstrate in what ways the university is

innovative.

- 221 -

A key element of this communication is to highlight the flexibility that

studying at any level offers all types of students, such as the ability to

change courses.

Further, there is a need to identify the university’s strengths in regard to its

modern facilities, and its reputation relating to research.

The use of testimonials with eminent graduates and current professorial

staff would greatly assist in this respect.

- 222 -

Under the umbrella of being Australia’s Innovative University, is the

underlying essence, personality, benefits and attributes of the brand.

The essence of the ideal branding for Macquarie University varies

somewhat amongst the different stakeholders.

For business, it is considered to be “providing a relevant and practical

education for tomorrow’s leaders” .

For domestic students, “broadening your horizons for a successful future”.

For international students, “providing a quality education in a supportive,

multicultural learning environment”.

Macquarie University “owns” the following attributes: being innovative,

delivering practical outcomes, being creative, flexible and supportive, having

a multicultural environment, good facilities, a wide range of courses and a

green, open self-contained campus – a real university environment.

It is these attributes that must be strongly promoted.

The Perceptual Mapping indicates that Macquarie University is not

considered to be a sandstone university – that territory and the associated

attributes of prestige, long tradition, academically outstanding and good

reputation are “owned” by Sydney University and the University of New

South Wales.

It is unlikely that Macquarie University can take ownership of these

attributes in either the short or long term.

Indeed, does it want/need to be seen as a sandstone university? For some,

it appeals because it isn’t one.

Communication Issues

It is essential that Macquarie University maintains a broad communication

strategy to maximise its reach amongst both its current and potential

students.

- 223 -

The most important mediums were identified as the Internet, brochures/

pamphlets, careers advisors, open days, visiting the university and friends/

relatives.

The communications and information provided by Macquarie University are

as good, if not better, than other universities.

We suggest, however, that you conduct an evaluation of the Macquarie

University and competitor websites, as this medium is critical to your

success in attracting all types of students, and overseas students in

particular.

In relation to open days, the clear imperatives are to provide information on,

and experience of, Macquarie University through:

• Having current students to talk to who are currently doing the same

course

• Giving clear explanations of the courses offered, the structure and

where the course leads

• Being able to speak to academics, lecturers and knowledgeable

advisors

• Having printed information on the university itself

• Having guided tours of the campus

A further enhancement to open days would be to have employers and

members of the alumni who are positively pre-disposed towards Macquarie

University involved in these days.

This would enhance the appeal of the university in terms of meeting

employers’ expectations, and enable successful former students to talk to

the prospective students in a positive way about their employment history

and life experiences.

The communications from Macquarie University must contain information

that addresses the main reasons identified for undertaking study at a tertiary

institution.

- 224 -

In the case of postgraduate coursework students, for example, this would

include that undertaking such study would provide the qualifications needed

to get the desired job, and offer students their best career prospects.

The use of employers of Macquarie University in testimonials would add

credibility to these communications.

Further, these communications should also highlight the strengths of

Macquarie University in relation to the main factors that influence the

decision on which university to attend.

This would cover aspects such as the courses offered, the reputation of the

university and the quality of the teaching staff.

A clear example of this is the attraction to international students of the

opportunity to live in Australia and, in particular, Sydney.

Communications (Overseas Students)

The process through which you attract international students needs to be

investigated.

The role and impact of the agencies is critical to your success, and devising

a strategy to make these agencies work better for you would be of

significant benefit.

Communications (Undergraduates)

We believe that there would be benefits to the University in introducing an

annual influencers forum

This would include parents, teachers and careers advisors and would give

this group a strong lead that Macquarie University values their opinions, and

should lead to a higher level of recommendation amongst this important

group.

- 225 -

Communications (Alumni)

There is a strong case for the introduction of an Online Community facility

for the Macquarie University Alumni, given their high level of support for it,

as well as the desire of many of these former students to become more

engaged.

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