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- Age-standardised Participation
- An age-standardised participation rate is one where all subgroups being compared are artificially given the same age distribution. As participation is highest in the 18 to 24 age group, standardising for age removes any differences due to one group having a younger or older population than other groups. As such, it is an artificial measure, but it does provide an estimate of how groups might more fairly compare if they had the same age distribution.
- Ethnic Groups
- All ethnic data is presented on the basis of total response ethnic groups. Collection of ethnicity data in the Census and tertiary education sector allows for respondents to provide more than one response. Total response counts the total number of responses for each ethnic group. Using this approach means that all people who relate to each group are counted. However, it also means that the total across the ethnic groups will be greater than the total number of people represented, due to multiple responses.
- Field of Study
- Field of study is reported according to the New Zealand Standard Classification of Education. In the sections on qualification completions, postgraduate qualifications that were coded to Mixed Field Programmes have been recoded where possible to a subject-based field using the main subject codes for the student provided by the TEO. This corrects the problem that the majority of research-based postgraduate qualifications are classified as mixed-field, irrespective of the subject-base of the research.
- Formal Tertiary Education
- Formal tertiary education covers all students who are studying towards a recognised qualification in the tertiary education sector, irrespective of the type of funding received. It includes Training Opportunities, Youth Training, Skill Enhancement and industry training courses undertaken through a tertiary education provider. International students are included, unless otherwise stated. On-the-job industry training and Modern Apprenticeships are not included, nor are STAR and Gateway students. It also excludes non-formal study, including most adult and community education.
- July 31 and Full-year Counts
- This report uses counts of participation in tertiary education as at 31 July each year for qualifications level data. This data provides a snapshot count of students enrolled for qualifications at that date. Full-year data is used for analysis of course participation. This data counts everyone who participated during the academic year.
- Participation Rate
- Actual participation rates represent the number of students divided by the corresponding population. For example, the number of Māori students divided by the total Māori population. (See also Age-standardised participation.)
- Research Types
- The Statistics New Zealand Survey of Research and Development divides research into:
Pure basic research – research carried out for the advancement of knowledge, without seeking long-term economic or social benefits or making any effort to apply the results to sectors responsible for their application.
Strategic research – research carried out with the expectation that it will produce a broad base of knowledge likely to form the basis of the solution to recognised or expected, current or future problems or possibilities.
Applied research – research and investigation undertaken in order to acquire new knowledge. It is, however, directed primarily towards a practical aim or objective. For the purposes of the Research and Development Survey, applied research also encompasses experimental development. Experimental development is systematic work, drawing on knowledge gained from research and practical experience, that is directed at producing new materials, products and devices; installing new processes, systems and services; or improving substantially those already produced or installed.
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- First-year attrition
- The percentage of students starting a qualification in one year who have not completed or are not enrolled in the following year. Where first-year attrition rates are shown by level, it is the percentage who have not completed or further enrolled at that level.
- Direct higher progression
- The percentage of students completing a qualification who are enrolled in the following year in a higher-level qualification. A higher- level qualification means a qualification that is the next band up or higher, as presented in the data. Students who move to a higher-level qualification without completing a lower-level qualification are not included in this indicator.
- Counting students
- All student counts are for enrolments over the full academic year, unless otherwise stated. Students are counted on the basis of unique individuals. Where data is presented in categories, students are counted in each category they appear in during the year, such as level and field of qualification. This means the sum of the categories may exceed the total number of individuals.
- EFTS (Equivalent full-time student)
- EFTS is a unit for counting tertiary student numbers. The basis of EFTS is that a student taking a normal year’s full-time study counts as a 1.0 EFTS unit or the equivalent of 120 credits on the National Qualifications Framework. The courses taken by part-time students are proportions of 1.0 EFTS unit e.g. 0.75 EFTS.
- Formal student
- For the purposes of statistical reporting, a tertiary student is considered to be a formal student when enrolled at a tertiary education provider in a formal programme of study of more than one week’s full-time duration (i.e. an EFTS value greater than 0.03). The programme must lead to a qualification approved by an authorised certifying body or issued by an institution.
Data on formal students currently excludes on-job industry training (where there is no enrolment with an education provider) and students at PTEs that neither received tuition subsidies nor offered courses approved for student loans and/or allowances during the year (where the Ministry of Education does not collect full-year data).
- Index
- An index is a way of comparing two or more dissimilar sets of numbers over time. In some places in this report, completions and enrolments are indexed to the value of 100 in a given year to compare relative growth. In effect, the index shows how many completions and enrolments there would be in each of the following years, if there were exactly 100 completions and 100 enrolments in the reference year.
- Profiles analysis
- The analysis of profiles looked at the organisational objectives expressed in the 2005/07 and 2006/08 profiles of all TEIs and a random sample of 12 ITOs. Each objective was coded to one aspect of the TES and assessed as to whether it expressed an intent for change or maintenance of the status quo. Only change-focused objectives are counted in the analysis presented in this report.
This analysis is intended to provide a broad picture of strategic change in the tertiary education sector, from the perspective of governance and management. As such, several limitations of this analysis must be noted.
- Profiles are very much developing documents.
- Profiles reflect a governance and senior management perspective of the organisation. The fact that a profile is silent on an aspect of the TES does not necessary mean that the organisation is not contributing in that area.
- Profiles vary in the extent to which they fully reflect the activities of the organisation.
- The analysis is subject to the interpretation of the researcher of the statements made in the profile.
- It is difficult to judge from the profiles how much TEOs are representing existing strategies within the framework of the TES or are actively reshaping their strategies to respond to the TES.
- This analysis needs to be read in the context of other information presented in this report.
- Stakeholder research
- The stakeholder research was conducted by a research team based at Waikato Insitute of Technology, under contract to the Ministry of Education. The research focused on the engagement of business, industry, Māori and Pasifika communities with tertiary education providers. The research involved:
- analysis of the level of engagement with stakeholders expressed in 2005/07 profiles of tertiary education providers
- a follow-up survey with tertiary education providers to gain additional information
- focus groups with selected stakeholders.
| The purpose of these pages is to provide updated and expanded data on the monitoring indicators. Please note that the data has not necessarily been subject to a full quality assurance process and may be revised from time to time. |
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