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QUT Market Research Study 2006

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                                  QUT Market Research Study
                                            2006




                                         PREPARED FOR

                                      QUT / BCM Partnership

                    PREPARED BY • MCR     DATE • September 2006   JOB # • 06895




QUT Market Research Report 2006
QUT & BCM Partnership
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    QUT Market Research Report 2006
             QUT & BCM Partnership
                                                                                                                                           3




                                                      table of contents

INTRODUCTION ....................................................................................................................7
SUMMARY.............................................................................................................................11
       QUT’s position in brief.....................................................................................................12
       image of Brisbane universities .........................................................................................13
       information seeking ..........................................................................................................18
       advertising ........................................................................................................................19
       conclusions / recommendations........................................................................................23
METHOD................................................................................................................................27
FINDINGS ..............................................................................................................................33
POTENTIAL UNDERGRADUATES ..................................................................................35
      summary for potential undergraduates ............................................................................36
      conclusions / recommendations for potential undergraduates.........................................41
   QUALITATIVE .......................................................................................................................43
   1.0    UNIVERSITY KNOWLEDGE .........................................................................................43
   2.0    ADVERTISING ............................................................................................................43
   3.0    ACADEMIC EXCELLENCE ...........................................................................................44
      3.1    universities associated with academic excellence ................................................44
      3.2    factors associated with academic excellence .......................................................45
      3.3    factors least associated with academic excellence...............................................48
      3.4    improving QUT’s academic excellence................................................................48
   1.0    IMAGE .......................................................................................................................49
      1.1    image of Brisbane universities .............................................................................49
      1.2    academic excellence of Brisbane universities ......................................................54
      1.3    faculty strengths ...................................................................................................56
      1.4    renowned QUT courses ........................................................................................59
   2.0    INFORMATION SEEKING ............................................................................................62
      2.1    universities contacted for information..................................................................62
      2.2    timeframe for assessing options ...........................................................................63
      2.3    how impressions of a university are formed.........................................................65
      2.4    university preference ............................................................................................67
      2.5    factors motivating university study.......................................................................69
      2.6    influencing factors in the preference of a university ............................................71
      2.7    frequency of contact with QUT.............................................................................73
      2.8    avenues used to gain information about QUT......................................................74
   3.0    ADVERTISING ............................................................................................................75
      3.1    unprompted recall of advertising .........................................................................75
      3.2    media recall (prompted and unprompted recall) .................................................76
      3.3    main message .......................................................................................................77
      3.4    advertising message importance ..........................................................................79
      3.5    recall of QUT advertising slogan .........................................................................80
      3.6    QUT slogan messages ..........................................................................................81
   4.0    PROFILE OF SEGMENT................................................................................................83

POTENTIAL COURSEWORK POSTGRADUATES .......................................................85
       summary for potential coursework postgraduates ...........................................................86
       conclusions / recommendations for potential coursework postgraduates........................89


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    1.0       IMAGE .......................................................................................................................90
       1.1      image of Brisbane universities .............................................................................90
       1.2      faculty strengths ...................................................................................................95
       1.3      renowned QUT courses ........................................................................................98
    2.0       FACTORS MOTIVATING POSTGRADUATE STUDY .....................................................100
    3.0       UNIVERSITY PREFERENCES .....................................................................................102
       3.1      how impressions of a university are formed.......................................................102
       3.2      university preference ..........................................................................................104
       3.3      source of undergraduate degree.........................................................................106
       3.4      factors influencing preference to study at a particular university .....................108
    4.0       ADVERTISING ..........................................................................................................111
       4.1      unprompted recall of advertising .......................................................................111
       4.2      media recall........................................................................................................111
       4.2      media recall........................................................................................................112
       4.3      main message .....................................................................................................113
       4.4      advertising message importance ........................................................................115
       4.5      recall of QUT advertising slogan .......................................................................117
       4.6      QUT slogan messages ........................................................................................118
RESEARCH POSTGRADUATES .....................................................................................121
       summary for research postgraduates .............................................................................122
       conclusions / recommendations for research postgraduates .........................................126
    1.0    BARRIERS TO RESEARCH .........................................................................................130
       1.1    unprompted barriers...........................................................................................130
       1.2    prompted barriers...............................................................................................133
       1.3    overcoming barriers and encouraging research ................................................137
    2.0    PERCEPTION OF POSTGRADUATE DEGREES .............................................................138
       2.1    knowledge and perceptual baggage of programs...............................................138
    3.0    PROFESSIONAL ADVANCEMENT ..............................................................................141
       3.1    benefits of a research postgraduate degree........................................................141
       3.2    weaknesses of PhD qualifications ......................................................................142
    4.0    VALUE FOR MONEY .................................................................................................143
       4.1    knowledge of expenses........................................................................................143
       4.2    employer subsidisation .......................................................................................143
       4.3    evaluation of costs ..............................................................................................144
    5.0    SOCIAL & COMMUNICATION NETWORKS ................................................................145
       5.1    networks used to gather information ..................................................................145
       5.2    lecturers / potential supervisors .........................................................................145
       5.3    friends and family ...............................................................................................146
PARENTS OF YEAR 12 STUDENTS................................................................................147
       summary for parents of year 12 students .......................................................................148
       conclusions / recommendations for parents of year 12 students....................................151
    1.0    PERCEPTION OF UNIVERSITY EDUCATION ...............................................................152
       1.1    importance of university .....................................................................................152
       1.2    university compared to TAFE / trades training..................................................152
    2.0    IMAGE .....................................................................................................................154
       2.1    universities being considered by child ...............................................................154
       2.2    perception of different universities .....................................................................154
       2.3    academic excellence ...........................................................................................156
       2.4    advertising recall................................................................................................156
    3.0    TRANSITION CONCERNS ..........................................................................................157
       3.1    parental concerns about attending university ....................................................157
       3.2    issues parents encourage students to consider...................................................157
    4.0    EXPENSE OF UNIVERSITY ........................................................................................158


                                                                                                        QUT Market Research Report 2006
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      4.1   financial concerns ..............................................................................................158
      4.2   estimated expense ...............................................................................................158
      4.3   value for money ..................................................................................................158
   5.0    INFORMATION FOR PARENTS ...................................................................................159
      5.1   HECS ..................................................................................................................159
   QUANTITATIVE ..................................................................................................................160
   1.0    PERCEPTION OF UNIVERSITY EDUCATION ...............................................................160
      1.1   importance of university .....................................................................................160
      1.2   university compared to TAFE / trades training..................................................161
   2.0    IMAGE .....................................................................................................................163
      2.1   perception of different universities .....................................................................163
      2.2   faculty strengths .................................................................................................166
      2.3   academic excellence ...........................................................................................168
   3.0    TRANSITION CONCERNS ..........................................................................................172
      3.1   prompted transition concerns.............................................................................172
      3.2   unprompted transition concerns.........................................................................174
   4.0    EXPENSE OF UNIVERSITY ........................................................................................175
      4.1   tuition fees ..........................................................................................................175
      4.2   financial concerns ..............................................................................................177
   5.0    INFORMATION FOR PARENTS ...................................................................................178
      5.1   desire for information.........................................................................................178
      5.2   information topics...............................................................................................179
BUSINESS, INDUSTRY & GOVERNMENT ...................................................................181
      summary for business, industry & government ..............................................................182
      conclusions / recommendations for business, industry & government...........................186
   1.0    PROFILE OF RESPONDENTS ......................................................................................187
      1.1    university attended .............................................................................................187
      1.2    industries represented ........................................................................................188
   2.0    IMAGE .....................................................................................................................189
      2.1    image of Brisbane universities ...........................................................................189
      2.2    faculty strengths .................................................................................................194
      2.3    renowned QUT courses ......................................................................................197
   3.0    NEEDS AND EXPECTATIONS OF A UNIVERSITY ........................................................199
      3.1    needs of business/government (unprompted) .....................................................199
      3.2    attributes sought of graduates (unprompted) .....................................................200
      3.3    factors important for assessing graduates (prompted).......................................201
   4.0    EVALUATION OF GRADUATE EMPLOYEES ...............................................................202
      4.1    source of graduates in past two years ................................................................202
      4.2    satisfaction with graduates in past two years.....................................................203
      4.3    perceived differences between graduates ...........................................................204
      4.4    subsidisation of employees university fees .........................................................205
   5.0    COMMUNICATION WITH UNIVERSITIES ...................................................................207
      5.1    quality of information from main university.......................................................207
      5.2    forms of contact with main university (prompted)..............................................208
      5.3    organisational co-operation with universities....................................................210
      5.4    use of universities for professional education services ......................................211
   6.0    ADVERTISING ..........................................................................................................214
      6.1    unprompted recall of advertising .......................................................................214
      6.2    media recall........................................................................................................215
      6.3    recall of QUT advertising slogan .......................................................................216
      6.4    QUT slogan messages ........................................................................................217
APPENDICES ......................................................................................................................219
   APPENDIX A – FIELDWORK REPORTS ..................................................................................220


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      A1 – business, industry & government ...........................................................................220
      A2 – potential undergraduates (web survey)..................................................................220
      A3 – potential coursework postgraduates ......................................................................220
    APPENDIX B - SAMPLING ERROR CHART .............................................................................221
    APPENDIX C – QUESTIONNAIRES AND TOPIC GUIDES ..........................................................222
    C1    POTENTIAL UNDERGRADUATES (TOPIC GUIDE) ......................................................222
    C2    POTENTIAL UNDERGRADUATES (FACE-TO-FACE) ...................................................224
    C3    POTENTIAL UNDERGRADUATES (WEB SURVEY)......................................................236
    C4    COURSEWORK POSTGRADUATE (WEB SURVEY)......................................................248
    C5    RESEARCH POSTGRADUATES (TOPIC GUIDES).........................................................258
    C6    PARENTS OF SCHOOL LEAVERS (TOPIC GUIDE) .......................................................264
    C7    PARENTS OF SCHOOL LEAVERS (QUESTIONNAIRE) .................................................266
    C8    BUSINESS, INDUSTRY & GOVERNMENT (CATI) ......................................................273
    APPENDIX D – SUB GROUP ANALYSIS BY FACULTY FOR POTENTIAL UNDERGRADUATES ..283
    APPENDIX E - FACULTY STRENGTH BY INDUSTRY TYPE .....................................................312
    APPENDIX F – SAMPLE COMPOSITION .................................................................................320
      F1 – potential undergraduates .......................................................................................320
      F2 – potential coursework postgraduate students..........................................................321
      F3 – potential and current research postgraduates .......................................................321
      F4 – parents of potential undergraduates ......................................................................322
      F5 – business, industry & government ...........................................................................323




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                       introduction




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Background
      QUT’s last major research study was undertaken by MCR in 2002 and was designed
      to determine prevailing market opinions, attitudes and knowledge of the university
      and its primary competitors (in particular, the University of Queensland and Griffith
      University). This involved wide-scale quantitative research as well as qualitative
      research with students from competing universities, and followed from the previous
      tracking report in 1999.

        MCR was commissioned by BCM Partnership and QUT to undertake the third wave
        of this research in 2006. In addition to tracking results from the 1999 survey and the
        2002 survey, QUT sought to understand more about the perceptions of parents of
        potential undergraduates, how perceptions of academic excellence are formed, and
        how these are attributed to a particular university. Furthermore, QUT were eager to
        understand how postgraduate study is perceived, and what barriers are believed to
        exist when considering postgraduate study, especially when considering postgraduate
        research.

Specific Objectives
        The information yielded by this study will be used to develop marketing and
        communication strategies. More specifically, it will be used to:
           • Refine and further develop key messages;
           • Identify barriers, gaps and opportunities and appropriate strategies /
                interventions to overcome / capitalise on these;
           • Assist in determining where and when messages should be delivered for
                maximum impact.

        The specific objectives of each of the target groups are detailed below:


Potential undergraduates and non-potential undergraduates
   The specific objectives of this component of the research were to investigate the:
           1.    Key decision making times, processes and touch points
           2.    Key influencer groups
           3.    Key criteria for selecting a university
           4.    How each university performs against criteria
           5.    Attitudes, knowledge and perceptions of SEQ’s Universities (and how this
                 varies for individual campuses)
           6.    Expectations about what each will deliver
           7.    Perceptions of the type of people who attend each of the universities
           8.    Recall, relevance and salience of communication developed by competing
                 universities
           9.    Preferred communication mechanisms / devices for future consideration
           10. Recall and relevance of the positioning statement “a university for the real
                 world”
           11. Perception of course area strengths and weaknesses for each of the
                 Brisbane universities
           12. Meaning of academic excellence and how perception is formed (new
                 measure in 2006).




                                                                      QUT Market Research Report 2006
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Potential Coursework Postgraduates
       The specific objectives of this component of the research were to investigate the:
           1. Key influencer groups
           2. Key criteria for selecting a university for postgraduate study
           3. How each university performs against criteria
           4. Expectations of what postgraduate study will deliver
           5. Loyalty and brand switching
           6. Scope of competitive set
           7. Attitudes, knowledge, perceptions and expectations of SEQ Universities
           8. Recall, relevance and salience of communications developed by competing
               universities
           9. Recall and relevance of positioning statement “a university for the real
               world”
           10. Perception of course area strengths and weaknesses for each of the Brisbane
               universities.

Research Postgraduates
       The specific objectives of this component of the research were to investigate the:
          1. Expectations of what postgraduate study will deliver
          2. Perceived barriers to postgraduate research
          3. Perception attributed to different research credentials (e.g. honours, PhD)
          4. Perception of postgraduate research as a viable route to increased
              professional recognition
          5. Social / communication networks of influence in deciding to undertake
              postgraduate research
          6. Relevance of financial support from employers
          7. Overall value of an investment in postgraduate research.

Parents of Year 12 school leavers
       The specific objectives of this component of the research were to investigate the:
           1. Perceptions of the three major universities and any others
           2. Benefit of higher education to other pathways (e.g. trades training)
           3. Key issues of concern for the transition between school and university
           4. Perception of the cost of attending university
           5. Sub-group differences between parents who hold post-secondary
               qualifications and those who do not.

Business Industry and Government
       The specific objectives of this component of the research were to investigate the:
           1. Perceived differences (if any) between graduates from each university
           2. Perception of the positioning of each university and perceived relevance
           3. Quality of communication from competing institutions
           4. Level of loyalty towards each institution (based on factors such as previous
               satisfaction with graduates and the institution respondents graduated from)
           5. Recall and relevance of the positioning statement “a university for the real
               world”
           6. Perceptions of course area strengths and weaknesses for each of the Brisbane
               universities.

          This report details the findings of this study.




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     QUT Market Research Report 2006
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                                            11




                                  summary




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     The following report is based upon the combination of both quantitative and
     qualitative findings. Methodology changes between tracking measures have been
     highlighted where appropriate. Segments investigated in 2006 include:
         • Potential undergraduates
         • Potential coursework postgraduates
         • Potential and current research postgraduates
         • Parents of potential undergraduates
         • Business, industry and government representatives.


QUT’s position in brief
     Given the magnitude of the research, the reader is provided with a brief snapshot of
     positive developments and areas for improvement arising from the study.

     Positive developments
      • Overall, QUT is seen positively by all segments investigated. In particular, QUT
           is seen as strong in information technology, business, and design disciplines, and
           is growing in the number of respondents who perceive QUT as strong in science
      • Students report choosing QUT because of the perception that it offers practical
           courses and better graduate career prospects, and these are common reported
           themes of QUT advertising
      • Across segments, there is an association between QUT and ‘real world / business
           associated lecturers’, and a strong perception that QUT has good ties with
           industry in general
      • QUT is the most often recalled university for advertising, and recall of the slogan
           ‘A university for the real world’ is growing at an encouraging rate
      • QUT is consistently reported across measures as a university that is less alienating
           than other universities i.e. better public transport, easier to access lecturers, more
           convenient location
      • Compared with previous measures, more business, industry and government
           representatives report QUT as being associated with industry partnerships and
           technology.

     Areas for improvement
       • Griffith University is increasingly challenging QUT on a number of fronts. In
          particular, advertising recall has grown across all segments for this university, and
          a number of segments are increasing their association of Griffith University with
          the attribute ‘strong in creative industries’
       • The University of Queensland is perceived to be the most academically excellent
          university, and is entrenched in attributes like ‘strong in law’, ‘is well established’
          and ‘is for students with higher OP scores’
       • Parents are becoming increasingly involved in their child’s decision about
          attending university
       • One of the primary concerns that parents have is how to help their child make the
          right choice about universities e.g. which university, what course etc.
       • Parents are not fully aware of the cost of going to university and payment options
       • Postgraduate research students appear to be information poor when it comes to
          navigating themselves around a university research environment
       • Fees and funding for postgraduate courses (both research and coursework) are not
          fully understood by students, specifically in relation to tuition fees
       • The different types of postgraduate degrees are not fully understood



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image of Brisbane universities
Image of universities across all segments

          Across potential undergraduates, potential coursework postgraduates, parents of
          potential undergraduates and business, industry and government representatives, the
          main three Brisbane universities are typically associated with the following factors:

           QUT:
           •      Strong in information technology
           •      Strong in business
           •      Strong in design
           •      Better public transport to campus

           University of Queensland:
           •      Strong in law
           •      Strong in the sciences
           •      More extensive sporting facilities
           •      For students with higher OP scores
           •      Has courses which are harder to get into

           Griffith University:
           •      Strong in human services
           •      Strong in education
           •      More personalised treatment (as perceived by potential coursework
                  postgraduates and business, industry and government professionals)
           •      Workable class sizes

          In 2006, potential undergraduates are more likely to share the attributes ‘offers more
          personalised treatment’ and ‘has lecturers who are easier to access’ between Griffith
          University and QUT. This contrasts previous measures in 1999 and 2002, which
          depict these qualities as more closely related to Griffith University. Potential
          coursework postgraduates are now also more likely to associate QUT with ‘lecturers
          who are easier to access’ than to associate this with Griffith University.

          Whilst the perception of QUT having better quality lecturers has diminished slightly
          amongst business, industry and government professionals, QUT has regained some
          ground off Griffith University for this attribute in the minds of potential coursework
          postgraduates.

          It should be noted that although the various segments represented in the research feel
          Griffith University is strong in human services and education, they do not necessarily
          feel this is the best university for studying these disciplines, as detailed below.


Faculty Strengths of Brisbane Universities

          The following charts summarise each segment’s perception (where possible) about
          the comparative strengths of each Brisbane university in relation to key faculty areas.




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        engineering                                                                                                 QUT     UQ    GU    None
                               100%


                                90%


                                80%


                                70%                              66%
                                                                       62%
            % of respondents




                                60%                                                       55%
                                      48%                                                                           51%
                                50%
                                             42%                                                44%
                                40%                                                                                              37%

                                30%
                                                                                    22%
                                20%                                          17%                                                               15%
                                                          13%
                                                    9%                                                                                  7%
                                10%
                                                                                                      4%
                                0%

                                      Potential Undergraduates    Potential Coursework      Parents of Potential      Business, Industry &
                                               (n=191)           Postgraduate Students    Undergraduates (n=55)       Government (n=102)
                                                                         (n=30)




       business                                                                                                     QUT     UQ    GU    None

                          100%

                               90%

                               80%
                                                                 72%
                               70%
                                      60%
     % of respondents




                               60%                                                        56%
                                                                                                                     53%
                               50%
                                                                       42%
                               40%
                                                                                                                                        33%
                                                                                                                                 30%
                               30%                                                  28%
                                              26%                             25%               25%
                                                    23%
                               20%                                                                     16%
                                                          9%                                                                                    8%
                               10%

                                0%
                                      Potential Undergraduates     Potential Coursework      Parents of Potential         Business, Industry &
                                               (n=191)            Postgraduate Students    Undergraduates (n=55)          Government (n=102)
                                                                          (n=30)




       law                                                                                                   QUT     UQ      GU        None
                               100%


                               90%


                               80%                                     77%

                               70%
                                                                                                62%
           % of respondents




                               60%
                                            53%                                                                                  53%
                               50%
                                                                 41%
                               40%    36%

                               30%                                                        25%
                                                                             21%                                     23%
                               20%                  16%                             17%
                                                          13%                                         13%                               12%
                               10%


                                0%

                                      Potential Undergraduates    Potential Coursework      Parents of Potential          Business, Industry &
                                               (n=191)           Postgraduate Students    Undergraduates (n=55)           Government (n=102)
                                                                         (n=30)




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                                                                                                                                                                    15

                      design
                   Defined as architecture, industrial design, interior design & landscape architecture                              QUT   UQ    GU    None

                                      100%

                                      90%

                                      80%
                                                                                                           71%
                                      70%
                                                                          62%
                   % of respondents




                                      60%     57%

                                      50%
                                                                                                                                     44%
                                                                                                    39%
                                      40%

                                      30%                                                  25%                                              24%
                                                     22%                                                          22%
                                      20%                   17% 16%
                                                                                 12%                                    11%                           12%
                                      10%                                                                                                                     8%


                                       0%
                                              Potential Undergraduates      Potential Coursework             Parents of Potential     Business, Industry &
                                                       (n=191)             Postgraduate Students           Undergraduates (n=55)      Government (n=102)
                                                                                   (n=30)




                      humanities
                   Defined as English, history, government, sociology, languages, ethics & anthropology                             QUT    UQ    GU    None

                                      70%
                                                                                65%

                                      60%


                                                    49%
                                      50%

                                                                                                                 42%                        42%
                   % of respondents




                                      40%                                                 38%
                                              34%                                                  33%
                                                                         31%
                                                                                                                                                      29%
                                      30%
                                                           24%
                                                                                                          22%
                                                                                                                        20%         20%
                                      20%
                                                                 13%                                                                                          13%

                                      10%


                                       0%
                                              Potential Undergraduates     Potential Coursework              Parents of Potential     Business, Industry &
                                                       (n=191)            Postgraduate Students            Undergraduates (n=55)      Government (n=102)
                                                                                  (n=30)




           science                                                                                                                  QUT    UQ   GU    None
                             90%


                             80%                                                77%


                             70%
                                                    61%
                             60%                                                                                 56%
        % of respondents




                                                                                                          51%                              52%
                             50%
                                                                         45%

                             40%
                                                                                                                                    35%
                                             32%
                             30%


                             20%                           17%
                                                                                                                                                     15%
                                                                                         13%
                                                                                                 11%                    11%                                  10%
                                                                 9%
                             10%


                                      0%
                                             Potential Undergraduates     Potential Coursework              Parents of Potential     Business, Industry &
                                                      (n=191)            Postgraduate Students            Undergraduates (n=55)      Government (n=102)
                                                                                 (n=30)


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      health
     Defined as nutrition, optometry, public health and psychology
                                                                                                                                              QUT   UQ     GU       None
                           100%

                                     90%

                                     80%

                                     70%                                           66%
     % of respondents




                                     60%

                                     50%
                                                      43%    44%
                                                                                                                   42%
                                     40%                                                                                                               38%
                                                                                          35% 33%                         36%
                                                                                                                                              32%
                                     30%                                                                28%                                                        28%
                                                                    26%                                                         25%

                                     20%
                                                                           12%
                                     10%                                                                                                                                       8%


                                           0%
                                                      Potential Undergraduates      Potential Coursework            Parents of Potential       Business, Industry &
                                                               (n=191)             Postgraduate Students           Undergraduates (n=55)       Government (n=102)
                                                                                           (n=30)



                        education                                                                                                             QUT     UQ      GU        None

                                       100%

                                                90%

                                                80%

                                                70%
                  % of respondents




                                                60%
                                                       51%
                                                                                                                   49%
                                                50%                                 45%
                                                                                                 42%
                                                                                          38%                                                  39% 39% 38%
                                                40%
                                                              30% 31%
                                                30%                                                                             25%
                                                                                                          22%
                                                20%                                                                       16%
                                                                           14%
                                                                                                                                                                               10%
                                                10%

                                                0%
                                                       Potential Undergraduates      Potential Coursework             Parents of Potential      Business, Industry &
                                                                (n=191)             Postgraduate Students           Undergraduates (n=55)       Government (n=102)
                                                                                            (n=30)




                                 creative industries
                             Defined as journalism, advertising, visual & performing arts, multi-media & fashion                                QUT      UQ        GU     None

                                            100%

                                                90%

                                                80%
                                                                                    72%
                                                70%
                                                                                                   63%              64%
                                                        62%
                             % of respondents




                                                60%

                                                50%
                                                                                                                                                                        40%
                                                40%
                                                                                                                                                34%

                                                30%                  28%

                                                              20%                                                                                          20%
                                                20%                                        15%
                                                                                                            11%            11%
                                                                            9%                                                    9%
                                                10%                                                                                                                              5%

                                                 0%
                                                        Potential Undergraduates      Potential Coursework             Parents of Potential         Business, Industry &
                                                                 (n=191)             Postgraduate Students           Undergraduates (n=55)          Government (n=102)
                                                                                             (n=30)



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             information technology                                                                             QUT   UQ    GU    None
                           100%


                           90%                               86%

                           80%


                           70%    68%
                                                                                       65%
                                                                                                                62%
                           60%
        % of respondents




                           50%


                           40%                                       38%


                           30%
                                        20%                                21% 22%
                                                                                                                        18% 17%
                           20%                                                               16%
                                               11%                                                                                       10%
                                                      9%                                           9%
                           10%


                            0%
                                  Potential Undergraduates    Potential Coursework       Parents of Potential     Business, Industry &
                                           (n=191)           Postgraduate Students     Undergraduates (n=55)      Government (n=102)
                                                                     (n=30)




             human services
        Defined as community services, justice studies & social sciences
                                                                                                                  QUT      UQ    GU   None
                           100%

                            90%

                            80%

                            70%
        % of respondents




                            60%

                            50%   45%                                      46%
                                                                     42%               42%                                       43%
                                         41%
                                                                                 39%
                            40%
                                                             31%
                            30%                                                                    25%
                                               24%                                                              24% 25%

                            20%
                                                      18%                                    18%

                                                                                                                                         10%
                            10%

                            0%
                                  Potential Undergraduates     Potential Coursework      Parents of Potential     Business, Industry &
                                           (n=191)            Postgraduate Students    Undergraduates (n=55)      Government (n=102)
                                                                      (n=30)




Academic excellence

                           The university considered most academically excellent, and the factors that contribute
                           to this perception were investigated in potential undergraduates and parents of
                           potential undergraduates.

                           Of all parents interviewed, 96% report that it is at least moderately important for their
                           child to attend an academically excellent university.

                           Interestingly, potential undergraduates and parents of potential undergraduates both
                           consider the following factors as influential in their perception of an academically
                           excellent university:
                               • Has a good reputation
                               • Is well established.

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       Other factors potential undergraduates feel are important in their formation of the
       construct ‘academic excellence’ are:
          • Has lecturers who are the best in the field
          • Graduates get more prestigious jobs
          • Has the best library resources
          • Is well regarded by industries and professions
          • Is regularly awarded for their academic pursuits.

       When asked which university they feel is the most academically excellent, both
       potential undergraduates and parents of potential undergraduates nominate the
       University of Queensland more often than any other university.

       In line with this finding, potential undergraduates rate the University of Queensland
       higher on five of the seven attributes associated with an academically excellent
       university. However, ‘having lecturers who are the best in their field’ and ‘is well
       regarded by industries and professions’ are factors that respondents feel are more
       closely aligned with QUT.


information seeking
Timeframe for decision making amongst potential undergraduates

       First consideration of possible courses of study. Similarly to 2002, 62% of potential
       undergraduates first begin to consider possible courses to study at university more
       than one year prior to August in their final year in high school. However, just over
       one quarter (26%) claim they did not begin to contemplate courses for study until six
       months prior to August 2006.

       First decided on a possible short list of courses. Most respondents claim that they
       have decided on a specific short list of courses to apply for only within the few weeks
       prior to August 2006 (23%). A further 39% state that they had identified a list of
       courses to apply for up to six months ago, and just under one third of respondents
       (27%) state they had a possible short list of courses organised more than six months
       before the survey.

       Decided upon first preference. The majority of potential undergraduates surveyed in
       August 2006 state that they are yet to decide on their first preference for courses to
       apply for (40%). Of those that have decided on a first preference, 32% have only
       made their decision in the few weeks before participating in the survey.


Main factors influencing preference to study at QUT amongst potential students

       Potential undergraduate and potential coursework postgraduate students both rate the
       following factors as influential in their preference to study at QUT:
           • Better job prospects at the end of the course
           • Their offer of practical courses
           • The academic reputation of the university
           • Academic facilities such as library and computing services
           • Reputation of the course they have chosen or will choose
           • The university’s well respected image.


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            Potential coursework students also claim that their preference for QUT is driven by
            flexibility in course timetable (100%), and degrees via coursework rather than
            research (92%).

            Communication channels influencing the decision to attend QUT. Potential
            undergraduate and potential coursework postgraduate students are most influenced in
            their preference for QUT through the following experiences:
                • Receiving brochures from the uni about courses of interest
                • Attending an information session at university / Open Day / Course and
                     Careers Day
                • Talking with lecturers.




advertising
Advertising Recall

            Across potential undergraduates, potential coursework postgraduates and business,
            industry and government representatives, advertising recall is highest for QUT. The
            chart below depicts unprompted awareness by segment for QUT, the University of
            Queensland and Griffith University.

 advertising awareness
        % recalling advertising
100%


  90%
                                                                                                                     QUT      UQ      GU
  80%


  70%


  60%


  50%
                92%
                                                               87%
  40%                                                                                    80%
                                         69%
  30%
                            64%
                                                                            53%                                    52%             51%
  20%
                                                                                                                         30%
  10%


   0%
            Potential undergraduates (n=99)              Potential coursework postgraduates*                  Bus., indust. & govt (n=102)
                                                                        (n=30)
    * potential coursework postgraduate students were prompted in their response due to the use of web surveying




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Advertising Media Recalled for QUT

         Consistent with previous surveys, television advertising is the most recalled medium
         for QUT advertising, closely followed by newspaper advertising.

         Please note that due to the change in methodology in 2006, potential coursework
         postgraduate students were prompted in regard to advertising mechanisms.

         Advertising media recalled for QUT by segment

                                                                SEGMENT
                                               Potential         Potential
                                                                                       Business,
                                            undergraduates      coursework
Source of advertising awareness                                                     industry & govt
                                             (unprompted +     postgraduates          (unprompted)
                                               prompted)         (prompted)
Base: those who recall QUT advertising           177                 26                     53
                                                       % mentioning awareness source
Television advertising                            90                 85                     72
Newspaper advertising                             19                 31                     26
Billboard or outdoor advertising                  14                 35                     6
Internet/Email                                    21                 15                     0
Radio advertising                                 14                 12                     8
Magazine advertising                              13                 8                      8
Letter or article received at home in the
                                                  4                  8                       4
mail
At movies / cinema                                0                  4                       0
Other                                             9                  0                       4
         Multiple responses were allowed




Key Messages

         Consistent with the findings in 2002, the key message of QUT’s advertising (without
         prompting) across the three segments (potential undergraduates, potential coursework
         postgraduates, and business, industry and government representatives) revolves
         around the following themes:
             • ‘A university for the real world’
             • Increased job prospects after graduating from QUT / proven success with the
                 best job placements
             • A practical university / offering courses that are relevant to getting jobs /
                 applicable to reality.

         When compared to other Brisbane universities, Griffith University advertising themes
         also centre messages on career prospects, whereas advertising messages for the
         University of Queensland tend to emphasise prestige and reputation qualities.




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Importance of QUT’s Current Advertising Messages (prompted)

          Across potential undergraduates and potential coursework postgraduates, all current
          advertising messages are rated as at least quite important by six out of ten
          respondents. Messages deemed most important by potential students are that:
              • Many QUT lecturers are real world professionals
              • QUT prepares graduates for a global workforce
              • QUT puts more degree graduates into full time employment than any other
                  university in the country.

          The table below depicts the average perceived importance of each of the recent
          campaign messages across potential students.


          Importance of current advertising message

(Prompted messages)                                                   Total Importance
                                                                               Average (across
                                                                   Range
                                                                                all segments)*
Many QUT lecturers are real world professionals                    93-94                 93.5
QUT prepares graduates for a global workforce                       87-95                 91
QUT puts more degree graduates into full time employment
than any other university in the country
                                                                    87-94                90.5
QUT helps graduates get jobs through its graduate placement
program
                                                                    83-96                89.5
QUT produces graduates that are more technologically
competent
                                                                    87-92                89.5
At QUT, industry professionals continually help review
courses
                                                                    87-90                88.5
QUT focuses on getting students into a job before they finish
their degree
                                                                    77-96                86.5
QUT can organise for some students to complete part of their
degree overseas
                                                                    63-80                71.5
         *Averages are calculated by adding the overall score from each segment and dividing by the
         number of segments (2)



Slogan Recall

          Amongst potential students, over 67% can correctly recall QUT’s advertising slogan
          ‘A university for the real world’. Business, industry and government professionals,
          however, are less likely to accurately recall QUT’s slogan. Across each segment
          asked, slogan recall is as follows:
              • Potential undergraduates surveyed face-to-face (67%)
              • Potential undergraduates who completed the web survey (89%)
              • Potential coursework postgraduates (80%)
              • Business, industry and government professionals (29%).




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What the slogan means to segments

       Across all three segments asked (potential undergraduates, potential coursework
       postgraduates, and business, industry and government representatives), the following
       statements about QUT’s advertising slogan are rated the most accurate:
            • The slogan suggests a positive image for QUT (96%)
            • The slogan says that QUT prepares students for the job market (92%)
            • The slogan says that QUT adapts with the changing world (89%).

       Meaning of slogan

                                                                             Agreement
                                                                       Range             Average
                                                                       across           (across all
       Message                                                        Segments          segments)
       The slogan suggests a positive image for QUT                      95-97             96
       The slogan says that QUT prepares students for the job
                                                                         85-98             92
       market
       The slogan says that QUT adapts with the changing world           87-92            89.66
       The slogan is a credible one                                      80-93            88.33
       The slogan says that QUT lecturers have practical “real
                                                                         77-91             86
       world” experience
       The slogan says that QUT is relevant to the needs of
                                                                         74-83            78.33
       professionals who are considering postgraduate study
       The slogan suggests that QUT has a global focus                   69-88            75.66
       The slogan says research by QUT academics is more
       focused than at other universities on solving real world          50-66            58.66
       problems
       *Averages are calculated by taking the overall score from each segment and dividing by the
       number of segments (3)




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conclusions / recommendations
          A number of general guidelines have been drawn from the research for future
          marketing and communications initiatives. For more specific conclusions and
          recommendations for each of the segments investigated, the reader is referred to the
          following pages in the report:

                    Potential undergraduates                 p. 41
                    Potential coursework postgraduates       p. 89
                    Research postgraduates                   p. 126
                    Parents of potential undergraduates      p. 151
                    Business, industry and government        p. 186

Image

          Across previous measures, QUT is consistently reported by segments as strong in
          business, information technology, and design, as well as sharing a perceived faculty
          strength for engineering with the University of Queensland. It is clear that QUT
          should continue to promote these particular disciplines given their strength.
          However, given that these disciplines are well-established in terms of their reputation,
          it may be worthwhile to consider promoting and giving support to some of the less
          well-known disciplines.

          In relation to being perceived as strong in creative industries, Griffith University is
          challenging QUT’s claim to this attribute. Compared with previous measures,
          slightly more potential undergraduates associate creative industries with Griffith
          University. Furthermore, business, industry and government representatives, and
          potential coursework postgraduates are now more likely to perceive QUT and Griffith
          University as equal rivals in this area. Given this, QUT may need to increase its
          promotion and exposure of creative industries to strengthen its claim to this faculty
          strength.


Advertising

          Over the last three waves of investigation, correct recall of QUT’s advertising slogan
          has increased across all segments. This is encouraging, as potential students and
          business, industry and government professionals believe the slogan suggests a
          positive, practical and employment focussed university. The retention of this slogan
          will continue to be met with a positive response from all stake-holders surveyed.

          However, under the banner of ‘A university for the real world’, more targeted
          messages to each segment could be employed to increase the effectiveness of
          communications. More specifically, potential students report that increased / better
          career prospects and the promise of a practical university are the most influential
          factors in their choice of university. Pleasingly, these two qualities are reported to be
          the main themes of QUT advertising given by potential students (potential
          undergraduates and potential coursework postgraduates). Given this, QUT should
          continue to emphasise these qualities of QUT in promotional material. If QUT
          wishes to increase its perceived academic excellence in this segment, it may wish to
          include messages emphasising the prestige and the quality of the lecturing staff at
          QUT. This is discussed further in the following section.



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       Parents of potential undergraduates are increasingly being reported as major
       influencers upon potential undergraduates’ decision to attend university and in how
       potential undergraduates perceive different universities. It is not surprising then that
       parents take an active interest in their child’s decision to attend university and guide
       their child’s choice of university. Given these findings, it is appropriate to target
       communications towards these stakeholders in the decision making process or at least
       be mindful that they, like their children, will be actively processing advertising
       messages. In regard to parent-tailored communications, parents report that they
       would like information on specific course information (the accessibility of programs,
       alternative pathways, and course content) and employment prospects for their child’s
       desired program. By discussing salient issues with parents, QUT is likely to provide
       assurance to these agents about its position in their child’s university preference.

       In regard to business, industry and government representatives, QUT is more likely
       than any other university to be associated with industry partnerships for the purpose
       of developing new technologies and systems. QUT could seek to leverage this
       position with industry representatives in an effort to position itself as most relevant in
       today’s technologically advanced society.

       Communication mediums. An increasing trend over time is a weakening of influence
       of print media on university impression and of advertising source recall by potential
       students. This movement is also coupled with a greater recall and impact of
       television advertising. These findings suggest QUT should continue with its current
       level of television advertising to communicate with potential students and agents of
       influence.


Academic excellence

       Attending an academically excellent university is important for potential
       undergraduates because they feel it is status bearing. Furthermore, students report
       that an academically reputable university will enhance their learning experience and
       graduate career prospects. Of all the qualities that contribute to the perception of an
       academically excellent university, potential undergraduates feel the following factors
       are the most crucial:
            • Has lecturers who are the best in their field
            • Has a good reputation
            • Graduates get more prestigious jobs
            • Has the best library resources
            • Is well regarded by industries and professions
            • The university is well established
            • Is regularly awarded for their academic pursuits.

       QUT is rated by potential undergraduates to possess more reputable lecturers and a
       better reputation with industry than the University of Queensland. From these results,
       the greatest leverage for increasing QUT’s perceived academic excellence in potential
       undergraduates may come in the form of promoting the quality of their lecturers. In
       this manner, communications with potential undergraduates should emphasise the
       reputable lecturing and academic staff who represent QUT, whilst also highlighting
       the overall reputation of the university, and reaffirming QUT’s industry and
       professional affiliations.

       Fostering this perception of an academically excellent university could also be
       targeted to parents of potential undergraduates. Parents rate the need for their child to


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                                                                                              25


          attend an academically excellent university as very high, and are found to influence
          the formation of their children’s opinions about university. In contrast to potential
          undergraduates, parents tend to base their perception of academic excellence on two
          qualities, these being: having a good reputation and being well established. In this
          manner, tailored parent communications should emphasise QUT’s perceived strengths
          in regard to graduate outcomes and industry affiliations, but also comment on the
          overall reputation of the university and the milestones QUT has achieved in its
          existence.

          Whilst QUT has not operated as a university for the same duration as the University
          of Queensland, this quality can be used to QUT’s benefit. More specifically, QUT
          should continue to use its perceived strength in modern technology to its advantage
          amongst stakeholders and potential students. In this way, QUT can continue to
          disassociate itself from the stale monotony of tradition. It is this quality that QUT
          could continue to emphasise in its communications, but place this message in the
          context of a well established history, particularly for older stakeholders in the
          decision for university choice (e.g. parents of potential undergraduates).




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                                           27




                                  method




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Respondents Interviewed

       The following segments were included in the study:
         • Current and potential students – made up of undergraduate potential
               undergraduates, potential research postgraduate students, current research
               postgraduate students, and potential coursework postgraduate students.
         • Major Influencers – made up of business, industry and government
               representatives and parents of potential undergraduates.


Sample Selection and Method:

       Potential undergraduates
       Qualitative
       The samples of potential undergraduate students for the focus groups were sourced
       through two methods. The first focus group of nine high achieving female students
       was recruited directly through a private school. The second group of mixed sex (four
       female, five male) potential undergraduates was sourced from MCR’s sub-contractor
       SRS, an accredited recruitment agency.

       Quantitative
       Potential undergraduates were recruited to either participate in a face-to-face survey
       at QUT’s Course and Careers Day on the 30th of July, or alternatively, provide their
       email address so that they could be sent a link to participate in a web survey. Course
       and Careers Day yielded 99 completed face-to-face interviews, and 897 contact email
       addresses (after snowballing). Although 400 completed surveys was the target for
       web surveying, only 92 school leavers completed the survey from the 897 invitations
       sent, yielding a response rate just under 10%. This unforeseen result is partly due to
       the experimental nature of the methodology for this segment. In total, 191 potential
       undergraduate students were surveyed.

       Please note that in previous measures (2002 and 1999), potential undergraduates were
       recruited through QUT’s Admission Centre for enquiries, and surveyed over the
       phone. The move to web based interviewing in 2006, also resulted in a number of
       response codes becoming prompted answers (this is highlighted where appropriate).
       As a result, comparisons across previous results should be approached with caution
       due to different methodology used and potentially a sample of students with a greater
       bias towards QUT.

       Potential coursework postgraduates and potential research postgraduates
       The sample for this research was sourced from attendance records provided by QUT
       of 224 individuals who attended postgraduate information evenings and registered
       their interest in studying at a postgraduate level. From this sample, 20 individuals
       were identified as contemplating postgraduate research. Five of these individuals (2
       male, 3 female) were willing to participate in the potential postgraduate research
       student discussion group.

       Of the same sample, 204 were identified as contemplating undertaking a postgraduate
       coursework degree in 2007. Of these, 24 email addresses supplied by QUT’s sample
       proved to be incorrect or no longer in use. In total, 30 potential coursework students
       completed the web survey.

       Please note that in previous measures (2002 and 1999), potential postgraduates were
       recruited through QUT’s admission centre for enquiries, and surveyed over the phone.
       The move to web based interviewing in 2006, also resulted in the vast majority of

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          response codes becoming prompted answers (this is highlighted where appropriate).
          As a result, comparisons across previous results should be approached with caution.

          Current research postgraduate students
          Current QUT research postgraduates were contacted through QUT’s graduate student
          centre via an email invitation to register their interest in a discussion group. Of the
          130 students who responded, 7 were chosen (3 female, 4 male) from a variety of
          disciplines. University of Queensland research students were snowballed from MCR
          contacts. Three were chosen in total (1 male, and 2 female).

          Parents of potential undergraduates
          Parents were recruited through year 12 students who attended the discussion group
          for the potential undergraduate research. From this group, a questionnaire was
          developed. This questionnaire was then used to interview 55 parents of potential
          undergraduates at QUT’s Course and Careers Day on 30 July.

          Business, Industry and Government
          Depth interviews (via the telephone) were undertaken with business, industry and
          government representatives.

          Sample for this survey was sourced from a consumer database (The Prospect Shop)
          sourced by MCR. In total, 3404 contacts were supplied, 1947 of these were unused.
          In total, 102 interviews with business, industry and government were achieved.

          Quotas were set so that one half of respondents were to be HR managers, the other
          half to be senior managers. Fifty interviews with HR managers were achieved, with a
          further 52 conducted with senior managers.

          Given that the sample for this segment was not provided by QUT as done in previous
          measures, the composition of industries represented in 2006 varies from that of 2002
          and 1999. Of greatest difference is the substantially fewer finance, business, property
          and / or business service representatives, and a greater number of government
          employees, sampled in 2006. Given these differences, the reader should take caution
          in comparing previous results with that of the current research.


Fieldwork

          MCR’s fieldwork subcontractor, I-View, conducted the fieldwork for those segments
          which were web surveyed and telephone interviewed, and were responsible for the
          face to interviewing of potential undergraduates. I-View is a quality assured data
          collection research house, having IQCA accreditation. All CATI and face-to-face
          interviewers are trained and CATI interviewing is conducted under strict supervision
          at a central location. At least 10% of all completed CATI interviews were validated
          by a supervisor to check for accuracy (that is, the respondent was re-contacted).

          Prior to the fieldwork, MCR provided I-View with comprehensive briefing for all
          persons involved in the project, e.g. Data Processing Manager, CATI programmer,
          web survey programmers, supervisors, interviewers, and conducted an oral briefing
          with I-View’s Field Manager.

          In comparison to previous measures, fieldwork for this report has been conducted
          earlier in the year (August, as compared to November in 2002, and October in 1999).
          This detail should be kept in mind when comparing questions asked in reference to


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       timeframe for decision making, or when comparing those factors across measures
       which may be influenced by socio-historical context, such as Open Day timing.


       Interview dates for each segment are detailed in the following table:

        Segment                                                            Time in Field
        Potential undergraduate discussion groups                           14 - 20 July

        Potential undergraduate face-to-face surveying                          30 July

        Potential undergraduate web survey                              31 July - 23 August

        Potential coursework postgraduate web survey                    31 July - 23 August

        Potential and current research postgraduate discussion        18 July and 18 August
        groups

        Parents of potential undergraduates                                     30 July

        Business, industry & government                                     9 - 15 August


       Because a number of the segments contained in this report were surveyed online,
       response rates for all surveys cannot be calculated. Telephone interviewing was,
       however, conducted for business, industry and government representatives. Given
       this, after taking into account the effect of refusals, and other factors prohibiting
       interviewing, the response rate for this survey is 53%. Appendix A contains the
       fieldwork reports which detail the results of contact with potential respondents (where
       possible).

       For details of the sampling errors associated with the survey results (based on the
       various sample sizes), the reader is referred to Appendix B.


Questionnaire Design

       The questionnaires used for the study are appended to this report as Appendix C.
       They were developed in close consultation with QUT and BCM. The questionnaires
       consist predominantly of closed-ended questions where response options have been
       pre-coded. There are also open-ended questions where code frames were developed
       from respondents’ verbatim responses.


Data Analysis

       At the completion of fieldwork, the survey results were analysed using the data
       processing and analysis system, Surveycraft. The analysis took the form of frequency
       counts for each question, and cross analysis of responses to all questions by selected
       demographic and behavioural factors (cross tabulations).

       Correspondence Analysis and Image Mapping were also undertaken on potential
       undergraduates, potential coursework postgraduates, parents of potential



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          undergraduates, and business industry and government data. A description of
          Correspondence Analysis and Image Mapping is included overleaf.

          All data were subjected to the following tests of significance for each survey
          question:
          • Z-tests applied to all frequency counts versus the average as well as between sub-
              groups
              • (in the data tables the symbols of +++ or --- indicate a difference to the
                  average at the 99.9% degree of confidence, the symbols of ++ or -- indicate a
                  difference at the 99% degree of confidence, the symbols of + or - indicate a
                  difference at the 95% degree of confidence)
              • (in the data tables capital letters indicate with 99% confidence that the results
                  for adjacent sub-groups are significantly different, and small letters indicate a
                  difference with a 95% confidence level).


Correspondence Analysis & Image Mapping

          Correspondence analysis combines chi-square (to normalise the object by attribute
          data matrix), multi dimensional scaling (to generate the brand space) and multiple
          linear regression (to place attribute vectors through the brand space).

          Results are then mapped two dimensionally to graphically represent each university’s
          positioning in the market by its association with university attributes and other
          competitor universities. Simply put, attributes most closely clustered around a
          university are those that are most strongly associated with that university. Where
          attributes are positioned close to the centre of the map, it is because this attribute is
          not a good discriminator between the universities.


Sample Limitations

          The reader’s attention is drawn to the fact that face-to-face surveying of potential
          undergraduates and the majority of year 12 students who completed the web survey
          were recruited through QUT’s Course and Careers Day. Parents of potential
          undergraduates were also recruited at this event. As such, care should be taken in
          extrapolating the results to all potential undergraduates as the survey sample is likely
          to have contained a proportion of respondents with a predisposition towards QUT.




Disclaimer

          Focus groups are a valuable means of identifying the range of attitudes and behaviours in the
          market. However they do not measure the extent to which these attitudes or behaviours are
          found throughout the market. As is our normal practice, we emphasise that any market size or
          demand estimates in this report can be influenced by a number of unforeseen events or by
          management decisions. Therefore no warranty can be given that the information included will
          be predictive of a desired outcome.



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                                  findings




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     QUT Market Research Report 2006
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                                  35




               potential
            undergraduates




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summary for potential undergraduates
Method
Of the potential undergraduate quantitative sample (n=191), one-half completed a face-to-face
survey on QUT’s 2006 Course and Careers Day (99 respondents). The remaining half (92
respondents) completed a web-based survey. These students either gave their email address
on the Course and Careers Day or were sourced via snowballing these email addresses. 18
students were included in the qualitative phase of this study and comprised two focus groups.

READER PLEASE NOTE: a detailed sub-group analysis of intended faculty is provided
in Appendix D

Image of Brisbane universities amongst potential undergraduates

        In 2006, qualities potential undergraduates feel QUT is more closely aligned with in
        comparison to the University of Queensland or Griffith University are as follows
        (attributes in bold font are those that have consistently been associated with QUT
        across the three tracking studies [1999, 2002, and 2006]):
             • Strong in information technology studies
             • Industry relevant course content
             • More practical tuition
             • Better public transport to campus
             • Strong in design professions
             • Strong in business studies
             • Personalised treatment
             • Lecturers that are easier to access.

        Attributes QUT has gained from Griffith University territory (or from shared ground
        between the universities) since the previous study are:
            • Strong in business studies
            • Offering more personalised treatment
            • Having lecturers who are easier to access.

        However, 2006 has seen Griffith University challenge QUT in regard to being
        perceived as strong in creative industries. In 2002, this attribute was perceived to
        belong to QUT.

        Academic excellence. Potential undergraduates feel the following attributes
        contribute most to their perception of an academically excellent university:
                    • Has lecturers who are the best in their field
                    • Has a good reputation
                    • Graduates get more prestigious jobs
                    • Has the best library resources
                    • Is well regarded by industries and professions
                    • The university is well established
                    • Is regularly awarded for their academic pursuits.

        Potential undergraduates generally perceive the University of Queensland to be the
        most academically excellent university in Brisbane. This university is rated higher on
        five of the seven attributes potential undergraduates associate with an academically
        excellent university. However, ‘having lecturers who are the best in their field’ and


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          ‘is well regarded by industries and professions’ are factors that respondents feel are
          more closely aligned with QUT.

          Faculty Strengths. Similarly to 2002 and 1999, QUT is most often seen to be the
          strongest university in the following disciplines:
              • Information Technology (68%)
              • Creative industries (62%)
              • Business (60%)
              • Design (57%)
              • Engineering (48%).

          QUT is also making some ground in regard to being perceived as strong in humanities
          and law, faculties typically associated with the University of Queensland.

          Renowned QUT courses. QUT is felt by potential undergraduates to be most
          renowned for the following courses (when respondents are not prompted):
              • Accountancy (31%)
              • Civil engineering (31%)
              • Marketing (28%)
              • Biotechnology/Life Science (26%).

          When prompted, other courses that emerge as strengths of QUT include: Management
          (59%), Banking / Finance (52%), Economics (50%), Industrial Design (48%), and
          Nursing (46%).


Information Seeking

          Universities contacted for information. Nine out of ten respondents (89%-91%)
          report contacting QUT for information since considering this university. 80% of
          respondents who completed the web survey, and 60% of those surveyed face-to-face,
          claim to have contacted the University of Queensland for information. Half of the
          potential undergraduates sampled claim to have contacted Griffith University.

          Time frame for assessing options
          First consideration of possible courses of study
          Similarly to 2002, potential undergraduates first begin to consider possible courses to
          study at university one to two years prior to August in their final year in high school
          (62%).

          Interestingly, just over one quarter (26%) of respondents claim that they did not begin
          to contemplate courses for study until six months prior to August 2006.

          First decided on a possible short list of courses
          Most respondents claim that they have decided on a specific short list of courses to
          apply for only within the few weeks prior to August 2006 (23%). A further 39%
          state that they had identified a list of courses to apply for up to six months ago, and
          just under one third of respondents (27%) state they had a possible short list of
          courses organised more than six months before the survey.

          Decided upon first preference
          The majority of potential undergraduates surveyed in August 2006 state that they are
          yet to decide on their first preference for courses to apply for (40%). Of those that



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     have decided on a first preference, 32% have only made their decision in the few
     weeks prior to the survey.

     Only 14% of respondents state that they had decided on their first preference for
     study in 2007 more than 3 months prior to August of their final year of high school.

     How impressions of a university are formed. Potential undergraduates rate the
     following factors as influential in their impressions about universities:
         • Open days / course and career days (91%)
         • Parents / family (74%)
         • Television advertising (64%)
         • Friends (63%)
         • School counsellor / guidance officer (48%)
         • University program information sessions / evenings (47%) (this item is new
             to 2006).

     In 2006, fewer year 12 students are mentioning the following factors as strong
     influencers in how they perceive a university:
         • Letter or article received in the mail (13%, down from 59% in 2002)
         • Recommendation via a professional association (23%, down from 58% in
             2002)
         • Careers expos attended by all universities (41%, down from 73% in 2002)
         • Advice from friends or colleagues (36%, down from 64% in 2002)
         • TSXPO (35%, down from 55% in 2002).
     (Please note that these changes may be influenced by a change in methodology i.e. an
     increased number of respondents being influenced by open days / course and career
     day due to sampling at such an event, and consequently a decrease in other modes of
     influence).

     In 2006, potential undergraduate students are less likely to report print media is
     influential in their impression of universities, as newspaper advertising, professional
     magazine advertising and general magazine advertising have all suffered drops in
     influence between 2006 and previous measures in 2002 and 1999.

     University preference. 98% of respondents are considering QUT for study in 2007,
     and 69% state QUT is their first preference. The second most cited university being
     considered by respondents is the University of Queensland (80%), with 21% of
     potential undergraduates nominating this university as their first preference. Griffith
     University is also being considered for study in 2007 by 43% of respondents;
     however only 4% of potential undergraduates surveyed nominate Griffith University
     as their first preference.

     Factors motivating university study. Similar to 2002, the factors potential
     undergraduates feel are most important in motivating them to study at university are
     as follows:
         • To get a career of interest (100%)
         • For interest (93%)
         • Wanting a job with a good salary (88%)
         • Wanting to study subjects enjoyed at school (85%)
         • Encouraged by parents (77%).

     Factors influencing preference to study at QUT. Potential undergraduates who select
     QUT as their first preference for study in 2006 rate the following reasons as the most
     influential motivators in their choice of university:

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               •    Better job prospects at the end of the course (98%)
               •    Their offer of practical courses (93%)
               •    The academic reputation of the university (92%)
               •    Academic facilities such as library and computing services (89%)
               •    Reputation of the course they have chosen or will choose (89%)
               •    Receiving brochures from the uni about courses of interest (88%)
               •    The university’s well respected image (88%)
               •    Healthier salary at the end of the course (88%).

          Frequency of contact with QUT. Most students who recall contacting QUT claim that
          they have made contact with the university one to two times (51% prompted, 73%
          unprompted) since considering QUT for study in 2007. A further one quarter of
          respondents (25% prompted, 18% unprompted) have made contact with the university
          on three to five previous occasions.

          Avenues used to gain information about QUT. Due to sampling at Course and
          Careers Day, the majority of potential undergraduates report this communication
          avenue as a means of gathering information from QUT (Face-to-face - 73 %; Web -
          90%). Other methods of contact include: emailing QUT’s admission enquiries (14%),
          and / or attendance at faculty events (Face-to-face - 13%; Web - 48%).


Advertising

          Unprompted recall of advertising. QUT is the university most recalled for recent
          advertising (92% of unprompted respondents), a result similar to 2002 (84%) and
          1999 (82%) measures.

          Griffith University is recalled for advertising by 69% of respondents, an increase in
          comparison to measures taken in 2002 (56%) and 1999 (58%). However, advertising
          by the University of Queensland is recalled by 64% of potential undergraduates,
          down slightly from 2002 results (68%).

          Media Recall – QUT. Advertising for QUT (90%), the University of Queensland
          (Face-to-face – 71; Web – 73%), and Griffith University (79%) is most often recalled
          through television advertising. Newspaper advertising, internet / email, and billboard
          / outdoor advertising are also commonly recalled mediums of advertising.

          Main message. The advertising message most often recalled for QUT by potential
          undergraduates is ‘A university for the real world’. Other messages recalled by
          respondents typically centre around career prospects. Messages include:
              • Increased job prospects after graduating / proven success with the best job
                 placements (19% web, 11% interviewed face-to-face)
              • A practical university / offering courses that are relevant to getting jobs /
                 applicable to reality (16% web, 9% interviewed face-to-face)
              • Good teachers / lecturers are better than elsewhere (10% web, 10%
                 interviewed face-to-face).

          In contrast with QUT and Griffith University, the University of Queensland is most
          often recalled for messages emphasising the reputation of the university.

          Advertising message importance. At least 80% of potential undergraduates rate all
          advertising statements as at least quite important. Of the statements, the message
          ‘QUT puts more degree graduates into full time employment than any other

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     university in the country’ is rated as very important by 73% of potential
     undergraduates. Although all messages are rated highly, the least important
     advertising message is that ‘QUT can organise for some students to complete part of
     their degree overseas’, with 80% of respondents feeling that this statement is quite or
     very important.

     Recall of QUT advertising slogan. 67% of potential undergraduates asked in face-to-
     face interviewing, and 89% surveyed over the web, correctly recall QUT’s advertising
     slogan ‘A university for the real world’. This compares with recall levels of 36% in
     2002 and 8% in 1999.

     Slogan messages. At least 90% of potential undergraduates agree with the following
     slogan messages:
         • The slogan says that QUT prepares students for the job market (98%)
         • The slogan suggests a positive image for QUT (95%)
         • The slogan is a credible one (93%)
         • The slogan says that QUT adapts with the changing world (92%)
         • The slogan says that QUT lecturers have practical “real world” experience
             (91%).

     Consistent with previous reports (47% in 2002, and 54% in 1999), the slogan
     statement ‘The slogan says research by QUT academics is more focused than at other
     universities on solving real world problems’ remains the lowest agreed with statement
     (66%).




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conclusions / recommendations for potential
undergraduates
image

          The image map of attributes associated with particular universities displays the
          attribute of ‘lecturers who are the best in their field’ as not being strongly associated
          with any particular university. This position provides QUT with the opportunity to
          increase its promotion of this attribute to ultimately claim ownership of this feature.
          This attribute could be adapted to the current promotional graduate success campaign,
          or be positioned within advertising aimed at a broader target audience.

          Whilst QUT continues to be perceived as the best university for the study of business
          and information technology, results obtained in 2006 show that QUT is being
          challenged by Griffith University in regard to being perceived as strong in creative
          industries. QUT in future promotional activities could emphasise and claim
          ownership of this attribute to reaffirm its strength in this faculty.

          Academic excellence. In regard to academic excellence as perceived by potential
          undergraduates, QUT and the University of Queensland are competing for ownership
          of the following attributes (in order of closest association with QUT):
               • Is well regarded by industries and professions
               • Has lecturers who are the best in their field
               • Graduates get more prestigious jobs
               • Is regularly awarded for their academic pursuits.

          Whilst QUT is rated higher for the possession of the top two attributes detailed above,
          the University of Queensland follows closely. In this light, QUT could seek to
          increase its academic excellence by reaffirming its connection with these attributes. It
          is recommended the emphasis be placed upon the perception that QUT ‘has lecturers
          who are the best in their field’. As this attribute provides QUT with the most
          opportunity to increase its perceived academic excellence, because it is this attribute
          that potential undergraduates feel is the most influential characteristic in their
          perception of an academically excellent university. QUT may also consider building
          in the element of prestigious graduate appointments into its graduate success
          campaigns to address this factor in future communications.


advertising

          Maintain slogan use. In the seven years since the first study, unprompted recall of the
          slogan ‘A university for the real world’ has grown from 8% (1999) to 67% (2006) in
          potential undergraduates, and is synonymous with the brand QUT. Not only is this
          slogan widely recognised, but it is also commonly associated with positive messages
          such as practical teaching and increased career prospects.

          Given that increased / better career prospects is the biggest factor potential
          undergraduates rate as their decision to attend QUT, and is also an important
          motivator in the decision to undertake university study, continuance of the slogan ‘A
          university for the real world’ is recommended. In addition, accompanying messages
          should maintain an emphasis on the career opportunities available after studying at



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     QUT and the ability of QUT to find its graduates employment both during and after
     their degree.

     Lessening influence of print media. Over the tracking reports, an emerging trend is
     that fewer potential undergraduates are reporting print media as a strong influence in
     how they perceive particular universities. Nor is print media a common source of
     advertising recall. These findings point to QUT maintaining its levels of television
     advertising as this medium is the most effective source of communication reported by
     potential undergraduates.

     Influence of parents. Parents are increasingly being reported as major influencers
     upon potential undergraduates’ decision to attend university. Parents are also
     increasingly being reported as major influencers in how potential undergraduates
     form impressions about particular universities. In this light, information for parents
     of secondary school students could be considered in future communication programs.
     With this in mind, QUT could seek to include parent-tailored information with
     student information requests, and include more specific themes in promotional
     material devoted to parents (please see section ‘parents of potential undergraduates’
     for more recommendations).




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Detailed findings:


qualitative
Method - qualitative
18 students were included in the qualitative phase of this study and comprised two focus
groups.


1.0 university knowledge
          When asked ‘How many universities in Queensland can you think of?’ all respondents
          are aware of the three main Brisbane universities; QUT, Griffith University, and the
          University of Queensland. Other universities mentioned by students are Bond
          University, James Cook University, University of the Sunshine Coast, University of
          Southern Queensland, and Australian Catholic University.

          When asked how they know about these universities, respondents report that they
          learn about them through people they know who have gone to the university
          (particularly siblings or parents), advertising (television was the media advertising
          reported most), visiting websites, school visits by universities, and teachers at school.



2.0 advertising
          Respondents easily recall advertising and slogans for QUT and Griffith University,
          but do not readily recall these for the University of Queensland.

          QUT is associated by year 12 students with the slogan ‘A university for the real
          world’ and ‘funky’ colourful television advertisements.

          Griffith University is associated with the slogan ‘Get smarter’ and television
          advertising promoting their new centre of medicine and oral health on their Gold
          Coast campus. Year 12 students feel Griffith University’s use of older spokespeople
          (mainly referring to Deborah Creedy) and little use of colourful and vibrant imagery
          makes the advertising more ‘serious’ in comparison to QUT advertising.




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3.0 academic excellence
3.1 universities associated with academic excellence
     Posed with a question about academic excellence, the University of Queensland is
     most likely to be associated with this attribute. However, some feel QUT and the
     University of Queensland share an equal stake in this quality. Furthermore, a number
     of respondents feel this shared footing is dependent upon the program of interest, in
     that they feel the University of Queensland has higher academic standards for some
     disciplines over QUT, and vice versa.

     Verbatim responses
     ‘You automatically think (the University of Queensland) is the main university in
     Queensland, because of its name and also it has a very good reputation.’
                                                              (Female, private school student)

     ‘I sort of really don’t have a preference over which one I think is more academically
     excellent, but I know a lot of other people think UQ is, but I’ve always had a high
     regard for QUT.’
                                                              (Female, private school student)

     ‘I used to think UQ, but that was only because both my parents went there and that
     was all I had been really brought up with..’
                                                              (Female, private school student)

     ‘I don’t really know first hand which ones are more academically minded, but I think
     just UQ from people talking and what you’ve heard. I’m not really sure.’
                                                              (Female, private school student)

     ‘Because it is THE University of Queensland… people just think ‘well that’s better
     than any University of Technology’… I think the name comes into it a lot.’
                                                              (Female, private school student)

     ‘I’ve heard that UQ is better for like more academic stuff like medicine, science, and
     engineering. Whereas QUT is better for like journalism and that sort of thing which
     could probably be perceived as less academic.’
                                                              (Female, private school student)




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3.2 factors associated with academic excellence
          Respondents were asked to rank 26 factors according to their influence on their
          perception of an academically excellent university. [These factors are displayed in
          the graph on page 45.] The most commonly reported factors ranked between 1 (one
          being the highest contributing factor) and 4 which were felt to influence the
          perception of academic excellence are:
                      • Has lecturers who are the best in their field
                      • Has a good reputation
                      • Graduates get more prestigious jobs
                      • Has the best library resources
                      • Is well regarded by industries and professions
                      • The university is well established
                      • Is regularly awarded for their academic pursuits.

          When asked to explain their reasons for why a particular factor contributes to their
          perception of an academically excellent university, students give the following
          reasons:

          Has lecturers who are the best in their field
             • Students feel that lecturers who are outstanding in their field will be more
                 likely to be involved and interested in the theory and the coursework, and
                 aware of current trends and research in their field.
             • Students perceive outstanding lecturers to be more credible as teaching
                 agents, as they feel these lecturers are more likely to fully comprehend the
                 material they teach rather than recite verbatim from resources. Students also
                 feel that being taught by the very best will result in them having an academic
                 edge over students from other universities.
             • A few students indicate that by attending a university with lecturers who are
                 the best in the field, they are more likely to know and recognise key
                 individuals in their area of study, and feel these connections may be used for
                 networking opportunities.
             • A few students indicate a preference to work with those they perceive as
                 passionate and enthusiastic (inherent qualities students feel are necessary to
                 be the best in the field for any particular area). It was the moderator’s
                 observation that high achieving individuals may have a desire to feel as
                 though they are attached in some way to current academic investigation, even
                 if this connection is only vicarious.

          Has a good reputation
             • Students feel that universities with a good reputation are likely to have earned
                  that reputation by providing a high quality educational environment.
             • High achieving students feel that going to a university with a good reputation
                  is status bearing.
             • By going to a reputable university that is widely recognised, students feel
                  they are more likely to be chosen over other individuals who went to less
                  reputable universities, when searching for employment.




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     Graduates get more prestigious jobs
        • High achieving individuals feel it is of great importance to get a well placed
            employment position after university.
        • Students feel that good graduate outcomes are a reflection of the high
            standards and levels of education at the university, and employers choose
            graduates from a particular university for these reasons.
        • Students suggest that graduates getting more prestigious jobs may indicate
            that the university prepares students for their field of interest in the
            workplace, and this may be either through professional networking or
            providing students with necessary skills to stand out from others when
            applying for employment positions.

     Verbatim responses
     ‘I think the fact that prestigious job offers are being made to graduates of an
     academically you know, great uni, really shows that the people offering the jobs think
     that the courses at that uni are a better standard. So the students are more academic.’
                                                                (Female, private school student)


     Has the best library facilities
        • Students feel it is very important to be near library facilities, and that these
             facilities should be comprehensive. The reason they give for this is that the
             quality of their writing and research is determined by their use of and access
             to diverse and high quality information. Students feel that they will be
             inhibited academically without access to these resources.

     Verbatim responses
     ‘If you have a good library, it gives you quicker access to the best materials. You
     don’t have to spend hours upon hours in a database searching for books in other
     libraries to get it posted to where you are.’
                                                                (Female, private school student)


     Is regularly awarded for their academic pursuits
          • Students feel it is important to attend a university that is well recognised as a
              provider of high quality education, for not only local employment prospects,
              but also internationally.
          • High achieving students feel that going to a university that is academically
              rewarded is status bearing.
          • Students feel that a university that is regularly awarded is reflective of the
              type of people that attend / work there (productive / intelligent / driven), and
              that they personally will be academically challenged and encouraged by
              being immersed in this culture.


     Is well established
         • Students feel that a well established university is more likely to be recognised
              by employers, and this may increase graduate outcomes in regard to
              employment.
         • Students also suggest that because the lecturers have taught the material
              before and the program has been held at that university for a long time, the
              university will be more likely to know what material to focus on, and the best
              way to teach it so that students are more successful at learning the concepts.



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     Factors ranked according to perceived association with academic excellence


                             Has lecturers who are the best in their field


                                                  Has a good reputation


                        Is regularly awarded for their academic pursuits


                            Is well regarded by industries & professions


                                    Graduates get more prestigious jobs


                          Has good ties with professional organisations


                                             Has better library resources


Is ranked highly by international organisations against other universities


                                          Attracts the brightest students


                                              Publishes a lot of research


                                              Conducts a lot of research


                         Is often in the media for their accomplishments


                                     Is known as a prestigious university


                        Its graduates go on to hold positions of notoriety


                                                       Is hard to get into


                                       The university is well established


                                               Has an attractive campus


                                                 Has difficult coursework


                                                Receives a lot of funding


                                                     Is a large university


                                      Teaches the traditional disciplines


                                      Has a lot of fulltime academic staff


                               Offers more overseas student exchanges


                                                Does a lot of advertising


              Attracts students from high socio-economic backgrounds


                                     The campus is in a wealthy suburb


     rankings between 1st and 4th                                            0%   10%   20%   30%   40%   50%   60%   70%   80%   90% 100%

     rankings between 5th and 12th                                                            Percentage of Respondents
     rankings between 13th and 23rd
     rankings between 24th and 26th

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     Is well regarded by industries and professions
         • It is felt by students that because representatives from industries and
              professions hire graduates, they are more in a position to determine which
              university’s graduates are the most prepared and valuable to the field of
              interest.

     Verbatim responses
     ‘Obviously we’re all going to university to get a job and if this university and
     particular degree that you’re doing is really well regarded and then you might have a
     better chance of getting the job than someone who doesn’t have that degree if that
     particular industry really likes that degree.’
                                                               (Female, private school student)

     Students were also given blank cards for this task to add factors which they thought
     contributed to the perception of academic excellence. Only four students (all in the
     same group) took advantage of this opportunity and added ‘has a wide range of
     courses’ as a factor. Only one of these students ranked this factor within the range 1
     to 4, the other three students ranked this factor between 5 and 12.


3.3 factors least associated with academic excellence
     Factors students feel are least associated with the perception of an academically
     excellent university (from a prompted set of items) are:
         • The campus is in a wealthy suburb
         • Attracts students from high-socioeconomic backgrounds
         • Does a lot of advertising
         • Is a large university.


3.4 improving QUT’s academic excellence
     It is felt among students that QUT would need to consider some of the following to
     overtake the University of Queensland as the most academically excellent university:

         • Emphasise graduate prospects and academic milestones
         • Improve the perception of the university in older generations (particularly
           their parents’ generation): students report that their parents, family (uncles
           and aunts), and family friends typically only consider the University of
           Queensland for study as they are more familiar with this university.
         • Develop a history: QUT is perceived as an ‘up and coming’ university rather
           than a well established learning institution.
         • Change the name of the university: year 12 students feel that the name
           ‘University of Queensland’ suggests that it is the major / leading university in
           Queensland.

     Verbatim responses
     ‘If they say ‘we are a great university. It’s been proven that we have got the results.
     Our graduates get offered good jobs’ and stuff. If they tell us that information I
     would be like ‘okay I’ve got to look into QUT’, because it would actually be telling
     me what I want to know, what I want to hear.’
                                                               (Female, private school student)




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Detailed findings:

quantitative
READER PLEASE NOTE: a detailed sub-group analysis of intended faculty is provided
in Appendix D

Method - quantitative
Of the potential undergraduate quantitative sample (n=191), one-half completed a face-to-face
survey on QUT’s 2006 Course and Careers Day (99 respondents). The remaining half (92
respondents) completed a web-based survey. These students either gave their email address
on QUT’s Course and Careers Day or were sourced via snowballing.


1.0 image
1.1       image of Brisbane universities
          All potential undergraduates were asked:
          Q10.     I am going to read out what other people have said about various universities in
                   Brisbane. For each statement I would like you to tell me which university comes to
                   mind. The universities that I would like you to consider are QUT, the University of
                   Queensland and Griffith University. For each statement you can nominate all
                   universities, some universities, or none at all. It doesn’t matter if you haven’t
                   experienced all these universities first hand, as it’s just your impressions that I am
                   interested in. The first statement is [computer to inserted statement – by random
                   selection]. Which university or universities come to mind?

          The following data is based on the statistical analysis technique of Correspondence
          Analysis. A description of the Correspondence Analysis and instructions on how to
          interpret the map are included in the method section of this report.

          Attributes that are bolded have been consistently associated with the identified
          university over the three tracking reports (2006, 2002, and 1999).

          In 2006, QUT is most strongly associated with the following attributes by potential
          undergraduates:
              • Strong in information technology studies
              • Industry relevant course content
              • More practical tuition
              • Strong in design professions
              • Better public transport to campus
              • Strong in business studies
              • Personalised treatment
              • Lecturers are easier to access.

          Attributes potential undergraduates feel are most strongly held by the University of
          Queensland are:
              • For students with higher OP scores
              • Has the best sporting facilities
              • Has courses which are harder to get into
              • For private school students

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         •   Is strong in science
         •   Is well established
         •   Best library facilities
         •   Is strong in law
         •   For students who are serious about their study
         •   Has an attractive campus
         •   Better quality lecturers
         •   Is regularly awarded for their academic pursuits
         •   Has a good reputation
         •   Graduates go on to get prestigious jobs.

     Griffith University is most strongly associated with the following attributes:
         • For students who want to have fun at university
         • Is strong in education studies
         • Workable class sizes
         • Is strong in health studies
         • Is strong in human services
         • Is often in the media for their accomplishments
         • Conveniently located.

     Attributes that are not strongly associated with any particular university are:
         • Lecturers who are the best in their field
         • Is well regarded by industries and professions
         • Contains more relevant theory in courses.


     QUT Gains:

     Results obtained in 2006 clearly show that QUT has made some ground in regard to a
     number of attributes. More specifically, in 2002 Griffith University was seen by
     potential undergraduates to be strong in business. However, 2006 has seen this
     attribute move considerably closer to QUT. Furthermore, Griffith University has lost
     ground in regard to being seen as the university most strongly associated with ‘offers
     more personalised treatment’ and ‘has lecturers who are easier to access’. These two
     attributes are more likely to be perceived as belonging to QUT in 2006.


     QUT Losses:

     In 2006, QUT has lost ground in regard to being perceived by respondents as strong
     in creative industries. In 2002, this attribute was perceived to belong to QUT.
     However, 2006 measures reveal this quality is still being associated with QUT but
     also with Griffith University by potential undergraduates.




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                                                         Queensland Universities Image August 2006
                                                                  Potential Undergraduates

                                                                                                                                                                               Strong in Information
                                                                                                                                                                                Technology studies




                                                                                                                      Strong in engineering
                                                                           Attractive campus


                                                                                                                                                                                  Industry relevant course content
                                                                               Better quality lecturers       Employment prospects
                                                                                                                                                                                                       Strong
                                                                                      Regularly awarded for
                                                                                                          The university most                                    QUT                                  in Design
                                                Best library facilities                                                                                                             More practical
                                                                                       academic pursuits    friends will go to                                                                      Professions
                                                                                                                             Well regarded by industries                               tuition
                                                                   Social & recreational facilities     More relevant              and professions
                                                                 Grads go on to get prestigious jobs                                        International opportunities              Public transport to campus
                                                                                                           theory
                                                                                                                                           For career minded students                Strong in business studies
                                                                                          Good reputation       Lecturers best in their field
                                                              UNI OF QLD
                                                                                                                                                              Personalised treatment   Lecturers are easier
  For students with higher OP scores                                                Strong in law                                                                                            to access
                 Sporting facilities                                        Well established                                                                                 Strong in Creative Industries
                                        Strong in the Sciences                                 For students who are          Strong in
  Courses harder to get into
                                                                                                serious about study        Human Services           In the media for their
                                                                                                                                                                                              Conveniently located
                                       For private school students                                                                                   accomplishments


                                                                                                                              Strong in Health studies

                                                                          Strong in the Humanities                                            Strong in Education studies              Workable class sizes




                                                                                                                                                                     GRIFFITH




                                                                                                                                                                                     For students who want
                                                                                                                                                                                       to have fun at uni




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                                       Queensland Universities Image November 2002

                                                            Potential Undergraduates
                                                                                                    Strong in Information Technology




                                                  Strong in Engineering




                                         Better for employment prospects
                  More extensive sporting facilities
                                 More attractive campus                                                    Strong in Design Professions
                                                                       Strong in the Sciences      More relevant course content
     For students with higher OP scores        Has a good reputation              Uni most of my friends will go to
                                                                                   Provide International opportunities
                                                     Better quality lecturers                              Strong in Creative Industries
          Courses harder to get into Strong in Health Studies                             More relevant theory in courses
                                   Strong in Law                                                      Better public transport
                                              For career minded students                                 More practical tuition
                                      More attractive university culture          Better social & recreational facilities
                      Students who are serious about study
                                                                                                    Lecturers are easier to access
                                                                                           Strong in Business Studies
                                                                                       Offer more personalised treatment
                     For private school students
                                                                                        For students who want to have fun
                                                Strong in Human Services                             More conveniently located
                                                                                     Strong in Education Studies
                                                                                            Workable class sizes
                                Strong in the Humanities




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                                                    Queensland Universities Image October 1999
                                                                     Potential Undergraduates
                                                                                               QUT


                                                                                            Strong in Information Technology




                                                                                      Strong in Engineering
                                                 Better for employment prospects         Conveniently located
                                                                                                         More practical tuition
                                                          Good reputation                          More relevant course content
                                                                                           Better public transport to campus
                                                                                              More relevant theory in courses
                                                             Better quality lecturers        Strong in Education studies
                                                                  Career minded students             Lecturers are easier to access
                                                           Strong in Business studies                           More personalised treatment
                                                    More attractive university culture                           Workable class sizes
                                          Higher OP scores              Students serious about their study
                                   Provide international opportunities
                                                    Strong in Health studies
                                  Harder to get into              Strong in Sciences
                                        Better social & recreational facilities                 Strong in Arts
                                                                                                   For students who want to have fun at uni
                                          More attractive campus
                                             Strong in Law
                                          More extensive
                                          sporting facilities
                         University of For private school students
                         Queensland
                                                                                                                               Griffith University
                                                                                                                       Courses easier to get into
                                                                                                                   For students with lower OP scores




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1.2 academic excellence of Brisbane universities
     All potential undergraduates were asked:
     Q10.     I am going to read out what other people have said about various universities in
              Brisbane. For each statement I would like you to tell me which university comes to
              mind. The universities that I would like you to consider are QUT, the University of
              Queensland and Griffith University. For each statement you can nominate all three
              universities or none at all. It doesn’t matter if you haven’t experienced all these
              universities first hand, as it’s just your impressions that I am interested in. The first
              statement is [computer to inserted statement – by random selection]. Which
              university or universities come to mind?

     From the qualitative investigation conducted, seven items emerge as factors potential
     undergraduates believe contribute to the perception of an academically excellent
     university. These items are (in order of importance):
                 • Has lecturers who are the best in their field
                 • Has a good reputation
                 • Graduates get more prestigious jobs
                 • Has the best library resources
                 • Is well regarded by industries and professions
                 • The university is well established
                 • Is regularly awarded for their academic pursuits.

     Of these items, the University of Queensland is rated higher than QUT on five of the
     seven items by potential undergraduates. In particular, students feel the following
     attributes are most strongly associated with the University of Queensland:
          • Is well established
          • Has the best library resources
          • Has a good reputation.

     QUT is, however, rated as equal to the University of Queensland in regard to having
     lecturers who are the best in their field, and this quality is rated the highest
     contributing factor to the perception of academic excellence by year 12 students
     (please see the qualitative report).

     Furthermore, QUT outperforms the University of Queensland in regard to being
     perceived as well regarded by industries and professions.

     The lowest percent of respondents nominating QUT in an academic excellence factor
     is for the feature ‘has the best library resources’, with only 34% of potential
     undergraduates feeling QUT encompasses this quality.




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academic excellence factors by university                                                                base: all potetnial undergraduates (n=191)

                                                                                                                66
  Is well regarded by industries
                                                                                                          61
          and professions
                                                           24

                                                                                                                66
         Has a good reputation                                                                                                 77
                                                            25

                                                                                                         60
          The university is well
                                                                                                                                       83
              established
                                                                 29

                                                                                          51
Graduates get more prestigious
                                                                                                    58
            jobs
                                                 18

                                                                                       51
Has lecturers who are the best
                                                                                      50
         in their field
                                                      20

                                                                                46
  Is regularly awarded for their
                                                                                               54
        academic pursuits                                                                                        GU        UQ         QUT
                                            14

                                                                      34
 Has the best library resources                                                           51
                                       9

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




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1.3 faculty strengths
     All potential undergraduates were asked:
     Q10.     I am going to read out what other people have said about various universities in
              Brisbane. For each statement I would like you to tell me which university comes to
              mind. The universities that I would like you to consider are QUT, the University of
              Queensland and Griffith University. For each statement you can nominate all three
              universities or none at all. It doesn’t matter if you haven’t experienced all these
              universities first hand, as it’s just your impressions that I am interested in. The first
              statement is [computer to inserted statement – by random selection]. Which
              university or universities come to mind?

     QUT is perceived by potential undergraduates to be strong in the following faculties:
       • Information technology (68%)
       • Creative industries (62%)
       • Business (60%)
       • Design (57%)
       • Engineering (48%).

     Faculties in which potential undergraduates feel the University of Queensland is
     stronger include:
         • Science (61%)
         • Law (53%)
         • Humanities (49%).

     Griffith University is not perceived by year 12 students to be strongest in any one
     particular discipline.

     In line with previous studies, QUT has maintained its perceived strength for creative
     industries, design, information technology and engineering. Furthermore, QUT is
     making some ground in regard to humanities and law, faculties typically associated
     with the University of Queensland.

     However, 2006 has seen fewer potential undergraduates state that QUT is strong in
     sciences (32% in 2006, compared to 53% in 2002 and 52% in 1999).

     Please note, the proportion of ‘don’t know’ has increased across all faculties strengths
     due to the change in methodology in 2006 (i.e. students who completed the web
     survey were given the option to respond ‘don’t know’, whereas interviewing in the
     past has not explicitly given students this option).




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        Potential undergraduates’ perceptions of universities strong in particular faculties

law                                                                                                                               engineering
                                                                                        base: all potential undergraduates                                                                                                   base: all potential undergraduates

100%                                                                                                                              100%


 80%                                                                                                                               80%

                                   62% 62%
 60%                         53%                                                                                                   60%                     56%
                                                                                                                                                    53%                   51%
                                                                                                                                              48%
                                                                                                                                                                    42%
 40%     36%
                                                                                                33%                                40%                                                                                               37%
                     31%
               27%                                                                                                                                                              31%
                                                             21%
                                                                   18%
 20%                                                   16%
                                                                          13%                            12% 10%                   20%                                                                16%
                                                                                                                                                                                                              13%
                                                                                                                                                                                           9%                                                  8% 10%
                                                                                0% 1%                                                                                                            5%
  0%                                                                                                                                                                                                                  1% 3%
                                                                                                                                    0%
               QUT                     UQ                    GU                None              Don't know
                                                                                                                                                    QUT                   UQ                     GU               None                Don't know

business                                                                                base: all potential undergraduates        health                                                                                        base: all potential undergraduates
100%
                                                                                                                                  100%


80%
                                                                                                                                  80%

        60%
60%
               51%                                                                                                                60%
                     47%                                                                                                                                                  52%
                                            44%                                                                                                                                 48%
                                                                                                                                          43%             42%    44%
40%                                                          37%
                                   34%                                                           32%                              40%               38%
                                                                   27%                                                                                                                                                                32%
                             26%
                                                       23%                                                                                                                              26% 25% 25%
20%                                                                                                               14%
                                                                                                         11%                      20%                                                                                                                   17%
                                                                          9%                                                                                                                                  12%                              10%
                                                                                0% 2%                                                                                                                                 3%   3%
 0%
                                                                                                                                   0%
              QUT                  UQ                        GU                None               Don't know
                                                                                                                                                QUT                       UQ                     GU               None                  Don't know


 education                                                                                   base: all potential undergraduates   science                                                                                   base: all potential undergraduates

100%                                                                                                                                 100%


 80%                                                                                                                                 80%
                                                                                                                                                                                  67%
                                                                                                                                                                      61% 63%
 60%                  53%                                                                                                            60%
         51%                                                  51%                                                                                         53% 52%
                48%
                                       40% 38%
 40%                                                                33%
                                                                                                    36%
                                                                                                                                     40%
                                 30%                    31%                                                                                     32%
                                                                                                                                                                                                  29%                                 29%
                                                                                                                                                                                                        26%

 20%                                                                       14%                                                       20%                                                   17%
                                                                                                                     12%
                                                                                                                                                                                                                 9%
                                                                                        3%                   4%                                                                                                                                        6%
                                                                                 0%                                                                                                                                   3% 1%                    1%
  0%                                                                                                                                     0%
               QUT                     UQ                     GU                None                 Don't know                                       QUT                   UQ                    GU                None              Don't know



 humanities*                                                                            base: all potential undergraduates
                                                                                                                                    information technology
   100%
                                                                                                                                                                                                                                     base: all potential undergraduates
                                                                                                                                    100%
                                                                                                                                                      85%
       80%
                                                                                                                                                             80%
                                                                                                                                     80%
                                         66%
                                                                                                                                                68%
       60%
                           48%     49%                                                                                               60%
                                                 44%           44% 44%

       40%     34%
                     29%
                                                                                                   32%                               40%                                                                                                     33%
                                                                                                                                                                                     31%
                                                         24%                                                                                                                   26%
       20%                                                                                                                                                            20%
                                                                           13%                                                       20%                                                                   17%
                                                                                                                     8%                                                                         11% 10%             9%
                                                                                                            4%                                                                                                                                                 8%
                                                                                        3%                                                                                                                                                            4%
                                                                                  1%
       0%                                                                                                                                                                                                                  0% 1%
                                                                                                                                         0%
                     QUT                    UQ                 GU                None                Don't know
                                                                                                                                                      QUT                       UQ                    GU                 None                 Don't know




        Multiple responses were allowed
                                                                                           Aug 06 (n=191)                                                           Nov 02 (n=73)                                               Oct 99* (n=154)


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Potential undergraduates’ perceptions of universities strong in particular faculties (cont.)

human services                                        base: all potential undergraduates       creative industries                                      base: all potential undergraduates
     100%                                                                                        100%


      80%                                                                                        80%

                                                                                                        62%   63%
      60%                                                                                        60%
            45%                           44%
                        41%   41%
      40%         34%                                               36%
                                                                                                 40%                                    36%
                                                                                                                                  28%                             29%
                                    24%
                                                                                                                            23%
                                                18%                                                                   20%
      20%                                                                                        20%
                                                                               10%
                                                      5%                                                                                      9%
                                                                                                                                                                              4%
      0%                                                                                                                                           0%
                                                                                                  0%
              QUT         UQ          GU         None             Don't know                              QUT           UQ          GU        None              Don't know


 design                                                   base: all Potential undergraduates                    Aug 06 (n=191)
     100%


     80%
                                                                                                                Nov 02 (n=73)
                  63%
     60%    57%                                                                                                 Oct 99 (n=154)

     40%                                                             37%                                        Please note: creative industries, design
                                          30%
                                                                                                                and human services were not assessed in
                        22%   21%
     20%                            17%         16%                                                             1999
                                                                                 10%
                                                                                                                Multiple responses were allowed
                                                      3%
      0%
                                                                                                                * Humanities was referred to as arts in
              QUT         UQ          GU         None              Don't know                                   1999




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1.4 renowned QUT courses
          All potential undergraduates were asked:
          Q18      When I mention the (name of profession) professions, what courses (if any) do you
                   think that QUT is renowned for? Any others?

          Without prompting, QUT is felt by potential undergraduates to be most renowned for
          the following courses:
              • Accountancy (31%)
              • Civil engineering (31%)
              • Marketing (28%)
              • Biotechnology / Life Science (26%)

          In comparison to 2002, unprompted recall of renowned courses within disciplines has
          increased across all faculties in 2006, while the proportion of respondents reporting
          ‘don’t know’ has decreased.

          When prompted, courses for which QUT is felt to have a reputation for include:
            • Design: Architecture (39%), Industrial Design (48%), Interior Design (36%)
            • Business: Accountancy (49%), Marketing (59%), Management (59%),
                Economics (50%), Banking / Finance (52%),
            • Engineering: Civil Engineering (53%), Mechanical Engineering (40%),
                Electrical/Electronic Engineering (38%),
            • Science: Biotechnology/Life Science (43%), Environmental Science (35%),
            • Health: Nursing (46%), Sports Science/Human Movements (41%), Public
                Health (38%), Psychology (34%).

          The number of respondents who report that they do not recall a course for which QUT
          is renowned for under each of the broad disciplines varies between 26% - 38% for
          unprompted recall, and 15% - 27% for prompted recall (depending upon the
          discipline).




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Courses for which QUT is renowned as reported by potential undergraduates

                                                       TRACKING STUDY
                                                       2006
                                                                     2006
                                         TOTAL      unprompted
QUT Courses                                                        prompted          2002
                                          2006        (face-to-
                                                                     (web)
                                                        face)
Base: all potential undergraduates        191             99            92            74
                                        % noting course to be one for which QUT is renowned
DESIGN
Architecture                               29            20            39                15
Industrial Design                          28            10            48                4
Interior Design                            23            10            36                5
Urban/Regional Planning                    14            7             22                1
Landscape architecture                     10            4             17                0
Fashion                                    3             6             1                 7
Creative Arts                              1             3             0                 5
Communications                             0             0             0                 3
IT                                         1             0             2                 15
Other                                      9             15            3                 0
None                                       13            22            2                 4
Don't know                                 33            38            27                55
BUSINESS
Accountancy                                40            31            49                14
Marketing                                  43            28            59                4
Management                                 36            14            59                11
Economics                                  30            11            50                3
Banking / Finance                          28            6             52                0
International business                     1             1             0                 14
General Business                           0             0             0                 10
IT                                         0             0             0                 10
Public Relations                           1             1             1                 1
Other                                      1             2             0                 4
None                                       5             10            0                 5
Don't know                                 21            26            15                40
ENGINEERING
Civil Engineering                          42            31            53                16
Mechanical Engineering                     25            10            40                4
Electrical/Electronic Engineering          21            6             38                10
Construction management                    18            6             32                0
Computer/software/IT                       2             3             1                 7
Environmental engineering                  1             2             0                 3
General Engineering                        0             0             0                 4
Other                                      2             4             0                 5
None                                       11            20            1                 4
Don't know                                 28            33            22                62

Multiple responses allowed


                                                                  Table continues overleaf




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Courses for which QUT is renowned as reported by potential undergraduates (continued)

                                                                  TRACKING STUDY
                                                                  2006
                                                                                  2006
                                                    TOTAL      unprompted
QUT Courses                                                                     prompted        2002
                                                     2006        (face-to-
                                                                                  (web)
                                                                   face)
Base: all potential undergraduates                   191             99            92            74
                                                   % noting course to be one for which QUT is renowned
SCIENCE
Biotechnology/Life Science                            35            26                 43                7
Chemistry/Physics                                     17            9                  25                3
Environmental Science                                 20            7                  35                1
Radiography                                           8             4                  13
Natural Resource Science / Geology                    13            3                  23
Maths                                                 8             3                  13               1
Medicine/Biomedical science/Health Science            1             2                  0                4
Engineering                                           0             0                  0                4
Optometry                                             0             0                  0                1
Forensics                                             0             1                  0                1
Other                                                 2             3                  1                14
None                                                  13            24                 1                7
Don't know                                            32            36                 27               63
HEALTH
Nursing                                               34            23                 46               21
Optometry                                             20            14                 27               4
Sports Science/Human Movements                        27            13                 41               6
Public Health                                         22            7                  38               1
Psychology                                            19            6                  34               0
Podiatry                                              10            2                  20               1
Nutrition                                             1             1                  0                5
Bio-medical Science                                   0             0                  0                4
Medicine                                              1             2                  0                3
Physiotherapy                                         0             0                  0                3
Other                                                 5             9                  0                10
None                                                  11            18                 3                4
Don't know                                            24            30                 17               52

Multiple responses allowed

Other responses include:

Design:                  Business:           Health:             Science:                   Engineering:
• Drama,                 • All of business   • Doctors,          • Boeing's Missile         • Mining
• Visual arts,             courses.          • Pharmacy.           engine program,            engineering,
• Business,                                                        which is awful.          • Aero space avionics
• Media,                                                         • Applied science,         • Computer systems
• Creative industries,                                           • Health,                    engineering
• Arts,                                                          • Human movements,         • IT
• Graphic design.                                                • Straight science.        • Aeronautical
                                                                                            • Mechantronics.




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2.0 information seeking
2.1 universities contacted for information
         All potential undergraduates were asked:
         Q3       Since you started thinking about going to [a different] university, with which
                  universities have you made contact for information? Any others (MULTIPLE
                  RESPONSES ALLOWED)

         Nine out of ten respondents (89% interviewed face-to-face and 91% web surveyed)
         report contacting QUT for information since considering this university (please note
         that the sample was drawn from individuals who attended QUT’s Course and Careers
         Day).

         The second most contacted university for information is the University of
         Queensland. 80% of respondents who completed the web survey, and 60% of those
         surveyed face-to-face, report contacting this university for information.

         45% - 55% of respondents also say they have contacted Griffith University for
         information since contemplating university study.


Universities contacted for information by potential undergraduates

                                                                               TOTAL
Universities contacted for information
                                                                        WEB               F2F
Base: all potential undergraduates                                       92                99
                                                                        % contacting university
QUT                                                                      91                89
University of Qld                                                        80                60
Griffith University                                                      55                45
University of Southern Queensland                                        12                 5
Other Australian university outside Qld                                  10                 7
Australian Catholic University                                           10                 6
Other Qld university                                                     9                 10
Bond University                                                          7                  9
Other                                                                    4                  2
Not sure/Won't answer                                                    1                  9
         Multiple responses were allowed

         Other responses include:
           • Sunshine Coast University
           • Uni of Waterloo, Canada and Harvard Uni
           • UNSW
           • Victorian College of Arts




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2.2 timeframe for assessing options
          All potential undergraduates were asked:
          Q6       How long ago did you first start thinking about possible courses of study at
                   university for next year?
          Q7       When did you decide on a specific short list of university courses to apply for?
          Q8       And when did you decide what you would list on your QTAC form as your first
                   preference from a university course next year?

2.2.1 first consideration of possible courses of study

          For potential undergraduates, consideration of possible courses to study at university
          typically begins one to two or more years prior to August in their final year in high
          school, a similar finding to that found in 2002 (please note 2002 results were
          collected in December). 27% of respondents claim that they begin the decision
          making process between the interval of one to two years ago. 18% state this process
          began approximately one year ago, and a further 17% say that they began considering
          courses for study two or more years ago.

          Interestingly, just over one quarter (26%) of respondents claim that they did not begin
          to contemplate courses for study until six months prior to August 2006.

          Subgroup differences. Those students with expected OP results lower than 10 (31%)
          are more likely than average to have started thinking about courses for study in 2007
          up to 2 years ago.


2.2.2 first decided on a possible short list of courses

          Most respondents claim that they have decided on a specific short list of courses to
          apply for only within the few weeks prior to the August 2006 survey (23%). A
          further 21% state that this process was undertaken in the last two months, and 18%
          claim that they had identified a list of courses to apply for up to six months ago.

          26% of respondents say that they had a possible short list of courses organised for
          more than six months before the August survey.


2.2.3 decided upon first preference

          The majority of potential undergraduates surveyed in August 2006 state that they are
          yet to decide on their first preference for courses to apply for (40%). Of those that
          have decided on a first preference, 32% have only made their decision in the few
          weeks prior to participating in the August survey.

          Only 14% of respondents state that they had decided on their first preference for
          study in 2007 more than 3 months prior to the August of their final year.

          Subgroup differences. Females (46%) are more likely than males (26%) to not have
          decided on a first preference in August of their final year for study next year.




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Timeframe for assessing course options: first considered / specific shortlist / first preference

                                                                                STAGE OF DECISION PROCESS
                                                                                      Decided on short Decided on first
                             Timeframe                               First considered       list         preference
                                                                    total     web       F2F      total     web      F2F         total        web         F2F
                             Base: all potential
                             undergraduates                          191       92        99      191     92     99    191                     92          99
                                                                                               % specifying timeframe
                             In the past few weeks (1)                3        4         2        23     24     21    32                      37          27
                             In the last 2 mths (4)                   12       16        7        21     26     17    14                      21          8
                             In the last 3 - 6 mths (18)              11       7         15       18     20     17     5                      5           5
                             6 - 11 mths ago (34)                     10       9         11       8       8     9      4                      4           4
                             Approx 1yr ago (52)                      18       20        17       9       8     11     3                      3           2
                             >1 to <2yrs ago (78)                     27       28        26       7       7     8      2                      1           3
                             2+yrs (104)                              17       15        19       2       1     3      0                      0           0
                             Have not decided                         2        1         2        10      8     13    40                      28          51
                             Mean (no. of weeks
                             since decision)                        55.5      53.5      57.3     22.4      19.0    25.7         10.4         8.6         12.7
                         Items that are bolded indicate a significant difference in responses across methodologies


     timeframe for assessing options
                                                                                                                           base: all potential undergraduates (n=191)
                        35
                                                                                                                        First considered Aug-06
                                                                                                                        Decided on short list Aug-06
                        30
                                                                                                                        Decided on first preference Aug-06


                        25
     % of respondents




                        20



                        15



                        10



                        5



                        0
                             In the past few   In the last 2mths In the last 3 - 6   6 - 11 mths ago   Approx 1yr ago    >1 to <2yrs ago               2+yrs
                                  weeks                                mths




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2.3 how impressions of a university are formed
          All potential undergraduates were asked:
          Q14.     Which, if any, of the following strongly influences your impressions about a
                   university? (Read out) (Multiple responses allowed)

          Potential undergraduates rate the following factors as influential in forming their
          impressions about universities:
              • Open days / course and career days (91%)
              • Parents / family (74%)
              • Television advertising (64%)
              • Friends (63%)
              • School counsellor / guidance officer (48%)
              • University program information sessions / evenings (47%) (this item is new
                  to 2006).

          In 2006, fewer year 12 students are mentioning the following factors as strong
          influencers in how they perceive a university:
              • Letter or article received in the mail (13% down from 59% in 2002)
              • Recommendation via a professional association (23% down from 58% in
                  2002)
              • Careers expos attended by all universities (41% down from 73% in 2002)
              • Advice from friends or colleagues (36% down from 64% in 2002)
              • TSXPO (35% down from 55% in 2002).

          Students are also reporting a weakening influence of print media on their impression
          of universities, as newspaper advertising, professional magazine advertising and
          general magazine advertising have all suffered drops in influence between 2006 and
          previous measures.

          Subgroup differences. Males (28%) are less likely than females (49%) to report a
          visit by a university representative / campus tour as influential in their impression of a
          university. Respondents aged between 15 and 16 years (52%) are more likely to
          report the TSXPO as influential in their perception of a university than year twelve
          students aged 17-24 years (31%).




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  factors influential in university impression
                                                                                                                 base: all potential undergraduates
                                                                                                                                                          91
                        Open days/course and careers days                                                                                       81
                                                                                                                                                     86
                                                                                                                                          74
                                               Parents/family                                                         48

                                                                                                                                   64
                                       Television advertising                                                           51
                                                                                                                              59
                                                                                                                                63
                                                       Friends                                                        48

                                                                                                                      48
                  School counselor/advisor/guidance officer                                                             52
                                                                                                                                  63
                                                                                                                   47
       University program information sessions / evenings*

                                                                                                                 43
                                           University website                                                              55
                                                                                                            38
                                                                                                              42
   Visit to school by university representative/campus tour                                                                     60

                                                                                                             41
                 Careers expos attended by all universities                                                                               73

                                                                                                        36
                           Advice from friends or colleagues                                                                       64
                                                                                                                                               80
                                                                                                       35
                                                       TSXPO                                                               55

                                                                                            23
           Recommendation via a professional association                                                                     58
                                                                                                                                          73
                                                                                           20
Knowing people that were part of the START QUT program                                           26

                                                                                       17
                                            Radio advertising                            21
                                                                                                        37
                                                                                      15
                                      Newspaper advertising                                                 38
                                                                                                                      48
                                                                                      15
                             Billboard or outdoor advertising                                          33
                                                                                                      31
                                                                                  13
               Letter or article received at home in the mail                                                                 59
                                                                                                                                     66
                                                                                  12
                          Professional magazine advertising                                           33
                                                                                                       35
                                                                                 10
                              General Magazine advertising                                       27
                                                                                                 27
                                                                              9
                     Being part of the START QUT program                                    21
                                                                                                                                     Aug 06 (n=191)
                                                                         4                                                           Nov 02 (n=73)
                                                         Other       1
                                                                             7                                                       Oct 99 (n=154)

                                                                 0           10        20        30     40         50        60      70    80        90        100

                                                                                                 % of respondents

  Multiple responses were allowed
  ‘Careers expos attended by all universities’, ‘Visit by universities representatives / campus tour’, ‘TSXPO’, ‘Friends, Parents /
  family’, and START QUT items were not tested in 1999 research.
  The item ‘university program information sessions / evenings’ is new to 2006
  Other responses in 2006 include: reputation, introduction workshops, and brochures



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2.4 university preference
           All potential undergraduates were asked:
           Q4       At which universities are you considering applying to study? Any others?
                    (MULTIPLE RESPONSES ALLOWED)
           Q5a      Which university would be your first preference? (SINGLE RESPONSE)
           Q5b      Which university would be your next preference (SINGLE RESPONSE)

           When interpreting the below results please note the probable bias towards QUT
           arising from the source of the sample (i.e. QUT Course and Careers Day).
           Furthermore, given the variation in methodology between the 2006 survey and those
           taken in 1999 and 2002, differences regarding the number of respondents preferring
           QUT is likely to be due to sampling bias (due to recruiting survey participants at
           QUT’s Course and Careers Day).


2.4.1 all universities being considered

           Of all potential undergraduates surveyed, 98% are considering QUT for study in
           2007. The second most cited university being considered by respondents is the
           University of Queensland (80%), followed by Griffith University (43%).

           Just fewer than one in ten (8%) respondents are also contemplating a Queensland
           university other than those listed in the graph below.


  universities being considered                                                                                     base: all potential undergraduates


                                                                                                                                                 98
                         QUT                                                                                                           90
                                                                                                                                       90
                                                                                                                          80
             University of Qld                                                                                67
                                                                                                    59
                                                                                     43
            Griffith University                                                                          62
                                                                                          47
                                                    8
         Other Qld University                            11
                                                                    19
   Other Australian University                      8
                                                    8
          outside Qld                                          16
                                                                                                                                      Aug 06
                                                6
   University of Southern Qld                            11                                                                           (n=191)
                                                          12
                                            5                                                                                         Nov 02
                         ACU          0                                                                                               (n=73)
                                                6
                                            4                                                                                         Oct 99
              Bond University              3                                                                                          (n=154)
                                      1
                                           4
         Overseas University          0
                                       1
                                       1
                        Other          1
                                                7

                                  0                 10              20   30   40          50        60         70       80           90         100
                                                                                   % of respondents




           Multiple responses were allowed.

           Other responses in 2006 include:
             • Victorian College of Arts




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   2.4.2 first preference

             The vast majority of respondents nominate QUT as their first preference for study in
             2007 (69%). The University of Queensland is reported by 21% of respondents as
             their first choice for study.

             Only 7% of respondents nominate a university other than the three major Brisbane
             universities (QUT, UQ, and GU).


   2.4.3 first and second preference (combined)

             QUT is the university most often reported by potential undergraduates to be in their
             top two preferences, mentioned by more than nine out of ten respondents (95%).

             The University of Queensland is the second most cited university within students’
             first and second preferences (68%). Griffith University follows with 21% of year 12
             students stating this university is in their top two preferences for study in 2007.

             Few respondents mention universities outside of the three major Brisbane universities
             as occupying places in their list of top two preferences.


   Preference of university

                                                                                    Total first & second
                                                   First preference
University                                                                                preference
                                                  Aug 06         Nov Oct            Aug 06          No        Oct
                                          total    web     F2F   02     99     total web F2F         02       99
Base: all potential undergraduates        191       92      99    73   154 191         92     99     73       154
                                                                  % preferring university
QUT                                        69       63     74     48    43      95     91     98     79           80
University of Qld                          21       24     18     23    20      68     72     65     53           45
Griffith University                        4        5      3      19    18      21     20     23     42           32
USQ                                        1        1      0      0      3       2      2      2      4           5
Other Qld university                       2        1      3      3      6       1      2      3      8           8
Other Australian university outside Qld    2        2      1      4      7       3      3      3      4           8
ACU                                        1        1      1      0      2       3      2      4      0           2
Other                                      1        2      0      0      2       2      2      2      0           5
Not sure/Won't answer                      0        0      0      3      0       3      5      1      3           0




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2.5 factors motivating university study
          All potential undergraduates were asked:
          Q2. How important, if at all, are each of the following factors in motivating you to consider
               studying at university? Your answer can range from very or quite important to not very
               or not at all important. The first factor is […….]. How important if at all is this in
               motivating you to consider studying at university?
                         a. To help get a job in a career of interest
                         b. Wanting to study subjects that you enjoy at school
                         c. Being encouraged by your career/guidance officer at school
                         d. Having done work experience in a professional area that you’d like to study
                         e. Wanting to get a job with a good salary
                         f. Being encouraged by friends already at university
                         g. Being encouraged by school friends
                         h. Being encouraged by university staff
                         i. Being encouraged by your parents
                         j. Wanting to gain access to university facilities
                         k. The potential to work overseas
                         l. For interest
                         m. Being able to do more study without having to decide immediately on a
                              career path

          Similar to 2002, the factors potential undergraduates feel are most important in
          motivating them to study at university are the following:
             • To get a career of interest (100%)
             • For interest (93%)
             • Wanting a job with a good salary (88%)
             • Wanting to study subjects enjoyed at school (85%)
             • Encouraged by parents (77%).

          Motivational factors considered least important by potential undergraduates are:
             • Being encouraged by the career/guidance officer at school (41%)
             • Being encouraged by university staff (52%)
             • Having done work experience in a professional area that they would like to
                 study (57%).




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                                                                                                                                                                                                                                                                                             base: potential undergraduates

 factors motivating university study                                                                                                                                                                                                                                                         Oct 99 (n=174), Nov 02 (n=74),
                                                                                                                                                                                                                                                                                             Aug 06 (n=191)

                                                                                                                                                 To help get
                                                                                                                                                               Aug-06                                                              79                                                                       21
                                                                                                                                                  a job in a
                                                                                                                                                  career of
                                                                                                                                                   interest
                                                                                                                                                               Nov-02                                                          77                                                                          23
                                                                                                    by parents overseas good salary For interest               Oct-99                                                                   84                                                                      14
                                                                                                                                                               Aug-06                                          52                                                                       41
                                                                                                                                                               Nov-02                                               62                                                                          33
                                                                                                                                                               Oct-99                                          51                                                                      42
                                                                                                                                                               Aug-06                                      49                                                                     39
                                                                                                               potential to Wanting a
                                                                                                                            job with a




                                                                                                                                                               Nov-02                                     45                                                           33
                                                                                                                                                               Oct-99                                          50                                                            32
                                                                                                                                                               Aug-06                                41                                                      30
                                                                                                                  work
                                                                                                                  The




                                                                                                                                                               Nov-02                          33                                                      36
                                                                                                                                                               Oct-99                     26                                                 38
                                                               access to decide on a enjoyed at Encouraged




                                                                                                                                                               Aug-06                                40                                                           37
                                                                                                                                                               Nov-02                                      48                                                               33
                                                                                                                                                               Oct-99                                      48                                                               33
                                                                                         Wanting to




                                                                                                                                                               Aug-06                                39                                                                46
                                                                                          subjects

                                                                                           school
                                                                                            study




                                                                                                                                                               Nov-02                                          52                                                                  36
                                                                                                                                                               Oct-99                                     45                                                                     46
                                                              uni facilities career path




                                                                                                                                                               Aug-06                     28                                                           46
                                                                              having to
                                                                               without
                                                                                Study




                                                                                                                                                               Nov-02                          33                                                       37
                                                                                                                                                               Oct-99                                39                                                                46
                                                                                                                                                               Aug-06                     27                                                           47
                                                                  Gain




                                                                                                                                                               Nov-02                                41                                                       33
                                                                                                                                                               Oct-99                                     45                                                                38
                            prof'l area by friends Encouraged




                                                                                                                                                               Aug-06                  25                                               35
                 university would like already at by school
                                                     friends




                                                                                                                                                               Nov-02           16                                       36                                                                  Very important
                                                                                                                                                               Oct-99             20                                           37                                                            Quite important
     Encouraged Encouraged Worked in a Encouraged




                                                                                                                                                               Aug-06                21                                       34
                                            uni




                                                                                                                                                               Nov-02            19                                       34
                                                                                                                                                               Oct-99            17                                                45
                                                                                                                                                               Aug-06            18                                           39
                             to study




                                                                                                                                                               Nov-02                      29                                                     36
                                                                                                                                                               Oct-99                           34                                                           45
                                                                                                                                                               Aug-06            18                                      34
                   staff
                     by




                                                                                                                                                               Nov-02                     26                                                  41
                                                                                                                                                               Oct-99            19                                                          51
     by guidance




                                                                                                                                                               Aug-06       9                                  32
      officer at
        school




                                                                                                                                                               Nov-02       12                                 27
                                                                                                                                                               Oct-99            17                                           40

                                                                                                                                                                        0         10                 20             30             40                  50          60              70            80          90        100
                                                                                                                                                                                                                               % of respondents

* Note: The answers in the chart above have been abridged from those read to respondents. Please
consult the question on the previous page for the full statements read out to respondents.




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2.6 influencing factors in the preference of a university
          All potential undergraduates were asked:
          Q9.       How important, if at all, are each of the following factors in influencing your
                   decision to prefer to study at (COMPUTER TO INSERT NAME OF UNIVERSITY
                   FROM Q5a)?

          Potential undergraduates who select QUT as their first preference for study in 2006
          give the following reasons as motivating factors in their choice of university:
              • Better job prospects at the end of the course (98%)
              • QUT’s offer of practical courses (93%)
              • The academic reputation of the university (92%)
              • Academic facilities such as library and computing services (89%)
              • Reputation of the course they have chosen or will choose (89%)
              • Receiving brochures from the uni about courses of interest (88%)
              • The university’s well respected image (88%)
              • Healthier salary at the end of the course (88%).

          These items are also influential factors for students who cite the University of
          Queensland or Griffith University as their first preference.

          Please note that the greater proportion of respondents citing open days / course and
          careers days as an influential factor in their decision to choose QUT as their first
          preference is likely due to the sampling method.




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       Importance of factors on choice of university by university of first preference

                                                                                    FIRST PREFERENCE UNIVERSITY*
                                                                                   QUT           UQ           GU
Potential Motivators to selecting first preference
                                                                            06       02      99      06       02      99     06     02     99
university
Base: all potential undergraduates                                          131      35      65      40       17      31     8^     14     27
                                                                                        % rating (quite + very important)
Better job prospects at the end of the course                               98       94   95 100 100 97            88     79               93
Their offer of practical courses                                            93       83      94      68       82      61    100     86     81
The academic reputation of the university                                   92       94      92      95       94      84     75     79     78
Academic facilities such as library and computing services                  89       91      94      93       82      94     88     79     89
Reputation of the course you have chosen or will choose                     89       86      83      90       82      71     63     79     74
Receiving brochures from the uni about courses of interest                  88       86       -      73       82      -     100     64     -
The university’s well respected image                                       88       91      88      85       88      87    100     71     81
Healthier salary at the end of the course                                   88       74      75      90       76      51     88     50     85
Having attended an Open Day / Course and Careers Day                        87       46      72      68       53      61     88     50     74
Lecturers                                                                   82       63      82      73       65      74     88     57     81
Convenience of campus to your home or work                                  81       66      78      60       59      68     75     64     78
Campus visits as a source of information                                    77       54       -      55       53       -     63     64      -
Lecturers who have excelled in their field / continue to
                                                                            76       89       -      65       65      -      75     64     -
work in their field
The Qld Tertiary Admissions Centre Guide (QTAC Guide)                       75       80      78      50       88      61     88     79     70
Some advertising by a university                                            72       54       -      55       65      -      88     36     -
Careers expos attended by all universities                                  69       60       -      58       76      -      75     57     -
Having the uni recommended by students studying there                       69      54↓      82      78       76      61     75     57     70
A comparable course is not available anywhere else                          69        -       -      58        -      -     100      -     -
Visiting a university website                                               66       69       -      48       53      -      75     43     -
The campus social life                                                      66       60      63      73       71      68     50     43     48
Having the university recommended by parents / family                       63       49      57      60       65      58     63     43     74
Having the university recommended by friends                                63       43       -      60       47      -      50     57     -
OP level of the course in which I was interested was
                                                                            62       60       -      68       59      -      50     64     -
highest at the institution I chose
Having the university recommended by a Career/Guidance
                                                                            52      34↓      63      40       59      52     63     36     78
officer at school
Its courses are harder to get into                                          42       46      66      60       65      42     25     64     33
Its courses are easier to get into                                          41       23      38      35       29      23     63     21     33
Sporting facilities                                                         40       31      42      40       35      45    100     36     37
A visit from a university representative to school                          40       29       -      50       41      -      50     21     -
Having attended TSXPO                                                       39       40       -      35       41      -      38     36     -
Calling a university faculty that you are interested in
                                                                            37       71       -      18       35      -      25     50     -
applying to
Emailing a university                                                       31       31       -      15       24      -      25     14     -
Calling a university Student Centre                                         25       31       -      10       12      -      25     36     -
All my friends chose that university                                        18       3        -      28       12      -      13      7     -
       ↑ indicates a significant increase from the previous wave at at least the 95% confidence level
       ↓ indicates a significant decrease from the previous wave at at least the 95% confidence level
       - this item was not tested in previous research
       ^ Caution: Small cell size
       * the above table only includes results for those who nominate QUT, UQ or Griffith as their first preference


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2.7 frequency of contact with QUT
          Potential undergraduates who have made contact with QUT were asked:
          Q19      Since you first started considering QUT, how many times have you contacted
                   QUT for information?

          Most students who recall contacting QUT claim that they have made contact with the
          university once or twice (51% prompted, 73% unprompted) since considering QUT
          for study in 2007. A further one-quarter of respondents (25% prompted, 18%
          unprompted) have made contact with the university on three to five previous
          occasions.

          Those students who completed the survey over the web are more likely to report that
          they cannot remember how often they have contacted QUT.


Frequency of contact with QUT

                                                                                                      TOTAL
Frequency
                                                                                                 WEB           F2F
Base: potential undergraduates who have contacted QUT                                             84            88
                                                                                               % mentioning frequency
One to two times                                                                                  51            73
Three to five times                                                                               25            18
Five times or more                                                                                5             3
Don't know/can't recall                                                                           19            6
          Items that are bolded indicate a significant difference between responses over the two different methodologies




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2.8 avenues used to gain information about QUT
        All potential undergraduates who recall contacting QUT were asked:
        Q20      What avenues have you used to gain information about QUT? Any others? (MR
                 ALLOWED)(PROMPTED)
                  a. Telephone contact with QUT Admission Enquiries
                 b. Email contact with QUT Admission Enquiries
                 c. Telephone contact with a faculty
                d. Email contact with a faculty
                e. Attendance at faculty events
                f. Open Days / Course and Careers Day

        Due to recruiting the sample of year 12 students at QUT’s Course and Careers Day,
        most students report this communication avenue as a means of gathering information
        from QUT (73 % - 90%).

        The second most mentioned method of contacting QUT is attendance at faculty
        events (13% of those interviewed face-to-face, 48% web surveyed), followed by
        emailing QUT’s admission enquiries (14%).

        Those respondents who completed the web survey are significantly more likely than
        respondents who were interviewed face-to-face to report attendance at faculty events
        as a means of gathering QUT information.

        Subgroup differences. Males (40%) are more likely than females (25%) to report
        attendance at faculty events as a method of contact with QUT.

Avenues used to gain information about QUT (unprompted and total mentions)

                                                                           Unprompted             Prompted
Means of gaining information
                                                                          (face-to-face)            (web)
Base: potential undergraduates who have contacted QUT                           84                    88
                                                                          % mentioning this information avenue
Open Days/Course and Careers Day                                                73                    90
Email contact with QUT Admission Enquiries                                      14                    14
Attendance at faculty events                                                    13                    48
Email contact with a faculty                                                    15                    12
Telephone contact with QUT Admission Enquiries                                   0                    11
Internet/website                                                                 8                     0
Telephone contact with a faculty                                                 6                     5
Sent information by mail                                                         0                     0
QTAC                                                                             0                     0
Other                                                                            1                     0
Don't know                                                                       1                     0
        Multiple responses were allowed
        Items that are bolded indicate a significant difference between responses over the two different methodologies

        The one recorded ‘Other’ responses is
             •     Talking to people from QUT at our Careers day at School




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3.0 advertising
3.1       unprompted recall of advertising
          All potential undergraduates were asked:
          Q11.     Which Brisbane universities can you recall seeing or hearing any advertising or
                   promotion for in the past few months? Any others? (Multiple responses allowed)

          Consistent with results obtained in 2002 and 1999, QUT is the university most
          recalled for recent advertising, with 92% of respondents mentioning this university.

          Griffith University is recalled for advertising by 69% of respondents, an increase
          from measures taken in 2002 (56%) and 1999 (58%).

          Slightly down from 2002 (68%), advertising by the University of Queensland is
          recalled by 64% of potential undergraduates.

          Please note that only those respondents who were unprompted in their recall of recent
          advertising of universities are discussed in this section (i.e. face-to-face interviewing).




      universities recalled for advertising                                                                                      base: potential undergraduates
                                                                                           Oct 99 (n=154), Nov 02 (n=73), Aug 06 (n=99: only those surveyed face

                 Aug-06                                                                                                                             92
         QUT




                 Nov-02                                                                                                                   84
                 Oct-99                                                                                                              82
                 Aug-06                                                                                   64
         UQ




                 Nov-02                                                                                        68
                 Oct-99                                                                                                    76
                 Aug-06                                                                                         69
         GU




                 Nov-02                                                                         56
                 Oct-99                                                                              58
                 Aug-06                       6
         ACU




                 Nov-02                       6
                 Oct-99                       6
                 Aug-06               2
         USQ




                 Nov-02                   5
                 Oct-99           1
                 Aug-06           1
         SCU




                 Nov-02           1
                 Oct-99           1
                 Aug-06       0
       Bond
        Uni




                 Nov-02                           7
                 Oct-99                   5
                 Aug-06           1
         Other




                 Nov-02                                   9
                 Oct-99                           7
                 Aug-06                               8
         None




                 Nov-02                   5
                 Oct-99                           7

                          0                           10      20   30   40         50                60         70              80             90             100
                                                                             % of respondents




          In 2006, “Other” responses include:
               •     UNSW




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3.2        media recall (prompted and unprompted recall)
           All potential undergraduates who recalled seeing advertising were asked the following for
           each university for which advertising was recalled:
           Q12a. Where do you recall this advertising or promotion for (name of uni)? (MR)

           Television is the most recalled source of advertising for QUT (90%), the University
           of Queensland (71-73%), and Griffith University (79%) across both prompted and
           unprompted methodologies.

           Newspaper advertising is the second most commonly recalled medium for these three
           universities when responses are prompted. However, internet / email emerges as the
           second most recalled advertising source for QUT (21%), and billboard / outdoor
           advertising is the second most recalled source of advertising for the University of
           Queensland (17%) when responses are not prompted.

           Unprompted recall for source of awareness (face-to-face interviewing) in 2006 is
           similar to measures obtained in both 2002 and 1999.

Source of awareness of advertising for Brisbane universities

                                                 UNIS FOR WHICH ADVERTISING IS RECALLED
                                                 QUT              UQ                GU
                                              06    02 99     06     02 99       06    02                                   99
Source of awareness                     web     F2F                    web     F2F                     web    F2F
Base: potential undergraduates
who recall university                   86      91      61     126      67     63      61      115     61      68      41   90
advertising
                                                                 % mentioning awareness source
Television advertising                  90      90      74      75   73    71   64    63     79                79      49   57
Newspaper advertising                   36      19      18      23   43    10   20    25     23                13      20   24
Billboard or outdoor
                                        30      14      11      18      28     17       6       7      13       7      15   9
advertising
Internet/Email                          26      21       5      2       16     16      4       3       13       9      10   1
Radio advertising                       26      14       5      17      25     11      0↓      15      18       7      0↓   18
Magazine advertising                    10      13       8      3       9      5       2       1       5        4      2    3
Letter or article received at
                                         3       4       7       6      3      13       6       7       5       3      7    6
home in the mail
Careers seminar/Career
Day/Career Market/Tertiary               0       0       8       8      0       0      10       8       0       0      12   8
Expo
QTAC guide/University guide
books/University Admissions              0       0       2       3      0       0      0↓       5       0       0       -   4
Guide
Talk at school/handouts at
                                         -       0      13      23       -      0      14      22       -       0      24   18
school
Pamphlets on Open Day/at
                                         -       0       5       3       -      0      10       7       -       0      10   6
Open Day
At movies / cinema                       -       0       -       1       -     0        -       0       -       0      -    0
Other                                    7       9       2       2      10     13       6       3      13       9      2    3
Don't know/no recall                     0       0       2       1      0      0        2       3                      5    4
Items that are bolded indicate a significant difference between responses over the two different methodologies
↓↑ indicates a significant decrease or increase from the previous wave at at least the 95% confidence level
Multiple responses were allowed                           - item not assessed in this survey
Other responses include: school presentation, word of mouth, brochure, bus, citycat, University Ambassador, and at school



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3.3 main message
           All potential undergraduates were asked the following question for each university for which
           they recall advertising:
           Q13a. Apart from encouraging you to consider this university for study, what key message
                    did they make in their advertising? (UNPROMPTED)

           The advertising message most often recalled for QUT by potential undergraduates is
           ‘A university for the real world’.

           Other messages respondents feel are included in recent QUT advertising typically
           involve references to career prospects. Responses include:
               • Increased job prospects after graduating / proven success with the best job
                   placements (19% web, 11% interviewed face-to-face)
               • A practical university / offering courses that are relevant to getting jobs/
                   applicable to reality (16% web, 9% interviewed face-to-face)
               • Good teachers / lecturers are better than elsewhere (10% web, 10% interviewed
                      face-to-face).

           Griffith University is similar in that most advertising messages for this university
           involve references to career prospects. In contrast, the University of Queensland is
           most often recalled for messages emphasising the reputation of the university.

           Perceived main message of advertising for universities seen

                                                                                           Unis for which advertising is
                                                                                                     recalled
                                                                                           QUT                UQ             GU
                                                                                        web     F2F     web      F2F    web    F2F

 Base: all potential undergraduates                                                      86     91   67     63   61               68
                                                                                                % mentioning message
 Social environment
    A fun place to study                                                                  2       7       3        0    3          0
    Social atmosphere/ friendly/ laid-back lifestyle                                      0       5       7        0    2          1
    Look after their students/students are the number one priority
                                                                                          6       3       1        8    2          0
    / caring and supportive environment
    Diversity of students/ rural/ o.s./multi cultural                                     0      1       0         2    0          0
    You can enjoy a good lifestyle                                                        0      1       0         2    0          1
    Other activities available/sport                                                      0      0       0         0    2          0
                                                       SUBTOTAL                           8      17      11        12   9          2
 Programs / courses / classes
    Good teachers/ lecturers are better than elsewhere                                   10      10      10        6    2          0
    Courses are up to date                                                               8       5       0         2    0          1
    Offers a wide range of courses                                                       10      4       6         5    3          9
    A balance of theory and practice in courses                                          9       4       0         0    2          0
    Offers a good variety of Postgraduate courses                                        1       1       0         0    0          0
    Technology/ ahead in technology                                                      0       1       0         2    3          4
    Offers good courses/ specific courses                                                0       1       4         3    8          7
    Individual attention/ good class sizes-not too big/ good
                                                                                          0       0       0        8    0          0
    student to teacher ratio
                                                       SUBTOTAL                          38      26      20        26   18        21
Multiple responses allowed
Items that are bolded indicate a significant difference between responses over the two different methodologies



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Perceived main message of advertising for universities seen (continued)

                                                                                           Unis for which advertising is
                                                                                                     recalled
                                                                                           QUT                 UQ              GU
                                                                                       web        F2F    web     F2F     web    F2F

 Base: all potential undergraduates                                                     86        91   67     63   61               68
                                                                                                  % mentioning message
 Reputation
    Has a good reputation/ academic reputation                                          8          7      22        16   10          7
    Good facilities/ state of the art                                                   3          2      16        8    7           6
    A prestigious university                                                            0          2      1         14   2           1
                                                        SUBTOTAL                        12         11     39        38   19         14
 Career prospects
    A university for the real world                                                     57         45      7        0      3        1
    Increased job prospects after graduating / proven success with
                                                                                        19         11      6        10     5        9
    the best job placements
    A practical university/ offering courses that are relevant to
                                                                                        16          9      3        2      5        1
    getting jobs/ applicable to reality
    Get practical experience while studying                                             0          7      0         2    0           1
    Success of former students/ graduates do well/                                      7          2      1         2    2           1
    Importance of education in gaining future employment                                0          0      0         3    0           3
    Job offer before graduating                                                         0          0      0         0    0           1
                                                        SUBTOTAL                        99         74     17        19   40         19
 Other
    Advertising Open Day / Course and Careers Day                                          2       10     19        13     7        4
    You can achieve your goals                                                             7       5      0         0      2        1
    Good location/ accessible/ close to transport                                          1       4      3         2      0        1
    Your choice/you control your career/equip yourself for a
                                                                                           7        2      0        2      3        16
    better future
    Get smarter                                                                            6        1      1        2    25         19
    Open to everybody/not too hard to get in/ you will be able to
                                                                                           0        1      0        2      2        4
    get in if you apply
    Attractive environment/lush bushland setting                                        1          0      4         0    0           0
    Other (specify)                                                                     1          0      0         2    3           3
    Don’t know                                                                          3          5      18        30   20         18
                                                        SUBTOTAL                        28         28     45        53   62         66
          Items that are bolded indicate a significant difference between responses over the two different methodologies
          Multiple responses allowed

          Other responses include:

QUT:                                       UQ:                                         GU:
• Good international connections,          • 100 percent thing/now you can rate        •       Well established in music.
  friendly campus                            and mark the uni staff and                •       Advancing science
                                             grounds/you do the marking.               •       Helps more with the community.
                                                                                       •       Overseas travel/exchange.




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    3.4 advertising message importance
               All potential undergraduates were asked:
               Q17.     How important, if at all, are the following messages that have been included in
                        recent advertising by QUT? It doesn’t matter if you have not seen or heard this
                        advertising, as it’s just your feelings about the messages that we are interested in.
                        Your answer can range from very or quite important to not very or not at all
                        important. (RANDOMLY PRESENT MESSAGES)

               Eight in ten respondents rate all advertising statements as at least quite important. Of
               the statements, the message ‘QUT puts more degree graduates into full time
               employment than any other university in the country’ is rated as very important by
               73% of potential undergraduates.

               The least important advertising message as rated by potential undergraduates is that
               ‘QUT can organise for some students to complete part of their degree overseas’, with
               20% of respondents feeling that this statement is not very or not at all important.

    Importance of advertising message

                                                                       STATEMENT
                                                                                     QUT puts more
                                                                                                           QUT can organise
                                        At QUT, industry                            degree graduates
                                                              Many QUT lecturers                            for some students
                                          professionals                                into full time
                                                                are real world                             to complete part of
                                        continually help                            employment than
                                                                professionals                                   their degree
                                         review courses                            any other university
                                                                                                                  overseas
Level of importance                                                                   in the country
                                        06     02      99     06      02     99    06       02      99     06      02        99
Base: all potential
                                       191     73     154     191     73    154    191      73     154     191     73     154
undergraduates
                                                                 % important / not important
Very important                          44     37      40     52  44     47     73     74    69            40      40        36
Quite important                         43     55      48     42  48     41     20     23    24            39      40        39
TOTAL important                         87     92      88     94  92     88     94     97    93            80      79        75
Not very important                      10     8       12     5    5     12      5     3     6             18      19        21
Not at all important                    3      0       0      1    3     0       2     0     1             2       1         3
TOTAL not important                     13     8       12     6    8     12      7     3     7             20      21        25


                                                                           STATEMENT

                                         QUT helps many                              QUT focuses on           QUT produces
                                                                QUT prepares
                                        graduates get jobs                         getting students into    graduates that are
                                                               graduates for a
                                       through its graduate                          a job before they     more technologically
                                                               global workforce
                                        placement program                           finish their degree         competent
Level of importance
                                       06      02      99     06      02     99    06       02      99     06      02        99
Base: all potential
                                       191     73     154     191     73      -    191      73       -     191     73        -
undergraduates
                                                                    % important / not important
Very important                         59      55      63     57     52      -     66     62         -     42      47        -
Quite important                        38      38      31     38     40      -     30     33         -     50      38        -
TOTAL important                        96      93      94     95     92      -     96     95         -     92      85        -
Not very important                     4       7       6      5       8      -      3     5          -     6       14        -
Not at all important                   0       0       1      0       0      -      1     0          -     2       1         -
TOTAL Not important                    4       7       6      5       8      -      4     5          -     8       15        -
    - item not assessed in this wave


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3.5 recall of QUT advertising slogan
          All potential undergraduates were asked:
          Q15. What line does QUT use to describe itself in its advertising? (UNPROMPTED)(SR)

          67% of potential undergraduates asked in face-to-face interviewing, and 89%
          surveyed over the web, correctly recall QUT’s advertising slogan ‘A university for
          the real world’.

          This is a significant increase in correct recollection compared to measures taken in
          2002 (36%), and 1999 (8%).


     recall of QUT advertising slogan                                                                           base: potential undergraduates
                                                                            Oct 99 (n=154), Nov 02 (n=73), Aug 06 (n=99 face to face, n=92 web)


                                                                                                                  89%
     "A university for the real                                                          67%
              world"                                         36%
                                          8%
                                        5%
                                                     25%
                     No recall
                                                                            55%
                                                                                                    77%
                                       2%
                                       2%
                        Other
                                        4%
                                          7%
                                         6%                                                       Aug 06 (web)
                                       3%                                                         Aug 06 (face to face)
      "real" related messages
                                         6%                                                       Nov-02
                                          8%                                                      Oct-99

                                  0%     10%   20%    30%    40%     50%      60%        70%        80%         90%        100%
                                                               % of respondents




In 2006, “Other” responses include:
     •    More job prospects after you graduate
     •    Good creative industries
     •    University with global connections that leaves graduates suited for industry employment
     •    QUT graduates gets jobs,
     •    most recognized

‘Real’ related messages include:
    •     Lecturers from the real world
    •     For real life
    •     Jobs for the real world
    •     Lectures from the real world, up to date courses
    •     Real life, real uni
    •     Real opportunity




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     3.6            QUT slogan messages
          All potential undergraduates were asked:
          Q16.     That’s right] QUT has used the slogan “A university for the real world” for several
                   years now. Please say whether you agree or disagree with statements that other
                   people have made about this slogan and the way it has been used in promotion. The
                   first statement is [ ]. Do you agree or disagree with this statement?

                    a.   The slogan says that QUT prepares students for the job market
                    b.   The slogan says that QUT lecturers have practical “real world” experience
                    c.   The slogan says that QUT adapts with the changing world.
                    d.   The slogan suggests a positive image for QUT
                    e.   The slogan is a credible one
                    f.   The slogan says that QUT is relevant to the needs of professionals who are
                             considering postgraduate study
                    g.   The slogan suggests that QUT has a global focus
                    h.   The slogan says research by QUT academics is more focused than at other
                             universities on solving real world problems

          Statements about QUT’s advertising slogan that at least nine out of ten potential
          undergraduates agree with are:
              • The slogan says that QUT prepares students for the job market (98%)
              • The slogan suggests a positive image for QUT (95%)
              • The slogan is a credible one (93%)
              • The slogan says that QUT adapts with the changing world (92%)
              • The slogan says that QUT lecturers have practical “real world” experience
                 (91%).

          Whilst the slogan statement ‘The slogan says research by QUT academics is more
          focused than at other universities on solving real world problems’ remains the lowest
          agreed with statement (66%), the percentage of potential undergraduates who agree
          with this statement has increased slightly since 2002 (up from 47%).




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The answers in the chart below have been abridged from those read to respondents. Please
consult the question on the previous page for the full statements read out to respondents.


          perceived slogan message
                        QUT has a global unis on solving real
                                                                                                                                                                       base: all potential undergraduates
                                                                                                                                                           Oct 99 (n=154), Nov 02 (n=73), Aug 06 (n=191)
                                         academics is more
                                         focused than other
                                          Research by QUT




                                                                                                         Aug-06                            66                                              34
                                           world problems



                                                                                                         Nov-02                 47                                             49                              4
                                                                                                         Oct-99                      54                                             43                         3
                                                                                                         Aug-06                                       88                                                 12
                             focus




                                                                                                         Nov-02                                  78                                              22
                                                                                                         Oct-99                                 75                                             23              2
     postgraduate study
     QUT is relevant to

     professionals who




                                                                                                         Aug-06                                 74                                              26
       are considering
        the needs of




                                                                                                         Nov-02                                       86                                              14
                                                                                                         Oct-99                                 74                                             23              3
                                                                                                         Aug-06                                        93                                                  7
                                                    The slogan is a
                                                     credible one




                                                                                                         Nov-02                                        92                                                 5 3
                                                                                                         Oct-99                                        92                                                 7 1
                           students for the job have practical real QUT adapts with positive image for




                                                                                                         Aug-06                                            95                                                 5
                                                                                       Suggests a

                                                                                           QUT




                                                                                                         Nov-02                                            95                                                 5
                                                                                                         Oct-99                                            95                                                 41
                                                 world experience the changing world




                                                                                                         Aug-06                                        92                                                  8
                                                                                                         Nov-02                                            96                                                  4
                                                                                                         Oct-99                                       88                                              10 2
                                                                                                         Aug-06                                        91                                                 9
                                                  QUT lecturers




                                                                                                         Nov-02                                  81                                                 18            1
                                                                                                         Oct-99                                  81                                             17             3
                                                                                                         Aug-06                                             98                                                 2
                              QUT prepares

                                 market




                                                                                                         Nov-02                                            96                                                 31
                                                                                                         Oct-99                                            94                                              42
                                                                                                                  0%   10%    20%     30%        40%        50%      60%     70%         80%        90%        100%

                                                                                                                                     % agreement / disagreement
                                                                                                                             Agree        Disagree          Neither agree nor disagree




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4.0 profile of segment
          Due to the different methodologies used to examine this segment, those potential
          undergraduates who were interviewed face-to-face will be discussed separately from
          those who completed the survey over the web. The only significant difference between
          samples is that those interviewed face-to-face are more likely to be currently attending a
          private school.

          web survey
          Those who completed the web survey are more likely to be:
             • Female (68% of the sample)
             • Aged between 17 and 24 years of age (88%)
             • Are equally likely to attend a state school (46%) or a private school (41%)
             • Expect an OP under 10 (86%), with most respondents expecting between 6 and
                 10 (48%)
             • Interested in the following faculties:
                     o Business (36%)
                     o Arts (33%)
                     o Creative industries (29%)
                     o Health (28%)
                     o Law (24%)
                     o Science (18%)
                     o Engineering (18%)
                     o Education (16%)
                     o Humanities (15%)
                     o Built environment & design (11%)
                     o Information technology (9%)
                     o Human services (8%)
             • Hope to study at Gardens Point (47%), St Lucia (18%), or Kelvin Grove (16%)
                 campuses.

          face-to-face interview
          Those who were face-to-face interviewed are most likely to be:
             • Female (71% of the sample)
             • Aged between 17 and 24 years of age (80%)
             • Attending a private school (60%)
             • Expect an OP under 10 (76%), with most respondents expecting between 6 and
                 10 (46%)
             • Interested in the following faculties:
                     o Business (27%)
                     o Health (23%)
                     o Science (20%)
                     o Arts (19%)
                     o Education (18%)
                     o Law (18%)
                     o Engineering (17%)
                     o Creative industries (15%)
                     o Built environment & design (8%)
                     o Information technology (8%)
                     o Humanities (7%)
                     o Human services (5%)
             • Hope to study at Gardens Point (73%), Kelvin Grove (35%), or St Lucia (32%)
                 campuses.



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                  potential
                 coursework
                postgraduates




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summary for potential coursework postgraduates
Method
The potential coursework postgraduate students sample (n=30) were recruited from
attendance records at a QUT postgraduate information session. These students completed an
online survey.

image of Brisbane universities amongst potential coursework postgraduate students

       In August 2006 QUT is most strongly associated with the following attributes:
           • Conveniently located
           • Strong in design professions
           • Strong in information technology studies
           • Strong in business studies
           • More relevant course content
           • Lecturers that are easier to access.

       Several attributes previously owned by or shared with Griffith University have since
       been won over by QUT, most notably for the following attributes: lecturers that are
       easy to access, workable class sizes, a more convenient location and more relevant
       course content.

       QUT has made some ground in regards to better quality lecturers, as this attribute is
       now shared between QUT and the University of Queensland (it was previously owned
       by the University of Queensland). QUT has, however, lost its relatively weak
       ownership of “better for employment prospects” to the University of Queensland,
       who have also strengthened their ownership of “Courses that are harder to get into” at
       the expense of QUT’s shared claim to this quality.

       [The reader should note that although comparisons are made between 2006 measures
       and those of 2002 and 1999, correspondence analyses for 2002 and 1999 contain a
       proportion of potential postgraduate students who sought to study postgraduate
       research, rather than postgraduate coursework. To this end, comparisons should be
       interpreted with caution.]

       Faculty strengths. In August 2006, potential coursework postgraduate students regard
       QUT as stronger than any other Brisbane universities in the following faculties:
          • Information technology
          • Business
          • Creative industries
          • Engineering
          • Health
          • Design
          • Education.

       Engineering is considered equally strong at both QUT and the University of
       Queensland. The University of Queensland does, however, remain strongest in the
       faculties of law, science and arts / humanities.

       Griffith University has crept forward to become the strongest university in human
       services.

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          Renowned QUT courses. In each profession, the courses most commonly judged by
          potential coursework postgraduate students to be those for which QUT is renowned
          are:
               • Design:         - Architecture (27%)
                                 - Industrial design (27%)
                                 - Urban / regional planning (27%)
               • Business:       - Accountancy (57%)
               • Engineering: - Civil engineering (47%)
               • Science:        - Biotechnology / life science (33%)
               • Health:         - Nursing (63%).


factors motivating university study

          The most potent motivators for potential coursework students to study at a
          postgraduate level are:
              • Improved career prospects
              • Broader expertise base
              • Interest
              • Continuation of the education experience.


factors influencing the selection of a particular university

          How impressions of a university are formed. The most common agents that influence
          potential coursework postgraduate students’ impressions about a university are:
              • Open days / course and careers days (80%)
              • University postgraduate information sessions / evenings (80%, a new item in
                  2006)
              • Television advertising (60%)
              • Advice from friends and colleagues (53%).

          University Preference. The vast majority of respondents in this survey cite QUT as
          their first preference for postgraduate study, regardless of where they undertook their
          undergraduate degree. It must be noted however that a bias towards QUT is likely
          given that survey respondents were recruited via attendance at a QUT postgraduate
          information session.

          Factors influencing preference to study at QUT. The factors rated as most important
          when selecting QUT as a preferred university are:
              • The academic reputation of the university (100%)
              • Flexibility in course timetable (100%)
              • The university’s well respected image (92%)
              • Reputation of the course (92%)
              • Degree via coursework not by research (92%)
              • Attending a postgraduate information evening at a university / open day
                  (92%).




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advertising

       Unprompted recall of advertising. In August 2006, potential coursework
       postgraduate students are more likely to recall advertising for QUT (87%) than either
       Griffith University (80%) or the University of Queensland (53%).

       Media recall – QUT. By far the most common type of media recalled for QUT
       advertising is television, with 85% of respondents mentioning this source. This
       appears to be quite a substantial increase since the previous wave (Nov 02 – 43%),
       however, this is likely to be due to the use of prompted responses in 2006. Smaller
       proportions say they have seen QUT advertised on billboards or other forms of
       outdoor advertising (35%), or in a newspaper (31%).

       Main message. Potential coursework postgraduate students who recall advertising
       about QUT most commonly state (without prompting) that the main messages made
       in the advertising are that:
            • QUT is ‘A university for the real world’ (50%)
            • There are increased job prospects after graduating from QUT / QUT has
                proven success with the best job placement (23%)
            • QUT offers a wide range of courses (12%).

       Advertising message importance. While each advertising message tested is rated as
       important by the majority of potential coursework postgraduate students, messages
       deemed important by the greatest proportions of respondents include:
          • Many QUT lecturers are real world professionals (93%)
          • At QUT, industry professionals continually help review courses (90%)
          • QUT prepares graduates for a global workforce (87%)
          • QUT produces graduates that are more technologically competent (87%)
          • QUT puts more degree graduates into full time employment than any other
               university in the country (87%).

       Recall of QUT advertising slogan and slogan messages. In August 2006, eight in ten
       potential coursework postgraduate students (80%) correctly recall the QUT
       advertising slogan, ‘A university for the real world’. Correct recall of this slogan
       appears to be increasing over time (rising from 30% in Oct 99, to 60% in Nov 02, to
       80% in Aug 06 ).

       Respondents most strongly agree with the following statements regarding QUT’s
       slogan:
           • The slogan suggests a positive image for QUT (97%)
           • The slogan says that QUT prepares students for the job market (93%)
           • The slogan says that QUT adapts with the changing world (90%)
           • The slogan says that QUT lecturers have practical real world experience
               (90%).




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conclusions / recommendations for potential coursework
postgraduates
image
          QUT has maintained its strong positive image as ‘A university for the real world’
          since the previous study. This is a particularly salient image amongst potential
          coursework postgraduate students given that their most influential driver to further
          study is improved career prospects.

          In several ways QUT has gained ground (particularly from Griffith University) in
          regards to how “student friendly” it is, increasing its ownership of being a
          conveniently located university with workable class sizes and easily accessed
          lecturers.

advertising
        While overall advertising awareness of QUT remains very high, Griffith University
        has leapt forward in this regard with only slightly lower levels of advertising
        awareness.

          The main message taken from advertising is that QUT is ‘A university for the real
          world’ and that attending QUT can increase graduates’ job prospects. Potential
          coursework postgraduate students believe these ‘real world’ messages are highly
          important.




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Detailed findings:
Method
The potential coursework postgraduate students sample (n=30) were recruited from attendees
of a QUT postgraduate information session who completed an online survey.

[The reader should note that although comparisons are made between 2006 measures and
those of 2002 and 1999, correspondence analyses for 2002 and 1999 contain a proportion of
potential postgraduate students who sought to study postgraduate research, rather than
postgraduate coursework. To this end, comparisons should be interpreted with caution.]


1.0 image
1.1 image of Brisbane universities

       All potential coursework postgraduate students were asked:
       Q9       I am going to read out what other people have said about various universities in
                Brisbane, particularly in relation to their postgraduate courses. For each statement
                I would like you to tell me which university comes to mind. The universities that I
                would like you to consider are QUT, the University of Queensland and Griffith
                University. For each statement you can nominate all three universities or none at
                all. It doesn’t matter if you haven’t experienced all these universities first hand, as
                it’s just your impressions that I am interested in.

       The following data is based on the statistical analysis technique of Correspondence
       Analysis. A description of the Correspondence Analysis and instructions on how to
       interpret the map are included in the method section of this report.

       In August 2006, attributes most strongly associated with QUT include:
           • Strong in business studies
           • More relevant course content
           • Lecturers that are easier to access
           • Public transport to campus
           • Strong in information technology studies
           • Conveniently located
           • Strong in design professions
           • Workable class sizes.

       The University of Queensland is most strongly associated with the following
       attributes:
            • Employment prospects
            • Good reputation
            • Strong in the sciences
            • Attractive campus
            • Courses that are harder to get into
            • Sporting facilities
            • Social and recreational facilities
            • Strong in law.




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          Attributes most strongly related to Griffith University are:
              • Strong in creative industries
              • Strong in education studies
              • Strong in human services.

          Overall, QUT appears to have strengthened its ownership of several attributes since
          November 2002. In doing so, it now appears more strongly differentiated from
          Griffith University in particular.



          QUT gains:

          Several attributes owned by Griffith University in the November 2002 study have
          since become more closely aligned with QUT, most notably, lecturers that are easy to
          access and workable class sizes. A more convenient location or more relevant course
          content have also become more strongly owned by QUT since November 2002, with
          these attributes previously shared between QUT and Griffith University.

          QUT has made some ground in regards to better quality lecturers; now an attribute
          shared by QUT and the University of Queensland rather than owned by the University
          of Queensland. QUT’s moderate ownership of strength in the design professions has
          increased since the previous study.


          QUT losses:

          QUT has lost its relatively weak ownership of “Better for employment prospects” to
          the University of Queensland since November 2002. The University of Queensland
          has also strengthened its ownership of “Courses that are harder to get into”, with this
          attribute moved away from the middle ground between the University of Queensland
          and QUT and into firm University of Queensland territory.




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                                                         Queensland Universities Image August 2006
                                                        Potential Coursework Postgraduate Students
                                                    Better quality lecturers                                                      Strong in Information Technology
                                                                                                                                                studies
                                                                                                                                                 Conveniently located

                                                                                                                                                                                     Strong in Design
                                                                                                                                QUT                                                    Professions

                                                       Strong in engineering                Public transport             Strong in business studies
                                                                                              to campus                       More relevant course content
                                                 Employment prospects                                           Lecturers are easier to access


Courses harder                                                                                                                               Workable class sizes
                                                   Good reputation                      Better academic facilities such as
  to get into
                 Attractive campus                                                            library and computers
                                                                                                                                             Strong in Health studies
                                     Strong in the Sciences
                                                                        More relevant theory

                                        UNI OF QLD                                                       International opportunities
                                                                                                                                             More practical tuition                Personalised treatment


                                                Strong in law

                                                         Social & recreational facilities
      Sporting facilities



                                                                                                                                                                        Strong in Creative Industries


                                                                                                                                       Strong in Education studies

                                                                                                                                                                  GRIFFITH UNI



                                               Strong in the Humanities




                                                                                                                             Strong in Human Services




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                                            Queensland Universities Image November 2002
                                                   Potential Postgraduate Students


                                                                                                                Strong in Information Technology Studies
                                                                                                           Strong in Business Studies


                                                                                                                            Course directly relates to work/career path
                                         Strong in Law
                                                          Strong in Engineering
                                         People say it has a good reputation
                                                Has courses which are harder to get into

                                                                                                              Better public transport to campus
                                                                                                  Strong in Design Professions
                                                                                            Better for employment prospects
                                                                                                                      Contains more relevant theory in courses
                                 More extensive sporting facilities
                                                                                                                  More relevant course content
              Would provide International opportunities                                                          Are more conveniently located
                         Strong in the Sciences
                                                                                                 Strong in Health Studies
                                                         Better quality lecturers
                                                                                                           Lecturers are easier to access
                                                                                                               Workable class sizes
                                  A more attractive university culture                                       Strong in Creative Industries
          More attractive campus                                                                                                         More practical tuition
                   Better social & recreational facilities

                                                                                                        Offer students more personalised treatment
                                                                                                                  Strong in Education Studies
                                                                                           Strong in Human Services
                 Strong in the Humanities




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                                        Queensland Universities Image October 1999
                                             Potential Postgraduate Students


                                                                                                               QUT


                                                                           Strong in Engineering
                                                           Strong in Information Technology Studies
                                                                                                       More practical tuition
                          Better for employment prospects                                      Are more conveniently located
                                                                                 Strong in Business Studies
                      People say it has a good reputation
                                                                                                     More relevant course content
                                                Better public transport to campus       Contains more relevant theory in courses
        University of                                                                          Lecturers are easier to access
                                               Better quality lecturers
        Queensland extensive sporting facilities
                   More                                                      A more attractive university culture
                          Better social & recreational facilities
                                Strong in Health Studies
     Courses are harder to get into Strong in Law
                                                                          Workable class sizes
                                                                                                      Strong in Education Studies
                                    Strong in the Sciences
                            Would provide International opportunities


                                   More attractive campus


                                                                                         Offer students more personalised treatment
                                                                               Strong in the Humanities

                                                                                           Course are easier to get into
                                                                                               Griffith
                                                                                               University
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1.2 faculty strengths

          All potential coursework postgraduate students were asked:
          Q7       I am going to read out what other people have said about various universities in
                   Brisbane, particularly in relation to their postgraduate courses. For each statement
                   I would like you to tell me which university comes to mind. The universities that I
                   would like you to consider are QUT, the University of Queensland and Griffith
                   University. For each statement you can nominate all three universities or none at
                   all. It doesn’t matter if you haven’t experienced all these universities first hand, as
                   it’s just your impressions that I am interested in.

         Potential coursework postgraduate students rate QUT stronger than any other Brisbane
         university in the following faculties:
             • Information technology (86%)
             • Business (72%)
             • Creative industries (72%)
             • Engineering (66%)
             • Health (66%)
             • Design (62%)
             • Education (45%).

          The University of Queensland is considered to be strongest in:
             • Law (77%)
             • Science (77%)
             • Arts / Humanities (65%).

          Griffith University is seen by potential coursework postgraduate students to be
          strongest in the Human Services faculty (46%).

          Since November 2002, QUT has maintained its position as the strongest university
          (amongst potential coursework postgraduate students) in the following faculties:
             • Information technology
             • Business
             • Creative industries
             • Health
             • Design
             • Education
             • Engineering.

          When compared to 2002, QUT is again second to the University of Queensland in
          perceived strength for Law and Science.




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      Potential coursework postgraduates’ perceptions of universities strong in particular faculties

law                                                               base: all potential coursework postgraduate students*
                                                                                                                              engineering                                                     base: all potential coursework postgraduate students*
  100%                                                                                                                           100%


  80%                        77%                                                                                                 80%
                                   68%                                                                                                  66% 64%
                                                                                                                                                          62%
  60%                                    56%                                                                                     60%                54%
                                                                                                                                                                48%
           41% 40%
  40%                                                                                                                            40%                                  36%

                       26%
                                               21%                                                                                                                                            22%
                                                           18%
  20%                                                             17%                                        16%                 20%                                        17%                                                  16%
                                                                                 10%                 12%                                                                                                                                 10%
                                                                                                                                                                                        6%                    8%
                                                      4%                  4%                                                                                                                          4%

   0%                                                                                                                             0%
                 QUT               UQ                 GU               None                   Don't know                                      QUT               UQ                GU               None                   Don't know


business                                                          base: all potential coursework postgraduate students*
                                                                                                                              education                                                       base: all potential coursework postgraduate students*
  100%                                                                                                                           100%


  80%            76%                                                                                                             80%
           72%
                                                                                                                                              68%
                       60%                                                                                                                          58%
  60%                                                                                                                            60%
                                                                                                                                                                                  48%
                                                                                                                                        45%
                             42%                                                                                                                                            42%
                                         38%                                                                                                              38%                           38%
  40%                                                                                                                            40%
                                   28%                            28%
                                               25%
                                                                                                     20%                                                              20%                     22%
                                                           18%
  20%                                                                                                                            20%                            16%                                                              16%
                                                     12%                         12%                         12%                                                                                             10%
                                                                                                                                                                                                                                          2%
   0%                                                                                                                             0%
                 QUT               UQ                 GU               None                   Don't know                                      QUT               UQ                GU               None                   Don't know


health                                                            base: all potential coursework postgraduate students*
                                                                                                                              information technology                                           base: all potential coursework postgraduate students*
  100%                                                                                                                           100%
                                                                                                                                              88%
                                                                                                                                        86%

   80%                                                                                                                            80%
           66% 64%                                                                                                                                  66%

   60%                                                                                                                            60%
                                         50%
                                   44%
                                                                                                                                                          38%
   40%                       35%                      36%                                                                         40%
                                                33%
                       30%                                                                                                                                      28%
                                                                  28%
                                                                                                                                                                                  24% 24%
                                                                                                                                                                            21%                22%
                                                            18%                                               18%                                                     18%
   20%                                                                                                                            20%
                                                                                                                                                                                                                                  12% 14%
                                                                                  10%                  8%                                                                                                      6%

      0%                                                                                                                           0%
                 QUT               UQ                 GU                None                   Don't know                                     QUT               UQ                GU                None                   Don't know




                                               Aug 06 (n=30)                                                              Nov 02 (n=25)                           Oct 99* (n=50)



 * Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
 based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
 segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students.




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    Potential coursework postgraduates’ perceptions of universities strong in particular faculties
    (cont’d)

science                                                      base: all potential courseowkr postgraduate students*
                                                                                                                     arts / humanities                                              base: all potential coursework postgraduate students*
  100%                                                                                                                 100%

                                                                                                                                                      80%
  80%                      77% 76%
                                                                                                                       80%

                                                                                                                                                65%
  60%          56%                                                                                                     60%
                                     52%                                                                                                                                      54%
         45%

  40%                34%                                                                                               40%                                        38%
                                                 32%                                                                                      34%               34%                     33%
                                                       28%                                                                    31%

                                                                                                                                                                        20%
  20%                                                                                                   14%            20%          16%                                                                                16% 14%
                                           13%               11%
                                                                     4% 4%                       4%                                                                                                 4%
   0%                                                                                                                   0%
               QUT            UQ                 GU               None                   Don't know                                 QUT               UQ                GU               None                   Don't know




          #                                                                                                                                                       #
design                                                       base: all potential coursework postgraduate students*
                                                                                                                     creative industries                                            base: all potential coursework postgraduate students*
  100%                                                                                                                 100%


  80%                                                                                                                  80%
                                                                                                                              72%

         62%     64%                                                                                                                                              63%
                                                                                                                                      60%
  60%                                                                                                                  60%

                                  44%
                                                               39%                                                                                      40%               40%
  40%                                                                                                                  40%

                                           25%     24%

  20%                                                                                                 16%              20%                      15%                                                                          16%
                            12%                                                                                                                                                       11%


   0%                                                                                                                   0%
               QUT            UQ                 GU               None                   Don't know                                 QUT               UQ                GU               None                   Don't know

                                     #
human services                                               base: all potential coursework postgraduate students*                          Aug 06 (n=30)
  100%


  80%                                                                                                                                       Nov 02 (n=25)

  60%                                                                                                                                       Oct 99* (n=50)
                                  48%      46%
                 44%        42%                    44%
                                                               39%
  40%
         31%


  20%
                                                                                                      12%


   0%
               QUT            UQ                 GU               None                   Don't know




         * Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
         based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
         segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students.
         # Creative industries, design and human services were not assessed in 1999.




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1.3 renowned QUT courses
          All potential coursework postgraduate students were asked:
          Q15a, 15b, 15c, 15d, 15e When I mention the (name of professions) professions, what
                   courses (if any) do you think that QUT is renowned for? Please select only those
                   courses for which you feel QUT has a really strong reputation for.

          Within the design profession, potential coursework postgraduate students most
          commonly believe that QUT is renowned for their architecture (27%), industrial
          design (27%) and urban / regional planning (27%) courses.

          In the area of business, the following courses are most likely to be regarded as those
          which QUT is renowned for:
               • Accountancy (57%)
               • Management (40%)
               • Marketing (37%).

          Civil engineering (47%) is the course within the profession of engineering that is
          most commonly cited. Other courses in the field of engineering that potential
          postgraduate coursework students feel QUT is strong for include:
              • Electrical / electronic engineering (33%)
              • Mechanical engineering (27%)
              • Construction management (20%).

          Within the science profession, biotechnology / life science is regarded by one-third
          (33%) of respondents to be the course for which QUT is renowned. The proportion
          of respondents who say they don’t know of any courses for which QUT is renowned
          in this profession is 27%.

          Potential coursework postgraduate students give greatest mention to nursing (68%) as
          the course for which QUT is most renowned in regard to health professions.


Courses for which QUT is renowned as reported by potential coursework postgraduates

QUT Courses                                                             2006                    2002
Base: all potential coursework postgraduate students                      30                      25
                                                                  % noting course to be one for which QUT
                                                                                is renowned
DESIGN
Architecture                                                              27                      24
Industrial Design                                                         27                      0
Urban/Regional Planning                                                   27                      4
Interior Design                                                           20                      4
Landscape Architecture                                                    10                      4
None                                                                      13                      0
Other                                                                     13                      8
Don't know                                                                27                      64
Multiple responses allowed
                                                                   Table continued from previous page

Courses for which QUT is renowned as reported by potential coursework postgraduates

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QUT Courses                                                                            2006                 2002
Base: all potential coursework postgraduate students                                     30                   25
                                                                                  % noting course to be one for which QUT
                                                                                                is renowned
BUSINESS
Accountancy                                                                              57                   28
Management                                                                               40                   12
Marketing                                                                                37                   16
Banking / Finance                                                                        27                   0
Economics                                                                                20                   4
Masters of Business Administration                                                       0                    12
International Business                                                                   0                    8
Advertising                                                                              0                    4
Other                                                                                    3                    20
None                                                                                     10                   0
Don't know                                                                               17                   36
ENGINEERING
Civil Engineering                                                                        47                   16
Electrical/Electronic Engineering                                                        33                   4
Mechanical Engineering                                                                   27                   8
Construction Management                                                                  20                   0
Other                                                                                    7                    24
None                                                                                     10                   4
Don't know                                                                               30                   68
SCIENCE
Biotechnology/Life Science                                                               33                   16
Chemistry/Physics                                                                        27                   4
Radiography                                                                              23                   0
Maths                                                                                    20                   0
Environmental Science                                                                    20                   0
Natural resource science / Geology                                                       10                   4
Applied Science                                                                          0                    8
Optometry                                                                                0                    4
Other                                                                                    0                    8
None                                                                                     10                   8
Don't know                                                                               27                   68
HEALTH
Nursing                                                                                  63                   44
Optometry                                                                                37                   20
Public Health                                                                            23                   0
Sports Science/Human Movements                                                           23                   0
Podiatry                                                                                 17                   12
Psychology                                                                               17                   12
Other                                                                                    0                    24
None                                                                                     10                   0
Don't know                                                                               17                   40
Multiple responses allowed
Other responses include: Design – law and business, creative industries, engineering
                         Engineering – Avionics, GIS and remote sensing




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2.0 factors motivating postgraduate study
      All potential coursework postgraduate students were asked:
      Q2        How important, if at all, are each of the following factors in motivating you to
               consider postgraduate study? Your answer can range from very or quite important
               to not very or not at all important.


      Motivators to postgraduate university study that are rated as most important by
      potential coursework postgraduate students are:
          • To improve your career prospects (97% rating this factor as either very or
              quite important)
          • To broaden your base of expertise (93%)
          • For interest (83%ψ)
          • To continue your education experience (80%).

      This segment rates the following factors as least important:
          • Being encouraged by university staff (17% ψ)
          • Being encouraged by your employer (23%)
          • Not being able to find employment after completing an undergraduate degree
              (30%)
          • Waiting to gain access to university facilities (30%).




      ψ
          Denotes a difference from the graph due to rounding




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  importance of factors in motivating postgraduate
  study                                       base: all potential coursework postgraduate students
                                               Oct 99 (n = 50)*; Nov 02 (n = 25); Aug 06 (n=30)

                                                                     Aug-06                                   37                                                        47

                           employer interest
                                       For
                                                                     Nov-02                                    40                                                            48
                                                                     Oct-99                                                  56                                                         38
                                                                     Aug-06           7                             33
    university increase in subsidy by
                             offered
                              Being

                              study




                                                                     Nov-02                16                            20
                                                                     Oct-99                16                           16
                                                                     Aug-06                          27                                                 37
                 Wanting


                 salary




                                                                     Nov-02                              32                                        20
                   an




                                                                     Oct-99                               34                                        20
                                                                     Aug-06       3                       27
    access to
     Wanting




    facilities
     to gain




                                                                     Nov-02           8
                                                                     Oct-99                    20                            14
                                                                     Aug-06                    20                                            37
                                                         Wanting a
                                              encouraged change in
                to prof'l after UG university by employer career
                                                           path




                                                                     Nov-02                          28                                       24
                                                                     Oct-99                                        42                                             24
                                                                     Aug-06       3                 20
     expertise To gain Can't find encouraged Being




                                                                     Nov-02               12                       20
                                                                     Oct-99                         24                        8
                                                                     Aug-06       3            13                                                                                 Very important
                                     Being




                                     staff




                                                                     Nov-02           8                       20
                                       by




                                                                     Oct-99                         24                            12                                              Quite important
                         employment




                                                                     Aug-06           10                       20
                           degree




                                                                     Nov-02                    20                        12
                                                                     Oct-99                    18                       14
    in current membership




                                                                     Aug-06                     23                                 17
                 body




                                                                     Nov-02                                   36                               8
                                                                     Oct-99                              30                             12
                                                                     Aug-06                              30                                                   43
     Increase


      field of
       work




                                                                     Nov-02                                    40                                             24
                                                                     Oct-99                                             48                                             20
                                                                     Aug-06                                                       60                                                     33
                security experience expertise
                improve continue broaden
                          education base of




                                                                     Nov-02                                                       60                                                    32
                                       To




                                                                     Oct-99                                                            68                                                     26
                                                                     Aug-06                                         47                                                       33
                                                                     Nov-02                                    40                                                           44
                             To




                                                                     Oct-99                                        44                                                        40
                                                                     Aug-06                          27                                                      47
                  job




                                                                     Nov-02                          28                                       24
                   To




                                                                     Oct-99                                   36                                             30
                                                                     Aug-06                                                            67                                                      30
                prospects
                 improve
                  career




                                                                     Nov-02                                                             72                                                          28
                    To




                                                                     Oct-99                                                             70                                                     24

                                                                              0                10              20                 30          40             50         60         70         80         90    100
                                                                                                                                             % rating as important


* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students.




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3.0 university preferences
3.1 how impressions of a university are formed
      All potential coursework postgraduate students were asked:
      Q11      Which, if any, of the following strongly influences your impressions about a
               university? (MR)

                   1. Television advertising
                   2. Newspaper advertising
                   3. Billboard or outdoor advertising
                   4. Radio advertising
                   5. General Magazine advertising
                   6. Professional magazine advertising
                   7. Letter or article received at home in the mail
                   8. Advice from friends or colleagues
                   9. The university website
                   10. Recommendation via a professional association
                   11. Open days / course and careers days
                   12. Existing links between my workplace and the university
                   13. Employer preference
                   14. Other/specify


      The most common agents of influence for potential coursework postgraduate students
      when forming an impression of a university are:
         • Open days / course and careers days (80%)
         • University postgraduate information sessions / evenings (80%, a new item in
             2006)
         • Television advertising (60%)
         • Advice from friends and colleagues (53%).

      This segment is least likely to be influenced by:
          • General magazine advertising (7%)
          • Radio advertising (10%)
          • Billboard or outdoor advertising (10%)
          • Letter or article received at home in the mail (10%).




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     how impressions of a university are formed
                                                                                                   base: all potential coursework postgraduate students*

      Open days / course and careers                                                                                                         80
                                                                                                                       60
                   days                                                                                    48
          University postgraduate                                                                                                            80
      information sessions / evenings
                                                                                                                       60
                Television advertising                                            28
                                                                                             36
                                                                                                                53
    Advice from friends or colleagues                                                                                       64
                                                                                                                                       74
         Career counselor / advisor /                                                              40
              guidance officer

         Existing links between my                                                            37
                                                                                             36
       workplace and the university ♦

     The internet / University website                                                       37
                                                                                                                                 68
                     ∆                                                                32
              Recommendation via a                                                  30
                                                                                                                       60
              professional association                                                                                            70
                                                                                  27
               Employer preference ♦                                               28

                                                                             23
              Newspaper advertising                                                                        48
                                                                                                                 54
                                                                             23
                      Parents / family

        Careers expos attended by all                                        23
                 universities

              Visit to by university                                    20
          representative/campus tour
                                                                   17
                               TSXPO

               Professional magazine                               17
                                                                                        32
                    advertising                                                                     42
    Letter or article received at home                   10
                                                                                  28
                in the mail                                                                        40
                                                         10
      Billboard or outdoor advertising           4
                                                              14
                                                         10                                                                            Aug 06
                    Radio advertising
                                                                   18
                                                                                                                                       (n=30)
                                                     7
        General Magazine advertising                           16
                                                                                                                                       Nov 02
                                                                         22                                                            (n=25)
                                             3
                                Other                8                                                                                 Oct 99*
                                                 4                                                                                     (n=50)
                              Nothing
                                             2

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

* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
data from Nov 02 was able to be filtered to potential coursework postgraduates only).
♦ “Existing links between my workplace and the university” and “Employer preference” were not asked in the Oct 99 survey.
∆ In Oct 99 respondents were prompted with “the Internet” whereas in Nov 02 and Aug 06 they were prompted with “University website”

“Other” responses include: Reputation




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3.2 university preference
            All potential coursework postgraduate students were asked:
            Q3       Which universities are you considering for your postgraduate study?
            Q4a      Which university would be your first preference?
            Q4b      And which university would be your next preference?

            Please note that a bias towards QUT is likely given that students included in the
            survey were recruited via a QUT postgraduate information session held in 2005.
            Therefore, results should not be interpreted as actual market share levels for
            postgraduate studies at Brisbane universities.


3.2.1 all universities being considered

            All potential coursework postgraduate students (100%) included in this survey are
            considering QUT for their postgraduate study. The University of Queensland is being
            considered by five in ten respondents (47%) and Griffith University by three in ten
            (30%).

            Other South Eastern Queensland universities that are mentioned include the
            University of Southern Queensland (13%), Australian Catholic University (3%) and
            Bond University (3%).

            Universities in other parts of Queensland (10%), interstate (23%) or overseas (7%)
            are being considered by some potential coursework postgraduate students.

       universities being considered
                                                                                                                            base: all potential coursework postgraduate students*

                                                                                                                                                                              100
                                QUT                                                                                                                                           100
                                                                                                                                                             86
                                                                                                              47
                  University of Qld                                                            32
                                                                             20
                                                                                          30
                  Griffith University                                                   28
                                                                                   24
        Other Australian university                                               23
                                                                  12
               outside Qld                                                   20
            University of Southern                                13
                                                                       16
                 Queensland                                       12
                                                     7
               Overseas university

                                                             10                                                                                                Aug 06
               Other Qld university              4
                                                                                                                                                               (n=30)
                                            2
                                             3
      Australian Catholic University                     8                                                                                                     Nov 02
                                                     6                                                                                                         (n = 25)
                                            3
                   Bond University               4                                                                                                             Oct 99*
                                                                                                                                                               (n = 50)
                              Other
                                                 4

                                        0                10                 20          30          40         50            60          70         80            90       100
                                                                                                         % of respondents




* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
data from Nov 02 was able to be filtered to potential coursework postgraduates only).
 “Other” responses include: Not applicable (trade qualification)


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3.2.2 first and total (first and second combined) preferences for study

          The majority (83%) of respondents included in the survey say that QUT is their first
          preference for postgraduate study. The first choice of the remainder is either the
          University of Queensland (10%) or an overseas university (7%).

          When both first and second preferences are combined, QUT is again the most popular
          choice, with almost all (96%) respondents indicating some preference for QUT. The
          University of Queensland is the second most preferred university, mentioned as first
          or second preference by 37% of potential coursework postgraduate students.


          First and total (first and second combined) university preferences


                                                                       FIRST                     Total first preference
          University                                                PREFERENCE                   + second preference
                                                                  06         02        99*         06         02        99*
          Base: all potential coursework
                                                                  30         25         50         30         25         50
          postgraduate students*
                                                                       % having a preference for this university
          QUT                                                     83       88        76       96       100               88
          University of Queensland                                10        4        6        37       24                10
          Overseas university                                     7         0        2        7         0                0
          University of Southern Queensland                       0         4        4        7         4                6
          Other Australian university outside QLD                 0         0        6        7         8                14
          Griffith University                                     0         4        6        3        12                16
          Bond University                                         0         0        0        3         4                0
          Australian Catholic University                          0         0        0        0         4                2
          Other QLD university                                    0         0        0        0         0                2
          Other                                                   0         0        0        3         0                4
          No preference                                           0         0        0        37        0                0
        * Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either
        research or coursework based postgraduate study, whereas the Aug 06 sample is restricted to those interested in
        coursework based postgraduate study only. As this segmental information was not available for the Oct 99 data, data
        from Oct 99 also includes potential research postgraduate students.




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 3.3 source of undergraduate degree
             All potential coursework postgraduate students were asked:
             Q6.      At what university did you undertake your undergraduate degree? Any others? (MR)

             In August 2006, just over one-half (53%) of respondents say they completed their
             undergraduate degree at QUT or QIT.

             Smaller numbers obtained their undergraduate degree from:
                • The University of Queensland (17%)
                • An overseas university (10%)
                • Griffith University (7%)
                • An Australian university outside Queensland (7%).


source of undergraduate degree                                                               base: all potential coursework postgraduate students*

                                                                                                                                                     53
                                    QUT / QIT                                                                             36
                                                                                                                               38
                                                                                             17
                     University of Queensland                                      12
                                                                                        14
                                                                              10
                          Overseas university                             8
                                                      2
                                                                      7
                            Griffith University                                    12
                                                                          8
                                                                      7
Other Australian university outside Queensland                            8
                                                                                                        22
                                                          3
           University of Southern Queensland                              8
                                                              4
                                                          3
                  Other Queensland university                             8
                                                              4
                                                                                                                                    Aug 06 (n=30)
                              Bond University                 4
                                                                                                                                    Nov-02 (n=25)
                 Australian Catholic University
                                                              4                                                                     Oct 99* (n=50)
                                                          3
                                         Other                            8
                                                                  6

                                                  0                       10                      20             30            40            50
                                                                                                       % of respondents



      * Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
      based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
      segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
      data from Nov 02 was able to be filtered to potential coursework postgraduates only).
      “Other” includes response: Not applicable (trade qualification)




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       3.3.1 first preference of university by source of undergraduate degree

                  While respondents in this survey show a preference for QUT regardless of where they
                  undertook their undergraduate degree, it is possible that a larger and more
                  representative sample would uncover some association between source of
                  undergraduate degree and university of preference.


       First preference of university by source of undergraduate degree

                                                     SOURCE OF UNDERGRADUATE DEGREE
                                                                                    Other
                                                                           Other
University of first                          QUT/                                  Aust uni   O/S
                                     TOTAL          UQ     GU       USQ    QLD                            Other
preference                                   QIT                                   outside    uni
                                                                            uni
                                                                                    QLD
Base: all potential
coursework postgraduate               30     16^    5^      2^        1^    1^       2^       3^           1^
students
                                      %       %     %       %         %     %         %       %             %
QUT                                   83      88    80      50       100   100       100      67           100
University of Queensland              10      6     20      50        0     0         0       0             0
Overseas university                   7       6     0       0         0     0         0       33            0
       ^ Caution: small cell sizes




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3.4 factors influencing preference to study at a particular
    university

      All potential coursework postgraduate students were asked:
      Q5        How important, if at all are each of the following factors in influencing your
               decision to prefer to study at [ ] Your answer can range from very or quite important
               to not very or not at all important.


      In August 2006, factors rated as most important when selecting QUT as a preferred
      university are:
          • The academic reputation of the university (100%)
          • Flexibility in course timetable (100%)
          • The university’s well respected image (92%)
          • Reputation of the course you have chosen or will choose (92%)
          • Degree via coursework not by research (92%)
          • Attending a postgraduate information evening at a university / open day
              (92%).

      To a lesser extent the following factors are also found to be influential when potential
      coursework postgraduate students select QUT as their first preference:
          • Their offer of practical courses (88%)
          • Flexibility in assessment deadlines (88%)
          • Better job prospects at the end of the course (84%)
          • Lecturers (84%)
          • Lecturers who have excelled in their field / continue to work in their field
              (80%)
          • Academic facilities such as library and computing services etc. (80%)
          • Flexibility in type of assessment (76%)
          • Convenience of campus to home or work (72%).

      Factors rated least important when preferring to study at QUT are:
          • Sporting facilities (8%)
          • Calling a Student Centre (16%)
          • Its courses are harder to get into (16%)
          • The campus social life (16%)
          • A visit from a university representative to your place of work (20%)
          • Human resources department (24%).

      Please note, due to the extremely small cell size (n = 3), potential motivators to
      selecting the University of Queensland as first preference are not discussed.




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        Importance of factors on choice of university by first preference of university

                                                                                   FIRST PREFERENCE UNIVERSITY
Potential Motivators to selecting first preference
                                                                                  QUTα         UQα          GUα
university
                                                                            06     02*     99*      06     02*     99*     06      02*    99*
Base: all potential coursework postgraduate students*                       25      41      37      3^      2^      3^      0      2^     3^
                                                                                   % rating important (quite + very important)
The academic reputation of the university                                  100      85      86     100     100     100      0      100    100
Flexibility in course timetable                                            100      73      76      67     100      33      0       0     67
The university's well respected image                                       92      95      81      67     100      67      0      100    67
Reputation of the course you have chosen or will choose                     92      88      92     100     100      67      0      100    100
Degrees via coursework not by research                                      92      63      73      67      50      67      0      50     67
Attending a postgraduate information evening at a
                                                                            92      63       -      67     100       -      0      50      -
university / Open Day
Their offer of practical courses                                            88      85      76      67     100       -      0       0     100
Flexibility in assessment deadlines                                         88      61      73      67      50      33      0       0     67
Better job prospects at the end of the course                               84      85       -     100     100       -      0      100     -
Lecturers                                                                   84      71      54     100     100      33      0      100    67
Lecturers who have excelled in their field/continue to work
                                                                            80      76       -     100     100       -      0      50      -
in their field
Academic facilities such as library and computing services
                                                                            80      73      78      67     100      33      0      100    67
etc
Flexibility in type of assessment                                           76      51      65      67     100      33      0      50     67
Convenience of campus to your home or work                                  72      71      65      67     100      33      0      50     67
Receiving brochures from the university about courses of
                                                                            68      83       -     100      50       -      0      50      -
interest
Network opportunities                                                       68      73      57      67     100      33      0      50     33
Course co-coordinator or supervisor                                         68      68       -     100     100       -      0      50      -
Speaking to a university lecturer                                           68      66       -     100     100       -      0      100     -
Shorter courses on offer                                                    68      37      57      33     100       -      0       0     67
Healthier salary at the end of the course                                   64      66      57     100     100      33      0      100    33
The fact that a comparable course is not available
                                                                            60      59      78      33     100      67      0      100    67
anywhere else
Calling a university faculty that you were interested in
                                                                            56      61       -      67      50       -      0      50      -
applying to
Having obtained your undergraduate degree from this
                                                                            56      41      41      67      0       67      0      50     33
university
Visiting a university website                                               52      59       -     100     100       -      0      50      -
Having the university recommended by students already
                                                                            48      59      49      67     100      33      0      100    33
studying there
α
   the above table only includes results for those who nominate QUT, UQ or Griffith as their first preference
 - item not tested in October 1999 research
 ^ Caution small cell sizes
* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or
coursework based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study
only. As this segmental information was not available for Oct 99 or for Nov 02 data for this question, both these waves’ data also
includes potential research postgraduate students.



                                                                                                    Table continued overleaf




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        Importance of factors on choice of university by first preference of university (cont)

                                                                                   FIRST PREFERENCE UNIVERSITY
                                                                                  QUTα         UQα          GUα
Potential Motivators to selecting first preference
                                                                            06      02*    99*      06     02*     99*      06     02*    99*
university
Base: all potential coursework postgraduate students*                       25      41      37      3^      2^      3^      0       2^    3^
                                                                                   % rating important (quite + very important)
Employer preference                                                         48      27       -      33      50       -      0      50      -
Emailing a university                                                       40      41       -      33     100       -      0       0      -
Points of views of family or friends                                        40      37       -      67      50       -      0       0      -
Some advertising by a university                                            40      37       -      67      50       -      0       0      -
Recommendation by a colleague                                               36      51       -      67      50       -      0      100     -
Locating a supervisor                                                       32      49       -      67     100       -      0      50      -
Recommendation by an employer                                               32      37       -      67       0       -      0       0      -
Its courses are easier to get into                                          32       7      22      33       0       -      0       0     33
Human resource department                                                   24      20       -      33      50       -      0       0      -
A visit from a university representative to your place of
                                                                            20      12       -      33       0       -      0      50      -
work
The campus social life                                                      16      12      11      67       0       -      0       0      -
Its courses are harder to get into                                          16      10      32      33      50      33      0       0     33
Calling a Student Centre                                                    16      10       -      33      50       -      0       0      -
Sporting facilities                                                          8       5      11      33       0       -      0       0      -
α
   the above table only includes results for those who nominate QUT, UQ or Griffith as their first preference
 - item not tested in October 1999 research
 ^ Caution small cell sizes
* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or
coursework based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study
only. As this segmental information was not available for Oct 99 or for Nov 02 data for this question, both these waves’ data also
includes potential research postgraduate students.




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4.0 advertising
4.1 unprompted recall of advertising

           All potential coursework postgraduate students were asked:
           Q8       Which Brisbane universities can you recall seeing or hearing any advertising or
                    promotion for in the past few months?


           In August 2006, potential coursework postgraduate students are more likely to recall
           advertising for QUT than for any other Brisbane university (87%).

           Awareness of advertising for Griffith University is also quite high (80%), doubling
           since the previous measure (Nov 02 – 40%). It must be noted however, that a change
           to a prompted style of question may have partially contributed to this change.

           One-half of respondents (53%) claim to have seen advertising for the University of
           Queensland.

    unprompted recall of advertising / promotion of Brisbane universities
                                                                                            base: all potential coursework postgraduate students*
                                                                                                                                87
                               QUT                                                                                                    92
                                                                                                            68
                                                                                                                         80
                 Griffith University                                         40
                                                                                     46
                                                                                             53
                 University of Qld                                                                   60
                                                                                            52
                                           3
     Australian Catholic University                8
                                               6

        University of Southern Qld                      12

                                                                                                                        Aug 06 (n=30)
                                               7
                             Other         4
                                                                                                                        Nov 02 (n=25)
                                           4
                                                                                                                        Oct 99* (n=50)
                              None         4
                                                                  22

                                       0           10        20        30   40         50           60      70         80        90        100
                                                                                 % of respondents




* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
data from Nov 02 was able to be filtered to potential coursework postgraduates only).
“Other” includes response: CQU, JCU, RMIT Melbourne




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4.2 media recall
           Potential coursework postgraduate students who recalled seeing advertising were asked the
           following for each university for which advertising was recalled:
           Q9.      Where do you recall seeing or hearing this advertising or promotion for…?
                    Anywhere else? (MR)


           In August 2006, potential coursework postgraduate students are most likely to have
           seen QUT advertised on television (85%). This appears to be a substantial increase
           since the previous wave (Nov 02 – 43%). (It must be noted however that a change to
           a prompted form of questioning may have contributed to this change.)

           Smaller proportions say they have seen QUT advertised on billboards or other forms
           of outdoor advertising (35%, compared to 17% in 2002) or in a newspaper (31%,
           compared to 57% in 2002).

           Those who have seen UQ advertised most frequently say this was on television
           (69%), on a billboard or other outdoor advertising (38%), or on the radio (38%).

           Television (75%) advertisements are the most commonly recalled type of advertising
           for Griffith University.

Source of awareness of advertising for Brisbane universities

                                                   UNIS FOR WHICH ADVERTISING IS RECALLED
                                                    QUT             UQ               GU
Source of awareness
                                                06   02   99*   06   02   99*   06   02   99*
Base: potential coursework
postgraduate students who recall                26       23        34      16^       15^       26       24       10^       23
university advertising*
                                                                   % mentioning awareness source
Television advertising                          85       43        53   69      47    54      75                  40       35
Billboard or outdoor advertising                35       17        15   38       7     8      13                  0        26
Newspaper advertising                           31       57        44   19      60    58      17                  50       35
Internet/Email                                  15       13        0    13       0     0       8                  0        0
Radio advertising                               12       0         12   38       7    15       8                  0        22
Magazine advertising                            8        17        6     0      13     0       0                  0        0
Letter or article received at home
                                                 8       13         6        0        13        8        8        0         4
in the mail
Pamphlets on Open Day/at Open
                                                 0        9         3        0        7         4        0        20        0
Day
Careers seminar/Career
                                                 0        0         0        0        0         0        0        0         9
Day/Career Market/Tertiary Expo
At movies / cinema                               4        0         0        0        0         0        0        0         0
Other                                            0        0         3        0        0         0        0        0         0
Multiple responses allowed
^ Caution small cell sizes
* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or
coursework based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based
postgraduate study only. As this segmental information was not available for the Oct 99 data, data from Oct 99 also includes
potential research postgraduate students.




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4.3 main message
          Potential coursework postgraduate students were asked the following for each university for
          which they recall advertising:
          Q10      Apart from encouraging you to consider this university for study, what key message
                   did they make in their advertising? (UNPROMPTED)

          Potential coursework postgraduate students who recall advertising about QUT most
          commonly say the main messages of the advertising was that:
              • QUT is a ‘‘A university for the real world’ (50%)
              • There are increased job prospects after graduating from QUT / QUT has
                  proven success with the best job placement (23%)
              • QUT offers a wide range of courses (12%).

          Information about the University of Queensland’s Open Day / Course and Careers
          Day is most frequently recalled as the main message of this university’s advertising
          (38%), followed by a message that it is a prestigious university (13%).

          Perceived main messages of Griffith University’s advertising include that it offers a
          wide range of courses (17%) or that it is a practical university / offers courses
          relevant to getting jobs / applicable to reality (13%). Griffith University’s slogan,
          “Get smarter” is recalled by 4% of respondents as the main message of its
          advertising.

Perceived main message of advertising for universities seen

                                                                           Unis for which advertising is
                                                                                     recalled
                                                                            QUT        UQ         GU
 Base: potential coursework postgraduate students who recall university
                                                                              26        16^         24
 advertising
                                                                               % mentioning message
 Social environment
    Social atmosphere/ friendly/ laid-back lifestyle                          4          0              0
    A fun place to study                                                      4          6              0
    You can enjoy a good lifestyle                                            0          6              0
    Diversity of students/ rural/ o.s./multi cultural                         0          0              4
    Other activities available/sport                                          0          0              0
    Look after their students/students are the number one priority /
                                                                              0          0              0
    caring and supportive environment
                                                           SUBTOTAL           8          12             4
 Programs / courses / classes
    Offers a wide range of courses                                            12         6          17
    Courses are up to date                                                    4          0          0
    A balance of theory and practice in courses                               4          0          0
    Good teachers/ lecturers are better than elsewhere                        4          0          4
    Offers good courses/ specific courses                                     0          6          0
    Technology/ ahead in technology                                           0          0          4
    Individual attention/ good class sizes-not too big/ good student to
                                                                              0          0              0
    teacher ratio
    Offers a good variety of Postgraduate courses                             0          0          0
                                                           SUBTOTAL           24         12         25
                                                                           Table continued overleaf


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Perceived main message of advertising for universities seen (cont’d)

                                                                             Unis for which advertising is
                                                                                       recalled
                                                                              QUT        UQ         GU
 Base: potential coursework postgraduate students who recall university
                                                                               26          16^          24
 advertising
                                                                                % mentioning message
 Reputation
    A prestigious university                                                    4          13            0
    Has a good reputation/ academic reputation                                  0          6             4
    Good facilities/ state of the art                                           0          6             4
                                                                  SUBTOTAL      4          25            8
 Career prospects
    A university for the real world                                            50           0            8
    Increased job prospects after graduating from QUT / proven
                                                                               23           6            8
    success with the best job placements
    A practical university/ offering courses that are relevant to getting
                                                                                0           0           13
    jobs/ applicable to reality
    Success of former students/ graduates do well/                             0            0           0
    Importance of education in gaining future employment                       0            0           0
    Get practical experience while studying                                    0            0           0
    Job offer before graduating                                                0            0           0
                                                            SUBTOTAL           73           6           29
 Other
    Get Smarter                                                                 4          0             4
    Advertising Open Day / Course and Careers Day                               0          38            0
    Attractive environment/lush bushland setting                                0          0             4
    Your choice/you control your career/equip yourself for a better
                                                                                0           0            0
    future
    Open to everybody/not too hard to get in/ you will be able to get in
                                                                                0           0            0
    if you apply
    You can achieve your goals                                                 0           0            0
    Good location/ accessible/ close to transport                              0           0            0
    Other (specify)                                                            0           0            4
                                                            SUBTOTAL           4           38           12
    Don’t know                                                                 12          19           21

Multiple responses allowed
^ Caution: small cell sizes
Other responses include: Areas of study impact on global issues




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4.4 advertising message importance

          All potential coursework postgraduate students were asked:
          Q14      How important if at all, are the following messages that have been included in recent
                   advertising by QUT. It doesn’t matter if you have not seen or heard this advertising,
                   as it’s just your feelings about the messages that we are interested in. Your answer
                   can range from the advertising messages being very or quite important to not very or
                   not at all important.


          Each advertising message tested is rated as important by the majority of potential
          coursework postgraduate students.

          Messages deemed important by the greatest proportions of respondents include:
             • Many QUT lecturers are real world professionals (93%)
             • At QUT, industry professionals continually help review courses (90%)
             • QUT prepares graduates for a global workforce (87%)
             • QUT produces graduates that are more technologically competent (87%)
             • QUT puts more degree graduates into full time employment than any other
                university in the country (87%).

          To a lesser extent the following are also considered important:
              • QUT helps graduates get jobs through its graduate placement program (83%)
              • QUT focuses on getting students into a job before they finish their degree
                  (77%).

          While still considered important by more than six in ten respondents (63%), that QUT
          can organise for some students to complete part of their degree overseas is considered
          the least important advertising message.

          The perceived importance of all advertising messages appears consistent with
          November 2002 results.




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Importance of advertising message

                                                                            STATEMENT
                                                                                        QUT puts more
                                                                                                              QUT can
                                                                                       degree graduates
                                   At QUT, industry             Many QUT                                    organise for
                                                                                         into full time
                                     professionals             lecturers are                               some students
                                                                                       employment than
                                   continually help              real world                               to complete part
                                                                                           any other
                                    review courses             professionals                               of their degree
                                                                                        university in the
 Level of importance                                                                                          overseas
                                                                                            country
                                    06      02      99*       06       02      99*      06     02     99*  06     02    99*
 Base: all potential
 coursework                         30      25       50       30       25       50      30       25       50       30       25     50
 postgraduate students*
                                                                    % important / not important
 Very important                     40      44       52       50     44     50     43     40              50       23       12     40
 Quite important                    50      40       44       43     48     42     43     40              30       40       52     36
 TOTAL important                    90      84       96       93     92     92     87     80              80       63       64     76
 Not very important                 10      12       4        7       4     8      13     12              14       37       32     10
 Not at all important               0       0        0        0       0     0       0      4              6        0        0      14
 TOTAL not important                10      12       4        7       4     8      13     16              20       37       32     24
 Don't know                         0       4        0        0       4     0       0      4              0        0        4       0



                                                                            STATEMENT
                                      QUT helps
                                                                                        QUT focuses on             QUT produces
                                     graduates get
                                                              QUT prepares              getting students           graduates that
                                    jobs through its
                                                              graduates for a           into a job before             are more
                                        graduate
                                                             global workforce            they finish their         technologically
 Level of importance                   placement
                                                                                             degree                  competent
                                        program
                                    06     02    99*          06       02      99*      06       02      99*       06       02     99*
 Base: all potential
 coursework                         30      25       50       30       25       50      30       25       50       30       25     50
 postgraduate students*
                                                                    % important / not important
 Very important                     37      48       52       47     32      -     40     24               -       43       36      -
 Quite important                    47      28       34       40     48      -     37     52               -       43       44      -
 TOTAL important                    83      76       86       87     80      -     77     76               -       87       80      -
 Not very important                 17      20       8        13     20      -     23     20               -       13       16      -
 Not at all important               0       4        6        0       0      -      0      0               -       0        0       -
 TOTAL not important                17      24       14       13     20      -     23     20               -       13       16      -
 Don't know                         0       0        0        0       0      -      0      4               -       0        4       -
- item not tested in October 1999 research
* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or
coursework based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based
postgraduate study only. As this segmental information was not available for the Oct 99 data, data from Oct 99 also includes
potential research postgraduate students.




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      4.5 recall of QUT advertising slogan

                 All potential coursework postgraduate students were asked:
                 Q12. What line does QUT use to describe itself in its advertising? (UNPROMPTED) (SR)


                 In August 2006, eight in ten respondents (80%) correctly recall the QUT advertising
                 slogan, “A university for the real world”. Encouragingly, correct recall of this slogan
                 appears to be increasing over time (rising from 30% in Oct 99, to 60% in Nov 02, to
                 80% in Aug 06 ).


    recall of QUT advertising slogan
                                                                                            base: all potential coursework postgraduate students*



                   August 2006                                 November 2002                                   October 1999*
                     (n = 30)                                     (n = 25)                                        (n = 50)


                    10%     10%                                     36%                                               56%


                                                                                  4%


                                                                                                           1

                                                                                                                                  14%

                                                                                                                30%
                      80%                                             60%




                                                            "A university for the real world"
                                                            No recall
                                                            Other


* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
data from Nov 02 was able to be filtered to potential coursework postgraduates only).
“Other” responses include:
   • Try it
   • More about the content of its courses than the colour of its besser bricks
   • Radio Internet TV Newspaper.




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4.6 QUT slogan messages

      All potential coursework postgraduate students were asked:
      Q13      QUT has used the slogan “A university for the real world” for several years now.
               Please say whether you agree or disagree with statements that other people have
               made about this slogan and the way it has been used in promotion.


      Potential coursework postgraduate students show the strongest agreement with the
      following statements regarding QUT’s slogan, “A university for the real world”:
          • The slogan suggests a positive image for QUT (97%)
          • The slogan says that QUT prepares students for the job market (93%)
          • The slogan says that QUT adapts with the changing world (90%)
          • The slogan says that QUT lecturers have practical real world experience
              (90%).

      Statements that receive slightly lower levels of agreement are:
          • The slogan suggests that QUT is relevant to the needs of professionals who
             are considering postgraduate study (83%)
          • The slogan is a credible one (80%)
          • The slogan says that QUT has a global focus (73%).

      QUT’s slogan is least likely to be associated with the message that research by QUT
      academics is more focussed than other universities on solving real world problems
      (60%), however this does appear to be an improvement since the previous wave (Nov
      02 – 40%).




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          perceived slogan message                                                                                base: all potential coursework postgraduate students
                                                                                                                    Oct 99 (n=50)*; Nov 02 (n=25); Aug 06 (n = 30)




                                          Research by QUT
                                                                                              60                                                   40




                                           world problems
                                           than other unis
                                                               Aug-06




             postgraduate QUT has a global on solving real
                                            more focused
                                            academics is
                                                               Nov-02              40                                                   48                             12

                                                               Oct-99                    52                                                   40                           8

                                                               Aug-06                                   73                                                  27

                               focus                           Nov-02                          64                                                  32                           4

                                                               Oct-99                              66                                              28                       6

                                                                                                              83                                                  17
            QUT is relevant
            to the needs of




                                                               Aug-06
             professionals

              considering
                who are



                 study




                                                               Nov-02                                    76                                                 20                  4

                                                               Oct-99                                        80                                              16                 4

                                                               Aug-06                                        80                                                  20
                                             The slogan is a
                                              credible one




                                                               Nov-02                                    70                                        4             20

                                                               Oct-99                                   74                                             16              10

                                                               Aug-06                                                   97                                                      3
                                      positive image
                                       Suggests a

                                         for QUT




                                                               Nov-02                                                       100                                                     0

                                                               Oct-99                                                   96                                                      4
                                      QUT adapts with




                                                               Aug-06                                              90                                                  10
                                       the changing
                                           world




                                                               Nov-02                                                  92                                                  8

                                                               Oct-99                                             88                                                  10        2

                                                               Aug-06                                              90                                                  10
                               have practical
                               QUT lecturers



                                experience
                                 real world




                                                               Nov-02                                         84                                                 12             4

                                                               Oct-99                               70                                                 24                   6
                                      students for the




                                                               Aug-06                                                  93                                                   7
                                       QUT prepares

                                         job market




                                                               Nov-02                                             88                                               8            4

                                                               Oct-99                                             86                                                  14

                                                                        0%   10%   20%        30%        40%                50%   60%        70%   80%           90%           100%
                                                                                                    % agreement / disagreement

                               Agree                           Disagree      Neither agree nor disagree




* Please note: The Nov 02 and Oct 99 sample included potential coursework postgraduate students interested in either research or coursework
based postgraduate study, whereas the Aug 06 sample is restricted to those interested in coursework based postgraduate study only. As this
segmental information was not available for the Oct 99 data, data from Oct 99 also includes potential research postgraduate students (whereas
data from Nov 02 was able to be filtered to potential coursework postgraduates only).
.




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                  research
                postgraduates




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summary for research postgraduates
Method
The research postgraduate students’ sample consisted of potential research postgraduates
(n=5) and current research postgraduates (n=7) who attended two focus groups. Participants
were recruited through various means including QUT’s graduate student centre (via email
invitation), attendance at a QUT postgraduate information session or through various MCR
contacts.

barriers to research

       Unprompted barriers. The biggest barriers mentioned by respondents (both potential
       and current) in their decision to undertake postgraduate research is finding and
       accessing information about enrolling, the process and requirements of application
       and what to expect during their degree (i.e. level of support from supervisors,
       eligibility for financial support). Most respondents feel that the process of finding
       and accessing information about postgraduate research is difficult for anyone
       considering research (particularly those who are coming back to study or are not
       currently studying at the university of choice for postgraduate study). Furthermore,
       some postgraduates state that this process is deliberately made challenging to deter a
       number of ‘unmotivated’ individuals from applying.

       Potential students also mention financial management concerns as barriers in their
       decision to undertake postgraduate research. Although enrolling in a research degree
       is free of tuition fees, respondents feel that without a scholarship, studying fulltime
       will be extremely difficult to manage financially. In line with this argument, the vast
       majority of current postgraduate students interviewed currently work within the
       university and / or hold, or have held, a scholarship.

       Prompted barriers. When asked to perform a card sort task to rank barriers to
       postgraduate research according to their magnitude, potential and current students
       identify the following factors as significant barriers they experience when
       contemplating study. Reasons for selecting this barrier are given beside each factor.

             •   The risk of getting an unsupportive supervisor. Respondents feel a
                 supportive supervisor is central to a good research project. They feel a
                 good supervisor will give them the direction, support and encouragement to
                 press on in their academic endeavour. Furthermore, a less than desirable
                 supervisor will compromise their research project, and hinder progress and
                 exploration.
             •   The amount of time needed to devote to research. Potential research
                 postgraduates feel that without a scholarship or some substantial financial
                 backing, their need for paid employment will reduce the amount of time
                 they can put into research, and that the need to place themselves in a
                 position conducive to studying (finding part time work, favourable living
                 situations, negotiating with employers etc) is inhibiting a speedy
                 application. Current students also express that the time they invest in their
                 degree often reduces their ability to balance current occupational or family
                 responsibilities.




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          Encouraging research. Potential and current postgraduate research students feel that
          making the information for application and inquiry more accessible, and more
          tailored marketing to potential students would be the most successful methods of
          encouraging more people to undertake postgraduate research.


professional advancement

          Benefits of a research degree. Respondents indicate five main benefits of studying a
          postgraduate research degree. These are:
              1. Income. As based on qualifications attained
              2. Recognition. Research will illustrate that they are willing to explore,
                  innovate, and investigate areas previously unknown, increasing the likelihood
                  of being seen as a valuable scientific mind
              3. Employment prospects. Particularly for those interested in an academic
                  career within higher education
              4. Networks. Exposure to contacts useful in providing opportunities for
                  professional advancement
              5. Confidence. More confident and articulate in their professional decisions and
                  practice, making them more attractive to employers.

          Weaknesses of a research degree
          Whilst respondents do not feel a research postgraduate degree will hinder their
          professional advancement, it is felt that a postgraduate research degree is becoming
          less esteemed. Reasons given for this belief are:
               • A feeling that there is a push from universities to accept larger numbers of
                   PhD candidates, and that this has reduced the quality of the research and the
                   typical student
               • A number of experiences with people with a doctorate qualification who
                   respondents didn’t feel deserve or exhibit the qualities they associate with the
                   term ‘doctor’.

          In this manner, respondents feel that the attractiveness and the status of a PhD is
          dropping, and as a result this will lessen their advantage over those without a
          postgraduate research qualification.


value for money

          Knowledge of expenses. Both potential and current research postgraduates are aware
          that a research degree is exempt from tuition fees, but claim that this information was
          not known to them before they began inquiring into postgraduate research. All
          respondents feel that this information should be made more explicit.

          Employer subsidisation. Out of all respondents, only one was looking to receive
          some financial support from his employer. Reasons given by respondents for not
          seeking employer subsidisation are the following:
              • Employers will be unwilling to make such a long term investment
              • The respondent is not working in the industry as the intended field of study
              • There are very few, if any, opportunities available for financial support from
                 the respondents’ workplace.




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       Evaluation of costs. Whilst respondents feel they should have more access to
       scholarships to support their study, the overall cost is not a major factor for
       consideration as the decision to undertake postgraduate research is typically based
       upon an intrinsic need to satisfy their curiosity.


social / communication networks

       Networks used to gather information. Individuals and organisations used to discuss
       the decision to undertake postgraduate research include the following:
           • Lecturers
           • Family and friends
           • Senior academics / researchers at the university
           • Honours supervisors
           • Current research postgraduate students
           • Current postgraduate students who were successful at acquiring a scholarship
           • Admission centre personnel.

       Most influential networks. Of those networks mentioned, the most influential sources
       of information on their decision to undertake research are lecturers or academic staff
       targeted as potential supervisors, and friends and family of the respondent.


perception of postgraduate degrees

       Graduate Certificate / Graduate Diploma. These programs are typically considered
       skills based training. Potential research postgraduates feel the terms Certificate and
       Diploma have TAFE connotations, and indicate a desire to be associated with more
       esteemed academic terms after several years of studying at an undergraduate level.
       Respondents feel that Graduate Certificates and Graduate Diplomas are for those who
       are either looking to upgrade into a Masters or Doctoral program, stop short of a
       completed Masters by coursework, or who need one of these qualifications to register
       for certain appointments in their current employment field.

       Masters by coursework. A number of respondents feel that a Masters by coursework
       is in essence an undergraduate degree condensed into 2 years. Whilst this perception
       is not shared by all, almost all respondents feel in some manner that a Masters by
       coursework is a lesser and somewhat easier degree than a Masters by research or a
       PhD. In addition, all respondents indicate that there is substantial cost associated
       with studying coursework at a postgraduate level.

       Masters by research. All respondents feel the only difference between a Masters by
       research and a PhD is the depth of research, but typically perceive a Masters by
       research to be a halfway step. Respondents also indicate that they believe a Masters
       by research can be used to upgrade to a research PhD, particularly if the applicant is
       initially unsuccessful in their application to be accepted for a PhD.

       PhD. Both potential and current postgraduate research students feel that a PhD is the
       best degree to contribute something new and valuable to their field, will be more
       likely to be recognised internationally, and is an essential qualification should they
       wish to work within a higher education environment.




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          Professional Doctorate. Most respondents are unsure as to the specifics of a
          Professional Doctorate (particularly potential postgraduate students). A number of
          current students indicate that they believe the professional doctorate to be for
          individuals who are either 1) unaware of the tuition fee exemption for a PhD or 2)
          have a significant amount of spare money and eagerly seek the title of ‘doctor’.




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conclusions / recommendations for research
postgraduates
      Of all the barriers postgraduate and potential postgraduate students experience, most
      are easily overcome. Methods of overcoming these obstacles and encouraging more
      people to undertake research can be broken down into three different levels of action
      for maximum impact.


(1)   To stimulate interest:

      Current students or those already in the tertiary education system: To increase the
      awareness of what postgraduate programs are available, and the specific details of the
      programs, QUT could increase the amount of information available to students during
      their undergraduate degree. This information should be relatively broad and should
      outline:
          • The different courses available
          • In what areas these programs are offered
          • Highlight the cost of each program (and in particular, emphasise that research
               is tuition fee exempt)
          • The duration of each program
          • A point of contact should they require any additional information.

      This information could be provided in the form of brochures (particularly to those
      students who are in their second last or final year of their degree), information
      sessions open to all students, and a user friendly web site.

      Providing information about the differences between each of the different
      postgraduate options available will also help to reduce the confusion and uncertainty
      postgraduate students state when asked to describe different programs.

      For those not in the tertiary education system: QUT could seek to maximise industry
      relations with organisations to encourage more professionals to consider undertaking
      postgraduate study. Possible methods of increasing communication in regard to
      industry include:
          • Maintaining or increasing corporate presence at industry and professional
               events through advertising or sponsorship so that individuals are more likely
               to consider QUT for study should they wish to enrol at a later date,
          • Create partnerships with industry,
          • Consult industry on topics of research that they are interested in investigating
          • Encourage promotion within organisations of employees who are currently or
               have successfully completed postgraduate study at QUT, particularly those
               who have completed or undertaken postgraduate research
          • Provide broad invitations to organisations to attend postgraduate information
               sessions.




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(2)       To encourage those interested in postgraduate studies towards research:

          Dispelling myths: Often those interested in postgraduate research believe that they
          may not be academically passionate enough to undertake and see through a
          postgraduate research qualification. This in turn may lead to some individuals
          choosing coursework programs over research because they feel these options are
          more structured, and the road to completion is less ambiguous. Communication with
          those interested in postgraduate study should always emphasise that a research degree
          is achievable, and help and support will be offered throughout the duration of the
          program. More information available on the requirements will also help to encourage
          more people to consider postgraduate research. It may also be beneficial to
          communicate to students that a Masters by research may also be used to upgrade to a
          PhD (where appropriate) if they are unsure at the time of application as to whether
          they would like to undertake the level of research required for a PhD.

          Targeting students: QUT could aim to communicate more with those who are
          desirable postgraduate candidates. More specifically, those who identify with any of
          the following attributes:
              1. Achieve outstanding grades throughout their undergraduate degree,
              2. Are looking to pursue a career in academia,
              3. Exhibit an interest in undertaking postgraduate studies,
          could be identified and given extra guidance in their decision. These individuals
          could be contacted in regard to:
              • Opportunities for scholarships encouraging them to apply
              • Additional information about how to apply and who to see for help in the
                   application process, perhaps providing an online option for students to
                   research postgraduate options
              • Inviting them to information sessions about postgraduate options, and
                   networking events for postgraduate students to mix with potential students
              • Access to academic staff’s areas of interest, and topics of research these
                   individuals are currently working on.

          High achieving students, or those who express a desire to undertake postgraduate
          study, might also be identified during their undergraduate degree to take part in a
          mentoring program (if this is not already being done). This program could pair these
          students with current academics so that the student is given the opportunity to work
          collaboratively in current research being conducted at the university.

          For those not in the tertiary education system: For those who are looking to return to
          study, QUT (in addition to those recommendations made above) could steer these
          individuals towards research by implementing the following (if not already in place):
              • Providing opportunities at industry and professional events for individuals to
                  register their interest in undertaking postgraduate study, and provide these
                  individuals with more specific information (e.g. programs offered, flexibility
                  of attendance, cost, duration etc.) emphasising the achievability and
                  flexibility of postgraduate research (i.e. easier to fit around a work schedule
                  than coursework programs)
              • Providing postgraduate literature to those within organisations who are likely
                  to be consulted in regard to undertaking postgraduate study
              • Encouraging promotion within organisations of individuals who are current
                  employees and are presently undertaking or have successfully completed
                  postgraduate research at QUT
              • Offering incentives for research-based study for students from an
                  organisation QUT is aligned with


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          •   Consulting industry on topics of interest that they are interested in
              investigating, and developing these topics for potential postgraduate research
              students
          •   Making explicit a contact for admission inquiry should these individuals have
              any questions, and providing the address of a user friendly web site for
              program information
          •   Offering to hold workshops within organisations to discuss the benefits of
              postgraduate research, and what QUT has to offer working professionals
              looking to return to study.


(3)   To ensure those interested in postgraduate research apply:

      The most important factor in ensuring those interested in postgraduate research apply
      is to make very explicit
           1. Where to find information on postgraduate research, and
           2. Who the central person or office is for administration inquiries.

      This centralised point of call (if not already operating) should dispense the following
      information:
          • How to write, and where to find help in writing a proposal
          • Profiles of potential supervisors, and / or areas being investigated by current
              academics
          • Where to find information on scholarships available, and the likelihood of
              obtaining a scholarship
          • What kind of support a research postgraduate student will be offered and can
              expect to receive
          • The possibility of undertaking other programs to upgrade into a PhD if
              unsuccessful in their first application, or if the individual is unsure as to the
              depth of research they are willing to commit to (e.g. honors or Masters by
              research may be more suitable for some students than a PhD).

      Postgraduate students indicate a preference for most of this information (e.g.
      supervisor interest areas, help with proposal writing) to be accessible online, in a user
      friendly format.

      Other mechanisms that could be used to increase the speed and the likelihood of a
      successful postgraduate research application are to:

      Answer questions raised by potential students: QUT should also seek to ensure that
      those individuals who attend postgraduate information sessions, and ask questions
      beyond the knowledge of the presenters attending, be answered. This can either be
      solved by having academic staff attend information sessions, or by recording
      questions raised by potential students and passing them on to staff members most
      suited to answer the topic of inquiry.

      Encourage social support: QUT should seek to encourage support networks for those
      looking to undertake postgraduate research. This may be either through networking
      events for current and potential students to meet, particularly for those students who
      are looking to undertake research in an area comparable to a current research
      student’s topic. Another option may be to break up large areas of research into PhD /
      masters of research sized topics, so that more than one potential student can undertake
      research in the same area, thereby encouraging and supporting each other.



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          Prequalification process: A number of students indicate that they experience
          apprehension in applying because they do not know whether they would be successful
          in their candidature. The centralised information centre (discussed above) may be a
          suitable location for providing students with an early indication on the likelihood of
          success of their application.

          Supervisor code of behavior: To reduce concern about choosing an unsupportive
          supervisor, students and potential supervisors could be given the opportunity to
          determine an outline of the supervisors responsibilities i.e. how often they should
          meet to discuss the project, expected turnaround for work submitted to be reviewed,
          support with gaining access to project requirements (e.g. sample, literature, facilities).
          Furthermore, adherence to this code of behavior could also be assessed at regular
          intervals by a third party to ensure stipulations are meet. Potential students could also
          be made aware that dual supervisors can be used to make the most of each
          supervisor’s strengths.




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Detailed findings:
Method
The research postgraduate students sample consisted of potential research postgraduates (n=5)
and current research postgraduate (n=7) who attended two focus groups. Participants were
recruited through various means including QUT’s graduate student centre (via email
invitation), attendance at a QUT postgraduate information session or through various MCR
contacts.


1.0 barriers to research
1.1 unprompted barriers
1.1.1 potential research postgraduates

        Potential research postgraduates were asked what barriers they had encountered in
        their decision to undertake postgraduate research. The biggest barrier reported by
        respondents is that it is often difficult for them to find the information they require,
        particularly in regard to:

              •   Who to approach to discuss undertaking postgraduate research
              •   Finding out whether their topic will be accepted as a research project
              •   What kind of support they can expect during their degree, and from whom
              •   How to write a proposal
              •   Scholarships available, who they are available to, and the likelihood of
                  securing a scholarship.

        Potential students also mention that financial management concerns are also barriers
        in their decision to undertake postgraduate research. Although respondents are aware
        that enrolling in a research PhD (the degree of choice for all respondents) is free of
        tuition fees, respondents feel that without a scholarship, studying fulltime will be
        extremely difficult to manage financially. All respondents report that they will need
        to work part-time whilst studying, but feel this may interfere with the time they need
        to spend on their research. They further comment that studying full time without the
        interference of work, or somehow combining their work and research, would be the
        most ideal scenarios. In line with this argument, the vast majority of current
        postgraduate students interviewed currently hold or have held a scholarship to finance
        their study, or work in the university environment in a tutoring, research assistant or
        lecturing role.

        Also of concern to potential postgraduate research students is the risk of getting an
        unsupportive supervisor for their topic.




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          Verbatim responses
          ‘I think it’s also about knowing what kind of support I’ll be offered, because we don’t
          know that. If you went through QUT then you would know the lecturers a bit better
          and they would encourage you. They would tell you ‘this is the sort of topic that you
          should think about’, but because I came from another Uni, I don’t know who to talk
          to. I don’t know who is interested in my field.’
                                                               (Female, Potential PhD, Music therapy)

          ‘I think it’s finance. It would be great if I had some imaginary rich husband, income
          or rich parents. Four years of studying…I mean I enjoy the studying, but I really
          spoilt myself by not working.’
                                                                      (Female, Potential PhD, Ethics)

          ‘I haven’t (applied formally yet) because I was looking through all the scholarship
          options first. I have to make sure that at least I seek all the financial assistance that I
          can, because I’d probably prefer to do it full-time if I can afford it financially.’
                                                               (Female, Potential PhD, Music therapy)




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1.1.2 current research postgraduates

      Current research postgraduates were asked to reflect upon their experiences and the
      barriers they encountered when considering and applying to undertake their degree.
      Of the obstacles mentioned, respondents feel the greatest barrier they encountered
      was the lack of information available to them about postgraduate research. In
      particular, current postgraduates express that at their time of enrolment they lacked
      information in regard to:

          •   How to enrol (writing a proposal, applications)
          •   Who to approach and in what order
          •   Where to find information (fees, requirements, duration, different programs)
          •   Whether they would be accepted as a postgraduate candidate
          •   How much support (both financial and academic guidance) they would be
              offered, or should expect to receive.

      Students feel that there is no one clear path to access this information. One
      respondent comments that the journey to organise enrolment into a postgraduate
      research program is ‘deliberately made hard’. Further likening the process to a ‘test
      of wills’ exercise, so that only those with the endurance and dedication to push on in
      their endeavour to find information will be successful at securing a position at the
      university. Whilst not to the same degree, all respondents feel that the process is
      difficult (not necessarily intentionally) to deter a number of undesirable postgraduate
      research candidates.

      Organising all the necessary requirements for the application (such as finding and
      recruiting a suitable and willing supervisor(s), ensuring the project is feasible,
      securing a method of data collection, and writing the proposal) is also mentioned by
      current postgraduates as a barrier they experience at the time of enrolment.

      Verbatim responses
      ‘There seemed to be no clear road to get the information I needed. And because I was
      used to doing it, I would just ring everybody and everyone and talk for ages on the
      phone to admin staff and secretaries and lecturers until I sort of got the bits and
      pieces from everybody and put it together and worked out which forms to fill out.’
                                                         (Male, Current PhD, Creative Industries)

      ‘I knew about the course,… but just to try and find out whether it was applicable to
      me, whether I matched up with it, how to apply. The first person I rang, I said ‘I’m
      interested in doing a masters in research in creative writing and she said ‘there’s no
      application process for that’… Just misinformation, (there is) no clear approach.’
                                                       (Female, Current PhD, Creative Industries)

      ‘You need to know a friend of a friend of a friend. Someone that knows how to get in.'
                                                           (Female, Current PhD, Management)

      ‘My supervisor wasn’t even new to the whole thing, but he would refer to somebody
      else, the friend of a friend who actually knew how to do it, because the process
      seemed to change so often that he didn’t know exactly.’
                                                            (Male, Current PhD, Applied Science)

      ‘I’m not sure (universities) actually want to change how difficult it is to get in,
      because the people that get in are pretty motivated, pretty able to network, able to
      identify and access sources of information, collect it into something, and synergise it’.
                                                         (Male, Current PhD, Creative Industries)


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1.2 prompted barriers
1.2.1 potential research postgraduates

          When asked to perform a card sort task, an activity that requires participants to sort
          out barriers most relevant for themselves from a total of twelve factors (please see the
          graph on page 132), the following obstacles emerged as barriers to undertaking
          postgraduate research for potential students:

                  •   Not knowing whether you would be accepted or not
                  •   The risk of getting an unsupportive supervisor
                  •   The amount of time needed to devote to research

          When asked to elaborate on these barriers, respondents gave the following answers:

          Not knowing whether you would be accepted or not
               • A number of respondents feel they do not have the necessary grade point
                  average necessary to be accepted to enrol in postgraduate research
               • One respondent commented that he was unaware of any previous research
                  postgraduates in his field of interest and that he felt this would hinder his
                  chances of being accepted. Concerns about topic choice for research are
                  also of concern for many other potential research postgraduates.

          The risk of getting an unsupportive supervisor
                • Respondents feel that it is extremely important to find the right supervisor
                    for their research, principally because the relationship needs to be a
                    profitable one over at least three years. They feel that without a supportive
                    supervisor that is willing to devote the time and interest needed to the
                    project, the research will be disadvantaged
                • A number of respondents feel that some supervisors only agree to supervise
                    because they have to; it’s a mandatory requirement imposed by the
                    university. A situation that reduces the likelihood that these researchers are
                    passionate and interested in the potential research postgraduates field of
                    interest. It is these individuals that respondents feel will be the least
                    valuable and encouraging as research supervisors
                • One respondent also commented that supervisors are integral to making
                    connections necessary to drive the research project, and these opportunities
                    may be thwarted or reduced with an unsupportive supervisor.

          The amount of time needed to devote to research
               • All respondents indicate a preference to study full time, but feel that without
                  a scholarship or some substantial financial backing, they will need to study
                  part time and work part time. This is a barrier to undertaking postgraduate
                  research in that they are currently trying to place themselves in a position
                  conducive to studying (finding part time work, favourable living situations,
                  negotiating with employers etc).




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Potential Research Postgraduate Card Sort

               Not knowing whether you would be accepted or not

                     The risk of getting an unsupportive supervisor

             The amount of time needed to devote to the research

        The level of social support needed from friends and family

               The level of support from your place of employment

                     Concerns about choosing a topic for research

                    Not knowing who at the university to approach

      The cost of undertaking the research / buying the equipment

                            The cost of reduced work opportunities

                       Fitting research around current employment
                                                                                             order of barriers ranked
                             Concerns about how hard research is                           according to their magnitude
Concerns about finding significant / valuable results or conclusions                        1st   2nd    3rd     4th    5th

                                                                       0   1          2            3            4             5
                                                                                      Frequency Count




                 Verbatim responses
                 ‘I guess even if you get a scholarship, it is a big decision for you to put everything
                 else in your life on hold in order to finish a project…I have seen a lot of people
                 struggle with it, and especially a doctorate. You know full-time is at least three
                 years. If you do it part-time you have to be so determined.’
                                                                               (Female, Potential PhD, Music therapy)

                 ‘I found that at the information evening they only send an administrator out who
                 knows nothing and then they just tell you ‘leave your details and we’ll get the lecturer
                 to contact you’. Of course the lecturers don’t, because they’re too busy … we made
                 our time to be there to ask questions about ‘do you think my topic will be interesting
                 enough to be accepted. What can I do to improve that topic so I will be chosen?... but
                 the administrator cannot answer anyway.’
                                                                                   (Male, Potential PhD, Engineering)

                 ‘I found finding a really supportive supervisor who will introduce you to new levels
                 and help you network and encourage you is very important to me, because I think if
                 you go to the wrong one, really your research is worthless, sometimes.’
                                                                                      (Female, Potential PhD, Ethics)

                 ‘I think it’s something really important … you need to find a supervisor who believes
                 in your topic, because obviously they’re there to challenge you, but they also have to
                 ultimately believe what you’re trying to research about, because if they’re not and
                 they’re only just assigned to you, they’re not going to help you.’
                                                                                  (Male, Potential PhD, Naturopathy)




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1.2.2 current research postgraduates

          When asked to separate the factors from the card sort task they felt were the most
          significant barriers for them when they were considering postgraduate research
          (twelve factors in total, as shown in the following graph), current postgraduate
          students revealed the following:

                  •   The cost of reduced work opportunities
                  •   Concerns about choosing a topic for research
                  •   The risk of getting an unsupportive supervisor
                  •   The amount of time needed to devote to research.

          Respondents gave the following justifications for their answers:

          The cost of reduced work opportunities
               • Students feel that conducting postgraduate research reduces their
                    opportunities for paid employment. Most of the respondents state that they
                    work at the university (primarily tutoring roles, but also research assistants
                    and lecturing roles) because it is easier to combine work and research. In
                    this way, they have more opportunities to take advantage of windows of
                    opportunity for research (particularly in the case of access to high use
                    materials such as computers) and for contact and guidance
               • One particular engineering student expressed that he is severely sacrificing
                    his potential income by undertaking a PhD, as engineering graduates have
                    the potential for extremely high salaries upon the completion of their
                    undergraduate degree. Furthermore, engineering is not a field in which a
                    PhD qualification is necessary for employment, nor is it considered highly
                    regarded in the industry.

          Concerns about choosing a topic for research
               • Three current postgraduate students indicated that they struggled to either
                   find a topic for research or find a topic in their field appropriate for the
                   scope of PhD study. Students indicate that while they find the process of
                   topic selection interesting, it takes up a sizeable amount of time and energy.

          The risk of getting an unsupportive supervisor
                • Students feel a supportive supervisor is integral to studying postgraduate
                    research, as a supervisor can ‘make or break’ a good research project. Of
                    most value to respondents are the following attributes in a supervisor:
                    interest, interpersonal skills, and a willingness to offer support and
                    encouragement. Students most value those supervisors that they perceive
                    to perform more of a mentoring role rather than a managerial role
                • One QUT postgraduate student reported that her current supervisor is tardy
                    at reviewing work and fails to show for meetings. As a result, this student
                    will not finish by her expected completion date, and is currently seeking
                    employment as she cannot afford to keep studying fulltime
                • All respondents from QUT felt that the university should prepare a
                    publication for those seeking to undertake postgraduate research that details
                    the interest areas of potential supervisors. Students feel that such a guide
                    will help to eliminate some of the guess work out of who to approach at the
                    university in their chosen field of interest. (UQ students claim to already
                    have access to this information)
                • Students also feel that there should be some way that prior research
                    students can communicate and share their experiences and impressions


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                                 about supervisors to those potential students considering a working alliance
                                 with these individuals
                          •      A number of students report concerns involving how to and under what
                                 circumstances they can make a complaint about their supervisors. They
                                 feel that if they were to make a complaint, they may be compromised in
                                 some way in regard to their research (the supervisor will be less willing to
                                 help, direct, and / or encourage). In this way, it is perceived by many
                                 current research students that if you make the unfortunate choice of
                                 choosing an unsupportive supervisor, then you must endure this less than
                                 ideal situation for the remainder of your study for the sake of the project, a
                                 belief that further heightens supervisor choice anxiety.

                 The amount of time needed to devote to research
                      • Students express that the time needed to devote to research often reduces
                         their ability to meet current occupational or family responsibilities, and that
                         is often difficult to maintain a balance between other roles outside of
                         research and keeping on track with their project. In this manner, students
                         feel they have to manage their time extremely efficiently.

                 Verbatim responses
                 ‘A supervisor can like ruin or make a PhD. It’s so important.’
                                                                                       (Female, Current PhD, Management)

                 ‘It’s the luck of the draw. Like I have (a supervisor) who is awesome. I know people
                 whose supervisor doesn’t even show up to meetings and stuff. I think one of the most
                 important things would be to have some sort of assessment on how the supervisor is
                 supporting you.’
                                                                                 (Female, Current PhD- UQ, Psychology)

                 ‘How do you complain to someone in the faculty that your supervisor isn’t
                 (satisfactory)? It’s very, very sensitive. And you have to be very careful about what
                 you say and how you say it, because ultimately that person is your supervisor.’
                                                                               (Female, Current PhD, Creative Industries)

Current Research Postgraduate Card Sort

                              The cost of reduced work opportunities

             The amount of time needed to devote to the research

                     The risk of getting an unsupportive supervisor

                     Concerns about choosing a topic for research

                    Not knowing who at the university to approach

        The level of social support needed from friends and family

               Not knowing whether you would be accepted or not

                               Concerns about how hard research is

Concerns about finding significant / valuable results or conclusions

      The cost of undertaking the research / buying the equipment
                                                                                                  order of barriers ranked
               The level of support from your place of employment                               according to their magnitude
                       Fitting research around current employment                               1st    2nd    3rd    4th       5th

                                                                       0   1       2         3         4        5          6         7
                                                                                           Frequency Count



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1.3 overcoming barriers and encouraging research
          Current students were asked how universities could encourage more students to
          undertake postgraduate research. Students recommended the following approaches:

               •    Advertising research postgraduate degrees available
               •    Provide more access to information about duration and tuition fee costs, and
                    emphasise that research programs are tuition fee exempt
               •    Provide more information on how to apply and who to approach
               •    Provide more opportunities for potential students to meet and develop
                    relationships with academics, particularly at an undergraduate level
               •    Provide mentoring opportunities during undergraduate years to forge working
                    alliances between researchers and good research candidates
               •    ‘Cherry picking’ attractive postgraduate candidates from organisations,
                    expos, and / or industry events, or at least providing some corporate presence
                    at these events through sponsorship and / or advertising materials
               •    Dispel the myth that a research postgraduate degree is out of the league of
                    most people wanting to undertake postgraduate studies, and that those
                    returning to study should opt for more directed and structured postgraduate
                    programs (i.e. coursework)
               •    Create partnerships with industry to encourage and possibly provide
                    incentives for people to undertake research whilst working.

          Of all responses given, most respondents feel niche marketing will be the most useful
          tool to help encourage more people to consider postgraduate research, and that
          making the information to apply and investigate different degrees more available will
          catalyse this decision.

          Verbatim responses
          ‘The easy solution to that is to have a really you know, user friendly website that
          holds your hand and walks you through it, because that’s the place people are going
          to go to. The other thing about QUT, I think is there’s such a club you know it’s got
          its back to people from the outside. There’s no outreach.’
                                                          (Female, Current PhD, Creative Industries)




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2.0 perception of postgraduate degrees
2.1 knowledge and perceptual baggage of programs
      All respondents (both current and potential postgraduate research students) were
      asked how much they knew about different postgraduate programs. Specifically,
      respondents were asked what they perceived to be the difference between the
      following programs:

            o       Graduate Diploma
            o       Graduate Certificate
            o       Masters by Coursework
            o       Masters by Research
            o       PhD
            o       Professional Doctorate

      All respondents indicate that they are unsure as to the specific differences in the
      various postgraduate programs. Most express that they gauge differences between the
      programs by investigating the duration needed to complete them. However,
      respondents also perceive that the programs are different as outlined in the following
      sections;

2.1.1 Graduate Diploma / Graduate Certificate

                •   Potential research students feel Graduate Certificates and Graduate
                    Diplomas are for people who are looking to complement their current
                    employment or are looking to register for certain occupational
                    appointments (respondents gave the example of studying one year of a
                    Graduate Diploma in education to become registered as a teacher)
                •   Current research students feel Graduate Certificates and Graduate
                    Diplomas are skills based training and are for those who stop short of a
                    Masters by coursework
                •   All respondents indicate that the programs are typically short term
                    courses that span a duration of between six and twelve months, and
                    require payment
                •   Respondents also feel that these programs are primarily used as bridging
                    courses to get into other postgraduate programs, such as Masters by
                    coursework or Masters by research
                •   Potential research postgraduates state that the terms ‘diploma’ and
                    ‘certificate’ are associated with TAFE courses that anyone could do
                    without an undergraduate degree. They feel that after four years of study,
                    they wished to be associated with more academic terms, such as
                    ‘doctorate’.

      Verbatim responses
      ‘If you were to say to a person who has just studied four years ‘you can do extra
      study and get a diploma’ they’ll go ‘hang on. Fred just went to TAFE and got a
      diploma’. You don’t want to hear a plain old certificate after you’ve done an
      undergraduate degree. You want to hear something pretty fantastic like doctorate or
      something.’
                                                             (Male, Potential PhD, Engineering)



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2.1.2 Masters (by coursework)

                    •    One potential research postgraduate respondent felt that a Masters by
                         coursework was a mechanism to study undergraduate subjects at a
                         postgraduate level. It was felt by this person that a Masters was a four
                         year undergraduate degree condensed into two years. This belief was
                         also expressed by a few current postgraduate students who felt the
                         university was providing these ‘condensed undergraduate programs’ for
                         monetary gain.
                    •    A small proportion of both current and potential research postgraduates
                         commented that a Masters by coursework is for those individuals who are
                         happy in their current employment and want to enhance their
                         qualifications, sometimes to assist their prospects for promotion
                    •    In some manner, almost all postgraduates feel a Masters by coursework is
                         a lesser (and somewhat easier) qualification than a Masters by research or
                         a PhD
                    •    Respondents also remark that the Masters by coursework is very
                         expensive in comparison to research based study options, and has few (if
                         any) opportunities for scholarship.

          Verbatim responses
          ‘Course work degrees I always thought were more for people that were just happy in
          the job that they wanted to do and didn’t want to go any further, they just wanted to
          basically promote their position within that sort of field.’
                                                                  (Male, Potential PhD, Naturopathy)

          ‘(Masters by coursework is a) half arsed degree compared to the Masters by research
          …compared to the Masters by Research it’s really the second, easier option.’
                                                                      (Female, Potential PhD, Ethics)

          ‘Universities are chasing the buck, that’s why they offer these Masters by
          Coursework which don’t require an undergraduate degree in the same area and I
          think it lessens what a Masters actually is. But whether people in industry know that
          yet is another thing.’
                                                        (Male, Current PhD, Information Technology)

          ‘For me there’s a perception that Masters by Coursework is for people who don’t
          really know how to do a Masters, … for coursework most of your course is handed to
          you basically. I mean you can pick and choose which units, what subjects, but
          basically you’re working through coursework somebody else has set for you.’
                                                             (Male, Current PhD, Creative Industries)




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2.1.3 Masters (by research)

              •   All respondents feel the only difference between a Masters by research
                  and a PhD is the depth of research
              •   It is also felt that a Masters by research can be used to upgrade to a
                  research PhD, particularly if the applicant is unsuccessful or does not
                  have the necessary prerequisites to be accepted for a PhD
              •   It is felt by most potential students that a Masters by research is a
                  halfway step. These respondents feel that if they are going to devote two
                  years to research; they might as well devote three years and complete a
                  PhD, a much more esteemed qualification. A similar view was echoed
                  by current students, as a few respondents remarked that a Masters by
                  research is for those not willing to make the ‘full commitment’.


2.1.4 PhD (Doctor of Philosophy)

              •   Both potential and current postgraduate research students feel that a PhD
                  is the best degree to contribute something new and valuable to a research
                  field, and will be the best route to becoming a leader in their chosen field.
                  They also feel that this program will be more likely to be recognised
                  internationally
              •   Respondents feel that this is the ideal and somewhat essential
                  qualification needed to work within the higher education environment.


2.1.5 Professional Doctorate

              •   None of the potential postgraduate students appeared to know what a
                  professional doctorate is, how many years on average it takes to
                  complete, or in what areas of study it is offered. Of the current students,
                  University of Queensland psychology students were the most
                  knowledgeable of the specific requirements for a professional doctorate
              •   A number of current students indicated that they believe the professional
                  doctorate to be for individuals who are either 1) unaware of the tuition
                  fee exemption for a PhD or 2) have a significant amount of spare money
                  and eagerly seek the title of ‘doctor’. Psychology students, in contrast,
                  feel that a professional doctorate is for those who want to practise as a
                  psychologist, but are not interested in a career in academia. These
                  students stress that certain placements within psychology require some
                  form of doctoral qualification, and that for those students who are not as
                  research orientated, this may be their only option.

      Verbatim responses
      ‘I think that the professional doctorates that I’ve seen are for suckers who don’t know
      that (the PhD is free), because the uni targets them. And they’ve got fifty grand lying
      around and it’s like “just do something else with that and go and do PhD research.’
                                                        (Male, Current PhD, Creative Industries)

      ‘It’s really different in psychology… Basically, a professional doctorate is for people
      who would like to practise as a psychologist and have the title of doctor, but are not
      interested into going academia, lecturing, etc. So they’re paying a lot of money, but
      (it is necessary) to stay in their profession.’
                                                        (Female, Current PhD- UQ, Psychology)


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3.0 professional advancement
3.1 benefits of a research postgraduate degree
          Respondents feel that a postgraduate research degree will improve their opportunities
          for professional advancement in the following ways:

               1. Income. Respondents (both potential and current students) feel that their
                  income level will change as employment positions are often based upon
                  number and level of tertiary qualifications

               2. Recognition. All respondents feel that employers and key individuals in their
                  field of interest may be more likely to value their opinion and recognise their
                  worth as a scientific mind because they have ‘put in the time and done the
                  research’. Respondents also feel that a PhD qualification will illustrate that
                  they are willing to explore, innovate, and investigate areas previously
                  unknown

               3. Employment prospects. Respondents (both potential and current students)
                  feel that the number of professional appointments available to them may
                  increase, as they will be more likely to be chosen over another candidate
                  without a postgraduate research qualification. In addition, a number of
                  current research postgraduates express an interest in a lecturing or academic
                  career within higher education. These respondents state that without a PhD
                  qualification, they have very little chance of acquiring these positions

               4. Networks. Current research postgraduates communicate that they have made
                  a number of valuable contacts throughout their degree that they feel will be
                  useful in opening up opportunities for professional advancement, such as
                  employment contacts or people who may be able to help with future research

               5. Confidence. Current research postgraduates communicate that they have
                  grown more confident in their professional decisions and practice, and feel
                  that they are more articulate and better able to justify their opinions and
                  decisions, ultimately making them a more valuable and attractive
                  professional.




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3.2 weaknesses of PhD qualifications
      Whilst no respondent felt a research postgraduate degree could hinder their
      employment prospects, or their opportunities for professional advancement, it was felt
      amongst some that a postgraduate research degree is becoming less and less
      esteemed. Reasons given for this belief are:

          •   A feeling that there is a push from universities to accept larger numbers of
              PhD candidates, and that this has reduced the quality of the research and the
              typical student

          •   A number of experiences with people with a doctorate qualification who
              respondents didn’t feel deserved or exhibited the qualities they associated
              with the term ‘doctor’

      In this manner, respondents feel that employers will become less attracted to
      individuals with a doctoral qualification without the necessary industry experience
      due to increasing saturation of PhD qualifications, and an increase in PhD
      qualifications that have little practical application and / or experience.

      Verbatim responses
      ‘Once (PhD students) were so well respected, and now (universities) are pumping
      them out now like they’ve got to get out. So we know the standard is dropping off
      some of the education. And I think because academics or supervisors will be forced
      to take on two or three or four or however many students, that it may drop even
      further.’
                                                         (Female, Potential PhD, Music therapy)




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4.0 value for money
4.1 knowledge of expenses
          Both potential and current research postgraduate students feel that the cost of
          postgraduate programs needs to be made more explicit, as many respondents reveal
          that they were only made aware of the tuition fee exemption once they started
          enquiring about postgraduate research. In this manner, students feel the financial
          costs and benefits may be better communicated in undergraduate courses to stimulate
          interest.

          Most respondents indicate that they are or were (for current students before enrolling)
          aware that postgraduate research programs are exempt from tuition fees, and all they
          have to pay for is living expenses and the costs associated with conducting research.




4.2 employer subsidisation
          Of the potential research postgraduates, only one member of the group felt that they
          may be able to receive some financial support from their employer. Of those that said
          their employers would be unlikely to help, reasons given for not seeking financial aid
          are that:

               •    Employers will be unwilling to make such a long term investment
               •    The respondent is not working in the industry as the intended field of study
                    (and a research qualification is therefore of little value to the employer)
               •    There are very few, if any, opportunities available for financial support from
                    the respondents’ workplace.

          Potential research students feel that universities could help students by educating
          employers about the benefits of subsidising study, particularly in regard to economic
          benefits for their workplace.

          In a similar vein to potential postgraduate students, not a single current research
          student interviewed is currently receiving financial support from their employer.

           Verbatim responses
          ‘If they believe in professional development, they will support you and you can take
          leave whenever you want and they will support you with school resources. But if they
          don’t believe that and they just want you there full-time, which I have encountered,
          then it becomes really difficult.’
                                                               (Female, Potential PhD, Music therapy)

          ‘You would get more support with research in the public sector. (Because) you’re
          developing ideas … it’s to their benefit to watch you come in and develop new
          protocols that may potentially be more efficient, and achieve more results. Whereas
          the private sector, you just have to find a good company that maybe valued
          intellectual growth as much as financial but I don’t know many companies that do.’
                                                                      (Female, Potential PhD, Ethics)




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4.3 evaluation of costs
      Potential research students claim that they do not heavily consider the cost of a
      postgraduate degree in their decision to undertake postgraduate research. For all but
      one respondent, postgraduate research was always something that they were going to
      do, and any delay is a result of respondents organising themselves in a position
      conducive to study (for example; applying for scholarships, evaluating potential
      supervisors). The fact that postgraduate research is exempt from fees is just an
      additional benefit for respondents.

      Respondents acknowledge that although they may reduce employment opportunities
      whilst studying, these opportunities will increase after completing their degree, and
      therefore income is not of concern to these individuals.

      Overall, both potential and current research postgraduates feel that the decision to
      undertake postgraduate research is based upon an intrinsic need to satisfy their
      curiosity, and this overshadows any other factor worthy of consideration.

      Respondents do, however, feel that there should be more access to financial aid (i.e.
      scholarships) to prevent students from dropping out of research or taking longer to
      complete the degree than intended due to the need to complement study with paid
      employment.




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5.0 social & communication networks
5.1 networks used to gather information
          Respondents state that they have talked (and did talk) to a number of individuals and
          organisations about their decision to undertake postgraduate research. Types of
          people mentioned by respondents are:

               • Lecturers
               • Family and friends
               • Senior academics / researchers at the university
               • Honours supervisors
               • Current research postgraduate students
               • Current postgraduate students who were successful at acquiring a scholarship
               • Admission Centre personnel.

          Of those networks mentioned, the most influential on potential and current students’
          decision to undertake postgraduate research are lecturers / potential supervisors and
          friends and family.

          Verbatim responses
          ‘I’ve talked to people who have applied for scholarships and have succeeded and also
          talked to people about where to find scholarships, because that’s normally not told.’
                                                              (Female, Potential PhD, Music therapy)



5.2 lecturers / potential supervisors
          Potential supervisors (or current supervisors in the case of current students) deemed
          to be influential in the decision to undertake research are typically lecturers students
          are familiar with from their undergraduate studies.

          For those potential research students who have already decided who they want as
          their supervisor, this potential supervisor is the most influential at present on their
          decision to undertake research. A similar case is expressed by current research
          postgraduates. These students feel that without the encouragement of an academic or
          researcher at the university, the process of their application would have been
          significantly hindered, or they may not have opted to undertake postgraduate research
          at all.

          Verbatim responses
          ‘I wouldn’t even consider applying until I had (my supervisor) sorted out.’
                                                                (Female, Potential PhD, Psychology)




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5.3 friends and family
      Interestingly, potential research students claim that their family is relatively
      unimportant in their decision to enrol in a postgraduate degree and that this is
      primarily because they feel their family members aren’t fully aware and / or informed
      of the university process. However, current research students state family
      (particularly partners) were a massive influence on their decision to undertake
      research and in particular, stay with research. Current research students recall that at
      the time of their decision to undertake research they underestimated the need for a
      good supportive network, and that this support is absolutely vital for anyone
      considering postgraduate research.

      Friends of the respondents are also mentioned as heavily influential in their decision
      to undertake a research degree, particularly if those friends are currently involved in
      or have completed a postgraduate research degree.

      Verbatim responses
      ‘I just think that my family have always been involved in quite manual, hands on work
      and I’m just the first person that has gone to Uni in my family. It’s a bit of a culture
      shock I guess for them.’
                                                             (Male, Potential PhD, Engineering)

      ‘I’m married and we now have a young daughter as well and that was really
      important to have my wife’s support. Basically it was convincing her that doing the
      PhD would be better for long-term employment prospects rather than going out
      straight away and getting settled into a job and a career. So there’s been times when
      things have been delayed and haven’t worked out quite as quickly as we’d hope. For
      her that’s a bit of a stress.’
                                                              (Male, Current PhD, Biomedicine)

      ‘Now I realise that having a support network is crucial and I would never suggest to
      someone starting (a PhD) who didn’t have it to do it (enrol), but it never occurred to
      me at the beginning that (a support network) would ever be an issue.’
                                                        (Male, Current PhD, Creative Industries)

      ‘(My wife) was the most influential on my decision because we have a life together.
      And doing a PhD can have such an impact upon that life. There’s no point in doing it,
      if it’s not going to work for all of us.’
                                                               (Male, Current PhD, Biomedical)

      ‘I get bad tunnel vision when I’m working hard on something at the exclusion of
      everybody else. And so the prospect of doing that for three years, being a zombie and
      the effect of it on my family was profound. So we needed to make sure that that
      wasn’t going to happen…There’s no point going into a project like that if you’re
      going to bugger up your family.’
                                                   (Male, Current PhD, Information Technology)




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   parents of year 12
       students




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summary for parents of year 12 students

Method
Parents of potential undergraduate students who participated in the quantitative research
phase were recruited on the QUT Course and Careers Day and completed face-to-face surveys
(n=55). Those involved in the qualitative phase were recruited via potential undergraduate
students from a private Brisbane high school


perception of university education

        Importance of university. All parents consider tertiary education for their children to
        be of the utmost importance. Reasons for this belief are that it is important for their
        child to follow their interests and challenge themselves mentally. And also be
        rewarded for their academic endeavours through qualifications and graduate
        placement in their chosen field.

        University compared to TAFE / trades training. Parents report three main benefits of
        studying at university over career paths such as TAFE or trades training. These
        being:
            • A university degree is more highly regarded than a trade (42%)
            • There are better employment opportunities at the end of the course (38%)
            • University is better for studying professional employment fields (25%).

        However, TAFE and / or trades training options are perceived to be better than
        university in the following aspects:
            • More practical and skills based (35%)
            • Not as expensive overall (18%)
            • Easier to get into (16%).

        It should be noted that although parents can recognise and appreciate advantages of
        studying at TAFE, they do not see TAFE as an appropriate choice for their child.


image

        Perception of different universities. Parents of potential undergraduates most
        commonly associate QUT with the following attributes:
             • Strong in creative industries
             • Strong in information technology
             • Strong in design professions
             • Strength in business studies
             • Better public transport
             • Strength in better social and recreational facilities.




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          Attributes most strongly associated with the University of Queensland include:
              • Courses which are harder to get into
              • For students with higher OP scores
              • For private school students
              • Extensive sporting facilities
              • Strong in humanities
              • Strong in sciences.

          Those most strongly related to Griffith University include:
             • Strong in human services
             • Strong in education
             • More personalised treatment.

          Academic excellence. 96% of parents feel it is at least moderately important for their
          children to attend a university with a good academic reputation. The university most
          commonly reported as the most academically excellent university is the University of
          Queensland (46%). QUT was mentioned by 20% of respondents as the most
          academically excellent.

          Reasons for the perception of the University of Queensland as the most academically
          excellent university are that the university:
              • Has a good reputation (39%)
              • Is well established (36%)
              • Is recommended by friends / family / social networks (33%)
              • Is hard to get into (25%).


transition concerns

          Prompted concerns. Parents report the most worrisome issues surrounding transition
          as being:
              • Their son / daughter choosing the best university for their needs (42% very
                  concerned, 33% somewhat concerned)
              • How their child is going to get to and from university (29% very concerned,
                  18% somewhat concerned)
              • Their son / daughter getting the OP they need for their preferred course (24%
                  very concerned, 45% somewhat concerned).

          Unprompted concerns. Other concerns mentioned by parents typically involve their
          child finding accommodation and / or moving out of the family home.


expense of university

          Estimated tuition fee cost. 43% of parents estimate tuition fees will total somewhere
          in the vicinity of $20,000 - $30,000. Surprisingly, 28% of all parents are unable to
          provide an estimated total tuition cost. Parents whose highest level of education is
          secondary schooling are slightly less likely to provide an estimate compared to
          parents with tertiary qualifications.

          Intended payment option. 56% of all parents indicate that their child’s tuition fees
          will be placed on HECS, while 18% of parents report that HECS will not be used to
          cover their child’s tuition fees. The balance consists of those who intend to pay a


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       partial amount (7%), and those who are unsure as to how their child’s tuition fees will
       be covered (19%).

       Financial concerns. Tuition fees are the biggest financial concern reported by parents
       of potential undergraduates (75%). Textbooks (6%) and finding accommodation
       outside of the university (6%) are also reported by a minority as major financial
       concerns.

information for parents

       Desire for information. Of all respondents, 56% report that they would like parent
       tailored information from universities.

       Preferred communication format. Parents were split as to their preferred
       communication format, as 52% report a preference for print, and 42% claim a
       preference for web / online based information.

       Information topics. Parents reported a variety of different information topics they
       would like information on. Of these, specific course information (the accessibility of
       programs, alternative pathways, and course content) is the most requested information
       (35% of respondents), followed by the desire for information about employment
       prospects for their child’s desired program (23%), and HECS / course and program
       costs (16%).




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conclusions / recommendations for parents of year 12
students
          The research suggests parents do not need to be sold on the need for their child to
          attend university. What parents do need to be convinced of is the right choice for
          their child. The following aspects of QUT could be emphasised:
              • Better career outcomes at QUT
              • Flexibility in coursework
              • Industry experience whilst students study
              • More personalised treatment and a greater support network available should
                   their child struggle to find their niche upon entering university.

          Flexibility of program choice: A number of parental concerns regarding their child’s
          transition from school to university involve their child entering a degree that they
          may ultimately not wish to pursue. This risk of choice also impacts their financial
          concerns. Communications with parents that emphasise their child is not confined to
          the program with which he or she is accepted into may help to alleviate this concern.
          It may also be helpful to advise them that transfers are available for students should
          they wish to change from one course to another, and vocational guidance is offered
          by the university throughout the child’s duration of study should they develop any
          career concerns.

          Offer more industry exposure: Parents concerns about their child choosing the wrong
          degree could also be reduced by providing potential students with more exposure to
          professional fields through ‘simulated work days’ on the website, or more ‘day to
          day’ information about their current jobs being held by former graduates.

          Accommodation options: Accommodation options are an issue for parents,
          particularly those whose family residence is not within Brisbane. Services offered by
          the Student Guild to help students find safe and clean accommodation in Brisbane
          should be made known to parents. The dates for application, cost, and factors for on-
          campus accommodation preference also need to be made explicit to parents. A point
          of contact to help discuss any accommodation queries, particularly at career and
          tertiary expo events, would also be beneficial for parents to quell any transition
          concerns.

          HECS information: If not already done, QUT in its communications with parents
          (prior to their child’s enrolment) should direct them to sources of information about
          HECS that provide the basics (either brochures available at the student administration
          or the www.goingtouni.com.au website). At a later stage, more specific information
          about HECS could be provided to parents in their child’s enrolment package.

          Workshops might also be offered at tertiary expos or career days at secondary schools
          allowing parents to address their transition concerns. These workshops could be
          similar in nature to the ‘Supporting and motivating your children through university’
          lecture offered at Course and Careers Day. If not already the case, QUT could
          advertise these and other lectures of a similar vein in school newsletters to provide
          parents and potential students the opportunity to gain a fuller understanding of what
          QUT has to offer.




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Detailed findings:

qualitative
Method - qualitative
Parents of potential undergraduate students involved in the qualitative phase participated in a
focus group. These parents were recruited via year 12 students involved in the qualitative
research for potential undergraduates.


1.0 perception of university education
1.1 importance of university
        All parents report that a university education is extremely important for their children.
        Reasons given for this belief are that:

            • It is necessary to obtain a degree to work in the child’s field of interest
            • It is important for the child to challenge themselves mentally
            • A university degree will be recognition of hard work
            • It is what the child wants to do

        Verbatim responses
        ‘She’s very studious and so it seems a natural thing for her to go on and study more.’
                                                              (Female parent, university graduate)

        ‘For X it’s what she wants to do. I think that’s where she has to go, because she’s
        chosen that she wants to do optometry. So I mean there’s no other choice.’
                                                          (Female parent, non-university graduate)



1.2 university compared to TAFE / trades training
1.2.1 perception of University versus TAFE / trades training

        Parents feel that there are very few, if any, advantages or disadvantages of studying at
        TAFE or trades training over university. Respondents comment that different career
        pathways are suitable for different children. More specifically, for children who are
        less academic, practical training at TAFE or trades training may be more suitable than
        university. Whereas students who are more academically minded, may be more
        suited to the university learning environment.

        One respondent was particularly adamant that no one career pathway was better than
        another (this respondent was the only individual in the group without formal tertiary
        education, and also had other children studying at TAFE). In contrast, the rest of the
        group acknowledged that university is typically perceived as more esteemed than
        TAFE or trades training.




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          Verbatim responses
          ‘I think some children naturally go in one direction and others go naturally in
          another direction. I wouldn’t weight one as better than the other. It’s just what’s
          natural for that child.’
                                                                (Female parent, university graduate)

          ‘My eldest daughter wasn’t so academic so therefore she is at TAFE and that’s a very
          appropriate place for her to be.’
                                                            (Female parent, non-university graduate)


1.2.2 barriers to university versus TAFE / trades training

          Parents of potential undergraduates report a couple of barriers associated with
          attending university over undertaking TAFE or trades training. Barriers mentioned
          by parents are that:

               • The expense of attending university is greater than TAFE / trades training.
                 Whilst parents acknowledge that HECS can alleviate a substantial portion of
                 the overall debt, students still have to pay for textbooks, cars / transport, and
                 student fees at a time when they do not have the time or the qualifications
                 necessary to earn a great deal of money. In contrast, TAFE or trades training
                 students have greater opportunities to combine paid work with their study.
               • Increased competition. Parents feel that high achieving students moving from
                 high school to university may suffer disappointment upon entering a larger
                 education arena in which their academic performance is considered average.
                 Whereas, competition for academic recognition would not be as high at a less
                 intellectually selective institution (such as TAFE).

          Verbatim responses
          ‘Whereas they’re used to getting their As and Bs. They might be just quite average
          once they move forward and be disappointed and disillusioned and all sorts of
          things.’
                                                              (Female parent, university graduate)

          ‘One, it’s costing them money to be there, substantial money. And two, they’re doing
          without money at a time when they most want money. You’re talking cars and other
          significant expenses that they don’t have at school.’
                                                                  (Male parent, university graduate)




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2.0 image
2.1 universities being considered by child
2.1.1 universities under consideration for children

      According to their parents, all children are considering QUT as an option for study in
      2007. Other universities in contention are the University of Queensland and Griffith
      University (only as a second preference).


2.1.2 reasons given by parents for choice of university

      When asked why their child was considering a particular university, parents report the
      following motivations (factors are separated by each university choice):

      Reasons for considering QUT
         • Familiarity. Siblings or people known to the child who have studied there
             previously or currently attend QUT
         • Program specialisation. The program of interest to the child is not offered at
             the same level in any other Brisbane university (e.g. optometry)
         • Transport. QUT is considered easier to get to by public transport, and closer
             to home than the University of Queensland (referring to Gardens Point
             campus)

      Reasons for considering the University of Queensland
         • Reputation. The University of Queensland is well known as a reputable
             university
         • Peers. A large number of the child’s peers are attending the University of
             Queensland in 2007, and a proportion of these students will only consider the
             University of Queensland for study


2.2 perception of different universities
2.2.1 perceived differences and similarities between universities

      Parents report few similarities between the three major Brisbane universities: QUT,
      the University of Queensland and Griffith University. Whilst one parent felt that all
      three universities are equal in their teaching of more traditional courses (courses
      mentioned were engineering, maths, medical professions, and chemistry), responses
      were mixed from the other parents of school leavers. All parents agree that QUT and
      Griffith University are similar in their application of practical aspects to their
      programs, whereas the University of Queensland is seen as more traditional in its
      approach. It is also felt by parents that lecturing staff are likely to be equal across all
      three universities.

      Universities are perceived as different in the following aspects:
         • QUT. Parents feel QUT offers a very practical approach to study.
         • University of Queensland. Parents tend to associate the University of
             Queensland with social elitism (‘snobbery’).

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               •    Griffith University. Parents feel that Griffith University tends to put a unique
                    spin on traditional disciplines. Examples given were Bachelor of Business,
                    with an emphasis on International Business, and Bachelor of Engineering
                    with a specific environmental focus.

2.2.2 differences in facilities

          Parents feel QUT, the University of Queensland, and Griffith University differ in
          regard to facilities in the following ways.

                • QUT. QUT’s Carseldine campus was commented to be ‘new and
                  expanding’, whereas Gardens Point was said to be older and somewhat
                  fatigued. QUT is associated with poor parking by parents (second only to
                  University of Queensland)
                • University of Queensland. The University of Queensland is perceived by
                  parents to have the most aesthetic campus; however parents feel this
                  university still operates in much the same manner as it did 20 years ago. It is
                  felt that parking would be the worst on this University’s campus
                • Griffith University. Parents feel Griffith University would be the best
                  university in regard to facilities. Reasons given for this belief are that
                  Griffith University is probably better planned than the other universities,
                  because it is newer, more modern, and more spacious.

          Verbatim responses
          ‘I perceive UQ as being still operating much like they did 20 years ago, but the other
          ones are more up with it, I think.’
                                                               (Female parent, university graduate)

          ‘Griffith is probably built more modern. It’s probably got more space and it’s a bit
          more specific in design’
                                                                     (Male parent, university graduate)


2.2.3 discipline specialization

          Parents were asked which university came first to mind in regard to studying each of
          the disciplines given below. Responses by parents are given beside each of the
          disciplines.

                • Information technology. Only one respondent felt a university stood out from
                  others for studying information technology. The university mentioned by this
                  respondent was QUT
                • Engineering. Respondents feel the University of Queensland and QUT
                  would be equally suitable for studying engineering. However, parents feel
                  Griffith University would be the best university to study environmental
                  engineering
                • Business. QUT is felt to be strongest in regard to business degrees
                • Health. Parents were split as to which university is strongest in health sub-
                  disciplines. It is felt that QUT would be the university of choice for podiatry,
                  dietetics, and optometry. However, the University of Queensland would be
                  stronger for other health fields, particularly medicine and physiotherapy
                • Design. Parents report a shared strength between the University of
                  Queensland and QUT for design professions, but QUT is considered stronger
                  for architecture.


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2.3 academic excellence
      Parents overwhelmingly feel the University of Queensland is the university perceived
      as the most academically excellent. Reasons given for this belief are that:
           • The University of Queensland has a good reputation
           • A number of individuals known to the parents would consider it the only
              choice for university study in Brisbane
           • It would be well regarded by industry and professions
           • The University of Queensland is more research focused.


2.4 advertising recall
      QUT is perceived by parents as the university that is promoting itself the most.
      Griffith University is also recalled for recent advertising campaigns. However, not
      one parent could recall advertising for the University of Queensland. When asked to
      recall specific elements to the advertising campaigns, respondents mentioned the
      following:

      QUT
        •    ‘A university for the real world’
        •    Funky style
        •    People wearing t-shirts to work

      Griffith University
          • Centre for oral health
          • Hurricane Carter
          • Archbishop Tutu.

      Respondents feel QUT’s advertising is different to Griffith University’s advertising in
      that the tone differs; Griffith University’s advertising is said to be more serious than
      QUT’s advertising.




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3.0 transition concerns
3.1 parental concerns about attending university
          Transition concerns are common to parents of potential undergraduates. In particular,
          they report concern in regard to the following issues:

                 •    Their child entering an environment that they are unfamiliar with
                 •    Their child choosing a program only to discover that the study is leading in a
                      career direction that is unattractive to the student
                 •    The child taking responsibility for their own learning, such as turning up for
                      class, or completing assessment
                 •    That the child seems to be interested in various disciplines with very little
                      common thread
                 •    That the child is informed enough about the university process to be able to
                      make educated decisions, such as which university to attend, and choosing
                      the right classes
                 •    Transport to and from university.

          Of the concerns listed above, the biggest concern reported by parents is the child
          entering an unfamiliar environment, closely followed by transport concerns.

          Verbatim responses
          ‘(My biggest concern would be) that she’s actually going into a world that she’s
          never really been in before.’
                                                          (Female parent, non-university graduate)


3.2 issues parents encourage students to consider
          Closely related to the concerns parents hold about their child’s decision to attend
          university, are the aspects parents encourage their children to consider before making
          any concrete decisions. Discussion topics mentioned by parents are:

                  • Considering many different universities and comparing their strengths and
                    weaknesses for particular areas of study
                  • Listing programs on the QTAC application that may be used to upgrade
                    after a period of time should he / she miss out on their first preference,
                    whilst also investigating the ease of internal versus external transfers for
                    upgrading programs
                  • Choosing a university that is within close proximity to home
                  • Investigating graduate outcomes across different universities
                  • The timing of events (mainly lodging QTAC applications).

          Overall, parents report they rarely discuss specific topics such as OP cut-offs, specific
          programs, or the actual course content of programs being considered by their
          children. Instead, parents report that topics of discussion with their children cover
          broader subject areas, such as career fields, personal strengths, and how life will be
          different at university.




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4.0 expense of university
4.1 financial concerns
      When asked about their perception of the cost of attending university, parents feel
      attending university is expensive, but it is not a factor they consider to be a barrier.
      Parents report that university is something that they have always planned for their
      children, and therefore the cost does not weigh heavily in their decision to support
      their child’s chosen career path. Overwhelmingly, parents feel that university is
      absolutely vital for their children, and they will find a way to cope financially with
      their child’s chosen career path.

      Whilst the cost of university is not considered when determining whether university is
      the right choice for respondents’ children, parents report using the expense of
      university as a platform to advise children to make their decision carefully.

      All parents agree that HECS will help alleviate the financial burden of sending their
      children to university.

      Verbatim responses
      ‘It doesn’t really bother me, because we’ve always planned for them to go to school
      anyway…kids are expensive anyway, no matter where they end up.’
                                                      (Female parent, non-university graduate)

      ‘I think it’s an extraordinary amount of money for a young kid who is going to have it
      hanging over their head,’
                                                                (Male parent, university graduate)



4.2 estimated expense
      Parents were asked to estimate what it would cost their children to complete a
      university degree. Estimated answers range from $15,000 to $30,000.


4.3 value for money
      Parents were asked if between $15,000 and $30,000 (the range they state as an
      estimated cost) is a reasonable amount to pay for the knowledge and experience
      gained from a university degree. It is felt by parents that this amount is reasonable
      given sufficient opportunity to earn after the degree, but some comment that this
      amount may prevent families lower in socioeconomic status from attending
      university.

      Parents feel that the value of a university education could be improved by:
           • Providing students with more opportunities to learn and experience the
               industry they are studying towards
           • Providing preparation for job interviews and job applications
           • Making salient the graduate career opportunities available during the course
           • Ensuring graduate standards are high enough to prevent people obtaining the
               same degree as a high achieving student by ‘just scraping through’.

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5.0 information for parents
5.1 HECS
          Parents are moderately informed about the HECS process, particularly if they have
          guided one of their other children through the university process.

          When asked what they knew about HECS, parents report the following:
            • You get discounts by paying upfront or partially (parents were unsure if the
                discount was 20% or 25%)
            • HECS is taken out of your wages once you begin work (parents gave the
                figure ‘22% of your wage’)
            • The minimum amount you can pay on tuition fees to get a discount is $500.

          HECS is the only subject parents feel they would like more information about. One
          respondent had visited the website (http://www.goingtouni.gov.au/) prior to taking
          part in the group. However, none of the other respondents knew where to access
          information on HECS.

          When asked what would be the most appropriate method of conveying the
          information to parents about HECS, respondents report that they would like the
          information to come with an enrolment package.




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Detailed findings:


quantitative
Method - quantitative
Parents of potential undergraduate students who participated in the quantitative research
phase were recruited on the QUT Course and Careers Day and completed face-to-face surveys
(n=55).


1.0 perception of university education
1.1 importance of university
        All parents of potential undergraduates were asked
        Q3:      On a scale from one to ten, with one being completely unimportant and ten
                  being extremely important, how important do you feel a university degree is?

        Parents overwhelmingly feel a university degree is important. Of the respondents,
        90% rate the importance of a university degree as at least moderately important. Of
        these, 55% rate the importance of a university degree as strongly important, and 35%
        rate its importance as moderately important.


Importance of a university degree as rated by parents of potential undergraduates


                                                                              TOTAL
        Importance of a university degree
        Base: all parents of potential undergraduates                          55
         Rated on a scale of 1 – 10 (where 10 is extremely important)   % of respondents
              10                                                               42
              9                                                                13
        TOTAL strong importance                                                55
              8                                                                27
              7                                                                 7
        TOTAL moderate importance                                              35
              6                                                                 4
              5                                                                 5
        TOTAL neutral                                                           9
        TOTAL not important (ratings 1 – 4)                                     2
        MEAN                                                                  8.55




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1.2 university compared to TAFE / trades training
1.2.1 advantages of university

          All parents of potential undergraduates were asked:
          Q4:      What do you feel are the advantages of studying at university over TAFE or trades
                   training (UNPROMPTED) (MR)

          When asked what the advantages were for studying at university over TAFE or trades
          training, parents of potential undergraduates feel the main benefit is that a university
          degree is more highly regarded than a trade (42%), closely followed by better
          employment opportunities at the end of the course (38%).

          One quarter of the sample also report that university is better for studying
          professional employment fields, and 16% feel university challenges individuals of
          high intellect.


Perceived advantages of University over TAFE / trades training

                                                                                     TOTAL
    Advantages of university over TAFE / trades training
    Base: all parents of potential undergraduates                                      55
                                                                                % of respondents
    Degree is more highly regarded than a trade                                        42
    Better employment opportunities at the end of the course                           38
    Better for studying professional employment fields                                 25
    University challenges people of a higher intellect                                 16
    Better income at the end of the course                                              7
    Higher qualifications                                                               7
    Greater diversity of career choices                                                 5
    More theory based / more research based                                             4
    More support from staff / teachers                                                  4
    International recognition of study                                                  4
    Opportunity to fast track career / shorter than going to TAFE first                 4
    You don’t have to pay upfront                                                       2
    More specific courses                                                               2
    There are no benefits of university over TAFE / trades training                     4
    Benefits depend on your chosen field                                                5
    Other                                                                              15
          Multiple responses were allowed

          Other responses include:
               •    More long term knowledge
               •    More academic as well as hands on
               •    Sets them up for life
               •    More networking opportunities
               •    More selective and kids are there to learn




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1.2.2 advantages of TAFE / trades training

       All parents of potential undergraduates were asked:
       Q5:      What do you feel are the advantages of studying at TAFE or trades training are over
                studying at university? (UNPROMPTED) (MR)

       Interestingly, responses given by parents about what they feel are the advantages of
       studying at TAFE or trades training over university, are more varied than its antithesis
       (advantages of studying at university).

       Just over one third of the sample (35%) feel that TAFE / trades training’s edge over
       university is that these careers paths are more practical and skills based. Furthermore,
       18% of parents also feel the cost of studying at TAFE or trades’ training is much less
       expensive overall than university.

       A number of respondents (16%) also feel that it is easier to secure a place of
       enrolment at TAFE.


Perceived advantages of TAFE / trades training over university


                                                                                  TOTAL
   Advantages of TAFE / trades training over University
   Base: all parents of potential undergraduates                                    55
                                                                             % of respondents
   More skills based / more practical                                               35
   Not as expensive overall                                                         18
   Easier to get into                                                               16
   Get paid to learn                                                                13
   Better for more practical employment fields                                       9
   Duration of the course is shorter                                                 9
   Can be used to upgrade OP / get into university                                   9
   Better income at the end of the course                                            9
   More specific courses                                                             7
   More campuses to attend                                                           5
   Better for non-academic children                                                  5
   More regional locations                                                           4
   Better job security                                                               4
   More relaxed learning environment                                                 4
   Easier to combine work and study                                                  2
   Better employment opportunities at the end of the course                          2
   There are no benefits of TAFE / trades training over university                   7
   Benefits depend on your chosen field                                              5
   Other                                                                             5
   Don’t know                                                                        7
       Multiple responses were allowed

       Other responses include:
             •    Chance of travel
             •    Directed course, more involvement from industry




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2.0 image
2.1 perception of different universities

          All parents of potential undergraduates were asked:
          Q10:     I am going to read out what other people have said about various universities in
                   Brisbane. For each statement I would like you to tell me which university, or
                   universities, comes to mind. The universities I would like you to consider are QUT,
                   Griffith University, and the University of Queensland (PRESENT SHOWCARD A).
                   For each statement you can nominate all universities, some universities, or none at
                   all. It doesn’t matter if you haven’t experienced all these universities first hand, as
                   it’s just your impressions that I am interested in. The first statement is [INSERT
                   RANDOMLY]. Which university or universities come to mind?
          Q11      Of the same universities we have just discussed, QUT, the University of Queensland,
                   and Griffith University, which university or universities would you say is stronger in
                   the following disciplines? You can choose one, some, all or none of these
                   universities.


          The following data is based on the statistical analysis technique of Correspondence
          Analysis. A description of the Correspondence Analysis and instructions on how to
          interpret the map are included in the method section of this report.

          In August 2006, parents of potential undergraduates strongly associate QUT with the
          following attributes:
                • Strong in creative industries
                • Strong in information technology
                • Strong in design professions
                • Strength in business studies
                • Strength in better social and recreational facilities
                • Better public transport
                • More conveniently located
                • More practical tuition.

          The attribute ‘strong in engineering’ is equally shared by the University of
          Queensland and QUT.

          Attributes most strongly associated with the University of Queensland include:
              • Courses which are harder to get into
              • For students with higher OP scores
              • For private school students
              • Extensive sporting facilities
              • Strong in humanities
              • Strong in sciences.

          Those most strongly related to Griffith University include:
             • Strong in human services
             • Strong in education
             • More personalised treatment.




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      Attributes which are not particularly associated by parents to any particular university
      consist of:
          • Better employment prospects
          • Better quality lecturers
          • Good reputation.




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                                                                        Queensland Universities Image August 2006
                                                                           Parents of Potential Undergraduates


                                                                                                                          Engineering


                                                                                                                                                                                           Information Technology
                                                                                                                                                                                                           Creative Industries
                                                                                                                                                    Better public transport
                                                                                                                                                                                      Design Professions


                                                     Courses which are harder to get into                             Sciences
                                                                                                                             Better social & recreational facilities
                                                                                                                                                                                     QUT

                                                                             For private school students                                      Better employment prospects
                                                                                                                                                                    Business studies
                                   For students with higher OP scores                       UNI OF QLD
                                                                                    Law
                                                                                                                                 Better quality lecturers                                                  More practical tuition
                                 Extensive sporting facilities
                                                                                                                                                                         More conveniently located
                                                                                                                                                     Good reputation

                                                                                                                                                            Career minded students



                                                                                                       Students serious about study
                                                                                                                                           Health
                                                                                                                                                                                       Education

                                                                                                Humanities
                                                                                                                                                                              Human Services




                                                                                                                                                                  GRIFFITH UNI



                                                                                                                                                                                                     More personalised treatment




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         2.2 faculty strengths
                  Across the three major universities in Brisbane, QUT is considered by parents of
                  potential undergraduates to be the best university to study the following disciplines:
                      • Design (71%)
                      • Information technology (65%)
                      • Creative industries (64%)
                      • Business (56%)
                      • Engineering (55%)
                      • Education (49%).

                  The University of Queensland is considered stronger than QUT in regard to law
                  (62%) and arts / humanities (42%). However, parents perceive QUT and the
                  University of Queensland to be equal in regard to science.


         Perceived university faculty strengths by parents of year 12 students

business                               base: all parents of year 12 school leavers (n=55)
                                                                                            education                          bbase: all parents of year 12 school leavers (n=55)
  100%                                                                                        100%


  80%                                                                                         80%


  60%       56%                                                                               60%
                                                                                                     49%


  40%                                                                                         40%
                                                                       33%                                                                                      31%
                      25%                                                                                             25%

  20%                          16%                                                            20%          16%



   0%                                                                                          0%
            QUT       UQ       GU       None                   Don't know                            QUT   UQ         GU         None                   Don't know




engineering                            base: all parents of year 12 school leavers (n=55)
                                                                                            information technology              base: all parents of year 12 school leavers (n=55)
  100%                                                                                        100%


  80%                                                                                         80%

                                                                                                     65%

  60%       55%                                                                               60%

                      44%
  40%                                                                                         40%
                                                                                                                                                                33%

                                                                       24%
  20%                                                                                         20%          16%
                                                                                                                      9%
                               4%
   0%                                                                                          0%
            QUT       UQ       GU       None                   Don't know                            QUT   UQ         GU         None                   Don't know




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         Perceived university faculty strengths by parents of year 12 students



science                                   base: all parents of year 12 school leavers (n=55)
                                                                                               law                        base: all parents of year 12 school leavers (n=55)
  100%                                                                                           100%


  80%                                                                                            80%

                                                                                                              62%
  60%                   56%                                                                      60%
             51%


  40%                                                                                            40%

                                                                                                        25%                                               25%
                                                                          20%
  20%                                                                                            20%
                                    11%                                                                             13%



   0%                                                                                             0%
             QUT         UQ         GU     None                   Don't know                            QUT   UQ    GU     None                   Don't know




design                                    base: all parents of year 12 school leavers (n=55)
                                                                                               health                     base: all parents of year 12 school leavers (n=55)
  100%                                                                                           100%


   80%                                                                                            80%
             71%


   60%                                                                                            60%

                                                                                                        42%
   40%                                                                                            40%         36%

                                                                                                                    25%                                   25%
                         22%                                              22%
   20%                                                                                            20%
                                    11%


   0%                                                                                             0%
             QUT         UQ         GU      None                   Don't know                           QUT   UQ    GU     None                    Don't know



creative industries                       base: all parents of year 12 school leavers (n=55)
                                                                                               arts / humanities          base: all parents of year 12 school leavers (n=55)
  100%                                                                                           100%


  80%                                                                                            80%

             64%

  60%                                                                                            60%

                                                                                                              42%
  40%                                                                                            40%
                                                                                                                                                          31%
                                                                          27%
                                                                                                        22%         20%
  20%                                                                                            20%
                        11%         9%


   0%                                                                                             0%
             QUT         UQ         GU     None                   Don't know                            QUT   UQ    GU     None                   Don't know



human services                            base: all parents of year 12 school leavers (n=55)
  100%


  80%


  60%

             42%
  40%                                                                     33%
                                    25%
                        18%
  20%


   0%
             QUT         UQ         GU      None                  Don't know




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2.3 academic excellence
2.2.1 importance of attending an academically excellent university

          All parents of potential undergraduates were asked
          Q12:     On a scale from one to ten, with one being completely unimportant and ten
                   being extremely important, how important is it that your son / daughter attend a
                   university with a good academic reputation?

          96% of respondents feel it is at least moderately important for their children to attend
          a university with a good academic reputation. Of these, 65% feel it is of strong
          importance, and 31% feel it is of moderate importance for their child.


Importance of a university with a good academic reputation for respondents children


      Importance of child attending a university with a good                      TOTAL
      academic reputation
      Base: all parents of potential undergraduates                                  55
      Rated on a scale of 1 – 10 (where 10 is extremely important)            % of respondents
            10                                                                       42
            9                                                                        24
      TOTAL strong importance                                                        65
            8                                                                        24
            7                                                                         7
      TOTAL moderate importance                                                      31
            6                                                                         4
            5                                                                         0
      TOTAL neutral                                                                   4
      TOTAL not important (ratings 1 – 4)                                             0
      MEAN                                                                          8.93




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2.2.2 university considered most academically excellent

          All parents of potential undergraduates were asked:
          Q13      What university comes first to mind when you think of the most academically
                   excellent university? (SR)

          Parents of potential undergraduates report the University of Queensland most often as
          the university considered most academically excellent (46%). QUT is reported as the
          most academically excellent university by 24% of respondents and 20% of parents
          feel the University of Queensland and QUT are equally academically excellent.

University selected as the most academically excellent by demographic characteristics

                                                         NUMBER OF RESPONDENTS
    University selected as most
    academically excellent                               n                                       %
    Base: all parents of potential
                                                         55                                    100
    undergraduates

    QUT                                                  13^                                     24
    University of Queensland                             25                                      45
    QUT and University of Qld equally                    11^                                     20
    Griffith                                              2^                                     4
    Other                                                3^                                      6
    ^caution small cell sizes



                                               HIGHEST EDUCATION LEVEL COMPLETED

    University selected as most                                Certificate /         Under-             Post-
                                             Secondary
    academically excellent                                      Diploma             graduate          graduate
    Base: all parents of potential
                                                 20                17^                13^               5^
    undergraduates
                                                                    % of respondents
    QUT                                          35                 24            8                     20
    University of Queensland                     30                 53           62                     40
    QUT and University of Qld equally            20                 12           31                     20
    Griffith                                     10                 0             0                     0
    Other                                        5                  6             0                     20
    ^caution small cell sizes



                                                    UNIVERSITY ATTENDED BY PARENT
                                                                                         Other
                                                                          Other         Aust Uni
    University selected as most               QUT             UQ                        outside
                                                                                                       O/S Uni
                                                                         Qld Uni
    academically excellent                                                                Qld
    Base: all parents with tertiary
                                               6^             3^               1^           6^            3^
    qualifications
                                                                    % of respondents
    QUT                                        0              0             0        33                   33
    University of Queensland                   67             67          100        33                   33
    QUT and University of Qld equally          17             33            0        33                   33
    Griffith                                   0              0             0        0                    0
    Other                                      17             0             0        0                    0
     ^caution small cell sizes




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2.2.3 reasons for the perception of academic excellence

        All parents of potential undergraduates were asked:
        Q14:     What about this university makes you feel that this is the most academically excellent
                 university? Anything else? (MR, PROBE FULLY)

        Of respondents who choose the University of Queensland as the most academically
        excellent university, reasons given for this belief is that the University of Queensland:
            • Has a good reputation (39%)
            • Is well established (36%)
            • Is recommended by friends / family / social networks (33%)
            • Is hard to get into (25%).

        For respondents who mention QUT as the most academically excellent university, the
        most reported reasons are that QUT:
            • Is recommended by friends / family / social networks (42%)
            • Has a good reputation (38%).

Reasons given for the perception of universities as academically excellent

                                                                                     UNIVERSITY
   Reasons for the perception of academic
   excellence                                                       QUT             UQ              GU            Other

   Base: all parents of potential undergraduates
                                                                     24              36             2^              3^
                                                                                   % of respondents
   Is recommended by friends / family / social
                                                                     42              33              0              0
   networks
   Has a good reputation                                             38              39             50              33
   Is well regarded by industries and professions                    8               11             0               0
   The university is well established                                4               36             0               0
   Is known as a prestigious university                              4               14             0               33
   Is often in the media for their accomplishments                   4               8              50              0
   Has an attractive campus                                          4               6              0               0
   Has lecturers who are the best in their field                     4               3              0               0
   Is regularly awarded for their academic pursuits                  4               3              0               0
   Is a large university                                             4               0              0               0
   Is hard to get into                                               0               25             0               0
   Attracts the brightest students                                   0               6              0               0
   Teaches the traditional disciplines                               0               6              0               0
   Graduates get more prestigious jobs                               0               6              0               0
   Is internationally regarded                                       0               6              0               0
   Promotes itself as being academically excellent                   0               6              50              0
   Has good ties with professional organisations                     0               3              0               0
   Other                                                             58              42             50              33
        Multiple responses were allowed
        ^caution: small cell sizes
        Please note that for those respondents who indicated they believe QUT and UQ to be equally academically excellent
        (Q13), reasons for this belief were separated for each university.




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Other responses include:

QUT:
    •     Enthusiastic students, teachers are well organised
    •     Past experience - last 2 sons went to UQ,
    •     Facilities, courses - better range
    •     Offers more double degrees
    •     Helps get students to their profession of choice
    •     Daughter always dreamt to come here, easy to upgrade (internal transfer)
    •     Hands on uni

UQ:
      •   Traditional style of the university
      •   Higher op needed for specialised courses
      •   Sandstone uni, is within top 8 uni’s in Aust.
      •   Friends who are academic group of 8 in Aust. - top 8
      •   The people are high achievers, the way courses are designed (more theory)
      •   I went there, I know more people who have gone there
      •   Regarded as major uni in QLD
      •   UQ turns out more technically advanced people
      •   Signature university of QLD
      •   Siblings went there
      •   Personal perception, what you learn about them (TV ads, radio), advertising

GU:
      •   Has courses of interest (early childhood)

Other University:
     •    Better employment prospects in chosen field




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3.0 transition concerns
3.1 prompted transition concerns
      All parents of potential undergraduates were asked:
      Q6       How concerned are you about the following issues as your son / daughter
               moves through the transition from school to university. Your answer can range from
               very concerned, or somewhat concerned, to not very concerned or not at all
               concerned. The first statement is (INSERT STATEMENT). How concerned are you
               about this?
                    a. Your son / daughter being able to afford to attend university
                    b. Your son / daughter not getting enough support from teaching staff at
                         university
                    c. Your son / daughter not liking the degree they have chosen
                    d. Your son / daughter being able to take responsibility for their own learning
                    e. Having to pay for subjects that may not ultimately go towards the degree they
                         want
                    f. Your son / daughter choosing the best university for their needs
                    g. How your son / daughter is going to get to and from university
                    h. Your son / daughter managing work and study
                    i. Your son or daughter getting the OP they need for their preferred course

      The most worrying concern about their child’s transition to university is whether they
      are choosing the university that is right for his / her needs. 45% of parents report that
      they are very concerned about this possibility, and another 33% report that they are
      somewhat concerned.

      Transportation is the second most highly rated concern of parents, with 29% of
      parents claiming that they are very concerned about how their child is going to get to
      and from university.

      Also of major concern to parents is their child receiving the OP required for their
      desired course. 69% of parents report this worry is at least somewhat concerning
      (45% somewhat concerned, and 24% very concerned).

      The transition concern least likely to be reported by parents is that their child will be
      unable to take responsibility for their own learning (13% very concerned, 16%
      somewhat concerned).




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Transition factors of concern to parents (prompted)
                                                                                                         base: parents of potential undergraduates (n=55)

                                                                                                                                                            MEAN
     Your son / daughter choosing the best university for their
                                                                                    42                              33                 7        16          3.02
                             needs
           How your son / daughter is going to get to and from
                                                                               29               18             9                     42                     2.35
                              university

   Your son / daughter being able to afford to attend university              27                25                      24                  24              2.56

       Your son or daughter getting the OP they need for their
                                                                              24                          45                         18           11        2.85
                         preferred course

   Your son / daughter not liking the degree they have chosen             22                        38                    13               27               2.55

                Your son / daughter managing work and study              16                    38                       16                 27               2.44

          Having to pay for subjects that may not ultimately go
                     towards the degree they want
                                                                         13              33                        24                      29               2.30

          Your son / daughter not getting enough support from
                                                                         13              33                          27                     25              2.33
                       teaching staff at university
  Your son / daughter being able to take responsibility for their
                         own learning
                                                                         13         16         18                               53                          1.89

                                                                    0%    10%      20%   30%    40%        50%      60%      70%     80%     90% 100%
                                                                                                % of respondents
                      Very Concerned       Somewhat Concerned            Not Very Concerned                 Not At All Concerned




           Mean scores as reported in the graph above are based on a scale of 1 to 4, where 1 is equal to
           not at all concerned, 2 is equal to not very concerned, 3 is somewhat concerned, and 4 is very
           concerned. In this manner, the higher the mean score, the greater this factor is of concern (on
           average) to parents of potential undergraduates.




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3.2 unprompted transition concerns
        All parents of potential undergraduates were asked:
        Q6. b. Are there any other concerns you have about your son / daughter moving
                 through this transition that I haven’t mentioned? (PROBE FULLY)

        51% of parents do not mention any other transition concerns than those covered in
        Question 6a.

        Of those parents that report an additional concern, responses are varied with just
        under one fifth (18%) reporting that finding accommodation outside of home for their
        children or their children moving out of home is causing them some anxiety.

        Whilst parents were not explicitly asked about their place of residence in the
        questionnaire, a number of respondents communicated to interviewers that
        accommodation is a concern due to that fact that the family home is not in Brisbane
        (of those interviewed, a number were from the Gold Coast, regional South-East
        Queensland and northern New South Wales).


Transition factors of concern to parents (unprompted)


                                                                            TOTAL
Other concerns mentioned by parents
Base: parents of potential undergraduates who report concerns not
                                                                               27
covered in Question 6a
                                                                       % of respondents
Accommodation / moving from home                                              18
Accommodating to teaching style / self directed learning                      13
Transportation                                                                 7
Child being independent / responsible / making right decisions                 7
Unfamiliar environment for child / fitting in / making friends                 7
Child choosing the right program / courses                                     5
Getting the required OP / alternative pathways to chosen course                5
Child getting enough support at university                                     4
Employment prospects (at the end of the degree)                                2
Other                                                                          2
No other concerns                                                             51
        Multiple responses were allowed

        Other responses include:
          •     Fitting everything in (time wise),




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4.0 expense of university
4.1 tuition fees
4.1.1 estimated expense

          All parents of potential undergraduates were asked:
          Q9a      How much do you estimate this degree will cost to complete for your son / daughter
                   in regard to tuition fees?

          Most respondents (43%) estimate the total of their child’s tuition fees will accrue to
          somewhere in the vicinity of $20,000 to $30,000 for their chosen program.

          Interestingly, 28% of respondents are unable to make an estimate of the total degree
          cost.
                                                               Less than $20,000
                                                               8%

                 Don't know
                 28%                                                                      MEAN: $31,500




                                                                                          $20,000 - $30,000
                     Other                                                                43%
                     4%




                   $31,000 - $50,000
                   17%
                                                                           base: all parents of potential undergraduates (n=55)



          Parents without tertiary education are slightly more likely to be unable to provide an
          estimate of the total tuition fee cost for their child’s chosen degree.

          In addition, parents with tertiary education are more likely to provide higher estimates
          of the total tuition fee cost.

                                               HIGHEST EDUCATION LEVEL COMPLETED
                                                           Certificate /       Under-                    Post-
                                             Secondary
                                                            Diploma           graduate                 graduate
    Base: all parents of potential
                                                 20            17^                13^                       5^
    undergraduates
    Mean estimate for total degree cost
                                            $28,416.67     $23,625.00       $36,727.27                 $50,000
    in tuition fees
                                                                % of respondents
    Respondents who were unable to
                                                 40             29                 15                       20
    provide an estimate of fees
          ^ Caution: small cell size


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 4.1.2 payment options

          All parents of potential undergraduates were asked:
          Q9b      Will your son / daughter be placing their tuition fees on HECS, either in full or
                   partially, or not at all?

          Over half of all parents (56%) indicate that the entire amount of their children’s
          tuition fees will be placed on HECS.

          Less than one fifth (18%) claim they will not use HECS, and 18% of parents report
          that they are unsure as yet whether HECS will be used for their children’s tuition fees.

          Interestingly, parents of private school students were slightly more likely to report
          that the total of their child’s tuition fees will be placed on HECS (68%), in
          comparison to parents of children attending state schools (33%).

Intended method of tuition fee payment for child’s degree

                                                                            CHILDS SCHOOL
                                                                                                     Other
                                                    TOTAL           State           GPS
 Payment options for tuition fees                                                                    private
 Base: all parents of potential undergraduates         55            18^           3^                   34
                                                                      % of respondents
 Place total amount on HECS                            56            33            67                  68
 Place partial amount on HECS                          7             11            33                  3
 Will not use HECS                                     18            28             0                  15
 Don’t know / not answered                             19            28             0                  15
          ^ Caution: small cell size




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4.2 financial concerns
          All parents who reported that the cost of university had been of concern when considering
          whether university was the right choice for their child were asked
          Q8 a.        What do you feel will be the biggest expense for your son / daughter to attend
                       university? (UNPROMPTED) (SR)
                 b.    Are there any other expenses that you are concerned about? (UNPROMPTED)
                       (MR)

          Of the total number of parents interviewed (n = 55), less than a third (29%) report that
          the cost of a university degree has been of concern when considering whether
          university is the right choice for their child.

          Of those expressing concern about cost, 75% report that HECS is the biggest financial
          concern they have at present. Textbooks (6%) and accommodation costs (6%) are
          also mentioned as expenses of most concern.

          After noting their biggest expense of concern, other financial concerns of parents
          were recorded. Of these, the three financial concerns reported above (HECS,
          textbooks and accommodation) total the majority of responses.



  financial concerns of parents
                                                                                               base: parents of potetnial
                                                                                               undergraduates that report
                                                                                               financal concerns (n=16)




                      HECS fees                                 75                             31




           Public transport costs       6        6
                                                                                     Biggest Expense


                      Textbooks         6            19                              Other Expense of Concern



  Accommodation outside of the
                               0             19
          university



                          Other             13             19



                                    0                     20     40          60          80              100                120
                                                                      % of respondents


       Other responses include:
         Biggest expense:
            •     Living expenses (still living at home)
            •     Transport from nth NSW
         Other expense of concern:
            •     Transport costs (to drive)
            •     Living allowance




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5.0 information for parents
5.1 desire for information
      All parents of potential undergraduates were asked:
      Q15       Would you like to receive information from universities which addresses the
               questions that parents have about their child’s decision to attend university?
      Q16      (If yes) How would you like to receive this information?

      56% of parents report that they would like information from universities which
      addresses the questions that parents have about their child’s decision to attend
      university.

      Of those that report they would like parent tailored information, 52% report that they
      would prefer this information provided in print, and 42% claim a preference for an
      online or web based format.




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5.2 information topics
          Of parents that reported a desire for parent tailored information:
          Q17     What kind of information would you like to know more about?

          Parents report a variety of different topics they would like information provided for
          them by universities. Of these topics, specific course information (the accessibility of
          programs, alternative pathways, and course content) is the most requested information
          for parents (35% of respondents).

          Second to this is the desire for information about employment prospects for their
          child’s desired program (23%), followed by HECS / course and program costs (16%),
          and information for helping their children through the transition from school to
          university (16%).


Transition factors of concern to parents (unprompted)

                                                                                                    TOTAL
Other concerns mentioned by parents
Base: parents of potential school leavers who would like parent
                                                                                                       31
tailored information
                                                                                              % of respondents
Course information (accessibility / pathways / course content)                                       35
Employment prospects / finding a job                                                                 23
HECS / course costs / scholarships                                                                   16
How parents can help their children through the transition                                           16
Support services available at the university                                                         13
Accommodation                                                                                        13
How universities operate (schedules / timetabling)                                                   13
Recreational / social activities at university                                                       10
Comparison between universities                                                                      10
Other                                                                                                19
No response / don’ t know                                                                             3
          Multiple responses were allowed

          Other responses include:
               •     Everything
               •     Should be able to talk to students and people within various departments about their courses before
                     enrolling
               •     Simplify info
               •     What's happening - general events
               •     Safety/security
               •     Applying for deferment
               •     Quality of teaching




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     business, industry
      & government




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summary for business, industry & government

Method
102 telephone depth interviews were conducted with representatives from business, industry
and government. Of these interviews, 50 were with HR managers and 52 were with senior
managers. Respondents were sourced via a consumer database.


image of Brisbane universities amongst business, industry and government
representatives

       QUT has consistently been identified by business, industry and government
       professionals over the past three measures (2006, 2002, and 1999) for the following
       attributes:
            • Strong in information technology studies
            • Strong in business studies
            • Research by academics that is focused on solving real world problems
            • Industry relevant course content.

       New attributes associated with QUT for 2006 are:
          • Known for their partnership with business and other organisations to develop
              new technologies and systems
          • Strong in design
          • Better public transport to campus.

       However, 2006 has seen QUT lose some ground in regard to the following attributes:
          • Has a good relationship with industry (no longer owned by any particular
             university)
          • Better quality lecturers (no longer owned by any particular university)
          • Offers more practical tuition (losing ground to Griffith University).

       Similarly to previous years, QUT remains second to the University of Queensland in
       regard to a perceived faculty strength for law and science, but has made some ground
       in perceived faculty strength for studying science since the last reported measure in
       2002.

       Faculty Strengths. Business, industry and government representatives perceive QUT
       to be the strongest university for studying the following disciplines:
           • Information technology (62%)
           • Business (53%)
           • Engineering (51%)
           • Design (44%).
       Very few differences in perceived faculty strength exist between the 2006, 2002 and
       1999 surveys.

       Renowned QUT Courses. Within the professional areas detailed below, QUT is
       considered renowned for the following courses by business, industry and government
       professionals:
           • Health:          Nursing (35%)



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               •    Engineering:   Civil engineering (32%), mechanical engineering (19%) and
                                   electrical / electronic engineering (18%)
               •    Design:        Architecture (24%)
               •    Business:      Management (21%) and accountancy (20%)
               •    Science:       Biotechnology / life Science (10%).


needs and expectations of a university

          The most common requests of a university made by business, industry and
          government representatives are:
             • To provide people with skills that are readily deployable in the workforce
                 (61%)
             • To educate and train people (35%)
             • To provide graduates with the ability to add value quickly in the workplace
                 (30%).

          Attributes sought of graduates. Business, industry and government representatives
          most value the following attributes (unprompted) in new graduates:
              • Good thinkers/creative ideas/lateral thinkers/can think for themselves (49%)
              • Sound technical training (42%)
              • Good interpersonal/communication skills (34%).


evaluation of graduate employees

          Of the three main Brisbane based universities (QUT, UQ, and GU), business, industry
          and government representatives most commonly cite QUT as their main source
          (22%), or second greatest source (21%) of graduate employees. The University of
          Queensland follows closely with 18% of respondents stating this university as their
          greatest source of employees.

          Of the business, industry and government representatives that cite QUT as the
          greatest source of employees, 100% are happy with the recent graduates. Of these,
          18% percent state that the graduates have exceeded their expectations. Satisfied
          evaluation ratings are also given to the University of Queensland and Griffith
          University graduate employees by 100% of respondents. These results are consistent
          with those of November 2002 and October 1999.

          23% of respondents who cite QUT as their greatest source of employees, feel that
          QUT graduates differ in regard to other university graduates in that they have more
          practical experience / skills / knowledge. However, this characteristic is also the most
          commonly reported distinguishing characteristic of the University of Queensland
          graduates (22%) by organisational representatives that receive their greatest source of
          graduates from this university.

          Similarly to 2002, three in ten (31%) business, industry and government
          representatives do not feel graduates differ depending upon the university they
          attended.

          Subsidisation of employee’s university fees. 72% of respondents report subsidising
          their employees university fees. The most commonly reported benefits for
          subsidising employee study are as follows:
              • Develops and / or increases staff knowledge and skills (62%)


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              •   Fosters / increases organisational loyalty and satisfaction (38%)
              •   Secures valuable employees (29%).

       This result is slightly higher than figures reported in 2002 (54%) and 1999 (66%).
       It should be noted, however, that this increase may be due to a larger number of
       government employees sampled.


communication with universities & forms of contact (prompted)

       Organisational representatives that mainly source their graduates from one of the
       major Brisbane universities commonly rate the level of communication between their
       organisation and the university as good (QUT 64%, UQ 78%, 77% GU).

       Representatives from organisations that largely recruit from QUT most commonly
       cite the following forms of communication with QUT:
            • Company sourcing graduates via announcements by university staff or via the
                placement of ads on university notice boards (36%)
            • The university requesting your organisation's input on your needs regarding
                graduate skills (36%).

       Respondents who state the University of Queensland or Griffith University as their
       main source of graduates are more likely to state they communicate with the
       university through invitations to attend major functions or events (UQ 33%, GU 54%)
       than those who cite QUT as their main source of graduate employees (18%).

       Co-operation with Universities. 34% of business, industry and government
       representatives state that their organisation uses the services of universities for the
       purposes of developing new systems, processes or technologies.

       Professional education services. 32% of organisational representatives surveyed state
       they have used a university for the purpose of professional education. Of these, QUT
       (24%) and Griffith University (24%) are the most commonly cited Brisbane
       universities used. When asked how satisfied they were with the service provided by
       the university, 88% of QUT users state they have been satisfied with the experience.
       Users of Griffith University or the University of Queensland say they are 100%
       satisfied with the professional education service.

       The most common improvements suggested by business, industry and government
       representatives for current professional education services offered by universities are
       to:
           • Make the programs more relevant to the workplace (29%)
           • Offer more information on the benefits of attending (11%).


advertising

       Unprompted recall of advertising. QUT is the university recalled most often for
       advertising or promotion (52%), closely followed by Griffith University (51%).
       Whilst QUT’s recall is consistent with that of previous measures (51% in 2002), a
       sharp increase in the recall for Griffith University’s advertising is noted since
       November 2002 (18%).




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          Media Recall – QUT. Advertising for both QUT and Griffith University is most
          often recalled through television advertising (72% QUT, 71% GU) by business,
          industry and government representatives. Television advertising recall is up from the
          previous measure in 2002 for both QUT (72% up from 59%) and Griffith University
          (71% up from 56%)

          The second most recalled medium is newspaper advertising for these two universities
          (26% QUT, 19% GU). The University of Queensland advertising, in contrast, is
          equally likely to be recalled through television (45%) or newspaper advertising (42%)
          by respondents.

          Recall of QUT advertising slogan. 29% of business, industry and government
          professionals correctly recall QUT’s advertising slogan ‘A university for the real
          world’. These results are consistent with measures in 2002 and 1999.

          Slogan messages. The vast majority of business, industry and government
          professionals agree with the following statements about QUT’s advertising slogan:
              • The slogan suggests a positive image for QUT (96%)
              • The slogan is a credible one (92%)
              • The slogan says that QUT adapts with the changing world (87%)
              • The slogan says that QUT prepares students for the job market (85%).

          Since 2002, slight decreases in the percentages of agreement by respondents are now
          found for the following statements:
              • The slogan says that QUT prepares students for the job market (85% down
                  from 94% in 2002)
              • The slogan says research by QUT academics is more focused than at other
                  universities on solving real world problems (50% down from 64% in 2002).


Profile of respondents

          University attended. In 2006, 24% of business, industry and government
          representatives state they have studied at QUT, 21% report attending the University
          of Queensland, and 11% state they have studied at Griffith University. 22% of
          respondents in this sample do not have a university degree.




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conclusions / recommendations for business, industry &
government
      Whilst there have been few changes between the University of Queensland and QUT,
      2006 results suggest Griffith University is gaining momentum in the market place. In
      particular, Griffith University is presenting a challenge to QUT in the following
      aspects:
          1. More positive associations in regard to lecturing and academic staff, in that
               industry representatives no longer as strongly associate QUT with better
               quality lecturers, and fewer representatives agree that QUT’s slogan ‘A
               university for the real world’ suggests QUT academics are more focused on
               real world problems
          2. Being perceived as a practical university

      In this light, QUT might need to increase its promotion of academics and current
      research in its future advertising with industry representatives. Furthermore, QUT is
      more likely than any other university to be associated with industry partnerships for
      the purpose of developing new technologies and systems in 2006. QUT could seek
      leverage of this advantage with industry representatives in an effort to position itself
      as most relevant in today’s technologically advanced global society.

      The slight decline in QUT’s perceived association with practicality may be partly due
      to the increased presence of Griffith University advertising in the market, particularly
      television advertising; the central theme of Griffith University’s advertising has been
      a focus on applied research at the university (e.g. sustainability as spoken by Sir Bob
      Geldof), rather than graduate success, since the last tracking report in 2002.

      If it is QUT’s desire to boost its image as a practical and research driven university,
      promotional material between the university and that of business, industry and
      government representatives could emphasise the practical application and high
      quality research being conducted at the university. This information could be
      provided in the form of brief ‘snapshots’ to help industry representatives feel
      informed and closer to the university.

      Professional development. Business, industry and government professionals feel they
      are not fully informed of the benefits of attending professional education services at a
      university. In this manner, QUT might consider increasing communications
      informing organisations that they are a valuable resource in professional education.
      They could do this by emphasising that services are relevant to businesses needs, and
      highlighting the benefits of attending (such as improved staff skills, and staff
      retention etc.).




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Detailed findings:
Method
102 telephone depth interviews were conducted with representatives from business, industry
and government. Of these interviews, 50 were with HR managers and 52 were with senior
managers. Respondents were sourced via a consumer database.


1.0 profile of respondents
1.1 university attended

                                               All business, industry and government respondents were asked:
                                               Q13.     At which university(s) if any, have you undertaken any undergraduate or
                                                        postgraduate degrees? (UNPROMPTED) (MULTIPLE RESPONSES ALLOWED)
                                                        (PROBE FULLY) Any others?

                                               Of all business, industry and government respondents, just under one third have
                                               studied at an interstate university (31%). In regard to major Brisbane universities,
                                               24% claim to have studied at QUT, 21% report attending the University of
                                               Queensland, and 21% state they have studied at Griffith University. 22% of
                                               respondents in this sample do not have a university degree.


                                                                                                       base: business, industry & government
 university attended                                                                                                                 (n=102)


                                              35%
  % of respondents who attended university*




                                                      31%
                                              30%

                                              25%                24%
                                                                       22%
                                                                                21%      21%
                                              20%

                                              15%
                                                                                                    11%       11%
                                              10%
                                                                                                                         6%
                                              5%
                                                                                                                                    1%
                                              0%
                                                    Interstate   QUT    Don't    UQ    Other QLD    O/S       GU         USQ    Australian
                                                       Uni             have a             uni    university                      Catholic
                                                                       degree                                                   University




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1.2 industries represented
           All business, industry and government respondents were asked:
           Q24      And finally in which industry does your business operate? (SR)

           Most business, industry and government professionals represented in the current
           sample are employed within construction and manufacturing (25%), closely followed
           by government administration (24%). Health related employment fields are also
           represented by just under one fifth of respondents (17%).

           Please note that the composition of industries represented in 2006 varies from that of
           2002 and 1999. Of greatest difference is the substantially fewer finance, business,
           property and / or business service representatives sampled in 2006. Given these
           differences, the reader should take caution in comparing previous results with that of
           the current research.

                                                                                                             base: business, industry & government Aug 2006
  industries represented                                                                                        (n=102), Nov 2002 (n=50), Oct 1999 (n=41)

                                                                                                                     25
               Construction/Manufacturing                                          12
                                                                                                   17
                                                                                                                   24
               Government Administration                                                      16
                                                                                   12
            Health & Community Services/                                                        17
                                                                                   12
                     Recreation                                          7                                                                 2006
                                                                                    13
                                Education            2
                                                                 5
                                                                     6
                                                                                                                                           2002
      Retail trade/Accommodation/Cafes &
                   Restaurants                                   5
                                                                     6                                                                     1999
               Personal and other services                           6
                                                                 5
      Wholesale trade/Transport & Storage            2

      Finance/Insurance/Property/Business                3
                                                                                                                                          34
                    services                                                                                                                      37
                                                     2
                                      Law            2
                                                                 5
                                                 1
       Computing/ Information technology                                      10
                                                                                   12
                                   Mining                    4


                                             0               5               10          15             20         25          30          35          40
                                                                                              % of respondents




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2.0 image
2.1 image of Brisbane universities
          All business, industry and government respondents were asked:
          Q11      I am going to read out what other leaders in business and government have said
                   about various universities in Brisbane. For each statement I would like you to tell
                   me which university comes to mind. The universities that I would like you to consider
                   are QUT, the University of Queensland and Griffith University. For each statement
                   you can nominate all three universities or none at all. It doesn’t matter if you
                   haven’t experienced all these universities first hand, as it’s just your impressions that
                   I am interested in.

          The following data is based on the statistical analysis technique of Correspondence
          Analysis. A description of the Correspondence Analysis and instructions on how to
          interpret the map are included in the method section of this report.

          Attributes that are bolded have been consistently associated with the identified
          university over the three tracking reports (2006, 2002, and 1999).

          QUT is most strongly associated with the following attributes by business, industry
          and government representatives in 2006:
              • Strong in information technology studies
              • Strong in business studies
              • Research by academics that is focused on solving real world problems
              • Industry relevant course content
              • Known for their partnership with business and other organisations to develop
                 new technologies and systems
              • Strong in design
              • Better public transport to campus.

          The University of Queensland is most strongly associated with the following
          attributes:
               • Has courses which are harder to get into
               • Is strong in law
               • More theoretical course content
               • Has an attractive campus
               • Is strong in the sciences
               • Would provide international opportunities
               • More extensive sporting facilities
               • Better social & recreational facilities.




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      Attributes perceived to belong to Griffith University by respondents are:
          • Strong in human services
          • Strong in creative industries
          • Workable class sizes
          • More practical tuition
          • Offer students more personalised treatment
          • Lecturers are easier to access.

      Attributes not strongly associated with any particular university are:
          • Has a good reputation
          • Offers graduates who are very confident and professional in their presentation
          • Has a good relationship with your industry
          • Better quality lecturers.


      QUT gains:

      QUT has made considerable gain in 2006 for being strong in regard to design
      professions and being known for their partnership with business to develop new
      technologies. In previous reports these attributes were not associated with any
      particular university by business, industry and government representatives.


      QUT losses:

      In 2006, QUT has lost ownership in regard to being perceived by respondents as
      having a good relationship with industry. In 2002, this attribute was strongly
      perceived as belonging to QUT. In contrast, 2006 measures reveal this quality is no
      longer held by any particular university.

      Furthermore, QUT no longer holds the attribute ‘better quality lecturers’. This
      quality in 2002 was very strongly felt to belong to QUT, however, this attribute is no
      longer owned by any of the three universities assessed.

      QUT is also steadily losing ground to Griffith University for being perceived as
      ‘offering more practical tuition’ in comparison to previous measures in 2002 and
      1999.




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                                                                         Business, Industry & Government
                                                                     Queensland Universities Image August 2006

                                                                                                                   Strong in engineering

                                                                                                                                                                                                      Strong in ITstudies

                                                                                                                                                      Strong in Design Professions




                                                                      Strong in the Sciences
                                                                                                                                                                                 QUT
                                                                                                                                           Partnership with businesses
                                          Strong in law                                                                                                                   Academics focused on real world problems
                                                          More theoretical course content                              Employment prospects            Public transport to campus               Industry relevant course content
             Has courses which are harder to get into                                                                                                                            Strong in business studies
                                                                                                                                                                     Grads with readily deployable skills
                                                                                     UNI OF QLD                                    Good reputation                              Grads with good communication skills
                                                                                                                                                     Grads very confident and professional                  Graduates add value quickly
                                                                                                                    Better quality lecturers Good relationship with your industry
                                                                                      International opportunities
                                                                                                                                                                                   Conveniently located
                    Sporting facilities                                                           Academic support facilities
                                                                                                                            Strong in Health studies                   Grads who can think for themselves
                                                                                                                                                   Grads with an ability to write
                                                                         Social & recreational facilities
                                                                                                                         Strong in Education studies            Lecturers are easier to access
                         Attractive campus
                                                                                                                                                                                       More practical tuition
                                                                                                                                                                                     Workable class sizes

                                                                               Strong in the Humanities                                                GRIFFITH UNI                             Strong in Creative Industries

                                                                                                                                                                    Personalized treatment




                                                                                                                                                                          Strong in Human Services




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                                   Business, Industry & Government
                              Queensland Universities Image November 2002




      More theoretical course content


       Courses which are harder to get into


                           Strong in law                                      Good reputation in your industry
                Strong in the Sciences Strong in engineering                  Good relationship with your industry
                                                                            Better quality lecturers
               More attractive campus                                                   Research focused on solving real world problems
                           Better academic support facilities                               Strong in Information Technology
                                                                                            More relevant course content
              Graduates are very confident & professional
                                                                              Known for their partnership with business
                                                                  Strong in Design Professions
                                                                                                  More practical tuition
                                                                                            Strong in business studies
                             Graduates with an ability to write
                                                                               More conveniently located
                                                                     Graduates have ability to add value quickly
                   Strong in Health studies                                      Graduates are readily deployable in workforce
                           Strong in Creative Industries            Graduates with good interpersonal skills
                                                                         Graduates can think for themselves

                              Strong in Human Services



                               Strong in Education studies


                     Strong in the Humanities




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                                                            Business, Industry & Government
                                                        Queensland Universities Image October 1999



                                                                                                                                     QUT

                                 Courses which are harder to get into
                                                                                                                           Conveniently located
                       University of                     Strong in law
                       Queensland                                                         Strong in engineering
                                                    Strong in the Sciences                                  Research focused on solving real world problems
                                                                                                                     More practical tuition
                                                     Good reputation in your industry
                                 More attractive campus                                                    Strong in Information Technology
                                                                        Partnership with business
                                                                                                       Strong in business studies
                    More theoretical course content                                                         More relevant course content
                                                            Better quality lecturers
                                                                                                       Graduates have ability to add value quickly
                               Graduates are very confident & professional
                                               Better academic support facilities                  Graduates are readily deployable in workforce
                                                                 Strong in Health studies
                                                                                         Graduates with good interpersonal skills
                                                   Graduates with an ability to write    Graduates can think for themselves
                                                                                               Good relationship with your industry
                                                                             Strong in Education studies

                                              Strong in Arts




                                                                                                           Griffith
                                                                                                           University
                                                                                                     Courses easier to get into
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2.2 faculty strengths
      All business, industry and government respondents were asked:
      Q11      I am going to read out what other leaders in business and government have said
               about various universities in Brisbane. For each statement I would like you to tell
               me which university comes to mind. The universities that I would like you to consider
               are QUT, the University of Queensland and Griffith University. For each statement
               you can nominate all three universities or none at all. It doesn’t matter if you
               haven’t experienced all these universities first hand, as it’s just your impressions that
               I am interested in.

      Business, industry and government representatives perceive QUT to be the strongest
      university for studying the following disciplines:
          • Information technology (62%)
          • Business (53%)
          • Engineering (51%)
          • Design (44%).

      These disciplines are the same four chosen by business, industry and government
      representatives in 2002 as faculty areas of strength available at QUT.

      The University of Queensland is most commonly perceived to be the strongest for law
      (53%), science (52%), and arts and humanities (42%). In contrast, Griffith University
      is seen as the best university for studying human services (43%).

      Similarly to previous years, QUT remains second to the University of Queensland in
      regard to perceived faculty strength for law and science, but has made some ground in
      perceived faculty strength for studying science since the last reported measure in
      2002.

      Overall, QUT has lost very little ground, if any, for perceived faculty strengths
      between 2002 and 2006 reports.

      Whilst the rate of respondents indicating that they do not know which university is
      the strongest for a particular area of study has decreased across most faculties,
      disciplines for which a large proportion of business, industry and government
      representatives report that they do not know are:
          • Design (42%)
          • Creative industries (32%)
          • Health (39%).




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               Perceived university faculty strengths by business, industry and government


 law                                                                                                       health                                                                    base: business, industry & government
                                                                   base: business, industry & government   100%
 100%


                                                                                                           80%
  80%


                                        59%                                                                60%
  60%                       53%
                                                                                             46%                                                                                                              42% 44%
                                                                                                                                        38%                                                             39%
                                  40%                                                                      40%                                34%
  40%                                                                                              34%              32%
                                                                                       33%                                      29%                            28%
                     27%                                                                                                                            22%
         23%                                                                                                              20%                                        20% 20%
               16%
                                                                                                           20%
  20%
                                              12%                                                                                                                                    8%
                                                     8%
                                                           5%                                                                                                                              2% 2%
                                                                    0% 2% 0%                                0%
   0%
               QUT                UQ                 GU                  None           Don't know                        QUT                 UQ                     GU                   None           Don't know



 business                                                          base: business, industry & government   science                                                               base: business, industry & government
100%                                                                                                         100%



 80%                                                                                                          80%


              58%                                                                                                                                        56%
 60%    53%         54%                                                                                       60%
                                                                                                                                            52%

                                                                                                                                                  42%                                                         42%
 40%                                                                                         36% 34%          40%       35%
                                              33%
                           30%         29%                                                                                          29%
                                                                                                                                                                                                        26%         27%
                                                                                       24%
                                                          20%                                                                 18%
 20%                             16%                14%                                                       20%                                               15%
                                                                    8%                                                                                                10% 12%        10%

                                                                          0% 0%                                                                                                            0% 0%
  0%                                                                                                              0%
              QUT                 UQ                GU                   None           Don't know                            QUT                 UQ                  GU                  None           Don't know



education                                                          base: business, industry & government
                                                                                                             engineering                                                                base: business, industry & government
100%                                                                                                          100%



 80%                                                                                                              80%



 60%                                                                                                              60%
                                                                                                                          51%         51%
                                                                                                                                                                                                                  44%
        39%         39%    39%                38%                                            40% 39%                                          37%         37%
 40%                                                34%                                                           40%
                                                                                                                                32%                 30%
                                                                                      30%                                                                                                                   27%         29%
              26%                                         24%
                                 22% 22%
 20%                                                                                                              20%                                                                     15%
                                                                  10%                                                                                                          10%
                                                                                                                                                                     7%
                                                                                                                                                                          4%                    2% 0%
                                                                         2% 0%
 0%                                                                                                               0%

              QUT                UQ                 GU                 None            Don't know                               QUT                 UQ                    GU                  None            Don't know



arts / humanities                                               base: business, industry & government        information technology                                                     base: business, industry & government
 100%
                                                                                                             100%


  80%                                                                                                         80%

                                       61%                                                                              62%         63%
  60%                                                                                                         60%
                                                                                                                              52%
                                                                                          46%
                           42%                                                                                                                                                                                    42%
  40%                                               34%                                                       40%
                                              29%                                   31%
                                 26%                      27%                                                                                            29%                                               27%          29%
                                                                                                24%
         20%                                                                                                                                                                   20%
  20%                                                                                                                                       18%                  17%
                                                                 13%                                          20%                                 14%
               10% 12%                                                                                                                                                                  10%
                                                                                                                                                                          8%
                                                                       0% 0%                                                                                                                    2% 0%
   0%                                                                                                             0%
               QUT                UQ                GU               None            Don't know                               QUT                   UQ                    GU                None             Don't know

              Multiple responses were allowed
                                                                                             Aug 06 (n=102)                               Nov 02 (n=50)                                          Oct 99 (n=41)

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         Perceived university faculty strengths by business, industry and government (continued)


creative industries                                 base: business, industry & government
                                                                                               design                                     base: business, industry & government
  100%                                                                                           100%


   80%                                                                                           80%


   60%                                                                                           60%
                                                                                 50%                                                                                   50%
                                                                                                        44%                                                     42%
                                      40%
   40%    34%                                                                                    40%
                                                                         32%                                  32%
                24%            26%                                                                                    24% 24%
                        20%                  20%
   20%                                                                                           20%
                                                                                                                                12% 10%
                                                                                                                                              8%
                                                        5%
                                                                0%                                                                                   0%
   0%                                                                                             0%
            QUT            UQ           GU                None           Don't know                       QUT           UQ         GU           None           Don't know


 human services                                        base: business, industry & government
  100%                                                                                                          Aug 06 (n=102)
  80%
                                                                                                                Nov 02 (n=50)
  60%

                                       43%
                                                                                    50%                             Oct 99 (n=41)
  40%
                                                                             31%
          24%            25%                                                                                    Please note: creative industries, design and
                                              22%
  20%           16%
                                20%                                                                             human services were not assessed in 1999
                                                          10%

                                                                  0%
   0%
            QUT               UQ            GU               None           Don't know

         Multiple responses were allowed




         2.2.1 faculty strength analysed by industry type

                      The reader is directed to a breakdown of perceived faculty strength by respondents’
                      occupational area in appendix E.




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2.3 renowned QUT courses
          All business, industry and government respondents were asked:
          Q18      When I mention the (name of area) professions, what courses (if any) do you think
                   that QUT is renowned for? Any others? (UNPROMPTED) (PROBE FULLY)
                                                                                   * not assessed in 1999

          Of all courses mentioned by business, industry and government representatives as
          courses QUT is renowned for, the most commonly reported areas are architecture
          (24%) within design professions, civil engineering (32%) within engineering
          professions, and nursing in regard to health (35%).

          Other areas for which QUT is perceived to be reputable include:
             • Business. Management (21%) and accountancy (20%)
             • Engineering. Mechanical engineering (19%) and electrical / electronic
                  engineering (18%)
             • Science. Biotechnology / life science (10%)

          Overall, most respondents do not give an area of expertise for the five broad
          professional fields (41% to 55% of respondents depending on the discipline).


Courses for which QUT is renowned by business, industry and government

                                                                    TRACKING STUDY
      QUT Courses
                                                                  Aug 06       Nov 02
      Base: all business, industry and government
                                                                    102                 50
      respondents
                                                                 % noting course to be one for
                                                                   which QUT is renowned
      DESIGN
      Architecture                                                   24                 26
      Industrial Design                                              6                  4
      Urban/Regional Planning                                        4                  4
      Interior Design                                                3                  4
      Other                                                          12                 12
      None                                                           6                  4
      Don't know                                                     56                 58
      BUSINESS
      Management                                                     21                 28
      Accountancy                                                    20                 24
      Marketing                                                      8                  10
      Banking / finance                                              5                  8
      Economics                                                      1                  14
      Public relations                                               0                  4
      Other                                                          29                 14
      None                                                           3                  0
      Don't know                                                     41                 42
          Multiple responses were allowed

                                                                           Table continues overleaf




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Courses for which QUT is renowned by business, industry and government (cont.)

                                                                            TRACKING STUDY
      QUT Courses
                                                                          Aug 06       Nov 02
      Base: all business, industry and government
                                                                             102                     50
      respondents
                                                                      % noting course to be one for which
                                                                              QUT is renowned
      HEALTH
      Nursing                                                                 35                     22
      Public Health                                                           9                      2
      Sports Science/Human Movements                                          5                      4
      Podiatry                                                                5                      0
      Optometry                                                               4                      6
      Psychology                                                              2                      8
      Other                                                                   9                      2
      None                                                                    8                      10
      Don't know                                                              42                     56
      ENGINEERING
      Civil Engineering                                                      32                      18
      Mechanical Engineering                                                 19                      16
      Electrical/Electronic Engineering                                      18                      18
      Construction Management                                                6                       6
      Mining engineering                                                     0                       4
      Other                                                                  7                       8
      None                                                                   7                       8
      Don't know                                                             45                      60
      SCIENCE
      Biotechnology/Life Science                                             10                      4
      Environmental Science                                                  7                       2
      Chemistry/Physics                                                      7                       4
      Natural Resource / Geology                                             3                       0
      Information technology                                                 0                       8
      Maths                                                                  0                       2
      Other                                                                  11                      4
      None                                                                   12                      22
      Don't know                                                             55                      62
          Multiple responses were allowed

           Other responses include:
Design:                  Science:               Health:                Business:                 Engineering:
• Graphic arts /         • Health               • Medical science /    • Law                     • Government
  graphic design         • Information            medicine             • IT                        engineering
• Creative design /           sciences          • Nutrition            • Business admin /        • Chemical
  creative media         • Medical science      • Environmental         MBA                        engineering
• Science                • Applied science        health               • Business                • Environment
• Fashion design         • Physiotherapy        • Midwifery/mental      communication            • Structural
• IT                     • Engineering            health               • Human resources           engineering
• Engineering            • OHS                  • Dental               • Commerce                • Management
• Fine arts              • Veterinary science                          • Industrial relations      engineering
• Engineering/           • Engineering                                 • International           • Technology
  electronics                                                           business                 • Town planning
                                                                       • Property
                                                                        development
                                                                       • Commercial
                                                                        business studies
                                                                       • Teaching



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3.0 needs and expectations of a university
3.1 needs of business/government (unprompted)
          All business, industry & government representatives were asked:
          Q3.      As a person in business/government, what do you want from a university?
                   (UNPROMPTED) (PROBE FULLY) What other roles do universities play in
                   business?

           Business, industry and government representatives feel the most important attributes
           and tasks of a university are to:
             • Provide people with skills that are readily deployable in the workforce (61%)
             • Educate and train people (35%)
             • Provide graduates with the ability to add value quickly in the workplace (30%).

           These three attributes were also common responses from previous measures taken in
           2002 and 1999 reports.


Business, industry & government’s needs and expectations of a university

                                                                                           Tracking study
Needs of business, industry and government (Unprompted Responses)             2006 2002 1999
Base: all business, industry and government respondents                        102     50      41
                                                                                % mentioning need
To provide people with skills that are readily deployable in the workforce      61     42      46
To educate and train people                                                     35     48      41
To provide graduates with the ability to add value quickly in the workplace     30     10      17
To liaise with business about their needs in terms of graduate skills           12     16      32
To provide consultancy input into the development of new systems/technologies   7       2      2
To provide staff with continuing education                                      6       2      7
To undertake contract research                                                  5       4      0
To conduct research into new techniques that can be applied commercially        4      12      7
Graduates with workplace experience/ skills                                     0       8      22
Graduates with an understanding of the commercial world/ environment            0       2      10
Good students/ quality graduates                                                0       2      7
Promote the employers/ promotion of our organisation                            0       2      7
Good access to students                                                         0       2      5
Good reputation/ a prestigious university                                       0       2      5
Graduates with good communication skills                                        0       0      7
A well functioning careers service/ centre                                      0       0      7
Information/ statistics on students                                             0       0      2
Other                                                                           7      12      5
No answer                                                                       0       0      2
           Multiple responses were allowed

Other responses include:
  • Communication, marketing and journalism                            •   Easy access, online training
  • Good understanding of the industry but are not set in their ways   •   Virtual presence through internet support
  • More approachable with more advertisements and exposure            •   Educational background in industry




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3.2 attributes sought of graduates (unprompted)
         All business, industry & government representatives were asked:
         Q4       As an employer, what attributes do you look for in university graduates?
                  (UNPROMPTED) (PROBE FULLY) Anything else?

         Business, industry and government representatives most value the following attributes
         in new graduates:
             • Good thinkers/creative ideas/lateral thinkers/can think for themselves (49%)
             • Sound technical training (42%)
             • Good interpersonal/communication skills (34%)
             • Professional and confident presentation (29%)
             • Sound theoretical knowledge (27%).

         When compared to previous measures in 2002 and 1999, business, industry and
         government representatives in 2006 do not raise the issues of a good work ethic/
         attitude/ motivated/ enthusiastic (0%, down from 34% in 2002), having skills relevant
         to this business/ industry (0%, down from 28% in 2002), and the ability to work as
         part of a team (0%, down from 24% in 2002).

         Attributes sought of graduates by business, industry and government

                                                                                                      Tracking Study
Attributes sought of graduates (Unprompted Responses)
                                                                                                   2006 2002 1999
Base: all business, industry and government respondents                                             102    50       41
                                                                                                    % seeking attribute
Good thinkers/those with creative ideas/lateral thinkers/can think for themselves                   49     16       37
Sound technical training                                                                            42     22       32
Good interpersonal/communication skills                                                             34     24       37
Professional and confident presentation                                                             29     12       32
Sound theoretical knowledge                                                                         27     10       17
Ability to quickly add value in the work force                                                      25      0       12
Ability to learn quickly                                                                            22     16       10
Ability to write                                                                                     3      6        7
Work ethic/ attitude/ motivated/ enthusiastic                                                        0     34       37
Skills relevant to this business/ industry                                                           0     28       22
Team skills/ ability to work as part of a team                                                       0     24       24
Work experience/work experience in their chosen field                                                0     16       29
Flexible/ adaptable                                                                                  0     16       12
Academic results/ good/strong academic results                                                       0     12       39
Initiative                                                                                           0     12        0
Career focused                                                                                       0      8        5
Leadership                                                                                           0      6        0
Extra curricular activities are important                                                            0      4       12
Maturity                                                                                             0      4        5
Problem solving                                                                                      0      4        0
Good customer Focus                                                                                  0      0        7
Voluntary community involvement                                                                      0      0        7
Other                                                                                                8     22       15
         Multiple responses were allowed
         Other responses include ‘Commitment to the region / industry’, ‘Perfect passes’, ‘Awareness of issues’, ‘Working for
         the long term rather then short term’, ‘Friendly outgoing personality’, and ‘Punctuality’


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   3.3 factors important for assessing graduates (prompted)
                                            All business, industry and government respondents were asked:
                                            Q5.      How important are the following attributes to you when assessing new graduate
                                                     employees working at your organisation? Your answer can range from very or quite
                                                     important to not very or not at all important? (READ OUT) The first attribute is….
                                                     (READ OUT) (SINGLE RESPONSE) (COMPUTER TO RANDOMISE
                                                     PRESENTATION OF ATTRIBUTES)

                                            Of the seven factors probed for importance in assessing new graduates, business,
                                            industry and government representatives feel the following attributes are the most
                                            imperative:
                                                • Good communication skills (80% very important)
                                                • Being able to think for themselves (68% very important)
                                                • Sound technical training (55% very important).

                                            It should be noted, however, that all factors are rated at least quite important by more
                                            than 78% of respondents.

                                            When current responses are compared to previous measures, results are generally
                                            consistent. However, business, industry and government professionals in 2006 are
                                            more likely to rate the importance of sound technical training as very important as
                                            compared to 2002 and 1999 results (55% in 2006, up from 36% in 2002 and 46% in
                                            1999).


                                                                                                                                               base: business, industry & government
important factors for assessment of graduates                                                                                          Oct 99 (n=41); Nov 02 (n=50) Aug 06 (n=102)

                                          Aug-06                             44                                                            45
workplace
add value
quickly in
ability to




                                                                    36                                                           50
   the




                                          Nov-02
                                          Oct-99                                    54                                                                39
                                          Aug-06                        37                                                            54
    knowledge
    theoretical
      sound




                                          Nov-02              26                                                  52
                                          Oct-99                   32                                                            59
                                          Aug-06                                    55                                                                38
    technical
     training
      sound




                                          Nov-02                    36                                                      44
                                          Oct-99                              46                                                            44
                                          Aug-06                                              68                                                                     30
                present'n themselves
    communic'n & confident to think for
               professional being able




                                          Nov-02                                               70                                                                      30
                                          Oct-99                                                    76                                                                      24
                                          Aug-06                               48                                                                    48
                                          Nov-02                                    56                                                                     42
                                          Oct-99                                              66                                                                     34
                                          Aug-06                                                      80                                                                    18
       good

       skills




                                          Nov-02                                                     78                                                                     22
                                          Oct-99                                                           85                                                                     15
                                          Aug-06                              45                                                                50
                ability to
                 write




                                          Nov-02                         40                                                            52
                                          Oct-99                              46                                                                46

                                                   0     10              20              30           40        50           60                 70              80           90        100
                                                                                                    % rating as important

                                                                                              very important         quite important

                                            Note: Statements in the above chart have been abridged from those actually read to respondents. Please
                                            consult the questionnaire appended to this report for the full statements read out to respondents.




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     4.0 evaluation of graduate employees
     4.1 source of graduates in past two years

                                                      All business, industry and government respondents were asked:
                                                      Q6a.     Which university has been your greatest source of employees over the past couple of
                                                               years? (SINGLE RESPONSE) (IF TWO UNIS ARE EQUAL, ASK Which uni did
                                                               your most recently employed graduate come from?)
                                                      Q6b.     And which university would be your next greatest source of employees in this time?
                                                               (SINGLE RESPONSE)

                                                      Of the three main Brisbane based universities (QUT, UQ, and GU), business, industry
                                                      and government representatives most commonly cite QUT as their main source of
                                                      graduate employees (22%). QUT is also most likely to be reported as the second
                                                      greatest source of employees (21%).

                                                      The reader should note that any variation in universities identified as a source of
                                                      graduates across tracking reports is likely to be due to the use of an independent
                                                      sample in 2006. Previous studies (2002 and 1999) have used QUT’s Employers
                                                      Database to recruit respondents, which may have included a proportion of
                                                      respondents with a predisposition towards QUT.


source of graduates                                                                                                                                                 base: business, industry & government
                                                                                                                                                           Oct 99 (n=41); Nov 02 (n=50); Aug 06 (n=102)

                                                     Aug-06                              22                                          21
                                  QUT




                                                     Nov-02                                         36                                                16
                                                     Oct-99                                                  41                                                     20
                                                     Aug-06                         18                                 12
Other O/S Australian Other Qld Griffith University
University university university University of Qld




                                                     Nov-02                   12                   10
                                                     Oct-99                                   27                                                     32
                                                     Aug-06                   13                        11
                                                     Nov-02               8            4
                                                     Oct-99           5                10
                                                     Aug-06                                                       43                                          10
                                                     Nov-02                    14                            12
                                                     Oct-99               7
                                                     Aug-06           5            6
             Other




                                                     Nov-02                                   28                                4
                                                     Oct-99                                   27                            2
                                                     Aug-06 1
                                                     Nov-02       2
                                                     Oct-99

                                                              0                        10                    20                 30              40                 50              60               70
                                                                                                                                    % respondents

                                                                                                                  1st Source         2nd Source




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4.2 satisfaction with graduates in past two years

          All business, industry and government respondents were asked:
          Q7.      And overall how satisfied have you been with the quality of students from
                   (COMPUTER TO INSERT NAME FROM Q6a) over the past couple of years. Using
                   the following scale, would you say that they have been: (READ OUT) (SINGLE
                   RESPONSE)

          Of the business, industry and government representatives that cite QUT as the
          greatest source of employees, 100% are happy with the recent graduates. Of these,
          18% percent state that the graduates have exceeded their expectations.

          Employers that state the University of Queensland or Griffith University as their
          greatest source of employees are also 100% satisfied with their recent graduates.

          These results are consistent with those of November 2002 and October 1999.


Level of satisfaction with graduates by university that employee graduates attended

                                             UNIVERSITY THAT EMPLOYEE GRADUATES ATTENDED
                                                                   Other  Other QLD O/S Uni
                                          QUT       UQ       GU
  Level of Satisfaction                                          AUST Uni    Uni
                                      06 02 99 06 02 99 06 02 99 06 02 99 06 02 99 06 02 99
  Base: all business, industry
                               22 18^ 17^ 18^ 6^ 11^ 13^ 4^ 2^~ 5^ 14^ 11^          44 7^   -   -    1^   -
  and government respondents
                                                       % satisfied / dissatisfied
  Excellent and better than
                               18 28 29 33 33 9 0 0 0 0 43 9                        25 0    -   -     0   -
  you expected,
  Good and just as you
                               59 61 65 61 50 82 77 75 100 60 36 64                 50 71   -   - 100 -
  expected
  Adequate                     23 6 6 6 17 9 23 25 0 40 14 18                       20 14   -   -     0   -
  TOTAL
                               100 94 100 100 100 100 100 100 100 100 93 91         95 86   -   - 100 -
  excellent/good/adequate
  That they have needed a lot
                                0 0 0 0 0 0 0 0 0 0 7 9                             0   0   -   -     0   -
  of improvement
  That they have needed some
                                0 6 0 0 0 0 0 0 0 0 0 0                             5 14    -   -     0   -
  improvement
  TOTAL needs improvement 0 6 0 0 0 0 0 0 0 0 7 9                                   5 14    -   -     0   -
          - not present in October 1999 research
          ^ Caution – small cell size




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     4.3 perceived differences between graduates
                All business, industry and government respondents were asked:
                Q8.      How are the graduates from (COMPUTER TO INSERT NAME FROM Q6a) different
                         to those from other universities? How else? (UNPROMPTED) (PROBE FULLY)

                31% of business, industry and government representatives do not feel that graduates
                differ depending upon the university they attended. A further 25% of respondents
                cite that they do not know how graduate employees differ.

                Of those respondents who cite QUT as their greatest source of employees, 23% feel
                that QUT graduates have more practical experience / skills / knowledge. This
                characteristic is also the most commonly reported distinguishing characteristic of
                University of Queensland graduates (22% of organisational representatives that state
                UQ as their main source of graduate employees report this quality).

                Results are consistent with previous reports when small sample sizes are considered.

     Differences perceived between graduates from various universities

                                            UNIVERSITY THAT EMPLOYEE GRADUATES ATTENDED
 Differences perceived                                               Other Other QLD O/S uni
                                TOTAL             QUT              UQ              GU
  between graduates                                                AUST uni    uni
                               06 02 99 06 02 99 06 02 99 06 02 99 06 02 99 06 02 99 06 02 99
Base: all business,
industry and government 102 50 41 22 18^ 17^ 18^ 6^ 11^ 13^ 4^ 2^~ 5^ 14^ 11^                                 44 7^      -     -   1^      -
respondents
                                                  % mentioning difference
They don't differ/ all the
graduates are of an equal 31 30 27 27 22 29 28 17 36 15 0 50 60 50 9                                          36 29      -     - 100 -
standard
They have the practical
experience/ practical       19 20 22 23 39 35 22 0 9 8 25 0 20 7 18                                           18 14      -     -       0   -
skills/ knowledge
Have more work
experience in the industry/ 14 6 17 9 11 12 11 0 9 15 0 50 20 7 27                                            16 0       -     -       0   -
business
It depends on the
individual not the          12 6 5 14 0 0 17 0 9 8 25 0 20 14 9                                                9    0    -     -       0   -
university
Qualified for our business 9 12 7 5 6 0 17 50 0 8 0 50 0 14 18                                                 7    0    -     -       0   -
Academically strong/
higher level of             4 8 15 5 0 0 17 33 36 0 0 0 0 14 18                                                0    0    -     -       0   -
achievement
More self directed/
                            3 0 7 5 0 6 0 0 9 8 0 0 0 0 9                                                      0    0    -     -       0   -
confident
Has a good reputation       1 0 7 0 0 12 0 0 9 0 0 0 0 0 0                                                     2    0    -     -       0   -
Students were older/ more
                            0 0 7 0 0 0 0 0 27 0 0 0 0 0 0                                                     0    0    -     -       0   -
mature
Other                       10 4 5 5 6 0 6 17 9 38 0 0 0 0 9                                                  7 0        -     -       0   -
Don't know/ not sure        25 26 15 27 28 18 28 0 0 23 50 0 0 14 27                                          25 57      -     -       0   -
     Multiple responses were allowed                                                          ^ Caution – small cell size
     Other responses include: UQ: Greater volume of students. QUT: Attitude. GU: more local, more familiar with local community,
     more availability in the market, cultural competence of regional areas. Other QLD uni: more familiar with environment / climate



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4.4 subsidisation of employees university fees
4.4.1 whether fees are subsidised

          All business, industry and government respondents were asked:
          Q12a. Does your company/organisation subsidise either partially or wholly the university
                   study programs of your employees?

          Just over 7 in 10 respondents (72%) report subsidising their employees’ university
          fees. This result is slightly higher than figures reported in 2002 (54%) and 1999
          (66%).

          Subsidisation of employees’ university fees is shown by industry of the respondent in
          the table below. Whilst no significant differences are noted, an increase in the
          number of respondents reporting fee subsidisation may be due to the larger numbers
          of government employees in this year’s sample.

    subsidisation of employee university fees


         Aug-06 (n=102)                                   Nov-02 (n=50)                                                 Oct-99 (n=41)



                  72%                                                54%                                                          66%
                                                                                                                            66%



                                                          8%

                   25%                                                38%                                                         32%
                                                                                                                2%
       3%




      Yes        No        Don't Know                                                                           base: business, industry & government




Subsidisation of employee university fees by respondents industry

                                                                                  INDUSTRY
                                         IT / computing




                                                                                   Retail / accom




                                                                                                                                                Wholesale /
                                                                                                                     Gov admin

                                                                                                                                  Construct /



                                                                                                                                                trans / stor

                                                                                                                                                               Personal /
                                                                                                    Education




                                                                                                                                  manufact




Subsidisation of
                                                          Business


                                                                       Health




                                                                                                                                                                 other
                                   Law




employee fees



Base: All Business,
                                   2^    1^               3^          17^          6^               13^              24             25             5^            6^
Industry & Government
                                                                                % of respondents
Yes                                50     0               100          53          50               69               83              80            80            67
No                                 50    100               0           41          50               31               17              12            20            33
Don’t Know                         0      0                0           6           0                0                0               8             0             0
          ^ caution small cell sizes



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4.4.2 advantages of fee subsidisation to business

           Business, industry and government respondents who subsidise employees’ university programs
           were asked:
           Q12b. What advantages does this have for your business or organisation? What other
                    advantages? (PROBE FULLY)

           Consistent with previous research, the most common advantage reported by business,
           industry and government professionals for subsidising study is that it develops and /
           or increases staff knowledge and skills (62%).

           Subsidising study is also perceived to foster organisational loyalty and satisfaction
           (38%) and secure valuable employees (29%).


advantages of subsidising university programs
                                                                            base: business, industry & government that subsidise employee university programs

                                                                                                                                              62
        develop staff / increase
                                                                                                                                        59
          knowledge & skills                                                                                                       56
                                                                                                 38
      inspires loyalty to org'n &
                                                                                                37
          more satisfaction                                                         30
                                                                                   29                                                        Aug 06
 secures quality employees /
                                                                 19                                                                          (n=73)
      greater expertise                                          19
                                                                                                                                             Nov 02
                                                                              27
                                                                                                                                             (n=27)
 adds value to the company                                  15
                                                                      22                                                                     Oct 99
                                                                                                                                             (n=27)
                                                                       23
keep current with changes in
                                                                            26
    industry / business                                11
                                              5
                            other         4
                                                       11


                     don't know           4


                                    0             10             20                30              40                 50                60                70
                                                                                 % of respondents




           Other responses include:
             •     Retention
             •     Focus, retention, and hopefully, attraction
             •     It's a partnership
             •     Attract staff as an incentive or package to bring them to outback locations




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    5.0 communication with universities
    5.1 quality of information from main university

             All business, industry and government respondents were asked:
             Q9.      How would you rate the quality of communication that you receive from
                      (COMPUTER TO INSERT NAME FROM Q6a)? (READ OUT) (SINGLE
                      RESPONSE) Would you rate it as……?

              Representatives from organisations that mainly source their graduates from QUT, the
              University of Queensland, or Griffith University most commonly rate the level of
              communication between their organisation and the university as good (QUT 64%, UQ
              78%, GU 77%).

              After taking small cell sizes into account, measures are consistent across previous
              results in 2002 and 1999.


    Quality of communication with university by university most graduates are sourced

Rating of quality of             UNIVERSITY FROM WHERE MOST GRADUATES ARE SOURCED
communication with
                                                     Other QLD Other Aust
university                      QUT              UQ             GU        O/S Uni
                                                        Uni    Uni ex QLD
                          06 02 99 06 02 99 06 02 99 06 02 99 06 02 99 06 02 99
Base: all business,
industry and
                          22 18^ 17^ 18^ 6^ 11^ 13^ 4^ 2^ 44 7^                     -   5^ 14^ 11^   -   1^    0
government
respondents
                                                                % offering rating
Very good                  5     33    12   11   17   27   23   0 0 36 14           -   60 7 55      -    0    0
Quite good                 59    39    59   67   67   18   54   25 100 45 43        -   0 36 27      -   100   0
TOTAL good                 64    72    71   78   83   45   77   25 100 81 57        -   60 43 82     -   100   0
Quite poor                 14    6     24   22   17   36   15   25 0 5 14           -   0 7 9        -    0    0
Very poor                  5     6     0    0    0    9    0    25 0 0 0            -   0 0 0        -    0    0
TOTAL poor                 18    11    24   22   17   45   15   50 0 5 14           -   0 7 9        -    0    0
Don’t Know                 18    17    6    0    0    9    8    25 0 14 29          -   40 50 9      -    0    0
              - not present in research
              ^ Caution – small cell size




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5.2 forms of contact with main university (prompted)

      All business, industry and government respondents were asked:
      Q10.     Which if any of the following forms of contact or involvement does your
               business/organisation have with (COMPUTER TO INSERT NAME FROM Q6a)?
               (READ OUT) (MULTIPLE RESPONSES)

      Representatives from organisations that source most of their graduates from QUT
      most commonly cite the following forms of communication with QUT:
         • Company sourcing graduates via announcements by university staff or via the
             placement of ads on university notice boards (36%)
         • The university requesting the organisation's input on their needs regarding
             graduate skills (36%)

      The company sourcing graduates via announcements by university staff or via the
      placement of ads on university notice boards is also the most common method of
      contact reported by organisations that source most of their graduates from the
      University of Queensland (61%) and Griffith University (62%).

      Organisational representatives that report the University of Queensland or Griffith
      University as their main source of graduates are more likely to state they
      communicate with the university through invitations to attend major functions or
      events (UQ 33%, GU 54%), than those who cite QUT as their main source of
      graduate employees (18%).




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         Form of contact with university by University from where most graduates are sourced

                                                     UNIVERSITY FROM WHERE MOST GRADUATES ARE SOURCED
                                                                           Other QLD Other AUST
                                                     QUT                 UQ             GU      O/S Uni
Form of Contact                                                               Uni        Uni
                                                06 02 99 06 02 99 06 02 99 06 02 99 06 02 99 06 02 99
Base: all business, industry and
                                                22 18^ 17^ 18^ 6^ 11^ 13^ 4^ 2^ 44 7^                      -     5^ 14^ 11^ -       1^   0
government respondents
                                                                                  % mentioning form of contact
Your company sourcing graduates via
announcements by university staff or
                                                36 89 76 61 83 82 62 50 100 54 57                          -     20 71 64       - 100 -
via the placement of ads on university
notice boards
The university requesting your
organisation's input on your needs              36 11 29 17              0    27 46 25 50 52 14            -     0    14 55     -   0    -
regarding graduate skills
Staff from your organisation guest
                                                27     6        6   6    0    55 38 25       0   50   0    -     0    0   36    -   0    -
lecturing at the university
Your sponsorship of university
                                                23     6        0   11   0    18 23     0    0   14 14     -     0    0   18    -   0    -
facilities
Invitations to attend major faculty
                                                18     6    29 33        0    27 54 25       0   57 14     -     40   7   64    -   0    -
functions
Newsletters from university faculties
about the events and achievements of            18     6    24 28 17 18 31 25                0   50   0    -     40   0   55    -   0    -
relevance to your industry
Formal graduate placement interviews
                                                18 11           6   17   0    27 31     0    0   39   0    -     0    36 55     -   0    -
co-ordinated with the university
Invitations from the university to sit on
advisory committees for the
                                                18     0    12      6    0    9    15   0    0   30   0    -     20   0   9     -   0    -
development of new programs or
courses
Contract research                               14     0        0   0    0    0     8   0    0   16   0    -     0    0   27    -   0    -
Partnerships with university researchers
and other staff in developing new               14     0        6   22 17     9    31 25     0   27 14     -     0    14 36     -   0    -
technologies or systems
Career Fairs                                     0     0    12      0    0    0     0   0    0   0    0    -     0    0   18    -   0    -
Our business doing information
sessions on Graduate recruitment and             0     0        6   0    0    0     0   0    0   0    0    -     0    0   18    -   0    -
business activity
Other                                           5 11            0   0 17      9     0   0    0   0    0    -     0    7   0     -   0    -
None                                            14 6            6   10 17     0     7   25   0   7    29   -     0    7   9     -   0    -
                   Multiple responses were allowed
                   ^ Caution – small cell size

                   Other responses include:
                        •     Students contacting us directly




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5.3 organisational co-operation with universities
      All business, industry and government respondents were asked:
      Q19.     To the best of your knowledge, does the company or organisation that you work for
               ever use the services of a university for the purpose of developing new systems,
               processes or technologies?

      Consistent with measures obtained in 2002 and 1999, 34% of business, industry and
      government representatives state that their company uses the services of the
      university for the purposes of developing new systems, processes or technologies.


       co-operation with universities                                         base: business, industry & government




                August 2006                      November 2002                        October 1999
                  (n=102)                           (n=50)                               (n=41)


                  58%                                 54%                                    68%




                              8%                                 10%
                                                                                                          5%
                34%                                36%                                     27%


                                         yes         no         not sure




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5.4 use of universities for professional education services
5.4.1 use of education services and universities used

          All business, industry and government respondents were asked:
          Q20a. In recent times, has your organisation ever used a university for professional
                   education services?
          Q20b. Which university(s) was that? (UNPROMTED)(MR)
                                                               * this question was not asked in 2002 or 1999

          Of all business, industry and government representatives surveyed, 32% state they
          have recently used a university for the purpose of professional education. Of these
          individuals, QUT (24%) and Griffith University (24%) are the most commonly cited
          Brisbane universities used for professional development.



    professional education services by university used
    base: business, industry & government (n=102)




                                                Don't Know
                                                                        QUT 24%
                                                    8%                                 66%
                                                                        UQ      15%

                                                                         GU      24%
                                                      Yes
                                                         32%
                        No           60%
                                                                   Other Qld Uni
                                                                           51%


                                                                         Other 1%




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5.4.2 satisfaction with professional education services

        Business, industry and government respondents who reported using a university for
        professional education services were asked:
        Q21.     How satisfied were you with the professional education service you received from
                 (INSERT NAME OF EACH UNIVERSITY MENTIONED AT 20b)
                                                            * this question was not asked in 2002 or 1999

        Across all Australian universities mentioned as providers of professional education
        services, more than eight out of ten respondents report that they are happy with the
        professional development program they attended. 50% of respondents who
        underwent professional education services at QUT report that they are very satisfied
        with the experience.


Satisfaction with professional education services by university used

                                                   UNIVERSITY USED FOR PROFESSIONAL
                                                               EDUCATION
                                                                        Other Other
                                                                                    O/S
                                                   QUT UQ GU Bond USQ QLD Aust
                                                                                    Uni
Level of Satisfaction                                                    Uni Uni
Base: business, industry & government
respondents who have used a university for          8^     5^    8^     1^      3^    13^     1^      2^
professional education
                                                                % satisfied / dissatisfied
Very satisfied                                      50    40     38 100 67            69   0          0
Quite satisfied                                     38    60     63     0      33     31 100          50
TOTAL satisfied                                     88    100   100 100 100 100 100                   50
Somewhat unsatisfied                                13     0     0      0       0      0   0          0
Very unsatisfied                                    0      0     0      0       0      0   0          0
TOTAL unsatisfied                                   13     0     0      0       0      0   0          0
Don’t Know                                          0      0     0      0       0      0   0          50
        ^ Caution – small cell size




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5.4.3 improvements for professional education services

          All business, industry and government respondents were asked:
          Q22.     How could professional education services or programs, in general, be improved to
                   suit your organisation’s needs? (UNPROMPTED) (MR) (PROBE FULLY)
                                                                            * this question was not asked in 2002 or 1999

          The most common improvements business, industry, and government respondents
          suggest for current professional education services offered by universities is to make
          the programs more relevant to the workplace (29%), to offer more information on the
          benefits of attending (11%), and make the information on what course / sessions are
          available easier to access (7%).


Suggested improvements to current professional education services

  Suggested improvements for professional education services
  (Unprompted)
  Base: all business, industry and government respondents                                                 102
                                                                                                    % of respondents
  More relevant to the work place                                                                          29
  More information on the benefits of attending                                                            11
  Easier to access information on what course / sessions are available                                      7
  More flexible schedule times for attending                                                                6
  Schedule times around work hours                                                                          4
  More information covered in the time                                                                      4
  More information available on how to apply / enroll                                                       3
  Larger classes                                                                                            2
  More opportunity for questions                                                                            1
  Other                                                                                                    18
  Current professional education services do not need to be improved                                        6
  Don’t know                                                                                               28
          Multiple responses were allowed

          Other responses include:
               •     By making them regionally based / more accessible to rural Australia
               •     Working with the local industry, liaison
               •     More opportunities to do a course by the inter net or by correspondence
               •     more professional
               •     Provide places in university for grads in science and math senior course and special education. Far too
                     many primary teachers, not enough in specialist secondary areas
               •     More focused approach on agri business
               •     Build up further communication with universities and become an employer of choice
               •     Closer partnership
               •     We use consultants
               •     Wider variety of courses available in the north Queensland area
               •     More international guest speakers
               •     More affordable
               •     Closer alignment between the universities and us
               •     Better contact. About the placements: have a long relationship with the student
               •     Provide cadetships in drawing, engineering etc/get kids when they finish school while they are studying




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6.0 advertising
6.1 unprompted recall of advertising
             All business, industry and government respondents were asked:
             Q14.     Which Brisbane universities can you recall seeing or hearing any advertising or
                      promotion for in the past few months? Any others? (UNPROMPTED) (MULTIPLE
                      RESPONSES ALLOWED)

             Consistent with measures taken in 2002 and 1999, QUT is the university recalled
             most often for advertising or promotion, with over half (52%) of respondents
             nominating this university.

             Closely following QUT’s advertising recall is that of Griffith University’s, with 51%
             of business, industry and government representatives recalling recent advertising or
             promotion by this university. This figure starkly contrasts the previous measure of
             recall for Griffith University’s advertising in November 2002 (18%).

             The University of Queensland’s recall in 2006 is similar to results obtained in 2002
             and 1999.



unprompted recall of advertising
                                                                                 base: business, industry & government
                                                                                            52
 QUT                                                                                                 58
                                                                                                       59
                                                                                           51
   GU                                   18
                                                                       37
                                                             30
                                                                                                            Aug 06
   UQ                                                26
                                                                                                            (n=102)
                                                                            39
                                                                                                            Nov 02
         0                                                                                                  (n=50)
  ACU              4                                                                                        Oct 99
                       5                                                                                    (n=41)
                            10
 other         2
                       5
                                               21
 none                                                                36
                                                22

         0                 10             20                30              40        50              60              70
                                                            % of respondents


             Other responses include:
                  •     University of Southern Queensland
                  •     University of Darwin
                  •     Central Queensland Uni
                  •     Bond University




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6.2 media recall
          All business, industry and government respondents were asked:
          Q15.     Where do you recall this advertising or promotion for (computer to insert name of
                   uni)? (UNPROMPTED) (MULTIPLE RESPONSES ALLOWED) Anywhere else?

          Advertising for both QUT and Griffith University reveals its greatest recall through
          television advertising (72% QUT, 71% GU) by business, industry and government
          representatives. A smaller percent of respondents also recall newspaper advertising
          for these two universities (26% QUT, 19% GU).

          Whilst the University of Queensland’s advertising is also most commonly recalled
          through television (45%) and newspaper advertising (42%), unlike Griffith University
          or QUT, it is equally likely to be recalled through either of these two advertising
          mediums. This result is comparable to previous tracking reports in 2002 and 1999.

          In comparison to previous years, television advertising recall has increased for both
          QUT (72% up from 59% in 2002) and Griffith University (71% up from 56% in
          2002) among business, industry and government professionals. This movement is
          also accompanied by fewer respondents mentioning newspaper advertising for both
          QUT and Griffith University across sampling waves (QUT: 26% down from 31% in
          2002, GU: 19% down from 44% in 2002).


          Source of awareness of advertising for Brisbane Universities

                                                   UNIVERSITY FOR WHICH ADVERTISING IS RECALLED
Source of awareness                             QUT       UQ       GU      ACU      Other
                                              06 02 99 06 02 99 06 02 99 06 02 99 06 02 99
Base: business, industry and
government respondents who can                53 29 24 31 13^ 16^ 52 9^ 15^               -   2^ 2^ 10^ 1^ 2^
recall advertising for a university
                                                                    % mentioning awareness source
Television advertising                        72 59 38 45 46 38 71 56 27                  -   50 50 50        0    0
Newspaper advertising                         26 31 50 42 46 44 19 44 33                  -   50    0   60    0    50
Billboard or outdoor advertising               6    14    8     3   15 13    8   22 20    - 100 0       0     0    0
Magazine advertising                           8     3    4     6   0    6   6   0    7   -   0     0   10    0    0
Radio Advertising                              8     3    0     6   0    0   6   0    0   -   0     0   0 100 0
Letter or article received in the mail         4    14 21       6   8   25   2   0   20   -   0     0   0     0    0
Other                                          4     3    4     6   8    6   10 11 13     -   0     50 10     0    50
          Multiple responses were allowed
          ^ Caution – small cell size

          Other responses include:
               •     QUT: internet, mail and flyers
               •     GU- internet, planes
               •     UQ- internet
               •     Other- Came through work// sheet on training




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6.3 recall of QUT advertising slogan
        All business, industry and government respondents were asked:
        Q16      What line does QUT use to describe itself in its advertising? (UNPROMPTED) (SR)

        Similarly to 2002 and 1999 results, 29% of business, industry and government
        professionals correctly recall QUT’s advertising slogan ‘A university for the real
        world’. When asked, a majority of respondents are unable to recall QUT’s slogan
        (66%).


      recall of QUT advertising slogan                                        base: business, industry & government




              August 2006                         November 2002                       October 1999
                (n=102)                              (n=50)                              (n=41)


                66%                                   64%                                    66%




                            5%                                    4%
                                                                 4%
               29%                                    28%                                    34%

                                          no recall
                                          other
                                          other "real" related responses
                                          "A university for the real world"




        Responses listed as other include:
        •   Developing graduates
        •   Aligned to business
        •   Business opportunity through technology
        •   Friendly, professional, open




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6.4 QUT slogan messages
         All business, industry and government respondents were asked:
         Q17.     [That’s right] QUT has used the slogan “A university for the real world” for several
                  years now. Please say whether you agree or disagree with statements that other
                  people have made about this slogan and the way it has been used in promotion. The
                  first statement is [ ]. Do you agree or disagree with this statement?

          More than 85% of business, industry and government professionals agree with the
          following statements about QUT’s advertising slogan:
              • The slogan suggests a positive image for QUT (96%)
              • The slogan is a credible one (92%)
              • The slogan says that QUT adapts with the changing world (87%)
              • The slogan says that QUT prepares students for the job market (85%).

          Agreement with most statements has increased since 2002. However, slight decreases
          in the percentage of respondents who agree with slogan statements are observed for
          the following statements:
               • The slogan says that QUT prepares students for the job market (85% down
                   from 94% in 2002)
               • The slogan says research by QUT academics is more focused than at other
                   universities on solving real world problems (50% down from 64% in 2002).




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                                                                                                                                                              base: business, industry & government
perceived slogan message                                                                                                                             Oct 99 (n=41); Nov 02 (n=50); Aug 06 (n=102)




      unis on solving real
      focused than other
      academics is more                                                                                              50                                            50
       Research by QUT
                                                                                               Aug-06



        world problems
                                                                                               Nov-02                      64                                        24                  12

                                                                                               Oct-99                 54                                        37                        10

                                                                                                                               69                                              31
                                        QUT has a global




                                                                                               Aug-06
                                             focus




                                                                                               Nov-02                50                                       40                          10

                                                                                               Oct-99              49                                           46                            5
      postgraduate study
      QUT is relevant to

       professionals who




                                                                                               Aug-06                               78                                              22
        are considering
         the needs of




                                                                                               Nov-02                     60                                       30                     10

                                                                                               Oct-99                       66                                            29                  5

                                                                                               Aug-06                                      92                                                 8
                                        The slogan is a
                                         credible one




                                                                                               Nov-02                               78                                     10            12

                                                                                               Oct-99                                 83                                        7         10
              students for the job practical real world" QUT adapts with Suggests a positive




                                                                                               Aug-06                                         96                                                  4
                                                        the changing world. image for QUT




                                                                                               Nov-02                                    88                                          6        6

                                                                                               Oct-99                                    88                                              10       2

                                                                                               Aug-06                                    87                                              13

                                                                                               Nov-02                            74                                       14             12

                                                                                               Oct-99                            76                                       12             12
                                   QUT lecturers have




                                                                                               Aug-06                               77                                              23
                                       experience"




                                                                                               Nov-02                52                                       36                         12

                                                                                               Oct-99            46                                    32                           22

                                                                                               Aug-06                                    85                                              15
                 QUT prepares

                    market




                                                                                               Nov-02                                         94                                          24

                                                                                               Oct-99                                80                                         12            7

                                                                                                    0%   10%   20%        30%       40%       50%   60%      70%        80%         90%       100%

                                                                                                                                      % respondents
                                                                                                           Agree        Disagree              Neither agree nor disagree




            Note: Statements in the above chart have been abridged from those actually read to respondents. Please
            consult the questionnaire appended to this report for the full statements read out to respondents.




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                         appendices




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appendix A – fieldwork reports
A1 – business, industry & government
The below data is for business, industry and government:

      Questionnaire length:              19.04

      Sample:                            Cumulative
      No answer, Engaged                 150
      Telecom message (invalid)          6
      Interviews                         102
      Refusals                           92
      Call Backs                         1042
      Answering Machine                  54
      Bus/Fax                            1
      Language Barrier                   0
      Deaf/Drunk/Senile                  0
      Unavailable Duration               10
      Quota Full                         25
      Total                              1457


A2 – potential undergraduates (web survey)
                                         Respondent Status
      Complete                           92
      In Complete                        26
      q3 Terminated                      0
      q4 Terminated                      20
      QuotaFull- Quota1                  0
      S1 screened                        3
      S2 screened                        15
      Total                              159


A3 – potential coursework postgraduates
                                         Respondent Status
      Complete                           30
      In Complete                        15
      q3 Terminated                      0
      QuotaFull- Quota1                  0
      S1A screened                       10
      S2 screened                        9
      Total                              64




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appendix B - sampling error chart
(at the 95% confidence level)
  Sample size       10%/90%      20%/80%   30%/70%   40%/60%   50%/50%
        5             ±27.0        ±36.0     ±41.0     ±44.0     ±45.0
       10             ±19.0        ±25.0     ±29.0     ±31.0     ±32.0
       15             ±15.0        ±21.0     ±24.0     ±25.0     ±26.0
       20             ±13.0        ±18.0     ±20.0     ±22.0     ±22.0
       25             ±12.0        ±16.0     ±18.0     ±19.5     ±20.0
       30             ±11.0        ±15.0     ±16.7     ±17.9     ±18.0
       35             ±10.0         13.5     ±15.5     ±16.6     ±16.9
       40             ±9.0         ±12.6     ±14.5     ±15.5     ±15.8
       50             ±8.0         ±11.3     ±13.0     ±13.9     ±14.1
       60             ±7.7         ±10.3     ±11.8     ±12.6     ±12.9
       70             ±7.2         ±9.6      ±11.0     ±11.7     ±12.0
       80             ±6.7         ±8.9      ±10.2     ±11.0     ±11.1
       90             ±6.3         ±8.4      ±9.7      ±10.3     ±10.5
      100             ±6.0         ±8.0      ±9.2      ±9.8      ±10.0
      150             ±4.8         ±6.5      ±7.5      ±8.0      ±8.2
      160             ±4.7         ±6.3      ±7.2      ±7.7      ±7.9
      170             ±4.6         ±6.1      ±7.0      ±7.5      ±7.7
      200             ±4.2         ±5.6      ±6.5      ±6.9      ±7.0
      220             ±4.0         ±5.4      ±6.2      ±6.6      ±6.7
      240             ±3.9         ±5.2      ±5.7      ±6.3      ±6.5
      250             ±3.8         ±5.1      ±5.8      ±6.2      ±6.3
      260             ±3.7         ±5.0      ±5.7      ±6.1      ±6.2
      280             ±3.6         ±4.8      ±5.5      ±5.9      ±6.0
      300             ±3.5         ±4.6      ±5.3      ±5.7      ±5.8
      320             ±3.4         ±4.5      ±5.1      ±5.5      ±5.6
      340             ±3.3         ±4.3      ±5.0      ±5.3      ±5.4
      350             ±3.2         ±4.3      ±4.9      ±5.2      ±5.3
      360             ±3.2         ±4.2      ±4.8      ±5.2      ±5.3
      380             ±3.1         ±4.1      ±4.7      ±5.0      ±5.1
      400             ±3.0         ±4.0      ±4.6      ±4.9      ±5.0
      420             ±2.9         ±3.9      ±4.5      ±4.8      ±4.9
      440             ±2.9         ±3.8      ±4.4      ±4.7      ±4.8
      450             ±2.8         ±3.8      ±4.3      ±4.6      ±4.7
      460             ±2.8         ±3.7      ±4.3      ±4.6      ±4.7
      480             ±2.7         ±3.7      ±4.2      ±4.5      ±4.6
      500             ±2.7         ±3.6      ±4.1      ±4.4      ±4.5
      550             ±2.6         ±3.4      ±3.9      ±4.1      ±4.3
      600             ±2.4         ±3.3      ±3.7      ±4.0      ±4.1
      650             ±2.4         ±3.1      ±3.6      ±3.8      ±3.9
      700             ±2.3         ±3.0      ±3.5      ±3.7      ±3.8
      750             ±2.2         ±2.9      ±3.3      ±3.6      ±3.7
      800             ±2.1         ±2.8      ±3.2      ±3.5      ±3.5
      850             ±2.1         ±2.7      ±3.1      ±3.4      ±3.4
      900             ±2.0         ±2.4      ±3.1      ±3.3      ±3.3
      950             ±1.9         ±2.6      ±3.0      ±3.2      ±3.2
      1000            ±1.9         ±2.5      ±2.9      ±3.1      ±3.2




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appendix C – questionnaires and topic guides
C1 potential undergraduates (topic guide)
Thank you for coming to our discussion today/ tonight. I’m an independent researcher from
MCR. I understand that you have all read the privacy agreement on the way in?

Background
• I understand that you all are current year 12 students who are strongly considering
   attending university in 2007. Is that correct?
• Firstly, I’d like to go around the table and ask you all to introduce yourselves, tell me
   where you live, what area(s) that you are considering studying, and what universities
   you’re contemplating attending next year.

University Knowledge
• How many universities in Queensland can you think of?

•     How do you know about these universities? (prompt if needed-
         o Advertising on the television / magazines / newspapers,
         o Television / newspaper reports about research there
         o Searching on the web
         o Career counselling or guidance officers
         o Open days, or Career Fairs
         o School visits
         o People you know who have gone there previously

Academic Excellence
• Some universities are perceived as more academically excellent than others. What
   university comes to mind when you think of the most academically excellent university?

•     What factors do you feel contribute to this attitude? (give time to list) What else?

          Moderator to probe for all possible associations with academic excellence
                **expand upon each point**
            What about:
                          1.   Receives a lot of funding
                          2.   Is regularly awarded for their academic pursuits
                          3.   Is known as a prestigious university
                          4.   Is a large university
                          5.   Does a lot of advertising
                          6.   Is often in the media for their accomplishments
                          7.   Has a good reputation
                          8.   Conducts a lot of research
                          9.   Publishes a lot of research
                          10. Is hard to get into
                          11. The university is well established
                          12. Has lecturers who are the best in their field
                          13. Attracts the brightest students
                          14. Has difficult coursework
                          15. The campus is in a wealthy suburb
                          16. Has good ties with professional organisations
                          17. Its graduates go on to hold positions of notoriety


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                                 18.   Attracts students from high socio-economic backgrounds
                                 19.   Has a lot of fulltime academic staff
                                 20.   Graduates get more prestigious jobs
                                 21.   Is well regarded by industries & professions
                                 22.   Has better library resources
                                 23.   Has an attractive campus
                                 24.   Offers more overseas student exchanges
                                 25.   Teaches the traditional disciplines
                                 x.    Is ranked high by international organisations against other
                                       universities

CARD SORT (RANKING OF FACTORS EXERCISE)
Hand out card sort task

From all of the factors we have just discussed, we are now going to rank them according to
how much you feel they contribute to the perception of academic excellence. The cards in
front of you have written on them all the possible contributing factors to the perception of
academic excellence. From the 25 cards, arrange them so that you have 12 factors which you
consider to contribute a lot to the formation of this belief, and 13 which you consider to be not
very or not at all related to the perception of how ‘academically excellent’ a university is.
There is also two blank cards in case you would like to add a factor you believe contributes to
the perception of academic excellence. This is an individual task. Does everyone understand
what they have to do?

Hand out slip and get them to record their answers. Discuss answers
For the top factors associated with academic excellence, probe for QUT’s standing on
these factors relative to Griffith University and UQ.

Are there some courses where you think it is important to study at an academically excellent
university? What are these and why?

Are there some courses where it doesn’t matter whether you attend an academically excellent
university? What are these and why?

What would QUT have to do so that you would perceive it as more academically excellent?
What else?

Display SHOWCARD A
What programs or study areas at QUT are you most likely to associate with academic
excellence? Why is that?

Items on SHOWCARD A
    o Design (architecture, interior design, urban/ regional planning)
    o Science (maths, biotechnology, physics, chemistry)
    o Health (nursing, medicine, psychology)
    o Business (accountancy, economics, marketing)
    o Engineering (civil, mechanical, construction)
    o Information technology
    o Law
    o Education
    o Humanities (arts)

                                             Thank and close



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C2 potential undergraduates (face-to-face)
      INTRODUCTION FOR RECRUITING EMAIL ADDRESSES ON COURSE AND
                            CAREERS DAY

Hi. My name is (insert name) from MCR.

We’re giving visitors today a chocolate / lolly-pops in thanks for helping us out with some
questions about their experience in selecting a uni. If you take part, you will go in the draw to
win a brand new laptop which will come in handy for your studies.

If you’ve got some free time now that would be great. (IF NOT: SAY) Okay, what we can do
is email you a link to answer the questions when it suits you. You still get the chocolate
either way and you still go in the draw to win a brand new laptop. Okay? (If agreeable, ask
for email address)

To qualify for this survey, we just need to check that you are currently,
    a) Studying year twelve and looking to attend university next year
    b) Other (terminate)

      (If code (a) above, proceed with face-to-face survey, or collect email address)


1.        Record Gender

      1. Male
      2. Female

2.        How important, if at all, are each of the following factors in motivating you to
          consider studying at university? Your answer can range from very or quite important
          to not very or not at all important. The first factor is […….]. How important if at all
          is this in motivating you to consider studying at university?

              Response code for Q2a-2m
              1. Very important
              2. Quite important
              3. Not very important
              4. Not at all important
              5. Don’t know (DO NOT READ)

                                                                   Very   Quite    Not      Not
                                                                                            At      DK
                                                                   Imp    Imp      Very
                                                                                            All
a. To help get a job in a career of interest                       1      2        3       4        5
b. Wanting to study subjects that you enjoy at school              1      2        3       4        5
c. Being encouraged by your career/guidance officer at             1      2        3       4        5
   school
d. Having done work experience in a professional area that         1      2        3       4        5
   you’d like to study
e. Wanting to get a job with a good salary                         1      2        3       4        5
f. Being encouraged by friends already at university               1      2        3       4        5
g. Being encouraged by school friends                              1      2        3       4        5
h. Being encouraged by university staff                            1      2        3       4        5

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i.   Being encouraged by your parents                              1      2       3    4      5
j.   Wanting to gain access to university facilities               1      2       3    4      5
k.   The potential to work overseas                                1      2       3    4      5
l.   For interest                                                  1      2       3    4      5
m.   Being able to do more study without having to decide          1      2       3    4      5
     immediately on a career path


3.         Since you started thinking about going to university, with which universities have you
           made contact for information? Any others? (MR)

     1.    QUT
     2.    University of QLD
     3.    Griffith University
     4.    Bond University
     5.    University of Southern Queensland
     6.    Australian Catholic University
     7.    Other QLD university
     8.    Other Australian university outside QLD
     9.    Overseas university
     10.   Other (specify)
     11.   Not sure/Won’t answer
     12.   None


4.         At which universities are you considering applying to study? (MR) (PROBE
           FULLY) Any others?
     1.    QUT
     2.    University of QLD
     3.    Griffith University
     4.    Bond University
     5.    University of Southern Queensland
     6.    Australian Catholic University
     7.    Other QLD university
     8.    Other Australian university outside QLD
     9.    Overseas university
     10.   Other (specify)
     11.   Not sure/Won’t answer
     12.   None

TERMINATE IF ONLY ONE UNIVERSITY OR NO UNIVERSITIES ARE BEING
CONTEMPLATED


5.         a. Which university would be your first preference?
           b. And which university would be your next preference?

                                                        1st pref       2nd pref
                                                           5a             5b
        QUT                                                1               1
        University of QLD                                  2              2
        Griffith University                                3               3
        Bond University                                    4               4
        University of Southern Queensland                  5               5


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           Australian Catholic University                   6              6
           Other QLD university                             7              7
           Other Australian university outside QLD          8              8
           Overseas university                              9              9
           Other (specify)                                  10             10
           No preference                                    11             11


6. How long ago did you FIRST START thinking about possible courses of study after
   finishing school, and preparing for these courses? (SR)(PROMPTED)

      1.    Within the past few weeks
      2.    In the last couple of months
      3.    In the last 3 – 6 months
      4.    Between 6 – 11 months ago
      5.    About a year ago
      6.    Up to 2 years ago
      7.    A few years ago or longer
      8.    Haven’t yet decided
      9.    Can’t recall (DO NOT READ)


7.          When did you decide on a specific short list of university courses to apply for?
            (SR)

      1.    Within the past few weeks
      2.    In the last couple of months
      3.    In the last 3 – 6 months
      4.    Between 6 – 11 months ago
      5.    About a year ago
      6.    Up to 2 years ago
      7.    A few years ago or longer
      8.    Haven’t yet decided
      9.    Can’t recall (DO NOT READ)


8.          And when did you decide what you would list on your QTAC form as your first
            preference for a university course next year? (SR)

      1.    Within the past few weeks
      2.    In the last couple of months
      3.    In the last 3 – 6 months
      4.    Between 6 – 11 months ago
      5.    About a year ago
      6.    Up to 2 years ago
      7.    A few years ago or longer
      8.    Haven’t yet decided
      9.    Can’t recall (DO NOT READ)


9. How important, if at all, are each of the following factors in influencing your decision to
   prefer to study at (INSERT NAME OF UNIVERSITY MENTIONED IN 5a, page 4)?
   Your answer can range form very or quite important to not very or not at all important.



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     The first factor is […….]. How important if at all is this in your preference to study at
     (INSERT NAME OF UNIVERSITY)?

               Response code for Q9a- 9ff
               1. Very important
               2. Quite important
               3. Not very important
               4. Not at all important
               5. Don’t know (do not read)

                                                           Very    Quite    Not    Not At
                                                           Imp     Imp      Very    All      DK
a. The academic reputation of the university                 1       2       3        4          5
b. Lecturers                                                 1       2       3        4          5
c. Reputation of the course you have chosen or will
                                                             1       2       3        4          5
    choose
d. Their offer of practical courses                          1       2       3        4          5
e. Better job prospects at the end of the course             1       2       3        4          5
f. Healthier salary at the end of the course                 1       2       3        4          5
g. Academic facilities such as library and
                                                             1       2       3        4          5
    computing services etc
h. Convenience of campus to your home or work                1       2       3        4          5
i. Sporting facilities                                       1       2       3        4          5
j. Having the university recommended by students
                                                             1       2       3        4          5
    already studying there
k. The university’s well respected image                     1       2       3        4          5
l. The campus social life                                    1       2       3        4          5
m. Its courses are harder to get into                        1       2       3        4          5
n. Its courses are easier to get into                        1       2       3        4          5
o. Having attended an Open Day / Course and
                                                             1       2       3        4          5
    Careers Day
p. The QLD Tertiary Admissions Centre Guide
                                                             1       2       3        4          5
    (QTAC Guide)
q. Having the university recommended by a
                                                             1       2       3        4          5
    Career/Guidance officer at school
r. Having the university recommended by parents /
                                                             1       2       3        4          5
    family members
s. OP level of the course in which I was interested
                                                             1       2       3        4          5
    was highest at the institution I chose
t. Lecturers who have excelled in their field /
                                                             1       2       3        4          5
    continue to work in their field
u. All my friends chose that university                      1       2       3        4          5
v. Having attended TSXPO                                     1       2       3        4          5
w. Campus visits as a source of information                  1       2       3        4          5
x. A visit from a university representative to school        1       2       3        4          5
y. Visiting a university website                             1       2       3        4          5
z. Emailing a university                                     1       2       3        4          5
aa. Calling a university Student Centre                      1       2       3        4          5
bb. Calling a university faculty that you are
                                                             1       2       3        4          5
    interested in applying to
cc. Receiving brochures from the uni about courses
                                                             1       2       3        4          5
    of interest
dd. Some advertising by a university                         1       2       3        4          5
ee. Careers expos attended by all universities               1       2       3        4          5

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ff. Having the university recommended by friends              1       2         3         4          5
gg. The fact that a comparable course is not available
                                                              1       2         3         4          5
    anywhere else


10.       I am going to read out what other people have said about various universities in
          Brisbane. For each statement I would like you to tell me which university comes to
          mind. The universities I would like you to consider are QUT, Griffith University, and
          University of Queensland. For each statement you can nominate all universities,
          some universities, or none at all. It doesn’t matter if you haven’t experienced all
          these universities first hand, as it’s just your impressions that I am interested in. The
          first statement is [INSERT RANDOMLY]. Which university or universities come to
          mind?

               Response code for Q10a- 10nn
               1. QUT
               2. University of QLD
               3. Griffith University
               4. None of these
               5. Don’t know (DO NOT READ)

                                                                     QUT      UQ     GU       none       DK
a.    Better quality lecturers                                       1        2      3        4          5
b.    Lecturers are easier to access                                 1        2      3        4          5
c.    More practical tuition                                         1        2      3        4          5
d.    Contains more relevant theory in courses                       1        2      3        4          5
e.    More industry relevant course content                          1        2      3        4          5
f.    Workable class sizes                                           1        2      3        4          5
g.    Offer students more personalised treatment                     1        2      3        4          5
h.    Better for employment prospects                                1        2      3        4          5
i.    Would provide International opportunities                      1        2      3        4          5
j.    Are more conveniently located                                  1        2      3        4          5
k.    Better public transport to campus                              1        2      3        4          5
l.    More attractive campus                                         1        2      3        4          5
m.    More extensive sporting facilities                             1        2      3        4          5
n.    Better social & recreational facilities                        1        2      3        4          5
o.    Has a good reputation                                          1        2      3        4          5
p.    Has courses which are harder to get into                       1        2      3        4          5
q.    For private school students                                    1        2      3        4          5
r.    For students who want to “have fun” at uni                     1        2      3        4          5
s.    For students who are serious about their study                 1        2      3        4          5
t.    For “career minded” students                                   1        2      3        4          5
u.    For students with higher OP scores                             1        2      3        4          5
v.    The university that most of my friends will go to              1        2      3        4          5
w.    Has the best library facilities                                1        2      3        4          5
x.    Has lecturers who are the best in their field                  1        2      3        4          5
y.    Has graduates who go on to get prestigious jobs                1        2      3        4          5
z.    Is regularly awarded for their academic pursuits               1        2      3        4          5
aa.   Is well established                                            1        2      3        4          5
bb.   Is well regarded by industries and professions                 1        2      3        4          5
cc.   Is often in the media for their accomplishments                1        2      3        4          5
dd.   Is strong in law                                               1        2      3        4          5
ee.   Is strong in engineering                                       1        2      3        4          5


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ff. Is strong in business studies                                  1       2     3     4       5
gg. Is strong in Education studies                                 1       2     3     4       5
hh. Is strong in Health studies which includes courses like        1       2     3     4       5
    nursing, nutrition, optometry, public health, psychology
ii. Is strong in Information Technology studies                    1       2     3     4       5
jj. Is strong in the Humanities which includes courses like        1       2     3     4       5
    English, history, government, sociology, languages, ethics,
    anthropology
kk. Is strong in the Sciences                                      1       2     3     4       5
ll. Is strong in Design Professions which includes courses like    1       2     3     4       5
    Architecture, industrial design, interior design, landscape
    architecture
mm.          Is strong in Creative Industries which includes       1       2     3     4       5
    courses like journalism, advertising, visual and performing
    arts, multi-media, fashion.
nn. Is strong in Human Services which includes courses like        1       2     3     4       5
    community services, justice studies, social sciences


11.        Which Brisbane universities can you recall seeing or hearing any advertising or
           promotion for in the past few months? Any others? (MR)

      1.   QUT
      2.   University of QLD
      3.   Griffith University
      4.   Australian Catholic University
      5.   Other (specify)
      6.   None

If code 6 at Q11, skip to Q14
If codes 1-5 at Q11, ask:

12a.       Where do you recall this advertising or promotion for (UNI 1) ___________?
           (MULTIPLE RESPONSES ALLOWED) Anywhere else?

      1.   Television advertising
      2.   Newspaper advertising
      3.   Billboard or outdoor advertising
      4.   Radio advertising
      5.   Magazine advertising
      6.   Letter or article received at home in the mail
      7.   Internet
      8.   Other (specify)




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13a.        Apart from encouraging you to consider this university for study, what key message
            did they make in their advertising?

(PROBE FULLY UNTIL UNPRODUCTIVE)                      (UNPROMPTED)

write answer_________________________________________________________

___________________________________________________________________


12b.        Where do you recall this advertising or promotion for (UNI 2) ___________?
            (MULTIPLE RESPONSES ALLOWED) Anywhere else?

      9.    Television advertising
      10.   Newspaper advertising
      11.   Billboard or outdoor advertising
      12.   Radio advertising
      13.   Magazine advertising
      14.   Letter or article received at home in the mail
      15.   Internet
      16.   Other (specify)


13b.        Apart from encouraging you to consider this university for study, what key message
            did they make in their advertising?

write answer_________________________________________________________

___________________________________________________________________


12c.        Where do you recall this advertising or promotion for (UNI 3) ___________?
            (MULTIPLE RESPONSES ALLOWED) Anywhere else?

      17.   Television advertising
      18.   Newspaper advertising
      19.   Billboard or outdoor advertising
      20.   Radio advertising
      21.   Magazine advertising
      22.   Letter or article received at home in the mail
      23.   Internet
      24.   Other (specify)


13c.        Apart from encouraging you to consider this university for study, what key message
            did they make in their advertising?

(PROBE FULLY UNTIL UNPRODUCTIVE)                      (UNPROMPTED)

write answer_________________________________________________________

___________________________________________________________________




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14.       Which, if any, of the following strongly influences your impressions about a
          university? MULTIPLE RESPONSES ALLOWED)

People
1. Career counselor/advisor/guidance officer
2. Parents / family
3. Friends
4. Knowing people that were part of the START QUT program
5. Advice from colleagues
Career events
6. Open days / course and careers days
7. University program information sessions / evenings
8. Being part of the START QUT program
9. TSXPO
10. Visit by a university representative / campus tour
11. Careers expos attended by all universities
Advertising
12. Television advertising
13. Newspaper advertising
14. Billboard or outdoor advertising
15. Radio advertising
16. General Magazine advertising
17. Professional magazine advertising
Other
18. Letter or article received at home in the mail
19. The internet
20. Recommendation via a professional association
21. Other (specify)


15.       What line does QUT use to describe itself in its advertising? (UNPROMPTED)(SR)

Write answer________________________________________________________

___________________________________________________________________

___________________________________________________________________

      1. A university for the real world
      2. Other (specify)
      3. No recall of slogan


16.       [That’s right] QUT has used the slogan “A university for the real world” for several
          years now. Please say whether you agree or disagree with statements that other
          people have made about this slogan and the way it has been used in promotion. The
          first statement is [………]. Do you agree or disagree with this statement?

                                                                                      Agree      Disagree
      a. The slogan says that QUT prepares students for the job market                   1          2
      b. The slogan says that QUT lecturers have practical “real world”                  1          2
         experience
      c. The slogan says that QUT adapts with the changing world.                        1          2
      d. The slogan suggests a positive image for QUT                                    1          2


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      e. The slogan is a credible one                                                       1             2
      f. The slogan says that QUT is relevant to the needs of professionals who             1             2
         are considering postgraduate study
      g. The slogan suggests that QUT has a global focus                                    1             2
      h. The slogan says research by QUT academics is more focused than at                  1             2
         other universities on solving real world problems


17.        How important, if at all, are the following messages that have been included in recent
           advertising by QUT? It doesn’t matter if you have not seen or heard this advertising,
           as it’s just your feelings about the messages that we are interested in. (RANDOMLY
           PRESENT MESSAGES)

      The first message is:
      The next message is:

               Response code for Q17a-h
               1. Very important
               2. Quite important
               3. Not very important
               4. Not at all important

                                                                 Very    Quite   Not          Not At
                                                                  Imp     Imp   very            All
a.         At QUT, industry professionals continually help      1        2     3              4
           review courses
b.         Many QUT lecturers are real world professionals      1        2        3           4
c.         QUT puts more degree graduates into full time        1        2        3           4
           employment than any other university in the
           country
d.         QUT can organise for some students to complete       1        2        3           4
           part of their degree overseas
e.         QUT helps many graduates get jobs through its        1        2        3           4
           graduate placement program
f.         QUT prepares graduates for a global workforce        1        2        3           4
g.         QUT focuses on getting students into a job before    1        2        3           4
           they finish their degree
h.         QUT produces graduates that are more                 1        2        3           4
           technologically competent


18a.       When I mention the Design professions, what courses (if any) do you think that QUT
           is RENOWNED for? Any others? (UNPROMPTED) (PROBE FULLY) (MR)

      1.   Architecture
      2.   Interior Design
      3.   Industrial Design
      4.   Urban/Regional Planning
      5.   Landscape Architecture
      6.   Other (specify)
      7.   None of these
      8.   Don’t know




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18b.      When I mention the Science professions, what courses (if any) do you think that QUT
          is renowned for? Any others? (UNPROMPTED) (PROBE FULLY) (MR)

     1.   Chemistry/Physics
     2.   Maths
     3.   Radiography
     4.   Biotechnology/Life Science
     5.   Environmental Science
     6.   Natural Resource Science/Geology
     7.   Other (specify)
     8.   None of these
     9.   Don’t know

18c.      When I mention the Health professions, what courses (if any) do you think that QUT
          is renowned for? Any others? (UNPROMPTED) (PROBE FULLY) (MR)

     1.   Nursing
     2.   Optometry
     3.   Podiatry
     4.   Sports Science/Human Movements
     5.   Psychology
     6.   Public Health
     7.   Other (specify)
     8.   None of these
     9.   Don’t know

18d.      When I mention the Business professions, what courses (if any) do you think that
          QUT is renowned for? Any others? (UNPROMPTED) (PROBE FULLY) (MR)

     1.   Accountancy
     2.   Economics
     3.   Banking/Finance
     4.   Management
     5.   Marketing
     6.   Other (specify)
     7.   None
     8.   Don’t know

18e.      When I mention the Engineering professions, what courses (if any) do you think that
          QUT is renowned for? Any others? (UNPROMPTED) (PROBE FULLY) (MR)

     1.   Civil Engineering
     2.   Electrical/electronic Engineering
     3.   Mechanical Engineering
     4.   Construction Management
     5.   Other (specify)
     6.   None
     7.   Don’t know


ASK IF CODE 1 AT QUESTION 3 – THOSE WHO HAVE MADE CONTACT WITH
QUT. ALL OTHERS SKIP TO Q21




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19.         Since you first started considering QUT, how many times have you contacted QUT
            for information? (UNPROMPTED)(SR)

      1.    One to two times
      2.    Three to five times
      3.    Five times or more
      4.    Don’t know / can’t recall


20.         What avenues have you used to gain information about QUT (MR ALLOWED) Any
            others? (UNPROMPTED) (PROBE FULLY)

             Telephone contact with QUT Admission Enquiries                             1
             Email contact with QUT Admission Enquiries                                 2
             Telephone contact with a faculty                                           3
             Email contact with a faculty                                               4
             Attendance at faculty events                                               5
             Open Days / Course and Careers Day                                         8
             Other (Specify)                                                            9
             Don’t know                                                                10


21.         Into which of the following broad age groups would you fall?

      1. 15-16 years
      2. 17-24 years


22.         Within which of the following broad faculty areas are you considering studying at
            university? (SHOWCARD N) (MR)

      1.    Arts
      2.    Engineering
      3.    Business
      4.    Education
      5.    Health
      6.    Information Technology
      7.    Law
      8.    Science
      9.    Built Environment and Design
      10.   Humanities
      11.   Human services
      12.   Creative Industries




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23.         Which university campus are you thinking of attending?

      1.    Gardens Point
      2.    Kelvin Grove
      3.    Carseldine
      4.    St Lucia
      5.    Nathan
      6.    Gold Coast
      7.    Southbank
      8.    Ipswich
      9.    Caboolture
      10.   Logan
      11.   Toowoomba
      12.   Sunshine Coast
      13.   Gatton
      14.   Other (specify)
      15.   Don’t know

And finally for classification purposes:

24.         Which of the following applies to you? Do you currently attend a (READ OUT)

      1.    State school
      2.    Brisbane GPS school
      3.    Other private school
      4.    Other (specify)


25.         At this time, are you expecting that your OP score will be under or over 10?

      1.    1-2
      2.    3-5
      3.    6-9
      4.    10 or greater (NOT COUNTED TOWARDS QUOTA)
      5.    Don’t know


26.         Thank you for your time. You will go into the draw to win a brand new laptop which
            will come in handy for your studies. So that we can contact you if you win, can you
            please provide us with your contact details?


Name: _________________________

Phone: _________________________

Email: _________________________


                                          Thank and close




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C3 potential undergraduates (web survey)
                           Email invitation to complete the web survey

Dear (insert name)

QUT are conducting a survey with people who recently agreed to take part in a survey while
at the QUT Course and Careers Day or who have been identified as potential university
students in 2007. Your help is greatly appreciated.

This survey is to help QUT understand the needs of people planning to undertake university
study next year. The information you provide will help to design better services and programs
for students in the future. Your completed survey will enter you automatically in the draw to
win a $1,500 Dell Laptop - which we hope will come in handy for the remainder your study.

Any information you provide will be confidential; it will be used for research purposes only.
Depending on your answers the survey may take up to 18 minutes to complete.

To start the survey, simply click on the link below.

(web link to survey)

Thank you


SCREEN 1 – Are you currently in year 12 at high school?
   1. Yes
   2. No--------------------------Terminate

SCREEN 2 - Are you planning to attend a university next year?

      1. Yes
      2. No------------------------- Terminate
      3. Not sure yet ---- --------- Terminate


To increase your chances at winning, please enter in the email addresses of friends that are
also in year twelve. For each friend that successfully completes the survey, you will
automatically be given another entry into the draw to win the $1,500 dell laptop!




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1.         Are you a:

     1. Male
     2. Female

2.         Please rate on a scale from very or quite important to not very or not at all important
           the following factors in motivating you to consider studying at university.

                Response code for Q2a-2m
           1.   Very important
           2.   Quite important
           3.   Not very important
           4.   Not at all important

                                                                          Very   Quite   Not    Not At
                                                                          Imp    Imp     Very    All


a.   To help get a job in a career of interest                           1       2       3      4
b.   Wanting to study subjects that you enjoy at school                  1       2       3      4
c.   Being encouraged by your career/guidance officer at school          1       2       3      4
d.   Having done work experience in a professional area that             1       2       3      4
     you’d like to study
e.   Wanting to get a job with a good salary                             1       2       3      4
f.   Being encouraged by friends already at university                   1       2       3      4
g.   Being encouraged by school friends                                  1       2       3      4
h.   Being encouraged by university staff                                1       2       3      4
i.   Being encouraged by your parents                                    1       2       3      4
j.   Wanting to gain access to university facilities                     1       2       3      4
k.   The potential to work overseas                                      1       2       3      4
l.   For interest                                                        1       2       3      4
m.   Being able to do more study without having to decide                1       2       3      4
     immediately on a career path


3.         Since you started thinking about going to university, with which universities have
           you made contact for information? Please select all universities you have contacted
           (PROMPTED) (MULTIPLE RESPONSES ALLOWED).

     1.    QUT
     2.    University of QLD
     3.    Griffith University
     4.    Bond University
     5.    University of Southern Queensland
     6.    Australian Catholic University
     7.    Other QLD university
     8.    Other Australian university outside QLD
     9.    Overseas university
     10.   Other (specify)
     11.   None

4.         At which universities are you considering applying to study? (MULTIPLE
           RESPONSES ALLOWED) (PROMPTED) Please select all universities you are
           considering.



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1.    QUT
2.    University of QLD
3.    Griffith University
4.    Bond University
5.    University of Southern Queensland
6.    Australian Catholic University
7.    Other QLD university
8.    Other Australian university outside QLD
9.    Overseas university
10.   Other (specify)
11.   None


TERMINATE IF ONLY ONE UNIVERSITY OR NO UNIVERSITIES ARE BEING
CONTEMPLATED


5.       a. Which university would be your first preference?
         b. Which university would be your next preference?

         PROGRAMMER NOTE:
         ONLY DISPLAY CODES SELECTED IN Q4
         DO NOT DISPLAY CODE 11 ‘NO PREFERENCE’ FOR 5A

                                                     1st pref    2nd pref
                                                        5a          5b
        QUT                                             1            1
        University of QLD                               2           2
        Griffith University                             3            3
        Bond University                                 4            4
        University of Southern Queensland               5            5
        Australian Catholic University                  6            6
        Other QLD university                            7            7
        Other Australian university outside QLD         8            8
        Overseas university                             9            9
        Other (specify)                                10           10
        No preference                                  11           11


6.       How long ago did you FIRST START thinking about possible courses of study after
         finishing school, and preparing for these courses? (SR)(PROMPTED)

         1.   Within the past few weeks
         2.   In the last couple of months
         3.   In the last 3 – 6 months
         4.   Between 6 – 11 months ago
         5.   About a year ago
         6.   Up to 2 years ago
         7.   A few years ago or longer
         8.   Have not decided




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7.        When did you decide on a specific short list of university courses to apply for?
          (SR)(PROMPTED)

     1.   Within the past few weeks
     2.   In the last couple of months
     3.   In the last 3 – 6 months
     4.   Between 6 – 11 months ago
     5.   About a year ago
     6.   Up to 2 years ago
     7.   A few years ago or longer
     8.   Have not decided


8.        When did you decide what you would list on your QTAC form as your first
          preference for a university course next year? (SR)(PROMPTED)

     1.   Within the past few weeks
     2.   In the last couple of months
     3.   In the last 3 – 6 months
     4.   Between 6 – 11 months ago
     5.   About a year ago
     6.   Up to 2 years ago
     7.   A few years ago or longer
     8.   Have not decided


9.        Please rate on a scale from very or quite important to not very or not at all
          important the following factors in influencing your decision to prefer to study at
          (INSERT NAME OF UNIVERSITY MENTIONED IN 5a).

               Response code for Q9a- 9ff
               1. Very important
               2. Quite important
               3. Not very important
               4. Not at all important

                                                                                                          Not
                                                                                 Very   Quite   Not
                                                                                                          At
                                                                                 Imp    Imp     Very
                                                                                                          All

a.   The academic reputation of the university                                   1      2       3         4
b.   Lecturers                                                                   1      2       3         4
c.   Reputation of the course you have chosen or will choose                     1      2       3         4
d.   Their offer of practical courses                                            1      2       3         4
e.   Better job prospects at the end of the course                               1      2       3         4
f.   Healthier salary at the end of the course                                   1      2       3         4
g.   Academic facilities such as library and computing services etc              1      2       3         4
h.   Convenience of campus to your home or work                                  1      2       3         4
i.   Sporting facilities                                                         1      2       3         4
j.   Having the university recommended by students already studying there        1      2       3         4
k.   The university’s well respected image                                       1      2       3         4
l.   The campus social life                                                      1      2       3         4
m.   Its courses are harder to get into                                          1      2       3         4
n.   Its courses are easier to get into                                          1      2       3         4
o.   Having attended an Open Day / Course and Careers Day                        1      2       3         4
p.   The QLD Tertiary Admissions Centre Guide (QTAC Guide)                       1      2       3         4


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q. Having the university recommended by a Career/Guidance officer at            1      2      3         4
    school
r. Having the university recommended by parents / family members                1      2      3         4
s. OP level of the course in which I was interested was highest at the          1      2      3         4
    institution I chose
t. Lecturers who have excelled in their field / continue to work in their       1      2      3         4
    field
u. All my friends chose that university                                         1      2      3         4
v. Having attended TSXPO                                                        1      2      3         4
w. Campus visits as a source of information                                     1      2      3         4
x. A visit from a university representative to school                           1      2      3         4
y. Visiting a university website                                                1      2      3         4
z. Emailing a university                                                        1      2      3         4
aa. Calling a university Student Centre                                         1      2      3         4
bb. Calling a university faculty that you are interested in applying to         1      2      3         4
cc. Receiving brochures from the uni about courses of interest                  1      2      3         4
dd. Some advertising by a university                                            1      2      3         4
ee. Careers expos attended by all universities                                  1      2      3         4
ff. Having the university recommended by friends                                1      2      3         4
gg. The fact that a comparable course is not available anywhere else            1      2      3         4


10.       For each statement presented, please select which university comes to mind. The
          universities that you are to consider are QUT, the University of Queensland and
          Griffith University. For each statement you can nominate all universities, some
          universities, or none at all. (RANDOMISE PRESENTATION OF STATEMENTS)

              Response code for Q10a- 10hh
              1. QUT
              2. University of QLD
              3. Griffith University
              4. None of these

                                                                             QUT       UQ     GU        none
a.    Better quality lecturers                                               1         2      3         4
b.    Lecturers are easier to access                                         1         2      3         4
c.    More practical tuition                                                 1         2      3         4
d.    Contains more relevant theory in courses                               1         2      3         4
e.    More industry relevant course content                                  1         2      3         4
f.    Workable class sizes                                                   1         2      3         4
g.    Offer students more personalised treatment                             1         2      3         4
h.    Better for employment prospects                                        1         2      3         4
i.    Would provide International opportunities                              1         2      3         4
j.    Are more conveniently located                                          1         2      3         4
k.    Better public transport to campus                                      1         2      3         4
l.    More attractive campus                                                 1         2      3         4
m.    More extensive sporting facilities                                     1         2      3         4
n.    Better social & recreational facilities                                1         2      3         4
o.    Has a good reputation                                                  1         2      3         4
p.    Has courses which are harder to get into                               1         2      3         4
q.    For private school students                                            1         2      3         4
r.    For students who want to “have fun” at uni                             1         2      3         4
s.    For students who are serious about their study                         1         2      3         4


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t.  For “career minded” students                                              1       2     3      4
u.  For students with higher OP scores                                        1       2     3      4
v.  The university that most of my friends will go to                         1       2     3      4
w.  Has the best library facilities                                           1       2     3      4
x.  Has lecturers who are the best in their field                             1       2     3      4
y.  Has graduates who go on to get prestigious jobs                           1       2     3      4
z.  Is regularly awarded for their academic pursuits                          1       2     3      4
aa. Is well established                                                       1       2     3      4
bb. Is well regarded by industries and professions                            1       2     3      4
cc. Is often in the media for their accomplishments                           1       2     3      4
dd. Is strong in law                                                          1       2     3      4
ee. Is strong in engineering                                                  1       2     3      4
ff. Is strong in business studies                                             1       2     3      4
gg. Is strong in Education studies                                            1       2     3      4
hh. Is strong in Health studies which includes courses like nursing,          1       2     3      4
    nutrition, optometry, public health, psychology
ii. Is strong in Information Technology studies                               1       2     3      4
jj. Is strong in the Humanities which includes courses like English,          1       2     3      4
    history, government, sociology, languages, ethics, anthropology
kk. Is strong in the Sciences                                                 1       2     3      4
ll. Is strong in Design Professions which includes courses like               1       2     3      4
    Architecture, industrial design, interior design, landscape
    architecture
mm. Is strong in Creative Industries which includes courses like              1       2     3      4
    journalism, advertising, visual and performing arts, multi-media,
    fashion.
nn. Is strong in Human Services which includes courses like community         1       2     3      4
    services, justice studies, social sciences


11.        Which Brisbane universities can you recall seeing or hearing any advertising or
           promotion for in the past few months? Please select only those universities that you
           can specifically recall advertising for. (PROMPTED)(MR)

      1.   QUT
      2.   University of QLD
      3.   Griffith University
      4.   Australian Catholic University
      5.   Other (specify)
      6.   None

If code 6 at Q11, skip to Q14
If codes 1-5 at Q11, ask:

12.        Where do you recall this advertising or promotion for (INSERT NAME OF UNI)?
           (MULTIPLE RESPONSES ALLOWED). (PROMPTED) Please only select those
           advertising avenues that you can specifically recall seeing or hearing.

      1.   Television advertising
      2.   Newspaper advertising
      3.   Billboard or outdoor advertising
      4.   Radio advertising
      5.   Magazine advertising
      6.   Letter or article received at home in the mail

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      7. Internet
      8. Other (specify)


For each university mentioned at Q11:
13.     Apart from encouraging you to consider this university for study, what key message
        did they make in their advertising? Please list as many messages as you can
        remember. (UNPROMPTED)

Written answer______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Social environment
   1. Social atmosphere/ friendly/ laid-back lifestyle
   2. You can enjoy a good lifestyle
   3. A fun place to study
   4. Other activities available/sport
   5. Look after their students/students are the number one priority / caring and supportive
        environment
   6. Diversity of students/ rural/ o.s./multi cultural
Programs / courses / classes
   7. Offers good courses/ specific courses
   8. Offers a wide range of courses
   9. Individual attention/ good class sizes-not too big/ good student to teacher ratio
   10. Technology/ ahead in technology
   11. Courses are up to date
   12. Good teachers/ lecturers are better than elsewhere
   13. Offers a good variety of Postgraduate courses
   14. A balance of theory and practice in courses
Reputation
   15. A prestigious university
   16. Has a good reputation/ academic reputation
   17. Good facilities/ state of the art
Career prospects
   18. Success of former students/ graduates do well/
   19. Importance of education in gaining future employment
   20. A practical university/ offering courses that are relevant to getting jobs/ applicable to
        reality
   21. Increased job prospects after graduating from QUT / proven success with the best job
        placements
   22. Get practical experience while studying
   23. University for the real world
   24. Job offer before graduating
Other
   25. Your choice/you control your career/equip yourself for a better future
    26. Open to everybody/not too hard to get in/ you will be able to get in if you apply
    27. You can achieve your goals
    28. Advertising Open Day / Course and Careers Day
   29. Good location/ accessible/ close to transport
   30. Attractive environment/lush bushland setting
   31. Other (specify)
   32. Don’t know




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14.       Which, if any, of the following strongly influences your impressions about a
          university? (MR) Please select all relevant. (PLEASE RANDOMISE ORDER OF
          CATEGORIES)

People
1. Career counselor/advisor/guidance officer
2. Parents / family
3. Friends
4. Knowing people that were part of the START QUT program
5. Advice from colleagues
Career events
6. Open days / course and careers days
7. University program information sessions / evenings
8. Being part of the START QUT program
9. TSXPO
10. Visit by a university representative / campus tour
11. Careers expos attended by all universities
Advertising
12. Television advertising
13. Newspaper advertising
14. Billboard or outdoor advertising
15. Radio advertising
16. General Magazine advertising
17. Professional magazine advertising
Other
18. Letter or article received at home in the mail
19. The internet
20. Recommendation via a professional association
21. Other (specify)


15.       What line does QUT use to describe itself in its advertising? (UNPROMPTED)(SR)

Write in____________________________________________________________________
___________________________________________________________________________

      1. A university for the real world
      2. Other (specify)
      3. No recall of slogan


16.       QUT has used the slogan “A university for the real world” for several years now.
          Please indicate whether you agree or disagree with statements that other people have
          made about this slogan and the way it has been used in promotion.

                                                                                     Agree       Disagree
      a. The slogan says that QUT prepares students for the job market                 1            2
      b. The slogan says that QUT lecturers have practical “real world”                1            2
         experience
      c. The slogan says that QUT adapts with the changing world.                      1            2
      d. The slogan suggests a positive image for QUT                                  1            2
      e. The slogan is a credible one                                                  1            2
      f. The slogan says that QUT is relevant to the needs of professionals who        1            2
         are considering postgraduate study


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      g. The slogan suggests that QUT has a global focus                                      1            2
      h. The slogan says research by QUT academics is more focused than at                    1            2
         other universities on solving real world problems


17.        How important, if at all, are the following messages that have been included in recent
           advertising by QUT? It doesn’t matter if you have not seen or heard this advertising,
           as it’s just your feelings about the messages that we are interested in. Your answer
           can range from very or quite important to not very or not at all important.
           (RANDOMLY PRESENT MESSAGES)

               Response code for Q17a-h
               1. Very important
               2. Quite important
               3. Not very important
               4. Not at all important

                                                                          Very    Quite   Not     Not At
                                                                          Imp     Imp     Very     All

               a. At QUT, industry professionals continually help         1      2        3       4
                  review courses
               b. Many QUT lecturers are real world professionals         1      2        3       4
               c. QUT puts more degree graduates into full time           1      2        3       4
                  employment than any other university in the
                  country
               d. QUT can organise for some students to complete          1      2        3       4
                  part of their degree overseas
               e. QUT helps many graduates get jobs through its           1      2        3       4
                  graduate placement program
               f. QUT prepares graduates for a global workforce           1      2        3       4
               g. QUT focuses on getting students into a job before       1      2        3       4
                  they finish their degree
               h. QUT produces graduates that are more                    1      2        3       4
                  technologically competent


18a.       When I mention the Design professions, what courses (if any) do you think that QUT
           is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for (PROMPTED)

      1.   Architecture
      2.   Interior Design
      3.   Industrial Design
      4.   Urban/Regional Planning
      5.   Landscape Architecture
      6.   Other (specify)
      7.   None
      8.   Don’t know


18b.       When I mention the Science professions, what courses (if any) do you think that QUT
           is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for (PROMPTED)



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     1.   Chemistry/Physics
     2.   Maths
     3.   Radiography
     4.   Biotechnology/Life Science
     5.   Environmental Science
     6.   Natural Resource Science/Geology
     7.   Other (specify)
     8.   None
     9.   Don’t know


18c.      When I mention the Health professions, what courses (if any) do you think that QUT
          is renowned for? Please select only those study areas you feel QUT has a really
          strong reputation for (PROMPTED)

     1.   Nursing
     2.   Optometry
     3.   Podiatry
     4.   Sports Science/Human Movements
     5.   Psychology
     6.   Public Health
     7.   Other (specify)
     8.   None
     9.   Don’t know


18d.      When I mention the Business professions, what courses (if any) do you think that
          QUT is renowned for? Please select only those study areas you feel QUT has a really
          strong reputation for (PROMPTED)

     1.   Accountancy
     2.   Economics
     3.   Banking/Finance
     4.   Management
     5.   Marketing
     6.   Other (specify)
     7.   None
     8.   Don’t know


18e.      When I mention the Engineering professions, what courses (if any) do you think that
          QUT is renowned for? Please select only those study areas you feel QUT has a really
          strong reputation for (PROMPTED)

     1.   Civil Engineering
     2.   Electrical/electronic Engineering
     3.   Mechanical Engineering
     4.   Construction Management
     5.   Other (specify)
     6.   None
     7.   Don’t know

ASK IF CODE 1 AT QUESTION 3 – THOSE WHO HAVE MADE CONTACT WITH
QUT. ALL OTHERS SKIP TO Q21


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19.         Since you first started considering QUT, how many times have you contacted QUT
            for information? (PROMPTED)(SR)

      1.    One to two times
      2.    Three to five times
      3.    Five times or more
      4.    Don’t know / can’t recall


20.         Which of the following avenues have you used to gain information about QUT
            (PROMPTED) (MR ALLOWED)

                                                                                       20
             Telephone contact with QUT Admission Enquiries                             1
             Email contact with QUT Admission Enquiries                                 2
             Telephone contact with a faculty                                           3
             Email contact with a faculty                                               4
             Attendance at faculty events                                               5
             Open Days / Course and Careers Day                                         8
             Other (Specify)                                                            9
             No others                                                                 10


21.         Into which of the following broad age groups would you fall?

      1. 15-16 years
      2. 17-24 years


22.         Within which of the following broad faculty areas are you considering studying at
            university? (MULTIPLE RESPONSES ALLOWED)

      1.    Arts
      2.    Engineering
      3.    Business
      4.    Education
      5.    Health
      6.    Information Technology
      7.    Law
      8.    Science
      9.    Built Environment and Design
      10.   Humanities
      11.   Human services
      12.   Creative Industries

23.         Which university campus are you thinking of attending?

      1.    Gardens Point
      2.    Kelvin Grove
      3.    Carseldine
      4.    St Lucia
      5.    Nathan
      6.    Gold Coast
      7.    Southbank


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     8.    Ipswich
     9.    Caboolture
     10.   Logan
     11.   Toowoomba
     12.   Sunshine Coast
     13.   Gatton
     14.   Other (specify)
     15.   Don’t know

24. Do you currently attend a:

     1.    State school
     2.    Brisbane GPS school
     3.    Other private school
     4.    Other (specify)

25. At this time, are you expecting that your OP score will be under or over 10?

     6.    1-2
     7.    3-5
     8.    6-9
     9.    10 or greater (NOT COUNTED TOWARDS QUOTA)
     10.   Don’t know

26. Thank you for your time. You will go into the draw to win a brand new laptop which will
come in handy for your studies. So that we can contact you if you win, can you please
provide us with your contact details?

Name: __________________
Phone: __________________
Email: __________________

If you have thought of any more friends that would be interested in winning a brand new
DELL LAPTOP, please enter their emails addresses below to increase your chances of
winning. For every friend that completes the survey, you get one extra entry into the draw!




                                      Thank and close




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C4 coursework postgraduate (web survey)
                              Email invitation to complete the web survey
Dear (insert name)

Further to your attendance at one of QUT’s postgraduate information sessions, we are
contacting you to ask you to complete the attached questionnaire about the needs of people
planning to undertake postgraduate coursework next year. If this situation applies to you, we
would be very grateful for your assistance.

The information you provide will help to design better services and programs for QUT
students in the future. Your completed survey will enter you automatically in the draw to win
a $1,500 laptop. Which we hope will come in handy for your future studies.

To start the survey, simply click on the link below.

(web survey link)

Thank you

Any information will be confidential; it will be used for research purposes only. Depending
on your answers the survey may take up to 15 minutes to complete.

___________________________________________________________________________

SCREEN 1 - Are you planning to enrol in a postgraduate degree next year?

      1. Yes
      2. No----------------terminate


SCREEN 2 – Are you planning to study a coursework postgraduate degree or a
  research postgraduate degree?

      1. Coursework
      2. Research--------- terminate

-----------------------------------------------------------------------------------------------------------------

1.        Are you:

      1. Male
      2. Female

2.        Please rate on a scale from very or quite important to not very or not at all important
          the following factors in motivating you to consider postgraduate study?

              Response code for Q2a- 2n
              1. Very important
              2. Quite important
              3. Not very important
              4. Not at all important

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                                                                       Very   Quite   Not    Not At
                                                                       Imp    Imp     Very    All

     a.  To improve your career prospects                              1      2       3      4
     b.  To improve your job security                                  1      2       3      4
     c.  To continue your education experience                         1      2       3      4
     d.  To broaden your base of expertise                             1      2       3      4
     e.  To increase your expertise in your current field of work      1      2       3      4
     f.  To become eligible for membership of a professional body      1      2       3      4
     g.  Not being able to find employment after completing an         1      2       3      4
       undergraduate degree
     h. Being encouraged by university staff                           1      2       3      4
     i. Being encouraged by your employer                              1      2       3      4
     j. Wanting a change in career path                                1      2       3      4
     k. Wanting to gain access to university facilities                1      2       3      4
     l. Wanting an increase in salary                                  1      2       3      4
     m. Being offered study subsidy by employer                        1      2       3      4
     n. For interest                                                   1      2       3      4


3.         Which universities are you considering for your postgraduate degree? (MULTIPLE
           RESPONSES ALLOWED). (PROMPTED) Please select ALL universities you are
           considering.

     1.    QUT
     2.    University of QLD
     3.    Griffith University
     4.    Bond University
     5.    University of Southern Queensland
     6.    Australian Catholic University
     7.    Other QLD university
     8.    Other Australian university outside QLD
     9.    Overseas university
     10.   Other (specify)
     11.   None (TERMINATE)

4          a. Which university would be your first preference?
           b. And which university would be your next preference?

                                                   1st pref 2nd pref
                                                      4a       4b
           QUT                                        1         1
           University of QLD                          2        2
           Griffith University                        3         3
           Bond University                            4         4
           University of Southern Queensland          5         5
           Australian Catholic University             6         6
           Other QLD university                       7         7
           Other Australian university outside QLD    8         8
           Overseas university                        9         9
           Other (specify)                           10        10
           No preference                             11        11



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5.        Please rate on a scale from very or quite important to not very or not at all important
          the following factors in influencing your decision to prefer to study at (INSERT
          NAME OF UNIVERSITY FROM Q4a)?

              Response code for Q5a- 5mm
              1. Very important
              2. Quite important
              3. Not very important
              4. Not at all important
                                                                                                     Not
                                                                               Very   Quite   Not
                                                                                                     At
                                                                               Imp    Imp     Very
                                                                                                     All

     a.   The academic reputation of the university
     b.   Lecturers
     c.   Reputation of the course you have chosen or will choose
     d.   Their offer of practical courses
     e.   Better job prospects at the end of the course
     f.   Healthier salary at the end of the course
     g.   Academic facilities such as library and computing services etc
     h.   Convenience of campus to your home or work
     i.   Sporting facilities
     j.   Having the university recommended by students already
          studying there
     k.   The university’s well respected image
     l.   The campus social life
     m.   Shorter courses on offer
     n.   Degrees via “coursework” not by research
     o.   Flexibility in course timetable
     p.   Flexibility in assessment deadlines
     q.   The fact that a comparable course is not available anywhere else
     r.   Having obtained your undergraduate degree from this university
     s.   Network opportunities
     t.   Its courses are harder to get into
     u.   Its courses are easier to get into
     v.   Flexibility in type of assessment
     w.   Recommendation by a colleague
     x.   Recommendation by an employer
     y.   Lecturers which have excelled in their field / continue to work
          in their field
     z.   A visit from a university representative to your place of work
     aa.  Points of views of family or friends
     bb.  Visiting a university website
     cc.  Emailing a university
     dd.  Calling a Student Centre
     ee.  Calling a university faculty that you were interested in applying
         to
     ff.     Receiving brochures from the university about courses of
         interest
     gg. Attending a postgraduate information evening at a university
     hh. Course co-coordinator or supervisor
     ii.     Some advertising by a university
     jj.     Human resource department


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     kk. Employer preference
     ll. Speaking to a university lecturer
     mm. Locating a supervisor


6.          At what university did you undertake your undergraduate degree? Please select more
            than one university if necessary. (MR)

      1.    QUT/QIT
      2.    University of QLD
      3.    Griffith University
      4.    Bond University
      5.    University of Southern Queensland
      6.    Australian Catholic University
      7.    Other QLD university
      8.    Other Australian university outside QLD
      9.    Overseas university
      10.   Other (specify)



7.          For each statement presented, please select which university comes to mind. The
            universities you are to consider are QUT, the University of Queensland and Griffith
            University. For each statement you can nominate all universities, some universities,
            or none at all. (RANDOMISE PRESENTATION OF STATEMENTS)

                Response code for Q7a- 7cc
                1. QUT
                2. University of QLD
                3. Griffith University
                4. None of these

                                                                         QUT UQ GU           none
      a.    Better quality lecturers                                     1   2  3            4
      b.    Lecturers are easier to access                               1   2  3            4
      c.    More practical tuition                                       1   2  3            4
      d.    Contains more relevant theory in courses                     1   2  3            4
      e.    More relevant course content                                 1   2  3            4
      f.    Workable class sizes                                         1   2  3            4
      g.    Offer students more personalised treatment                   1   2  3            4
      h.    Better for employment prospects                              1   2  3            4
      i.    Would provide International opportunities                    1   2  3            4
      j.    Are more conveniently located                                1   2  3            4
      k.    Better public transport to campus                            1   2  3            4
      l.    More attractive campus                                       1   2  3            4
      m.    More extensive sporting facilities                           1   2  3            4
      n.    Better social & recreational facilities                      1   2  3            4
      o.    Has a good reputation                                        1   2  3            4
      p.    Has courses which are harder to get into                     1   2  3            4
      q.    Is strong in law                                             1   2  3            4
      r.    Is strong in engineering                                     1   2  3            4
      s.    Is strong in business studies                                1   2  3            4
      t.    Is strong in Education studies                               1   2  3            4


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      u. Is strong in Health studies which includes courses like        1       2       3      4
           nursing, nutrition, optometry, public health, psychology
      v. Is strong in Information Technology studies                    1       2       3      4

      w. Is strong in the Humanities which includes courses like        1       2       3      4
            English, history, government, sociology, languages,
            ethics, anthropology
      x. Is strong in the Sciences                                      1       2       3      4
      y. Is strong in Design Professions which includes courses         1       2       3      4
            like Architecture, industrial design, interior design,
            landscape architecture
      z. Is strong in Creative Industries which includes courses like   1       2       3      4
            journalism, advertising, visual and performing arts,
            multi-media, fashion.
      aa. Is strong in Human Services which includes courses like       1       2       3      4
            community services, justice studies, social sciences
      bb. Better academic facilities such as library and computer       1       2       3      4
            access


8.         Which Brisbane universities can you recall seeing or hearing any advertising or
           promotion for in the past few months? (MULTIPLE RESPONSES ALLOWED)
           (PROMPTED) Please only select those universities that you can specifically recall
           advertising for.

      1.   QUT
      2.   University of Qld
      3.   Griffith University
      4.   Australian Catholic University
      5.   Other (specify)
      6.   None

If code 6 at Q8, skip to Q11
For codes 1-5 at Q8, ask:
9.      Where do you recall this advertising or promotion for (INSERT NAME OF UNI)?
        (MULTIPLE RESPONSES ALLOWED) (PROMPTED) Please only select those
        advertising avenues that you can specifically recall seeing or hearing.

      1.   Television advertising
      2.   Newspaper advertising
      3.   Billboard or outdoor advertising
      4.   Radio advertising
      5.   Magazine advertising
      6.   Letter or article received at home in the mail
      7.   Other (specify)


For each university mentioned at Q8 say:
10.     Apart from encouraging you to consider this university for study, what key message
        did they make in their advertising? (MULTIPLE RESPONSES ALLOWED)
        (UNPROMPTED) Please list ALL messages you can remember.




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Write answer_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Social environment
   33. Social atmosphere/ friendly/ laid-back lifestyle
   34. You can enjoy a good lifestyle
   35. A fun place to study
   36. Other activities available/sport
   37. Look after their students/students are the number one priority / caring and supportive
        environment
   38. Diversity of students/ rural/ o.s./multi cultural
Programs / courses / classes
   39. Offers good courses/ specific courses
   40. Offers a wide range of courses
   41. Individual attention/ good class sizes-not too big/ good student to teacher ratio
   42. Technology/ ahead in technology
   43. Courses are up to date
   44. Good teachers/ lecturers are better than elsewhere
   45. Offers a good variety of Postgraduate courses
    46. A balance of theory and practice in courses
Reputation
    47. A prestigious university
    48. Has a good reputation/ academic reputation
    49. Good facilities/ state of the art
Career prospects
    50. Success of former students/ graduates do well/
    51. Importance of education in gaining future employment
    52. A practical university/ offering courses that are relevant to getting jobs/ applicable to
        reality
    53. Increased job prospects after graduating from QUT / proven success with the best job
        placements
    54. Get practical experience while studying
    55. University for the real world
    56. Job offer before graduating
Other
    57. Your choice/you control your career/equip yourself for a better future
    58. Open to everybody/not too hard to get in/ you will be able to get in if you apply
    59. You can achieve your goals
    60. Advertising Open Day / Course and Careers Day
    61. Good location/ accessible/ close to transport
   62. Attractive environment/lush bushland setting
   63. Other (specify)
   64. Don’t know


11.       Which, if any, of the following strongly influences your impressions about a
          university? (MULTIPLE RESPONSES ALLOWED) Please select ALL answers that
          are relevant. (PLEASE RANDOMISE ORDER OF CATEGORIES)

People
1. Career counselor/advisor/guidance officer
2. Parents / family
3. Friends
4. Advice from colleagues

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5. Existing links between my workplace and the university
6. Employer preference
Career events
7. Open days / course and careers days
8. University postgraduate information sessions / evenings
9. TSXPO
10. Visit by a university representative / campus tour
11. Careers expos attended by all universities
Advertising
12. Television advertising
13. Newspaper advertising
14. Billboard or outdoor advertising
15. Radio advertising
16. General Magazine advertising
17. Professional magazine advertising
Other
18. Letter or article received at home in the mail
19. The internet
20. Recommendation via a professional association
21. Other (specify)


12.       What line does QUT use to describe itself in its advertising? (UNPROMPTED)(SR)

write answer_______________________________________________________________
__________________________________________________________________________

      1. A university for the real world
      2. Other (specify)
      3. No recall of slogan


13.       QUT has used the slogan “A university for the real world” for several years now.
          Please select whether you agree or disagree with the following statements about this
          slogan and the way it has been used in promotion.

                                                                                         Agree       Disagree
      1. The slogan says that QUT prepares students for the job market                     1             2
      2. The slogan says that QUT lecturers have practical “real world”                    1             2
         experience
      3. The slogan says that QUT adapts with the changing world.                          1             2
      4. The slogan suggests a positive image for QUT                                      1             2
      5. The slogan is a credible one                                                      1             2
      6. The slogan says that QUT is relevant to the needs of professionals who            1             2
         are considering postgraduate study
      7. The slogan suggests that QUT has a global focus                                   1             2
      8. The slogan says research by QUT academics is more focused than at                 1             2
         other universities on solving real world problems


14.       How important, if at all, are the following messages that have been included in recent
          advertising by QUT. (RANDOMLY PRESENT MESSAGES)

              Response code for Q14a- 14h
              1. Very important

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               2. Quite important
               3. Not very important
               4. Not at all important
                                                                                 Very   Quite   Not     Not
                                                                                 Imp    Imp     Very    At All

 a.        At QUT, industry professionals continually help review courses
 b.        Many QUT lecturers are real world professionals
 c.        QUT puts more degree graduates into full time employment than
           any other university in the country
 d.        QUT can organise for some students to complete part of their
           degree overseas
 e.        QUT helps many graduates get jobs through its graduate
           placement program
 f.        QUT prepares graduates for a global workforce
 g.        QUT focuses on getting students into a job before they finish their
           degree
 h.        QUT produces graduates that are more technologically competent


15a.       When I mention the Design professions, what courses (if any) do you think that QUT
           is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for. (PROMPTED)

      1.   Architecture
      2.   Interior Design
      3.   Industrial Design
      4.   Urban/Regional Planning
      5.   Landscape Architecture
      6.   Other (specify)
      7.   None
      8.   Don’t know


15b.       When I mention the Science professions, what courses (if any) do you think that QUT
           is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for. (PROMPTED)

      1.   Chemistry/Physics
      2.   Maths
      3.   Radiography
      4.   Biotechnology/Life Science
      5.   Environmental Science
      6.   Natural Resource Science/Geology
      7.   Other (specify)
      8.   None
      9.   Don’t know


15c.       When I mention the Health professions, what courses (if any) do you think that QUT
           is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for. (PROMPTED)

      1. Nursing
      2. Optometry


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      3.   Podiatry
      4.   Sports Science/Human Movements
      5.   Psychology
      6.   Public Health
      7.   Other (specify)
      8.   None
      9.   Don’t know


15d.       When I mention the Business professions, what courses (if any) do you think that
           QUT is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for. (PROMPTED)

      1.   Accountancy
      2.   Economics
      3.   Banking/Finance
      4.   Management
      5.   Marketing
      6.   Other (specify)
      7.   None
      8.   Don’t know


15e.       When I mention the Engineering professions, what courses (if any) do you think that
           QUT is renowned for? Please select only those study areas you feel QUT has a really
           strong reputation for. (PROMPTED)

      1.   Civil Engineering
      2.   Electrical/electronic Engineering
      3.   Mechanical Engineering
      4.   Construction Management
      5.   Other (specify)
      6.   None
      7.   Don’t know


16. Into which of the following broad age groups would you fall?

      1.   17-24 years
      2.   25-29 years
      3.   30-39 years
      4.   40-49 years
      5.   50-59 years
      6.   60 years or over


17. Within which of the following broad faculty areas are you considering taking up
       postgraduate study? (SINGLE RESPONSE)

      1.   Arts
      2.   Engineering
      3.   Business
      4.   Education
      5.   Health
      6.   Information Technology

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      7.    Law
      8.    Science
      9.    Built Environment and Design
      10.   Humanities
      11.   Human services
      12.   Creative Industries


18. Which university campus are you thinking of attending?

      1.    Gardens Point
      2.    Kelvin Grove
      3.    Carseldine
      4.    St Lucia
      5.    Nathan
      6.    Gold Coast
      7.    Southbank
      8.    Ipswich
      9.    Caboolture
      10.   Logan
      11.   Toowoomba
      12.   Sunshine Coast
      13.   Gatton
      14.   Other (specify)
      15.   Don’t know


19.         Which of the following applies to you? (SINGLE RESPONSE)
      1.    Employed full time
      2.    Employed part time
      3.    Temporarily not working
      4.    Retired
      5.    Student or
      6.    Responsible for looking after the home


If answered codes 1 or 2 at Q19 ask:
23      What is your occupation?
        .........................................................................................................


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C5 research postgraduates (topic guides)
                        Topic Guide for Current Research Postgraduates

Thank you for coming to our discussion today/ tonight. I’m an independent researcher from
MCR. I understand that you have all read the privacy agreement on the way in?

Background
• I understand that you all are current postgraduate research students. Is that correct?
• Firstly, I’d like to go around the table and ask you all to introduce yourselves, tell me
   where you live, your area of research, and what university you are conducting your
   research through.

Triggers and Barriers to Postgraduate Studies
• What kind of postgraduate degree are you studying?

•     How many of you work and study?
                       (of those that work and study)
                       Is your employment in the field in which you are studying?

•     What were the drivers motivating your decision to undertake postgraduate research?

•     What was the actual trigger or event to get you to apply?

•     What barriers did you encounter when considering postgraduate research?

•     What about __________? Do you feel this is a barrier to postgraduate research?

                    The amount of time needed to devote to the research
                    The level of social support needed from friends and family
                    The cost of undertaking the research / buying the equipment
                    The level of support from your place of employment
                    The cost of reduced work opportunities
                    Fitting research around current employment
                    The risk of getting an unsupportive supervisor
                    Concerns about how hard research is
                    Concerns about choosing a topic for research
                    Concerns about finding significant / valuable results or conclusions
                    Not knowing who at the university to approach
                    Not knowing whether you would be accepted or not

HANDOUT CARDSORT TASK- Get participants to rank factors according to the
greatest barrier to postgraduate research to the least significant factor (1-12). Two
blank cards are included if they feel there is a barrier to postgraduate research not
covered in the cards.

Please write your answers on the slip provided.

•     Overall, how demanding do you feel postgraduate research is?




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Social/ Communication Networks
• How many people did you consult when deciding to undertake postgraduate research?
   What are their relationships to you?

•    Of those, who was most influential for you to decide to undertake postgraduate research?

•    How supportive were your friends and immediate family of your decision?

•    Did you/ have you organised your supervisor for your project prior to beginning study?
     (If so) How important do you think this is in deciding to undertake postgraduate research?


Value for Money
• Do you think a postgraduate research degree is value for money? Why is that?
   (if low value, ask What can be done by universities to increase value for money?)

•    Would you recommend a postgraduate research degree to others? Why is that?

•    How many of you have employers who are currently providing financial support for your
     study, or intend to subsidise some portion of your degree? In what ways are they
     providing support?

•    Of those of you who answered no:
                 How many of you would approach your employer for financial support? (If
                 not) Why not?

                    If your employer agreed to fund some of your study, would this influence
                    your decision to undertake postgraduate research? (If yes) Why, and in what
                    ways?

•    What could universities do to help support your application for financial support from
     your employer? What else?


Professional Advancement
• Do you think postgraduate research will change the way you are seen professionally? In
   what ways? What are the benefits of this?

•    Do you think your employment opportunities will improve with a postgraduate research
     qualification? (If yes), Why is that?

•    In your opinion, do you think postgraduate research qualifications get the recognition they
     deserve?

Perceptual Baggage associated with Postgraduate Degrees
Discuss each program one by one on Showcard A in regard to:
                The type of student that is typically enrolled in that program
                The strengths and weaknesses of the program
                The biggest barrier to undertaking that program

SHOWCARD A
   o Graduate Diploma
   o Graduate Certificate
   o Masters by Coursework or by Research


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      o   Research PhD
      o   Professional Doctorate

•     What could universities do to encourage more people to enrol in postgraduate research?



                                        Thank and close




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                            Topic Guide for Potential Research Postgraduates

Thank you for coming to our discussion today/ tonight. I’m an independent researcher from
MCR. I understand that you have all read the privacy agreement on the way in?

Background
• I understand that you are all contemplating postgraduate research in 2007. Is that correct?
• Firstly, I’d like to go around the table and ask you all to introduce yourselves, tell me
   where you live, your intended area of research, and what university you’re thinking of
   attending.


Triggers and Barriers to Postgraduate Studies
• What kind of postgraduate degree(s) are you planning to study?

•    How many of you intend to work and study?
                       (Of those that who said yes)
                       Will your employment be in the field in which you intend to study?

•    What are the drivers motivating your decision to undertake postgraduate research?

•    Of those of you who have applied, what was the actual trigger or event for your
         application? Of those of you who haven’t applied, what factors have prevented you
         from applying?

•    What barriers have you encountered whilst considering postgraduate research?

•    What about __________? Do you feel this is a barrier to postgraduate research?

                       The amount of time needed to devote to the research
                       The level of social support needed from friends and family
                       The cost of undertaking the research / buying the equipment
                       The level of support from your place of employment
                       The cost of reduced work opportunities
                       Fitting research around current employment
                       The risk of getting an unsupportive supervisor
                       Concerns about how hard research is
                       Concerns about choosing a topic for research
                       Concerns about finding significant / valuable results or conclusions
                       Not knowing who at the university to approach
                       Not knowing whether you would be accepted or not

HANDOUT CARDSORT TASK- Get participants to rank factors according to the
greatest barrier to postgraduate research to the least significant factor (1-12). Two
blank cards are included if they feel there is a barrier to postgraduate research not
covered in the cards.

Please write your answers on the slip provided.

•    Overall, how demanding do you feel postgraduate research is going to be?




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Social/ Communication Networks
• How many people have you consulted in your decision to undertake postgraduate
   research? (If none, ask: Who are you likely to consult?) What are their relationships to
   you?


•     Of those, who is the most influential on your decision to undertake postgraduate research?
      Why is that?

•     How supportive are your friends and immediate family of your decision?

•     Will you organise your supervisor for your project prior to beginning study? (If so) How
      important do you think this is in deciding to undertake postgraduate research?


Value for Money
• Do you know how much the program you are interested in would cost? How do you feel
   about that?

•     Do you think a postgraduate research degree is value for money? Why is that?
      (if low value, ask What can be done by universities to increase value for money?)

•     Would you recommend a postgraduate research degree to others? Why is that?

•     How many of you have employers who are willing to provide financial support for your
      study, or intend to subsidise some portion of your degree? In what ways are they
      intending to provide support?

•     Of those of you who answered no:

                  How many of you will approach your employer for financial support? (If not)
                  Why not?

                  If your employer agreed to fund some of your study, would this influence
                  your decision to undertake postgraduate research? (If yes) Why, and in what
                  ways?

•     What could universities do to help support your application for financial support from
      your employer? What else?



Professional Advancement
• Do you think postgraduate research will change the way you are seen professionally? In
   what ways? What are the benefits of this?

•     Do you think your employment opportunities will improve with a postgraduate research
      qualification? (If yes), Why is that?

•     In your opinion, do you think postgraduate research qualifications get the recognition they
      deserve?




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Perceptual Baggage associated with Postgraduate Degrees
Discuss each program one by one on Showcard A in regard to:
                The type of student that is typically enrolled in that program
                The strengths and weaknesses of the program
                The biggest barrier to undertaking that program

SHOWCARD A
   o Graduate Diploma
   o Graduate Certificate
   o Masters by Coursework
   o Masters by Research
   o Research PhD
   o Professional Doctorate

•    What could universities do to encourage more people to enrol in postgraduate research?



                                       Thank and close




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C6 parents of school leavers (topic guide)
Thank you for coming to our discussion today/ tonight. I’m an independent researcher from
MCR. I understand that you have all read the privacy agreement on the way in?

 ***** (moderator to be mindful of those individuals who have completed a university
degree or higher and those who haven’t, these individuals will be identified through the
                            recruitment screener) *****

Background
• I understand that you all are parents of current year 12 students who are strongly
   considering attending university in 2007. Is that correct?
• Firstly, I’d like to go around the table and asking you all to introduce yourselves, tell me
   where you live, what area(s) that your child is considering studying, and what universities
   your child is contemplating attending next year.

Importance of University
• Overall, how important do you feel a university degree is? If important, why? If not,
   why?

•     How do you feel university compares with other career pathways? (prompt if needed)
      Like studying at TAFE or undertaking an apprenticeship?

•     Are there any barriers to going to university compared with other pathways to a career?
      (moderator to listen carefully for any references to cost)

•     What do you think is the most important thing a university can offer a student? (probe
      fully) What else?

Transition concerns
• As your child prepares to leave school and go to university, what factors about this
   transition (if any) are of concern to you?

•     And are there any other issues you are concerned with at this time?

•     As your child comes to a decision about what uni she would prefer to attend, are there any
      aspects about universities that you would encourage her to consider?
          o What are these?
          o Why are these important?
          o What is the benefit of taking this factor into account?

•     How involved this year have you been with your child’s planning for attending a
      university?

•     What sorts of things do you discuss together? What else?
•     If your child has indicated a university they would prefer to attend, what is the reason for
          this preference? What else might be influencing this choice?

•     If your child hasn’t indicated a preference, why is this?

Perception of Different Universities
• Off the top of your head, how many Brisbane universities can you think of?

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•    Thinking about the 3 major universities in Brisbane, University of Queensland, Griffith
         University and QUT, in what ways are these universities seen as being the same?
         (probe fully) How else?
•    In what ways are they different? (probe fully) How else?

•    How do you think these universities compare in regard to
           o Campus facilities?
           o Lecturers?
           o Research?
           o Their ‘typical student’?
           o The course workload?
           o The amount or type of advertising / publicity?
           o Reputation in the workplace?

•    Which would you consider to be the best university for studying______? Why is this?
           o Design professions?
           o Science professions?
           o Health professions?
           o Business professions?
           o Engineering professions?
           o Information Technology?

•    Are there any universities that you would counsel your child against attending? If yes,
         which ones and why?

•    Off all the universities we’ve discussed, which do you think would have the best record in
     terms of placing students into jobs and the quality of jobs that the degree allows them to
     enter?

Perception of Expenses
• What’s your opinion about the cost associated with attending university?
• Has the cost of getting a university degree been taken into account when considering
       whether university is the right choice for your child?
• Are you aware of what it might cost for your child to complete her degree of choice at
       university?
• Do you think that is a reasonable amount of money for the experience and the knowledge
       gained? If yes, why? If no, why not?
• What can be done by universities to increase the value of a university degree? What else?
• What plans are being made about meeting the costs of your child’s university degree?
• Do you think your child will be placing her tuition fees on HELP, either in full or
       partially? Why is that?
• Has the cost of a degree impacted the choice of university to attend? In what way?
• Have you read or seen any information regarding how the HELP (HECS) system works?
• Would you like to know more about HELP and how it works?
• How can this information be best conveyed to you?

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C7 parents of school leavers (questionnaire)
      RECRUITMENT INTRODUCTION FOR PARENTS OF YEAR 12 STUDENTS AT
                       COURSE AND CAREERS DAY

Hi. My name is (insert name) from MCR.

We’re conducting interviews with parents of year twelve students today. This is to investigate the
issues parents face in supporting their children through the selection of a university. Would you have
time to answer a few questions for us? (IF NOT THANK AND TERMINATE).

(IF YES, ASK) Is it your son or daughter who is looking to enrol in university next year? And they
are in year twelve now? (IF YES, PROCEED WITH SURVEY)




      1. Record sex of respondent:

                      1. Male
                      2. Female

      2. Son or daughter attending university next year:

                      1. Son
                      2. Daughter


      3. Firstly, on a scale from one to ten, with one being completely unimportant and ten
         being extremely important, how important do you feel a university degree is?

Completely                                                                                        Extremely
Unimportant                                                                                       Important
   1          2         3          4          5         6          7          8           9          10


      4. What do you feel are the advantages of studying at university over TAFE or trades
         training (UNPROMPTED) (MR)

                      1.    Better employment opportunities at the end of the course
                      2.    Degree is regarded more highly than a trade
                      3.    Better income at the end of the course
                      4.    University challenges people of a higher intellect
                      5.    Better for studying professional employment fields
                      6.    Better for studying applied research
                      7.    You don’t have to pay upfront
                      8.    More theory based / more research based coursework
                      9.    More support from staff / teachers
                      10.   International recognition of study
                      11.   Better quality teaching staff
                      12.   Better public transport
                      13.   Attendance is flexible
                      14.   You can get financial support while you study
                      15.   There are no benefits of university over TAFE / trades training


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                                16. Other (specify)
                                17. Don’t know


            5. What do you feel are the advantages of studying at TAFE or trades training are over
               studying at university? (UNPROMPTED) (MR)

                                1.      More skills based / more practical
                                2.      Better for more practical employment fields
                                3.      Get paid to learn
                                4.      Easier to get into
                                5.      More campuses to attend
                                6.      More regional locations
                                7.      More support from staff / teachers
                                8.      Easier to combine work and study
                                9.      Not as expensive overall
                                10.     Duration of the course is shorter
                                11.     Lower student teacher ratio
                                12.     There are no benefits of TAFE / trades training over university
                                13.     Other (specify)
                                14.     Don’t know


            6. a.     How concerned are you about the following issues as your son / daughter
                      moves through the transition from school to university. Your answer can
                      range from very concerned, or somewhat concerned, to not very concerned or
                      not at all concerned. The first statement is (INSERT STATEMENT). How
                      concerned are you about this?

                                        Response code
                                        1. Very concerned
                                        2. Somewhat concerned
                                        3. Not very concerned
                                        4. Not at all concerned
                                        5. Don’t know (do not read)

**Rotate order of statements                                                                Very   Some-   Not    Not      DK
                                                                                                   what    very   at all
1. Your son / daughter being able to afford to attend university                            1      2       3      4        5
2. Your son / daughter not getting enough support from teaching staff at                    1      2       3      4        5
   university
3. Your son / daughter not liking the degree they have chosen                               1      2       3      4        5
4. Your son / daughter being able to take responsibility for their own learning             1      2       3      4        5
5. Having to pay for subjects that may not ultimately go towards the degree                 1      2       3      4        5
   they want
**Rotate order of statements                                                                Very   Some-   Not    Not      DK
                                                                                                   what    very   at all
6.   Your son / daughter choosing the best university for their needs                       1      2       3      4        5
7.   How your son / daughter is going to get to and from university                         1      2       3      4        5
8.   Your son / daughter managing work and study                                            1      2       3      4        5
9.   Your son or daughter getting the OP they need for their preferred course               1      2       3      4        5




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6. b.      Are there any other concerns you have about your son / daughter moving
               through this transition that I haven’t mentioned? (PROBE FULLY)

___________________________________________________________________________
_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________


      7.        Has the cost of getting a university degree been of concern when considering
                whether university is the right choice for your child?

                1. Yes
                2. No
                3. Don’t know

If answered code 1 at Q7, ask Q8
If codes 2 or 3, skip to Q9.


      8. a.       What do you feel will be the biggest expense for your son / daughter to
                  attend university? (UNPROMPTED) (SR)
           b.     Are there any other expenses that you are concerned about?
                  (UNPROMPTED) (MR)

                                                                                 9a            9b
           HECS fees                                                             1              1
           Student Guild fees                                                    2              2
           Textbooks                                                             3              3
           Student accommodation at the university                               4              4
           Accommodation outside of the university                               5              5
           Parking at university                                                 6              6
           Photocopying                                                          7              7
           Public transport costs                                                8              8
           Other (specify)                                                       9              9
           No other costs                                                         -            10


9a.        How much do you estimate this degree will cost to complete for your son / daughter
           in regard to tuition fees?

           1. Write estimate____________________________________________
           2. Don’t know

9b.        Will your son / daughter be placing their tuition fees on HECS, either in full or
           partially, or not at all?

                        1.   Place total amount on HECS
                        2.   Place a partial amount on HECS
                        3.   Will not use HECS
                        4.   Other (specify)
                        5.   Don’t know (do not read)




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10.         I am going to read out what other people have said about various universities in
            Brisbane. For each statement I would like you to tell me which university, or
            universities, comes to mind. The universities I would like you to consider are QUT,
            Griffith University, and University of Queensland. (PRESENT SHOWCARD A).
            For each statement you can nominate all universities, some universities, or none at all.
            It doesn’t matter if you haven’t experienced all these universities first hand, as it’s
            just your impressions that I am interested in. The first statement is [INSERT
            RANDOMLY]. Which university or universities come to mind?

                    Response code for Q10a- 10hh
                    6.     QUT
                    7.     University of QLD
                    8.     Griffith University
                    9.     None of these
                    10.    Don’t know (DO NOT READ)

**Rotate order of statements                                        QUT       UQ      GU      none    DK
      oo. Better quality lecturers                                  1         2       3       4       5
      pp. More practical tuition                                    1         2       3       4       5
      qq. Better for employment prospects                           1         2       3       4       5
      rr. Are more conveniently located                             1         2       3       4       5
      ss. Better public transport to campus                         1         2       3       4       5
      tt. Has a good reputation                                     1         2       3       4       5
      uu. Offers students more personalised treatment               1         2       3       4       5
      vv. For students who are serious about their study            1         2       3       4       5
      ww.          For “career minded” students                     1         2       3       4       5
      xx. More extensive sporting facilities                        1         2       3       4       5
      yy. Better social & recreational facilities                   1         2       3       4       5
      zz. Has courses which are harder to get into                  1         2       3       4       5
      aaa. For private school students                              1         2       3       4       5
      bbb.         For students with higher OP scores               1         2       3       4       5


      11.       Of the same universities we have just discussed, QUT, University of Queensland,
                and Griffith University, (PRESENT SHOWCARD A). Which university or
                universities would you say is stronger in the following disciplines? You can
                choose one, some, all or none of these universities.

**Rotate order of statements                                            QUT       UQ      GU      none    DK
      a. Law                                                            1         2       3       4       5
      b. Engineering                                                    1         2       3       4       5
      c. Business studies                                               1         2       3       4       5
      d. Education                                                      1         2       3       4       5
      e. Health, which includes courses like nursing, nutrition,        1         2       3       4       5
         optometry, public health, psychology
      f. Information Technology                                         1         2       3       4       5
      g. Humanities, which includes courses like English,               1         2       3       4       5
         history, government, sociology, languages, ethics,
         anthropology
      h. Sciences, which includes courses like chemistry, math,         1         2       3       4       5
         radiography, environmental science, and geography
      i. Design Professions, which includes courses like                1         2       3       4       5


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         Architecture, industrial design, interior design,
         landscape architecture
      j. Creative Industries, which includes courses like                1        2      3       4         5
         journalism, advertising, visual and performing arts,
         multi-media, fashion.
      k. Human Services, which includes courses like                     1        2      3       4         5
         community services, justice studies, social sciences


      12.     On a scale from one to ten, with one being completely unimportant and ten
              being extremely important, how important is it that your son / daughter attend a
              university with a good academic reputation?

Completely                                                                                        Extremely
unimportant                                                                                       Important
   1            2            3          4        5          6       7         8           9          10


      13.     What university comes first to mind when you think of the most academically
              excellent university? (SR)

                        1.       University of Queensland
                        2.       QUT
                        3.       UQ and QUT equally
                        4.       Griffith University
                        5.       Other (specify)


14.           What about this university makes you feel that this is the most academically
              excellent university? Anything else? (MR, PROBE FULLY) (INTERVIEWER
              TO CODE AT END OF SURVEY)

      ________________________________________________________________________
      __________________________________________________________________
      _____________________________________________________________________
      _____________________________________________________________________

                        1.       Has lecturers who are the best in their field
                        2.       Has a good reputation
                        3.       Graduates get more prestigious jobs
                        4.       The university is well established
                        5.       Has better library resources
                        6.       Is internationally regarded
                        7.       Is recommended by friends / family / social networks
                        8.       Is regularly awarded for their academic pursuits
                        9.       Is well regarded by industries & professions
                        10.      Is often in the media for their accomplishments
                        11.      Attracts the brightest students
                        12.      Is known as a prestigious university
                        13.      Is hard to get into
                        14.      Is a large university
                        15.      Promotes itself as being academically excellent
                        16.      Receives a lot of funding
                        17.      Conducts a lot of research
                        18.      Publishes a lot of research


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                              19.   Has difficult coursework
                              20.   Has good ties with professional organisations
                              21.   Its graduates go on to hold positions of notoriety
                              22.   Has a lot of fulltime academic staff
                              23.   Has an attractive campus
                              24.   Teaches the traditional disciplines
                              25.   Other (specify)
                              26.   Don’t know

15.       Would you like to receive information from universities which addresses the
          questions that parents have about their child’s decision to attend university?

                         1.         Yes
                         2.         No
                         3.         Unsure / don’t know

If code 1 at Q15, ask Q16 & Q17
If codes 2 or 3 at Q15, skip to Q18

16.       How would you like to receive this information?

                         1.         Printed materials
                         2.         Online / web based
                         3.         Not sure / don’t know


17.       What kind of information would you like to know more about? (PROBE
            FULLY)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________


      And these last couple of questions are just for classification purposes:

18.       Into which of the following broad age categories do you belong? (SR)
          (PRESENT SHOWCARD B)

                    1.        30 to 34 years
                    2.        35 to 39 years
                    3.        40 to 49 years
                    4.        50 to 59 years
                    5.        60 years or over
                    6.        Refused (do not read out)


19.       What is the highest level of education that you have completed? (SR)
          (PRESENT SHOWCARD C)

                    1.        Below year 10
                    2.        Year 10
                    3.        Year 11
                    4.        Year 12

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                     5. Certificate or Diploma
                     6. Undergraduate University Degree
                     7. Postgraduate University Degree

If codes 6 or 7, ask Q20
If codes 1-5, skip to Q21

20.     Which university (s) did you study at? (Multiple Responses allowed)

                           1.     QUT
                           2.     University of QLD
                           3.     Griffith University
                           4.     Bond University
                           5.     University of Southern Queensland
                           6.     Australian Catholic University
                           7.     Other Qld university
                           8.     Other Australian university outside QLD
                           9.     Overseas university
                           10.    Other (specify)
                           11.    Not sure/Won’t answer


21.     Does your son / daughter currently attend a:

                                  5.           State school
                                  6.           Brisbane GPS school
                                  7.           Other private school
                                  8.           Other (specify)


22.     At this point in time, what OP does your son / daughter expect to receive? (If
            unsure ask ‘What would they estimate that they are likely to receive?’)

                                  1.    1-2
                                  2.    3-5
                                  3.    6-10
                                  4.    10+
                                  5.    don’t know


23.     And finally, what is your occupation?

        .........................................................................................................



                  Ask if son / daughter would like to participate in the Yr 12 survey


                                               THANK AND CONCLUDE




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C8 business, industry & government (CATI)

INTRO FOR Business Industry and Government Representatives (N=100)


Good morning/afternoon my name is (say name) from Market & Communications Research.
May I speak to (read out name from sample).

IF THAT PERSON IS UNAVAILABLE AT THE TIME, ARRANGE FOR A CALL BACK
AND RECOMMENCE INTRODUCTION.

We are undertaking a telephone survey on behalf of QUT about the needs of business,
industry and government in relation to their employment of university graduates. We are
seeking the views of heads of major companies and organisations, and also those responsible
for organising the recruitment. Would this be yourself? Good.

IF NOT, ASK: Could you advise me of the name of this person please? (Record Name).
Could you please transfer me to this person or their assistant?


If necessary, say: We are required to keep any information confidential. It is used for the use
of research only, and we need to ask your permission to go ahead with the interview. The
answers you give are aggregated with the answers of everyone else taking part in the survey.

Depending on your responses the survey could take up to 15 minutes to complete.


Before we continue, let me explain that I’ll be following a standard questionnaire to keep the
interview as brief as possible, and ensure that information is consistent from interview to
interview. Because I’m following the questionnaire, it may sometimes seem like I’m being too
formal or mechanical. Please keep in mind that I need to do this to make the process as
efficient as possible. Your opinions are very important to this research and I want to be sure
I record them accurately.



1. For classification purposes, may I please record your title in this organisation?

          N=50          1. Managing Director/CEO/Chairman/ Senior Partner/ Owner/ DG or DDG
                        2. Divisional Head/ Departmental Manager/ Partner/ Associate
          N=50          3. HR Manager/ Graduate Recruitment Coordinator/ Other recruitment
                           related title
                        4. Other/Specify


2. Record Gender

               1. Male
               2. Female



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3. As a person in business/government, what do you want from a university?
(UNPROMPTED) (PROBE FULLY) What other roles do universities play in business?

      1.   To educate and train people
      2.   To provide people with skills that are readily deployable in the workforce
      3.   To provide graduates with the ability to add value quickly in the workplace
      4.   To provide staff with continuing education
      5.   To undertake contract research
      6.   To conduct research into new techniques that can be applied commercially
      7.   To liaise with business about their needs in terms of graduate skills
      8.   To provide consultancy input into the development of new systems/technologies
      9.   Other/specify


4. As an employer, what attributes do you look for in university graduates?
(UNPROMPTED) (PROBE FULLY) Anything else?

      a.   Ability to write
      b.   Good interpersonal/communication skills
      c.   Professional and confident presentation
      d.   Good thinkers/those with creative ideas/lateral thinkers/can think for themselves
      e.   Sound technical training
      f.   Sound theoretical knowledge
      g.   Ability to learn quickly
      h.   Ability to quickly add value in the work force
      i.   Other/specify……………………………..

5. How important are the following attributes to you when assessing new graduate
   employees working at your organisation? Your answer can range from very or quite
   important to not very or not at all important? (READ OUT) The first attribute is….
   (READ OUT) (SINGLE RESPONSE) (COMPUTER TO RANDOMISE
   PRESENTATION OF ATTRIBUTES)

        Response code for Q 5
      1. Very important
      2. Quite important
      3. Not very important
      4. Not at all important

                                                                                                       Not
                                                                                 Very   Quite   Not
                                                                                                       At
                                                                                 Imp    Imp     Very
                                                                                                       All

      a.   Their ability to write well                                           1      2       3      4
      b.   Good interpersonal/communication skills                               1      2       3      4
      c.   Professional and confident presentation                               1      2       3      4
      d.   Being able to think for themselves                                    1      2       3      4
      e.   Sound technical training                                              1      2       3      4
      f.   Sound theoretical knowledge                                           1      2       3      4
      g.   Their ability to add value in the work place quickly                  1      2       3      4




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6a. Which university has been your greatest source of employees over the past couple of
    years? (SINGLE RESPONSE) (IF TWO UNIS ARE EQUAL, ASK Which uni did your
    most recently employed graduate come from? )
6b. And which university would be your next greatest source of employees in this time?
    (SINGLE RESPONSE)


                                            6a               6b
     QUT                                    1                 1
     University of Queensland               2                2
     Griffith University                    3                 3
     Bond University                        4                 4
     Other Qld University                   5                 5
     Other Australian                       6                 6
     Other Overseas university              7                 7
     No other                                -               8


7. And overall how satisfied have you been with the quality of students from (COMPUTER
   TO INSERT NAME FROM Q6a) over the past couple of years. Using the following
   scale, would you say that they have been: (READ OUT) (SINGLE RESPONSE)

   1. Excellent and better than you expected,
   2. Good and just as you expected
   3. Adequate, or
   4. That they have needed some improvement, or
   5. That they have needed a lot of improvement
8. How are the graduates from (COMPUTER TO INSERT NAME FROM Q6a) different to
   those from other universities? How else? (UNPROMPTED) (PROBE FULLY)

     1.    They don't differ/ all the graduates are of an equal standard
     2.    They have the practical experience/ practical skills/ knowledge
     3.    Have more work experience in the industry/ business
     4.    Academically strong/ higher level of achievement
     5.    Students were older/ more mature
     6.    Has a good reputation
     7.    More self directed/ confident
     8.    Qualified for our business
     9.    It depends on the individual not the university
     10.   Other (specify)
     11.   Don’t know


9.         How would you rate the quality of communication that you receive from
           (COMPUTER TO INSERT NAME FROM Q6a)? (READ OUT) (SINGLE
           RESPONSE) Would you rate it as……

           1.   Very good
           2.   Quite good
           3.   Quite poor
           4.   Very poor
           5.   Don’t know (DO NOT READ)




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10.      Which if any of the following forms of contact or involvement does your
         business/organisation have with (COMPUTER TO INSERT NAME FROM Q6a)?
         (READ OUT) (MULTIPLE RESPONSES)

      1. Formal graduate placement interviews coordinated with the university
      2. Your company sourcing graduates via announcements by university staff or via the
          placement of ads on university notice boards
      3. The university requesting your organisation’s input on your needs regarding graduate
          skills
      4. Newsletters from university faculties about the events and achievements of relevance
          to your industry
      5. Invitations to attend major faculty functions
      6. Your sponsorship of university facilities
      7. Staff from your organisation guest lecturing at the university
      8. Invitations from the university to sit on advisory committees for the development of
          new programs or courses
      9. Partnerships with university researchers and other staff in developing new
          technologies or systems
      10. Contract research
      11. I am unaware of any contact between my organisation and the university
      12. Other/specify……………………………….)


11.      I am going to read out what other leaders in business and government have said about
         various universities in Brisbane. For each statement I would like you to tell me which
         university comes to mind. The universities that I would like you to consider are
         QUT, the University of Queensland and Griffith University. For each statement you
         can nominate all three universities or none at all. It doesn’t matter if you haven’t
         experienced all these universities first hand, as it’s just your impressions that I am
         interested in.

         The first statement is [computer to inserted statement – by random selection]. Which
         university or universities come to mind?

        Response code for Q11a – 11cc
         1. QUT
         2. University of Qld
         3. Griffith University
         4. None of these
         5. Don’t know (DO NOT READ)

                                                                QUT UQ GU              none     DK
a)    Better quality lecturers                                  1   2  3               4        5
b)    Lecturers are easier to access                            1   2  3               4        5
c)    More practical tuition                                    1   2  3               4        5
d)    More theoretical course content                           1   2  3               4        5
e)    More industry relevant course content                     1   2  3               4        5
f)    Workable class sizes                                      1   2  3               4        5
g)    Offer students more personalised treatment                1   2  3               4        5
h)    Better employment prospects                               1   2  3               4        5
i)    Would provide international opportunities                 1   2  3               4        5
j)    Better public transport to campus                         1   2  3               4        5
k)    More extensive sporting facilities                        1   2  3               4        5
l)    Better social & recreational facilities                   1   2  3               4        5


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m) Offers graduates with skills that are readily deployable      1       2     3     4      5
    in the workforce
n) Offers graduates with an ability to write                     1       2     3     4      5
o) Offers graduates with good interpersonal and                  1       2     3     4      5
    communication skills
p) Offers graduates who can think for themselves                 1       2     3     4      5
q) Offers graduates who are very confident and                   1       2     3     4      5
    professional in their presentation
r) Offers graduates who have the ability to add value            1       2     3     4      5
    quickly in the work place
s) Has courses which are harder to get into                      1       2     3     4      5
t) Has a good relationship with your industry                    1       2     3     4      5
u) Are more conveniently located                                 1       2     3     4      5
v) More attractive campus                                        1       2     3     4      5
w) Better academic support facilities such as library and        1       2     3     4      5
    computer access
x) Has a good reputation                                         1       2     3     4      5
y) Research by academics that is focused on solving real         1       2     3     4      5
    world problems
z) Known for their partnership with business and other           1       2     3     4      5
    organisations to develop new technologies and systems
aa) Is strong in law                                             1       2     3     4      5
bb) Is strong in engineering                                     1       2     3     4      5
cc) Is strong in business studies                                1       2     3     4      5
dd) Is strong in Education studies                               1       2     3     4      5
ee) Is strong in Health studies which includes courses like      1       2     3     4      5
    nursing, nutrition, optometry, public health, psychology
ff) Is strong in Information Technology studies                  1       2     3     4      5
gg) Is strong in the Humanities which includes courses like      1       2     3     4      5
    English, history, government, sociology, languages,
    ethics, anthropology
hh) Is strong in the Sciences                                    1       2     3     4      5
ii) Is strong in Design Professions like Architecture,           1       2     3     4      5
    industrial design, interior design, landscape architecture
jj) Is strong in Creative Industries like journalism,            1       2     3     4      5
    advertising, visual and performing arts, multi-media,
    fashion.
kk) Is strong in Human Services which includes courses like      1       2     3     4      5
    community services, justice studies, social sciences


12a.      Does your company / organisation subsidise either partially or wholly the university
          study programs of your employees?

     1. Yes
     2. No
     3. Don’t Know

Ask if code 1 at Q12a
12b.    What advantages does this have for your business or organisation? What other
        advantages? (PROBE FULLY)

     1. Develop staff / increase knowledge and skills
     2. Inspires loyalty to organisation and more satisfaction

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      3.    Adds value to the company
      4.    Secures quality employees / greater expertise
      5.    Keep current with changes in industry / business
      6.    Other (specify)
      7.    Don’t know


           Ask all
13.         At which university(s) if any, have you undertaken any undergraduate or postgraduate
            degrees? (UNPROMPTED) (MULTIPLE RESPONSES ALLOWED) (PROBE
            FULLY) Any others?

                 12.   QUT
                 13.   University of QLD
                 14.   Griffith University
                 15.   Bond University
                 16.   University of Southern Queensland
                 17.   Australian Catholic University
                 18.   Other Qld university
                 19.   Other Australian university outside QLD
                 20.   Overseas university
                 21.   Other specify
                 22.   Don’t have a degree
                 23.   Not sure/Won’t answer


14.         Which Brisbane universities can you recall seeing or hearing any advertising or
            promotion for in the past few months? Any others? (UNPROMPTED) (MULTIPLE
            RESPONSES ALLOWED)

            1.   QUT
            2.   University of Qld
            3.   Griffith University
            4.   Australian Catholic University
            5.   Other/specify
            6.   None


For each university mentioned at Q14 say:
15.     Where do you recall this advertising or promotion for (computer to insert name of
        uni)? (UNPROMPTED) (MULTIPLE RESPONSES ALLOWED) Anywhere else?

      1.    Television advertising
      2.    Newspaper advertising
      3.    Billboard or outdoor advertising
      4.    Radio advertising
      5.    Magazine advertising
      6.    Letter or article received at home in the mail
      7.    Other/specify

Ask all
16.     What line does QUT use to describe itself in its advertising? (UNPROMPTED)
        (SINGLE RESPONSE)



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           1. A university for the real world
           2. Other/specify
           3. No recall of slogan


17.        [That’s right] QUT has used the slogan “A university for the real world” for several
           years now. Please say whether you agree or disagree with statements that other
           people have made about this slogan and the way it has been used in promotion. The
           first statement is [ ]. Do you agree or disagree with this statement?

                                                                                       Agree      Disagree
      1. The slogan says that QUT prepares students for the job market                  1            2
      2. The slogan says that QUT lecturers have practical “real world”                 1            2
         experience
      3. The slogan says that QUT adapts with the changing world.                       1            2
      4. The slogan suggests a positive image for QUT                                   1            2
      5. The slogan is a credible one                                                   1            2
      6. The slogan says that QUT is relevant to the needs of professionals who         1            2
         are considering postgraduate study
      7. The slogan suggests that QUT has a global focus                                1            2
      8. The slogan says research by QUT academics is more focused than at              1            2
         other universities on solving real world problems


18a        When I mention the Design professions, what courses (if any) do you think that QUT
           is renowned for? Any others? (UNPROMPTED) (PROBE FULLY) (IF
           NECESSARY SAY: By renowned for, we mean really well known for in that area of
           study)

      1.   Architecture
      2.   Interior Design
      3.   Industrial Design
      4.   Urban/Regional Planning
      5.   Landscape Architecture
      6.   Other (specify)
      7.   None
      8.   Don’t know


18b        When I mention the Science professions, what courses (if any) do you think that QUT
           is renowned for? Any others? (UNPROMPTED) (PROBE FULLY)

      1.   Chemistry/Physics
      2.   Maths
      3.   Radiography
      4.   Biotechnology/Life Science
      5.   Environmental Science
      6.   Natural Resource Science/Geology
      7.   Other (specify)
      8.   None
      9.   Don’t know




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18c        When I mention the Health professions, what courses (if any) do you think that QUT
           is renowned for? Any others? (UNPROMPTED) (PROBE FULLY)

      1.   Nursing
      2.   Optometry
      3.   Podiatry
      4.   Sports Science/Human Movements
      5.   Psychology
      6.   Public Health
      7.   Other (specify)
      8.   None
      9.   Don’t know


18d        When I mention the Business professions, what courses (if any) do you think that
           QUT is renowned for? Any others? (UNPROMPTED) (PROBE FULLY)

      1.   Accountancy
      2.   Economics
      3.   Banking/Finance
      4.   Management
      5.   Marketing
      6.   Other (specify)
      7.   None
      8.   Don’t know


18e        When I mention the Engineering professions, what courses (if any) do you think that
           QUT is renowned for? Any others? (UNPROMPTED) (PROBE FULLY)

      1.   Civil Engineering
      2.   Electrical/electronic Engineering
      3.   Mechanical Engineering
      4.   Construction Management
      5.   Other (specify)
      6.   None
      7.   Don’t know


19.        To the best of your knowledge, does the company or organisation that you work for
           ever use the services of a university for the purpose of developing new systems,
           processes or technologies?

      1. Yes
      2. No
      3. Not sure


20.        a. In recent times, has your organisation ever used a university for professional
                      education services?
                   1. Yes
                   2. No
                   3. Don’t know




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            b. (IF CODE 1 AT 20a, ask) Which university(s) was that? (UNPROMTED)
                      (MULTIPLE RESPONSES ALLOWED)

      1.    QUT
      2.    University of QLD
      3.    Griffith University
      4.    Bond University
      5.    University of Southern Queensland
      6.    Australian Catholic University
      7.    Other QLD university
      8.    Other Australian university outside QLD
      9.    University TAFE
      10.   Professional organisation in association with a university
      11.   Other (specify)

If code 1 Question 20a, ask Q21
If codes 2 or 3 at Question 20a, skip to Q22.

21.         How satisfied were you with the professional education service you received from
            (INSERT NAME OF EACH UNIVERSITY MENTIONED AT QUESTION 20)? (If
             the respondent did not attend the service personally, ask ‘What do you think was the
            general level of satisfaction was for those who did attend the service?’). Would you
            say you / they were…?

            1.   Very satisfied
            2.   Quite satisfied
            3.   Somewhat unsatisfied
            4.   Very unsatisfied
            5.   DK (DO NOT READ)

Ask all
22.     How could professional education services or programs, in general, be improved to
        suit your organisation’s needs? (UNPROMPTED) (MR) (PROBE FULLY)

                 1.    smaller classes
                 2.    more opportunity for questions
                 3.    schedule times for classes around work hours
                 4.    more information covered in the time
                 5.    more relevant to the workplace
                 6.    more flexible schedule times for attending
                 7.    more information on the benefits of attending
                 8.    more information available on how to apply / enroll
                 9.    easier to access information on what courses / sessions are available
                 10.   larger classes
                 11.   other (specify)
                 12.   current professional education services do not need to be improved
                 13.   don’t know

These final couple of questions are for classification purposes.

23.         Which of the following broad age groups would you fall? (SINGLE RESPONSE)

      1. Under 24 years
      2. 25-29 years
      3. 30-39 years

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      4. 40-49 years
      5. 50-59 years
      6. 60 years or over


Q24         In which industry does your business operate? (SR)

      1.    Law
      2.    Computing/ Information technology
      3.    Finance/Insurance/Property/Bus services
      4.    Retail trade/Accommodation/Cafes & Restaurants
      5.    Personal and other services
      6.    Wholesale trade/Transport & Storage
      7.    Health & Community Services/ Recreation
      8.    Education
      9.    Government Administration
      10.   Construction/Manufacturing

                                         Thank and close.




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appendix D – sub group analysis by faculty for potential undergraduates

Sub-group differences of note:
FACTORS MOTIVATING STUDY AT UNIVERSITY (question 2):

      Sub-group differences:
                • Students wishing to study education are more likely than average to report wanting to study subjects enjoyed at school and being
                    encouraged by a career / guidance officer as motivating factors in their decision to study at university
                • School leavers that wish to study law are more likely than average to report wanting to get a job with a good salary as a motivator in
                    their decision to undertake study at university, but are less likely than average to report being encouraged by a career / guidance
                    officer at school as a motivating factor
                • Intending arts students are more likely than average to report that
                        o the ability to do more study without having to decide immediately on a career path
                        o the potential to work overseas
                        o being encouraged by university staff
                        o being encouraged by a career / guidance officer
                    are factors which motivate their decision to attend university.


UNIVERSITIES CONTACTED FOR INFORMATION (question 3):

      Sub-group differences:
                • Students intending to study arts, business, or creative industries are more likely than average to be report contacting Griffith
                    University
                • Those looking to study business or law are more likely than average to report contacting Bond University for information
                • School leavers wishing to study arts or education in 2007 are more likely than average to report contacting ACU for information.




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UNIVERSITY NOMINATED AS FIRST PREFERENCE (question 5a):

          Sub-group differences:
                    • QUT is most likely to be listed as the first preference by those intending to study business, IT, and creative industries.


FACTORS MOTIVATING QUT AS 1st PREFERENCE (question 9):

          Sub-group differences:
                    • Students intending to study business at QUT in 2007 are more likely than average to state the academic reputation of the university as
                        a motivating factor in their decision to list QUT as their first preference.


Detailed findings:




                                                                                                                                                                          Social Sci.
                                                                                                                                                                          Humanit.&
                                                                           TOTAL




                                                                                                                                                                                                  Creative
                                                                                                                                                     Science



                                                                                                                                                               Environ
                                                                                                                    Educat.




                                                                                                                                                                                        Service
                                                                                                                                                                                        Human



                                                                                                                                                                                                  Indust.
                                                                                                                              Health
                                                                                                 Engin.




                                                                                                                                                                Built
                                                                                                            Bus.
                                                                                     Arts




                                                                                                                                              Law
                                                                                                                                       IT
Base                                                                      191          49           34         60       33       49     16*     40       37     18*          21          12*        42
                                                                                                                                  % of respondents
Question 1: Sex of respondent
Male                                                                       30          20           56         38       15       18     56     30        27     39            5          17         19
Female                                                                     70          80           44         62       85       82     44     70        73     61           95          83         81

       * Indicates that this group is too small to perform significance tests against the average
         Items that are bolded are significantly different to the average at at least the 95% confidence interval




                                                                                                                                                                         QUT Market Research Study 2006
                                                                                                                                                                                 QUT & BCM Partnership
                                                                                                                                                                                                    285




                                                                                                                                                                         Social Sci.
                                                                                                                                                                         Humanit.&
                                                                           TOTAL




                                                                                                                                                                                                 Creative
                                                                                                                                                     Science



                                                                                                                                                               Environ
                                                                                                                    Educat.




                                                                                                                                                                                       Service
                                                                                                                                                                                       Human



                                                                                                                                                                                                 Indust.
                                                                                                                              Health
                                                                                                 Engin.




                                                                                                                                                                Built
                                                                                                            Bus.
                                                                                     Arts




                                                                                                                                              Law
                                                                                                                                       IT
Base (all potential undergraduates)                                       191          49           34         60       33       49     16*     40       37     18*         21          12*        42
                                                                                                                                  % of respondents
♦Question 2: factors motivating study
(NET IMPORTANCE)
a. To help get a job in a career of interest                              100          99          100        100     100       100    100     100       97     100       100           100       100
b. Wanting to study subjects that you enjoy at
                                                                           84          92           74         85       97       82     75     80        73     83          95          92         93
   school
c. Being encouraged by your career/guidance
                                                                           41          57           35         32       58       43     31     20        30     50          62          58         52
   officer at school
d. Having done work experience in a
                                                                           57          55           59         55       61       59     63     50        54     61          57          58         62
   professional area that you’d like to study
e. Wanting to get a job with a good salary                                 88          94           91         90       85       88     94     98        97     94          90          100        81
f. Being encouraged by friends already at
                                                                           54          61           65         57       55       47     69     53        46     56          43          67         52
   university
g. Being encouraged by school friends                                      60          71           68         55       61       57     75     53        57      56         67           67        69
h. Being encouraged by university staff                                    52          67           47         55       64       43     44     48        38      67         71           42        64
i. Being encouraged by your parents                                        76          73           71         73       73       76     63     80        81      83         62           75        76
j. Wanting to gain access to university facilities                         73          84           74         80       79       67     81     73        62      89         76           83        79
k. The potential to work overseas                                          71          86           62         75       73       63     56     73        59      78         81           83        76
l. For interest                                                            93          94           94         90       91       94    100     90        89     100         95          100        93
m. Being able to do more study without having
                                                                           74          88           74         80       64       69     63     73        65     61          71          75         83
   to decide immediately on a career path

       * Indicates that this group is too small to perform significance tests against the average
         Items that are bolded are significantly different to the average at at least the 95% confidence interval
         Please note that respondents were allowed to give multiple responses for this question




QUT Market Research Study 2006
QUT & BCM Partnership
286




                                                                                                                                                                         Social Sci.
                                                                                                                                                                         Humanit.&
                                                                          TOTAL




                                                                                                                                                                                                 Creative
                                                                                                                                                    Science



                                                                                                                                                              Environ
                                                                                                                   Educat.




                                                                                                                                                                                       Service
                                                                                                                                                                                       Human



                                                                                                                                                                                                 Indust.
                                                                                                                             Health
                                                                                                Engin.




                                                                                                                                                               Built
                                                                                                           Bus.
                                                                                    Arts




                                                                                                                                             Law
                                                                                                                                      IT
Base (all potential undergraduates)                                      191          49           34         60       33       49     16*     40       37     18*          21          12*        42
                                                                                                                                 % of respondents
♦Question 3: Universities contacted for
information
QUT                                                                       90          90           85         93       94       92    100     83        84     94           95          100        93
University of Queensland                                                  70          76           76         72       67       71     56     73        78     67           90           83        71
Griffith University                                                       50          63           24         62       61       55     63     45        46     28           52           50        64
Other QLD University                                                       9          14           12          5       15       12     25     10         8     11           19           17        12
University o