Australian Graduate Survey is administered to graduates approximately four months following the completion of their course. There are three distinct components of the AGS:
- Graduate Destination Survey (GDS) - looks at graduates' employment and further study activity four months after completion of their course
- Course Experience Questionnaire (CEQ) - explores graduates' perceptions on their course and teaching staff
- Postgraduate Research Experience Questionnaire (PREQ) - seeks feedback from research postgraduates' on their experience in their higher degree course
The AGS is nationally coordinated by Graduate Careers Australia (GCA). Survey Services manages the ECU campaign; codes responses from graduates and organises the final submission of ECU's data set.
Universities are required to achieve a 50% response rate in order to make any public use of their data. ECU’s response rates are typically around the national average, or above, and in the range of 55% to 62% depending on the cohort, or GDS/CEQ focus.
Access to ECU results for both GDS and CEQ is available via the EIM data warehouse which now hosts a number of managed reports. Please contact your School, or the data warehouse team (email@example.com) for assistance.
AGS data is used in a range of university reporting, and also feeds into the My University website, and the Good Universities Guide.
Graduate Destination Survey (GDS)
Graduate outcomes are coded by the GCA to a single most appropriate category for reporting purposes. The most commonly reported measure from the GDS is the percentage of ‘available’ graduates who are in full-time work at the time of the survey. Available means those who are in or seeking full-time work. It is common for GDS data to be reported only for domestic graduates, and frequently just for bachelor-level qualifications.
Course Experience Questionnaire (CEQ)
The CEQ is typically reported in terms of three core scales (strictly speaking, two scales and a single item): The composition of these scales is as shown below.
|Good teaching|| |
The staff put a lot of time into commenting on my work.
|GTS03||The teaching staff normally gave me helpful feedback on how I was going.|
|GTS10||The teaching staff of this course motivated me to do my best work.|
|GTS15||My lecturers were extremely good at explaining things.|
|GTS16||The teaching staff worked hard to make their subjects interesting.|
|GTS27||The staff made a real effort to understand difficulties I might be having with my work.|
|Generic skills||GSS06||The course helped me develop my ability to work as a team member.|
|GSS14||The course sharpened my analytic skills.|
|GSS23||The course developed my problem-solving skills.|
|The course improved my skills in written communication.|
|GSS42||As a result of my course, I feel confident about tackling unfamiliar problems.|
|GSS43||My course helped me to develop the ability to plan my own work.|
|Overall satisfaction scale||OS149||Overall, I was satisfied with the quality of this course.|
Graduates can respond on up to two majors, and use a five-point Likert agree-disagree scale (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)
CEQ reporting can use a range of metrics:
- % Agreement: the proportion of responses which are ‘agree’ or ‘strongly agree’
- % Broad Agreement: the proportion of responses which are ‘neither agree nor disagree’, ‘agree’ or ‘strongly agree’.
- Mean Scale Score: this is based on a mapping of the five response categories to -100, -50, 0, 50, 100.
- Other metrics: various Commonwealth Government reports, including the My Universities website, use a metric which can be seen as a compromise between % Agreement and % Broad Agreement.
The first of these, % Agreement, tends to be the most commonly reported metric in the sector. The GCA recommends a general rule of thumb that differences of less than 5 points are not likely to be of ‘practical interest’.