DOCSLIB.ORG

Pathways to the Course & Career You Want

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pathways to the Course & Career You Want Year 12 Retreat – Tuesday 10 October PATHWAYS TO THE COURSE & CAREER YOU WANT. 10/10/2017 Pathways Setting your Goals Preparation and Diligence • No regrets – put in your best effort. • Work consistently – keep on top of assessments. • Enjoy Year 12 • If you still fall short of your goal, no problem - Pathways!!!! Case Studies (Just three of many!) • Medicine • Veterinary Science • Communications 10/10/2017 2 Pathways to Further Study Pathways – Plan B • Macquarie University Academic Entry Program; ‘Next Step’ program; International College. • Movement within University eg: Law – B Arts/B Science/B Commerce; Medicine – B Medical Science / B Clinical Science • Schools Recommendation Scheme (SRS), Early Entry Programs, Subject Bonus Points, Elite Athlete & Performers Scheme • Private Universities – Notre Dame, Bond • Private Colleges – ICMS, Macleay, AFTRS • TAFE – Apprenticeships/Diploma Programs 10/10/2017 3 Pathways to Further Study What is the best university in NSW? Criteria for choosing the university for you • Student satisfaction • Reputation • Course specialty/expertise • Graduation employment rates • Graduation wage rate 10/10/2017 4 Isn’t it better for my career if I graduate from the traditional, ‘sandstone’ universities of USYD & UNSW? Put simply – NO. • Employers are too smart to employ someone just because they graduated from a particular university. • Their business depends on future growth and hiring the best candidate is vital. • GPA, experience (resume), networking (contacts), enthusiasm and passion are all much more important than the university you attend. "There's been a big sway away from just looking at academic results," says Fusion Consulting's Paula Gepp. "Most employers still expect at least a credit average but they really want well-rounded graduates who have done part-time or volunteer work, some travel or coaching or played sport." Date/Month/Year 5 Pathways to Further Study The Australian universities with the worst employment outcomes Good Universities Guide AUGUST 28 2017 • Students at the University of NSW, Sydney University, the University of Melbourne and the University of WA have some of the highest entrance scores in Australia. • None of these universities are in the guide's top 10 for staff qualifications or overall experience, which measures engagement, resources, skills development, support and teaching quality. • All four scored below the national average for overall experience and nationally, UNSW and Sydney ranked among the bottom seven in this category. 10/10/2017 6 Pathways to Further Study The Australian universities with the worst employment outcomes Good Universities Guide AUGUST 28 2017 • Bond University ranked number one for overall experience, followed by Notre Dame and Edith Cowan University. • Among NSW universities, the University of New England was ranked at number seven, followed by the University of Wollongong, Australian Catholic University and the University of Newcastle. • Only UNSW was ranked in the top 10 (in Australia) for full-time employment outcomes with 76.4 per cent of its students finding jobs within four months of graduating. 10/10/2017 7 Pathways to Further Study It’s not the University – it’s YOU • The four universities are also falling behind in students' starting salaries, with only UWA ranked in the top 10 for median graduate incomes. Its graduates earn about $60,900 after leaving university. • UNSW graduates earn $60,000, Sydney University graduates earn $56,000 and University of Melbourne students earn about $53,500. 10/10/2017 8 Pathways to Further Study It’s not the University – it’s YOU • About 84 per cent of students at the best university for employment outcomes, Charles Sturt University, find full-time work within four months of leaving. • CSU has low entrance scores because less students want to travel to regional areas, not because their courses are inferior – far from it! • ‘Universities' high entry scores and high demand are at least partially linked to reputation rather than quality.’ (Chris Lester – Chief Executive of the Good Universities Group) 10/10/2017 9 Private Colleges An alternative pathway International College of Manly Sydney (ICMS) requirement – completion of Year 12 B. Business Management B. Event Management B. Hospitality Management B. International Tourism B. Property (Development, Investment & Valuation) B. Sports Management Australian Film Television and Radio School (AFTRS) B. Screen: Production requirement – portfolio, no ATAR required 10/10/2017 10 University Retention Rates • High completion rates are rare • Only 7 out of Australia’s 43 universities boasted completion rates above 75% Top Ten: 1. The University of Melbourne — 88 per cent 2. University of Sydney — 81.9 per cent 3. The Australian National University — 81 per cent 4. Monash University — 79.3 per cent 5. The University of New South Wales — 78.1 per cent 6. University of Technology Sydney — 77.1 per cent 7. The University of Wollongong — 76.7 per cent 8. RMIT University — 74.8 per cent 9. The University of Western Australia — 74.5 per cent 10. Macquarie University — 71.3 per cent 10/10/2017 11 The FUTURE OF SKILLS – a new report from Pearson (Learning Company – experts in educational course ware) Looks optimistically at the employment landscape in the USA & UK Identified 7 megatrends: • Technological change – future automation employment impact range down from 47% to 9% in US. Technology amplifies human performance – gives rise to entirely new occupations and sectors. • Globalization – labor markets increasingly integrated. Huge benefits in advanced manufacturing and costs against sluggish trade growth and protectionism. • Demographic Change – age related entitlements vs investments in education, infrastructure. Ripple effects through health care, finance, housing, education. • Environmental Sustainability – structural changes resulting from ‘emerging’ green economy. • Urbanization – 2017 – 50% of world’s population live in cities. 2050 – 70%. Cities attract high value, knowledge intensive industries. • Increasing Inequality – disparities in education, health care, social services, consumption. • Political Uncertainty – negatively affects economic activity. 10/10/2017 12 Top professions in demand by 2030 United Kingdom USA Social Scientists & related workers Teaching Hospitality Trades Animal care Teaching Lawyers, judges & related workers Sports and Fitness Postsecondary Teachers Managers & Proprietors in Hospitality & Leisure Engineers Engineers Personal appearance workers Health & Social Services Managers & Directors Counsellors, Social workers Artistic, literary & media Librarians, curators and archivists Health Associate Professionals Entertainers, performers & sports related workers 10/10/2017 13 What skills will be in demand? The top ten skills, abilities and knowledge areas associated with rising occupations confirm the overall importance of social and emotional learning, critical thinking and learning to learn. United Kingdom USA Fluency of ideas Education & Training Judgement & Decision Making Coordination Originality Originality Active Learning Fluency of Ideas Systems Evaluation Active Learning Learning Strategies Learning Strategies Complex Problem Solving Psychology Critical Thinking Instructing Systems Analysis Social Perceptiveness Deductive Reasoning Sociology & Anthropology 10/10/2017 14 Thank you.
Load more

Recommended publications
  • Looking for Women in Australian Universities
    £ Higher Education Research and Development Society of Australasia, Inc Research and Development in Higher Education: Higher Education on the Edge Volume 34 Refereed papers from the 34th HERDSA Annual International Conference 4 – 7 July 2011 Radisson Resort, Gold Coast, Australia Strachan, Glenda & Broadbent, Kaye & Whitehouse, Gillian & Peetz, David & Bailey, Janis (2011). Looking for Women in Australian Universities. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 308 – 319). Gold Coast, Australia, 4 – 7 July 2011. Published 2011 by the Higher Education Research and Development Society of Australasia, Inc PO Box 27, MILPERRA NSW 2214, Australia www.herdsa.org.au ISSN 1441 001X ISBN 0 908557 85 X This research paper was reviewed using a double blind peer review process that meets DIISR re- quirements. Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors’ names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference. Copyright © 2011 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, as permitted under the Copyright, Designs and Patent Act, 2005, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the copyright Licensing Agency.
    [Show full text]
  • List of Universities in Australia
    List of universities in Australia There are 43 universities in Australia: 40 public universities, two international universities, and one private university.[1] The Commonwealth Higher Education Support Act 2003 sets out three groups of Australian higher education providers: universities, other self-accrediting higher education institutions, and state and territory accredited higher education institutions. Contents 1 Universities 2 University groups 3 See also 4 Notes 5 References 6 External links Universities From top left to right: Swinburne University of Technology, Melbourne; Macquarie University, Sydney; Royal Melbourne Institute of Technology, Melbourne; University of Melbourne, Melbourne; University of New South Wales, Sydney; University of South Australia, Adelaide; University of Western Australia, Perth; University of Sydney, Sydney; Queensland University of Technology, Brisbane; Australian National University, Canberra. University Times ARWU QS CWTS University Campus[2] State[2] Established status rank[3] rank[4] rank[5] rank[note 1] Sydney, Australian Brisbane, 601– Catholic Canberra, National 1991 1991 701+ 800 University Ballarat, Melbourne Australian Canberra ACT 1946 1946 47 77= 22 100 National University Bond 501– 461– Gold Coast QLD 1987 1987 University 600 470 Carnegie Mellon Adelaide SA 2006 2006 University - Australia Central 401– 601– Queensland Rockhampton QLD 1967 1992 500 650 University Charles 251– 551– Darwin Darwin NT 2004 2004 300 600 University Albury, Bathurst, Charles Sturt Wagga Wagga, NSW 1989 701+ University
    [Show full text]
  • High Fee Market for Australian Universities?
    19 E-Learning Countries and Regions The Gulf region is one of economic dynamism, The HECS functions in effect as a low-interest loan cosmopolitanism, and lofty ambitions. With their self- for tuition. Managed by government, not the universities, confidence and heady optimism, they may well succeed in and set at standard rates varying by discipline—it covers building up a solid base of American-model, largely private a varying proportion of actual costs, with the balance universities that will offer the type and quality of training that paid by government—the HECS is repaid through the millions of students in the region will find seductive. As income tax once the ex-students’ annual income reaches an alternative to spending years in the United States, it is very threshold level. The HECS debt accumulates and is possible that in coming years thousands of students from India, adjusted annually via the inflation rate, with no other Pakistan, Iran, Turkey, Egypt, and Palestine will seek their interest charge. One-fifth of students pay the HECS at a American degrees in Qatar, Kuwait, or the UAE in universities discounted rate. Monies equivalent to student HECS devoid of American students. In a region in which the United obligations are passed from government to universities States is both admired and detested, these institutions could as income. The HECS is a relatively painless form of end up playing a cultural and political role they haven’t yet tuition charge: studies have suggested that for full-time considered. students, deterrent effects are almost neutral as to student socioeconomic status, though the level of the HECS has been raised since these studies were carried out.
    [Show full text]
  • How Can Australian Universities Become Learning Organizations?
    Universities as Learning Organizations: How can Australian Universities become Learning Organizations? By Philip David Reece, BBus, MBus This Thesis is presented for the degree of Doctor of Philosophy of Murdoch University - 2004 - Certificate I certify that the substance of this thesis has not already been submitted for any other degree and is not currently being submitted for any other degree. I also certify that, to the best of my knowledge, any help received in preparing this thesis and all sources have been acknowledged in this thesis. I further certify that, except where has been acknowledged, the work and ideas presented in this thesis are the researchers own. ______________________________ ____________________________ Signed: (Philip David Reece) Dated i Acknowledgements To complete a PhD thesis is not just the work of one individual alone. To complete a thesis requires the support and encouragement of a great number of people and these are acknowledged here: My wife, Jill Reece, whose unfailing support, encouragement, love and patience allowed the researcher to have the time to do the research and complete this thesis. Above all Jill reminded the researcher that everything is accomplished in baby steps. My supervisor Associate Professor Leland Entrekin who allowed the researcher to pursue their ideas about the research topic, to decided and then use the most appropriate methodology and for his unflagging support. Thanks must also go to Dr Cecil Pearson, who helped the researcher through the process of learning how to write at an academic level and for his ideas on the right methodology and, for reading the many early drafts of this thesis.
    [Show full text]
  • Research Funding of Australian Universities: Are There Increasing Concentration?
    Research Funding of Australian Universities: Are There Increasing Concentration? Thi Mai Anh Nguyena, Alicia Rambaldia, Kam Ki Tanga a. University of Queensland, Australia Abstract Australia’s higher education sector is facing a watershed moment of its research funding regime. The Federal Government has proposed to change from the long-standing funding model that heavily based on publication output, to one based on publication plus industry engagement. In this paper, we take stock of how research funding is raised and allocated within the sector over the past two decades. It is found that the share of total research funding by university groups have barely changed. But the discipline of Biological and Clinical Sciences has increasingly dominated competitive funding schemes. Keywords: Research funding, ARC, NHMRC 1 Introduction Australia’s higher education sector is facing unprecedented challenges from both domestic and international fronts. In the past 20 years, the sector has experienced cuts in federal funding on a per student basis (Marginson 2001), a trend that puts pressure on Australian universities to increasingly rely on student fees. Australian universities are increasingly looking to overseas education markets as a source of funding. However, competition for international students has intensified rapidly with the entry of non-English speaking countries from Europe (e.g. France) and Asia (e.g. China) in additional to English speaking countries like the US and Singapore. What adds to this already complex environment is the spectacular rise of global university rankings in the past decade. These rankings are deemed a ‘consumer guide’ by international students or even public organizations (Hazelkorn 2007; HEFCE 2008), and they typically put overwhelming weights on research, especially The Academic Ranking of World Universities (commonly unknown as Shanghai Jiao Tong University ranking).
    [Show full text]
  • Council Summary
    University of Wollongong COUNCIL SUMMARY 190th Council Meeting: 23 June 2006 The following matters, which may be of interest to the staff and students of the University, were considered by the University Council at its meeting of 23 June 2006. Vice-Chancellor’s Report Centre for Transnational Crime Prevention The Federal Budget included $12 million in government funding for UOW to establish a Global Centre of Excellence for Transnational Crime Prevention to be based at the Innovation Campus. The initial funding announcement was made by the Federal Minister for Education, the Hon Julie Bishop at UOW. This was followed by a visit by the Minister for Foreign Affairs and Trade, the Hon Alexander Downer MP, who gave the inaugural lecture on National and International Security at the University on 16 May and announced a further 60 AusAID scholarships worth $3 million over the next three years for overseas students to study at the Centre. Further information: http://media.uow.edu.au/releases/2006/0504a.html http://media.uow.edu.au/news/2006/0517a/index.html Carrick awards for Teaching and Learning In the latest round of the Competitive Grants Scheme 156 submissions were received for the whole of Australia. Only five proposals were approved with UOW involved in two of them. The Leadership Grants Scheme, announced earlier this year, attracted 63 applications. Nine were approved and 21 were invited to move to the next stage including one from UOW led by Dr Gerry LeFoe in CEDIR, in conjunction with University of Tasmania, based around UOW's Faculty Teaching & Learning Scholars Program.
    [Show full text]
  • Another Whack at WAC: Reprising WAC in Australia
    Another Whack at WAC: Reprising WAC in Australia Roslyn Petelin, University of Queensland This paper will discuss the implementation of the first Writing-across-the-Curriculum program in the Australian Higher Education sector, a program I initiated at Queensland University of Technology (QUT) in 1992, but only remnants of which remained past 1997. Three years after the demise of that WAC program, I accepted an invitation to join another faculty at a different university, the University of Queensland (UQ), one of the seven original “sandstone” universities in Australia. My new appointment gave me an opportunity to reprise WAC at a new I institution. The demise of the first program provided lessons for the implementation of the sec- ond, but also serves as a cautionary tale for WAC programs everywhere. I will frame the narrative of demise and reprise using Miraglia and McLeod’s analysis of enduring WAC pro- grams in the U.S. The Place of Writing in the Australian Higher Education Context There are 41 universities in Australia, the majority of which have been created over the last 12 years out of former institutes of technology, colleges of advanced education, and teachers’ training colleges. A clear division exists between the “Big 8” research-based universities and the others. The “Big 8” comprise the seven traditional “sandstone” universities, including The University of Queensland, located in the capi- tal cities, plus Monash University in Melbourne. Although there is some activity at the “writing skills” level in many of the 35 universities, there is no tradition of composition as a part of the undergraduate curriculum as there is in the U.S.
    [Show full text]
  • The Australian Guide for Managing and Investigating Potential Research
    The Australian Guide to investigating and managing potential research breaches: challenges of a new approach Karolyn White, Macquarie University Susan O’Brien, University of Queensland 1 Jillian Barr, NHMRC Samantha Robertson, NHMRC The National Health and Medical Research Council(NHMRC), the Australian Research Council (ARC) and Universities Australia (UA) have established Australian guidelines for RCR and investigation of possible research misconduct: Historical 1990 NHMRC ‘Statement on Scientific Practice’ AVCC (UA) ‘Guidelines for Responsible Practice in context- Research and Problems of Research Misconduct’ 2 1997 Joint NHMRC/AVCC(UA) ‘Statement and research Guidelines on Research Practice’ integrity 2007 NHMRC, ARC, UA ‘Australian Code for the Responsible Conduct of Research’ – the regulation Code 2017 NHMRC, ARC, UA ‘The Australian Code for the Responsible Conduct of Research’ (under revision) Current Australian Code Part A - RCR practices including: General principles Management of research data and primary materials Supervision of research trainees 3 Publication and dissemination of research findings Authorship Peer review Conflicts of interests Collaborative research across institutions Current Australian Code Part B – Breaches of the Code, research misconduct and the framework for resolving allegations Breaches of the code (less serious deviations from the Code) (10.1) Research Misconduct: 4 An alleged breach of the Code Intent and deliberation, recklessness or gross and persistent negligence Serious consequences
    [Show full text]
  • Central Queensland University Graduation Ceremony 21 March 2013 Rockhampton, Queensland
    2666 CENTRAL QUEENSLAND UNIVERSITY GRADUATION CEREMONY 21 MARCH 2013 ROCKHAMPTON, QUEENSLAND ON THE CONFERRAL OF THE HONORARY DEGREE OF DOCTOR OF THE UNIVERSITY CAPRICORNIA CORNUCOPIA The Hon. Michael Kirby AC, CMG, Hon. D. Univ (CQU) CENTRAL QUEENSLAND UNIVERSITY GRADUATION CEREMONY, 21 MARCH 2013 ROCKHAMPTON, QUEENSLAND ON THE CONFERRAL OF THE HONORARY DEGREE OF DOCTOR OF THE UNIVERSITY CAPRICORNIA CORNUCOPIA THE HON MICHAEL KIRBY AC, CMG, Hon D.Univ (CQU)* REGIONAL, RURAL & GLOBAL EDUCATION It is a great privilege for me to graduate today. I thank Central Queensland University for conferring on me the Honorary Degree of Doctor of the University. I did not win this honour by burning the mid-night oil. At least, I did not do so locally. To be made a Doctor of the University is a special honour. The degree acknowledges that it is hard to pigeon hole the recipient in a particular discipline or * Justice of the High Court of Australia (1996-2009); One time Chairman of the Australian Law Reform Commission (1975-84); Chancellor, Macquarie University, Sydney (1984-93); Gruber Justice Prize (2010). 1 category. That is exactly how I feel. Although universities are so named because of the breadth and variety of the disciplines they teach and nurture, all too often scholars and students are locked into the silos of particular studies. Desirably, tertiary education should emphasise cross-pollinisation and learning from one another. It should yearn for universality. Yet the reality is often exactly the opposite. Mind you, it is difficult, at this ceremony, to address all the congregation of graduates and citizens, with words suitable to every discipline that is taught at CQU.
    [Show full text]
  • Theological Libraries in Australia and New Zealand
    C H A P T E R 4 Theological Libraries in Australia and New Zealand KERRIE BURN Introduction This chapter will outline the history and current state of theological librarianship in Australia and New Zealand. The earliest theological libraries in both countries were often the private library collections of individual clerics. Over time, the development of theological libraries tended to be aligned with the development of theological teaching institutions. These were often denominationally-based and/or associated with seminaries or the formation houses of particular religious orders. The establishment of consortial arrangements between these theological teaching institutions has also been a feature of the theological education landscape. These have provided economies of scale, opportunities for collaboration, and access for members to an increased range of library resources. In the region, significant theological library collections are also located in the state and national libraries, and at some of the larger universities which have theology or religious studies departments. In addition to discussing the development of theological libraries, this chapter will include an overview of options for generalist librarianship education, outline the roles and status of the peak professional library associations in both countries (ALIA and LIANZA), and detail the professional development opportunities for those working in Australasian theological libraries. Integral to the work of theological libraries in this region is the Australian and New Zealand Theological Library Association (ANZTLA) and this 41 chapter will elaborate on some of the historical achievements and current activities of the Association. Theological Libraries—History and Development The development of theological libraries and theological education in Australia and New Zealand do not have identical histories but they do share many similarities.
    [Show full text]
  • The Quest of Australian Public Universities for Competitive Advantage in a Global Higher Education Environment Department Of
    The Quest of Australian Public Universities for Competitive Advantage in a Global Higher Education Environment A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Donald J. Bradmore B.A., MEd (Melb), M.A. (Syd) Department of Management Business Portfolio RMIT University August 2007 The Quest of Australian .... ii Declaration I certify that, except where due acknowledgment has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; and, any editorial work, paid or unpaid, carried out by a third party is acknowledged. D. J. Bradmore Date: The Quest of Australian .... iii Acknowledgments Special thanks are due to Professor Kosmas Smyrnios, Director of Research, School of Management, RMIT University, for the invitation to undertake this work under his supervision, and for his good counsel and patience during its completion. Special thanks, also, to RMIT University, through its School of Management and Graduate Degrees Office (Research Development Unit), for scholarship support and funding for data collection purposes. I would also like to express my sincere appreciation to the following: Suzie and Rebecca, for their love and generous hospitality. Margaret Young, for her many kindnesses. Dr Karen Young, for her sound advice, encouragement and assistance, especially in the preparation of this thesis for final submission. Dr Caroline Tan and Dr Adeline Ong, much-admired PhD colleagues, for their inspiration and valued friendship.
    [Show full text]
  • International Review of Research in Open and Distance Learning Volume 6, Number 1
    International Review of Research in Open and Distance Learning Volume 6, Number 1. ISSN: 1492-3831 March – 2005 Quality Assurance, Open and Distance Learning, and Australian Universities Ian C. Reid Flexible Learning Centre, University of South Australia Adelaide, Australia Abstract Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. Keywords: distance education; quality assurance; online learning; e-learning; audit; higher education Introduction Following the expansion of enrollments in Australian universities in the 1980s, the federal government decided that the public purse could no longer fund universities at the same per student levels, and the Higher Education Contribution Scheme (HECS) scheme was introduced in 1989 as an additional taxation on students and funding source for universities.
    [Show full text]