Frequently asked questions about the CEQ
- Why does the ITL (re)analyze the CEQ data?
- When are the CEQs filled in?
- What CEQ data does the ITL report?
- What is the difference between the CEQ and the SCEQ?
- What are the CEQ Factor Scales?
- How valid is the CEQ?
- Who can I talk to about the Facutly's CEQ results?
- How many graduate respond to the survey?
- How are the CEQ Field of Study Categories assigned to Faculties?
1. Why does ITL (re)analyse the CEQ data?
The Course Experience Questionnaire gathers data on the teaching and learning experiences of graduates of all Australian Universities. The national data set is analyzed and reported by a national body, The GCA by institution and by field of study. The national results of the CEQ survey are publicly available on the GCA website.
In addition to this national reporting system, The Institute for Teaching and Learning analyses and reports the CEQ data from University of Sydney graduates provided by the GCA. The data reported on the GCA website is based on field of study and discipline, rather than faculty. This is because students indicate their field of study on the CEQ rather than course or faculty. Different 'fields of study' fall within different faculties at the various Australian universities. As such the 'Field of Study' data reported on the GCA website does not always translate directly to the University of Sydney faculties. In order to allow faculties to make sense of the University's CEQ data the ITL analyses and reports the University's CEQ data using the Field of Study to Faculty mappings provided by the University's Planning Support Office.
The ITL provides this CEQ information for the university community to use as a basis for planning improvements to teaching at a faculty level. The data reported on the ITL website is intended to support faculties in researching and developing teaching and learning improvements, and is not used by the ITL for any other purpose. The Planning Support Office uses some CEQ factor scale results in calculating Faculty Teaching Performance Indicators.
2. When are the CEQs filled in?
In May each year, the survey (which includes the CEQ survey) is mailed to the previous semester 2 graduating students. Data collection is completed in August. In October each year the AGS is mailed to Semester 1 students in that year - following the same processes. The GCA publishes the results in February the following year. This means that the reports of graduating students' experiences are not usually available until at least a year after they finish their courses.
The ITL CEQ reports use responses obtained from graduates of the University of Sydney who completed their courses in the previous year (ie the 2000 reports are for students who completed in 1999). The ITL reports use the GCA data and are therefore usually published shortly after the GCA reports. As an example: the 2000 reports are for graduates who completed their courses in 1999. The data is collected during 2000 and the reports are published in 2001.
3. What CEQ data does the ITL report?
In completing
the survey, graduates are asked to indicate the extent to which they agree
or disagree with each of 25 propositions using a five-point scale where
'1' represents strong disagreement and '5' indicates strong agreement.
The intervening points on the scale (2,3,4) do not have value anchors.
The items relate to five aspects of students' experience of their courses.
Respondents are also asked to answer two questions in their own words:
What were the best aspects of your course? and What aspects of your
course are most in need of improvement?
The ITL reports the University of Sydney results for the items and the CEQ factor scales: for the University as a whole, for each of the three Colleges and for each Faculty. Various report formats are available. The "Factor Scale Report" summarizes the data for each factor scale. The data is reported as the proportion of students who agreed or disagreed, that their experience of their course was educationally positive. There is now a considerable body of research which links students' positive perceptions on these key factors, with more effective student approaches to learning, and better quality student learning outcomes. The Item Report and the Detailed Report summarize the data for each item, both as proportion of students who assigned each rating and the mean and standard deviation of the responses.
The students' comments for the two open response items are typed by the ITL and provided to individual faculties as a searchable access database file.
4. What is the difference between the CEQ and the SCEQ?
The CEQ is a national survey administered by independent body the Graduate Careers Council of Australia (GCA). It is a survey of graduates of all Australian universities. CEQ results are reported at least a year after the graduates actually finish their courses. The SCEQ - The Student Course Experience Questionnaire - is a survey of current University of Sydney students. It uses the CEQ factor scale items plus some additional items drawn from CEQ survey research and development work as well as items that are particularly relevant to The University of Sydney context. The SCEQ was developed by the Institute for Teaching and Learning for use at The University of Sydney and the ITL has administered the SCEQ annually between 1999 and 2003, the SCEQ will be administered bi-annually.
5. What are the CEQ Factor Scales?
(Source: Ainley & Johnson (2000), The Course Experience Questionnaire 2000 Interim Report, ACER).
From 2002, the University of Sydney has gathered students' perceptions on Good Teaching, Generic Skills and overall satisfaction. The SCEQ is used to survey students' perceptions on the five original CEQ scales, plus the newly developed Learning Community Scale, developed in 2000 by the University of Melbourne Centre for the Study of Higher Education.
The CEQ survey gathers data on students' perceptions of their course using 25 items, which aggregate to five factors: 1) Good Teaching, 2) Clear Goals and Standards, 3) Appropriate Workload, 4) Appropriate Assessment and 5) Generic Skills:
Up to 2001, the CEQ gathered data on students' perceptions of their course using 25 items, which aggregate to five factors:
1. The Good Teaching Scale (GTS) - six items
| 3. | The teaching staff of this course motivated me to do my best work. | ||
| 7. | The staff put a lot of time into commenting on my work. | ||
| 15. | The staff made a real effort to understand difficulties I might be having with my work | ||
| 17. | The teaching staff normally gave me helpful feedback on how I was going. | ||
| 18. | My lecturers were extremely good at explaining things. | ||
| 20. | The teaching staff worked hard to make their subjects interesting. |
The Good Teaching Scale is characterised by practices such as providing students with feedback on their progress, explaining things, making the course interesting, motivating students, and understanding students' problems. There is a body of research linking these practices to learning outcomes. High scores on the Good Teaching Scale are associated with the perception that these practices are present. Lower scores reflect a perception that these practices occur less frequently.
2. The Clear Goals and Standards Scale (CGS) - four items
| 1. | It was always easy to know the standard of work expected. | ||
| 6. | I usually had a clear idea of where I was going and what was expected of me in this course. | ||
| 13.r | It was often hard to discover what was expected of me in this course. | ||
| 24. | The staff made it clear right from the start what they expected from students. | ||
(r= item scoring reversed to allow for negative phrasing) |
|||
Even though the establishment of clear goals and standards in a course could be considered part of good teaching in a broader sense, it would be possible to utilise the practices encompassed by the Good Teaching Scale but fail to establish clear goals for the course and clear expectations of the standard of work required from students.
3. The Appropriate Assessment Scale (AAS) - three items
| 8.r | To do well in this course all you really needed was a good memory. | ||
| 12.r | The staff seemed more interested in testing what I had memorised than what I had understood. | ||
| 19.r | Too many staff asked me questions just about facts. | ||
(r= item scoring reversed to allow for negative phrasing) |
|||
This scale concentrates on one particular aspect of assessment and is not exhaustive in its measurement of assessment approaches. It focuses on the extent to which assessment emphasized recall of factual information rather than higher order thinking. Embedded in the Appropriate Assessment Scale is the assumption that assessment which does not focus on factual recall concentrates instead on higher order processes.
4. The Appropriate Workload Scale (AWS) - four items
| 4.r | The workload was too heavy. | ||
| 14. | I was generally given enough time to understand the things I had to learn. | ||
| 21.r | There was a lot of pressure on me to do well in this course. | ||
| 23.r | The sheer volume of work to be got through in this course meant it couldn't all be thoroughly comprehended. | ||
(r= item scoring reversed to allow for negative phrasing) |
|||
High scores on the Appropriate Workload Scale indicate reasonable workloads. These are graduates who disagree with the proposition that The workload was too heavy and who agree that I was generally given enough time to understand the things I had to learn. The evidence from research on student learning is that heavy workloads require students to adopt an approach to learning which emphasizes skimming across the surface of topics, without being able to spend the time to truly engage and understand the material they are meant to be learning.
5. The Generic Skills Scale (GSS) - six items
| 2. | The course developed my problem-solving skills. | ||
| 5. | The course sharpened my analytic skills. | ||
| 9. | The course helped me develop my ability to work as a team member. | ||
| 10. | As a result of my course, I feel confident about tackling unfamiliar problems. | ||
| 11. | The course improved my skills in written communication. | ||
| 22. | My course helped me to develop the ability to plan my own work. |
The Generic Skills Scale is an attempt to take into account the extent to which university courses add to the generic skills that their graduates might be expected to possess. Discipline-specific skills and knowledge are often crucial to prospects for employment and further study. Nevertheless, the emphasis on generic skills stems from the belief that knowledge quickly becomes obsolete, and generic skills that may have been acquired in the learning process should endure and be applicable in a broader context. Skills typically identified in this context include communication skills, the capacity to learn new skills and procedures, the capacity to make decisions and solve problems, the ability to apply knowledge to the workplace, and the capacity to work with minimum supervision.
There is one additional item, not used in analysis. Item 16: 'The assessment methods employed in this course required an in-depth understanding of the course content', is a new item being piloted to replace an item which did not load unambiguously on any single scale.
The Overall Satisfaction Item (OSI)
| 25. | Overall, I was satisfied with the quality of this course. |
This single item asks graduates about their overall level of satisfaction with their degree course.
6. How valid is the CEQ?
The CEQ is based on over 20 years of international survey development and research. It is possibly the best researched student survey tool in use in Australia. It continues to be refined through the development of additional items and scales. Information on the survey's psychometric properties including reliability and validity is available on the GCA website.
The CEQ has attracted many critics over the years, however it has stood the test of time. Numerous research studies have concluded that the factor scales and the survey items they derive from are valid across repeated administrations to different cohorts.
7. Who can I talk to about the Faculty's CEQ results?
Each faculty Dean has nominated a member of the faculty to participate in the Evaluation and Quality Assurance Working Group convened by the ITL in 2000. Details of the EQA Group and a list of the current members is available on the ITL's Teaching Evaluation and Enhancement web site. Your faculty representative in this group is the person to whom the CEQ Open Response Comments are returned and with who the ITL liaises to support the faculty in using data such as the CEQ results to support and inform teaching improvement initiatives. Your faculty representative is a good person to contact to discuss the CEQ data.
8. How many graduates respond to the survey?
Each year the AGS is mailed to over 9000 University of Sydney graduates. The University of Sydney consistently achieves a response rate of greater than 50%.
9. How are the CEQ Field of Study Categories assigned to Faculties?
The data returned to the University by the GCA is based on field of study, rather than faculty. This is because students indicate their field of study on the CEQ form and provide feedback based on this field of study not their course or faculty. Different 'fields of study' fall within different faculties at the various Australian universities. As such the 'Field of Study' data reported on the GCA website does not always translate directly to the University of Sydney faculties. In order to allow faculties to make sense of the University's CEQ data, the ITL analyses and reports the University's CEQ data using the Field of Study to Faculty Mapping provided by the University's Planning Support Office.
The mapping of a graduate's field of study to a University of Sydney faculty may be different to that suggested by their enrolment. For example, if someone was enrolled in Arts, but indicated their field of study on the CEQ form as Psychology, then they are included in the Science faculty, based on the Planning Support Office's mapping. As another example, all Arts graduates who indicated their first major as Personnel Management or Banking and Finance, are assigned to Economics and Business.
Table 1 shows how fields of study are allocated to Faculties by the Planning Support Office.
Some multidisciplinary courses and fields of study clearly represent the involvement of more than one University of Sydney faculty. Table 1 also shows the way that the University of Sydney Planning Support Office field of study mapping is used to assign the CEQ responses, where more than one faculty is involved. The data may be allocated to up to three faculties; for example, Medical Science as a field of study is assigned to Science, Medicine, and Health Sciences.
Some other examples:
- Responses from graduates who indicated Music as their field of study are counted both in The Conservatorium and Arts
- Responses listing Horticulture as field of study are counted in both Agriculture and Rural Management.
If you would like to discuss the mapping conventions used by The University please contact the Planning Support Office.
Table 1. Field Of Study to Faculty Mapping
| Code | Field | Faculty |
| 10000 | Natural and Physical Sciences | Science |
| 10100 | Mathematical Sciences | Science |
| 10101 | Mathematics | Science |
| 10103 | Statistics | Science |
| 10199 | Mathematical Sciences nec | Science |
| 10300 | Physics and Astronomy | Science |
| 10301 | Physics | Science |
| 10303 | Astronomy | Science |
| 10500 | Chemical Sciences | Science |
| 10501 | Organic Chemistry | Science |
| 10503 | Inorganic Chemistry | Science |
| 10599 | Chemical Sciences nec | Science |
| 10700 | Earth Sciences | Science |
| 10703 | Geology | Science |
| 10705 | Geophysics | Science |
| 10707 | Geochemistry | Science |
| 10709 | Soil Science | Agriculture, Food and Natural Resources |
| 10711 | Hydrology | Science |
| 10713 | Oceanography | Science |
| 10799 | Earth Sciences nec | Science |
| 10900 | Biological Sciences | Science |
| 10901 | Biochemistry and Cell Biology | Science |
| 10903 | Botany | Science |
| 10905 | Ecology and Evolution | Science |
| 10907 | Marine Science | Science |
| 10909 | Genetics | Science |
| 10911 | Microbiology | Science |
| 10913 | Human Biology | Science |
| 10915 | Zoology | Science |
| 10999 | Biological Sciences nec | Science |
| 19900 | Other Natural and Physical Sciences | Health Sciences |
| 19900 | Other Natural and Physical Sciences | Science |
| 19901 | Medical Science | Health Sciences |
| 19901 | Medical Science | Medicine |
| 19901 | Medical Science | Science |
| 19905 | Food Science & Biotechnology | Science |
| 19907 | Pharmacology | Medicine |
| 19907 | Pharmacology | Science |
| 19999 | Natural and Physical Sciences nec | Science |
| 20000 | Information Technology | Science |
| 20100 | Computer Sciences | Science |
| 20101 | Formal Language Theory | Science |
| 20103 | Programming | Science |
| 20105 | Computational Theory | Science |
| 20109 | Algorithms | Science |
| 20113 | Networks and Communications | Science |
| 20115 | Computer Graphics | Science |
| 20119 | Artificial Intelligence | Science |
| 20199 | Computer Science nec | Science |
| 20300 | Information Systems | Science |
| 20301 | Conceptual Modelling | Science |
| 20303 | Database Management | Science |
| 20305 | Systems Analysis and Design | Science |
| 20307 | Decision Support Systems | Science |
| 20399 | Information Systems nec | Science |
| 29900 | Other Information Technology | Science |
| 29901 | Security Science | Science |
| 29999 | Information Technology nec | Science |
| 30000 | Engineering and Related Technologies | Engineering |
| 30103 | Printing | Engineering |
| 30199 | Manufacturing Engineering and Technology nec | Engineering |
| 30300 | Processes and Resource Engineering | Engineering |
| 30301 | Chemical Engineering | Engineering |
| 30305 | Materials Engineering | Engineering |
| 30399 | Process and Resources Engineering nec | Engineering |
| 30500 | Automotive and Engineering Technology | Engineering |
| 30501 | Automotive Engineering | Engineering |
| 30503 | Vehicle Mechanics | Engineering |
| 30505 | Automotive Electrics and Electronics | Engineering |
| 30700 | Mechanical and Industrial Engineering and Technology | Engineering |
| 30701 | Mechanical Engineering | Engineering |
| 30705 | Toolmaking | Engineering |
| 30707 | Metal Fitting, Turning and Machining | Engineering |
| 30717 | Plant and Machine Operations | Engineering |
| 30799 | Mechanical and Industrial Engineering and Technology nec | Engineering |
| 30900 | Civil Engineering | Engineering |
| 30901 | Construction Engineering | Engineering |
| 30903 | Structural Engineering | Engineering |
| 30905 | Building Services Engineering | Engineering |
| 30907 | Water and Sanitary Engineering | Engineering |
| 30909 | Transport Engineering | Engineering |
| 30911 | Geotechnical Engineering | Engineering |
| 30913 | Ocean Engineering | Engineering |
| 30999 | Civil Engineering nec | Engineering |
| 31300 | Electrical and Electronic Engineering and Technology | Engineering |
| 31301 | Electrical Engineering | Engineering |
| 31303 | Electronic Engineering | Engineering |
| 31305 | Computer Engineering | Engineering |
| 31307 | Communications Technologies | Engineering |
| 31309 | Communications Equipment Installation and Maintenance | Engineering |
| 31311 | Powerline Installation and Maintenance | Engineering |
| 31313 | Electrical Fitting, Electrical Mechanics | Engineering |
| 31317 | Electronic Equipment Servicing | Engineering |
| 31399 | Electrical and Electronic Engineering and Technology nec | Engineering |
| 31500 | Aerospace Engineering and Technology | Engineering |
| 31501 | Aerospace Engineering | Engineering |
| 31503 | Aircraft Maintenance Engineering | Engineering |
| 31599 | Aerospace Engineering and Technology nec | Engineering |
| 39900 | Engineering and Related Technologies | Engineering |
| 39901 | Environmental Engineering | Engineering |
| 39903 | Biomedical Engineering | Engineering |
| 39905 | Fire Technology | Engineering |
| 39999 | Engineering and Related Technologies nec | Engineering |
| 40000 | Architecture and Building | Architecture, Design and Planning |
| 40100 | Architecture and Urban Environment | Architecture, Design and Planning |
| 40101 | Architecture | Architecture, Design and Planning |
| 40103 | Urban Design and Regional Planning | Architecture, Design and Planning |
| 40107 | Interior and Environmental Design | Architecture, Design and Planning |
| 40199 | Architecture and Urban Environment nec | Architecture, Design and Planning |
| 40300 | Building | Architecture, Design and Planning |
| 40301 | Building Science and Technology | Architecture, Design and Planning |
| 50000 | Agriculture, Environmental and Related Studies | Agriculture, Food and Natural Resources |
| 50000 | Agriculture, Environmental and Related Studies | Rural Management |
| 50100 | Agriculture | Agriculture, Food and Natural Resources |
| 50101 | Agricultural Science | Agriculture, Food and Natural Resources |
| 50105 | Animal Husbandry | Rural Management |
| 50199 | Agriculture nec | Agriculture, Food and Natural Resources |
| 50199 | Agriculture nec | Rural Management |
| 50300 | Horticulture | Agriculture, Food and Natural Resources |
| 50300 | Horticulture | Rural Management |
| 50301 | Horticulture | Agriculture, Food and Natural Resources |
| 50303 | Viticulture | Rural Management |
| 50700 | Fisheries Studies | Agriculture, Food and Natural Resources |
| 50700 | Fisheries Studies | Rural Management |
| 50701 | Aquaculture | Agriculture, Food and Natural Resources |
| 50701 | Aquaculture | Rural Management |
| 50799 | Fisheries Studies nec | Rural Management |
| 50900 | Environmental Studies | Rural Management |
| 50901 | Land, Parks and Wildlife Management | Rural Management |
| 50999 | Environmental Studies nec | Science |
| 59900 | Other Agriculture, Environmental and Related Studies | Agriculture, Food and Natural Resources |
| 59900 | Other Agriculture, Environmental and Related Studies | Rural Management |
| 59901 | Pest and Weed Control | Agriculture, Food and Natural Resources |
| 59999 | Agriculture, Environmental and Related Studies nec | Agriculture, Food and Natural Resources |
| 59999 | Agriculture, Environmental and Related Studies nec | Rural Management |
| 60000 | Health | Health Sciences |
| 60100 | Medical Studies | Medicine |
| 60101 | General Medicine | Medicine |
| 60103 | Surgery | Medicine |
| 60105 | Psychiatry | Medicine |
| 60107 | Obstetrics and Gynaecology | Medicine |
| 60109 | Paediatrics | Medicine |
| 60111 | Anaesthesiology | Medicine |
| 60113 | Pathology | Medicine |
| 60115 | Radiology | Medicine |
| 60117 | Internal Medicine | Medicine |
| 60119 | General Practice | Medicine |
| 60199 | Medical Studies nec | Medicine |
| 60300 | Nursing | Nursing |
| 60301 | General Nursing | Nursing |
| 60303 | Midwifery | Nursing |
| 60305 | Mental Health Nursing | Nursing |
| 60307 | Community Nursing | Nursing |
| 60309 | Critical Care Nursing | Nursing |
| 60311 | Aged Care Nursing | Nursing |
| 60313 | Palliative Care Nursing | Nursing |
| 60315 | Mothercraft Nursing and Family and Child Health Nursing | Nursing |
| 60399 | Nursing nec | Nursing |
| 60500 | Pharmacy | Pharmacy |
| 60501 | Pharmacy | Pharmacy |
| 60700 | Dental Studies | Dentistry |
| 60701 | Dentistry | Dentistry |
| 60705 | Dental Technology | Dentistry |
| 60799 | Dental Studies nec | Dentistry |
| 60900 | Optical Science | Health Sciences |
| 60901 | Optometry | Health Sciences |
| 60903 | Optical Technology | Health Sciences |
| 60999 | Optical Science nec | Health Sciences |
| 61100 | Veterinary Science and Related | Veterinary Science |
| 61101 | Veterinary Science | Veterinary Science |
| 61103 | Veterinary Assisting | Veterinary Science |
| 61199 | Veterinary Studies nec | Veterinary Science |
| 61300 | Public Health | Health Sciences |
| 61301 | Occupational Health and Safety | Health Sciences |
| 61303 | Environmental Health | Science |
| 61305 | Indigenous Health | Health Sciences |
| 61307 | Health Promotion | Health Sciences |
| 61309 | Community Health | Health Sciences |
| 61311 | Epidemiology | Science |
| 61399 | Public Health nec | Science |
| 61500 | Radiography | Health Sciences |
| 61501 | Radiography | Health Sciences |
| 61700 | Rehabilitation Therapies | Health Sciences |
| 61701 | Physiotherapy | Health Sciences |
| 61703 | Occupational Therapy | Health Sciences |
| 61705 | Chiropractic and Osteopathy | Health Sciences |
| 61707 | Speech Pathology | Health Sciences |
| 61709 | Audiology | Health Sciences |
| 61713 | Podiatry | Health Sciences |
| 61799 | Rehabilitation Therapies nec | Health Sciences |
| 61900 | Complementary Therapies | Pharmacy |
| 61901 | Naturopathy | Health Sciences |
| 61905 | Traditional Chinese Medicine | Pharmacy |
| 61999 | Complementary Therapies nec | Health Sciences |
| 69900 | Other Health | Science |
| 69901 | Nutrition and Dietetics | Science |
| 69903 | Human Movement | Education and Social Work |
| 69903 | Human Movement | Health Sciences |
| 69999 | Health nec | Education and Social Work |
| 69999 | Health nec | Health Sciences |
| 70000 | Education | Education and Social Work |
| 70100 | Teacher Education | Education and Social Work |
| 70101 | Teacher Education: Early Childhood | Education and Social Work |
| 70103 | Teacher Education: Primary | Education and Social Work |
| 70105 | Teacher Education: Secondary | Education and Social Work |
| 70107 | Teacher-Librarianship | Education and Social Work |
| 70109 | Teacher Education: Vocational Education and Training | Education and Social Work |
| 70111 | Teacher Education: Higher Education | Education and Social Work |
| 70113 | Teacher Education: Special Education | Education and Social Work |
| 70115 | English as a Second Language Teaching | Education and Social Work |
| 70117 | Nursing Education Teacher Training | Health Sciences |
| 70199 | Teacher Education nec | Education and Social Work |
| 70301 | Curriculum Studies | Education and Social Work |
| 70303 | Education Studies | Education and Social Work |
| 79900 | Other Education | Education and Social Work |
| 79999 | Education nec | Education and Social Work |
| 80000 | Management and Commerce | Economics and Business |
| 80100 | Accounting | Economics and Business |
| 80101 | Accounting | Economics and Business |
| 80300 | Business and Management | Economics and Business |
| 80301 | Business Management | Economics and Business |
| 80303 | Human Resource Management | Economics and Business |
| 80305 | Personal Management Training | Economics and Business |
| 80307 | Organisation Management | Economics and Business |
| 80309 | Industrial Relations | Economics and Business |
| 80311 | International Business | Economics and Business |
| 80313 | Public and Health Care Administration | Economics and Business |
| 80315 | Project Management | Economics and Business |
| 80317 | Quality Management | Economics and Business |
| 80321 | Farm Management and Agribusiness | Rural Management |
| 80323 | Tourism Management | Economics and Business |
| 80399 | Business and Management nec | Economics and Business |
| 80500 | Sales and Marketing | Economics and Business |
| 80501 | Sales | Economics and Business |
| 80505 | Marketing | Economics and Business |
| 80507 | Advertising | Economics and Business |
| 80509 | Public Relations | Economics and Business |
| 80599 | Sales and Marketing nec | Economics and Business |
| 80701 | Tourism | Economics and Business |
| 80999 | Office Studies nec | Economics and Business |
| 81100 | Banking, Finance and Related Studies | Economics and Business |
| 81101 | Banking and Finance | Economics and Business |
| 81103 | Insurance and Actuarial Studies | Economics and Business |
| 81105 | Investment and Securities | Economics and Business |
| 81199 | Banking, Finance and Related Fields nec | Economics and Business |
| 89900 | Other Management and Commerce | Economics and Business |
| 89901 | Purchasing, Warehousing and Distribution | Economics and Business |
| 89999 | Management and Commerce nec | Economics and Business |
| 90000 | Society and Culture | Arts |
| 90100 | Political Science and Policy Studies | Arts |
| 90100 | Political Science and Policy Studies | Economics and Business |
| 90101 | Political Science | Arts |
| 90101 | Political Science | Economics and Business |
| 90103 | Policy Studies | Arts |
| 90300 | Studies in Human Society | Arts |
| 90301 | Sociology | Arts |
| 90303 | Anthropology | Arts |
| 90305 | History | Arts |
| 90307 | Archaeology | Arts |
| 90309 | Human Geography | Arts |
| 90309 | Human Geography | Science |
| 90311 | Indigenous Studies | Arts |
| 90313 | Gender Specific Studies | Arts |
| 90399 | Studies in Human Society nec | Arts |
| 90500 | Human Welfare Studies and Services | Arts |
| 90501 | Social Work | Arts |
| 90503 | Children's Services | Arts |
| 90505 | Youth Work | Arts |
| 90507 | Care for the Aged | Arts |
| 90509 | Care for the Disabled | Arts |
| 90511 | Residential Client Care | Arts |
| 90513 | Counselling | Health Sciences |
| 90599 | Human Welfare Studies and Services nec | Arts |
| 90700 | Behavioural Science | Science |
| 90701 | Psychology | Science |
| 90799 | Behavioural Science nec | Arts |
| 90900 | Law | Law |
| 90901 | Business and Commercial Law | Law |
| 90903 | Constitutional Law | Law |
| 90905 | Criminal Law | Law |
| 90907 | Family Law | Law |
| 90909 | International Law | Law |
| 90911 | Taxation Law | Law |
| 90913 | Legal Practice | Law |
| 90999 | Law nec | Law |
| 91103 | Legal Studies | Law |
| 91301 | Librarianship and Information Management | Arts |
| 91303 | Curatorial Studies | Arts |
| 91500 | Language and Literature | Arts |
| 91501 | English Language | Arts |
| 91503 | Northern European Languages | Arts |
| 91505 | Southern European Languages | Arts |
| 91507 | Eastern European Languages | Arts |
| 91509 | Southwest Asian and North African Languages | Arts |
| 91511 | Southern Asian Languages | Arts |
| 91513 | Southeast Asian Languages | Arts |
| 91515 | Eastern Asian Languages | Arts |
| 91521 | Linguistics | Arts |
| 91523 | Literature | Arts |
| 91599 | Language and Literature nec | Arts |
| 91700 | Philosophy and Religious Studies | Arts |
| 91701 | Philosophy | Arts |
| 91703 | Religious Studies | Arts |
| 91900 | Economics and Econometrics | Economics and Business |
| 91901 | Economics | Economics and Business |
| 91903 | Econometrics | Economics and Business |
| 92100 | Sport and Recreation | Health Sciences |
| 92101 | Sport and Recreation Activities | Health Sciences |
| 92199 | Sport and Recreation nec | Health Sciences |
| 99900 | Other Society and Culture | Arts |
| 99903 | Criminology | Law |
| 100000 | Creative Arts | Sydney College of the Arts |
| 100100 | Performing Arts | Sydney College of the Arts |
| 100101 | Music | Arts |
| 100101 | Music | Sydney Conservatorium of Music |
| 100103 | Drama and Theatre Studies | Arts |
| 100199 | Performing Arts nec | Sydney College of the Arts |
| 100300 | Visual Arts and Crafts | Sydney College of the Arts |
| 100301 | Fine Arts | Arts |
| 100303 | Photography | Sydney College of the Arts |
| 100305 | Crafts | Sydney College of the Arts |
| 100307 | Jewellery Making | Sydney College of the Arts |
| 100399 | Visual Arts and Crafts nec | Sydney College of the Arts |
| 100500 | Graphic Arts and Design Studies | Sydney College of the Arts |
| 100501 | Graphic Arts and Design Studies | Sydney College of the Arts |
| 100503 | Textile Design | Sydney College of the Arts |
| 100505 | Fashion Design | Sydney College of the Arts |
| 100599 | Graphic and Design Studies nec | Sydney College of the Arts |
| 100700 | Communications and Media Studies | Arts |
| 100701 | Audio Visual Studies | Arts |
| 100703 | Journalism | Arts |
| 100705 | Written Communication | Arts |
| 100707 | Verbal Communication | Arts |
| 100799 | Communication and Media Studies nec | Arts |
| 109900 | Other Creative Arts | Sydney College of the Arts |
| 109999 | Creative Arts nec | Sydney College of the Arts |
| 120103 | Literacy and Numeracy Programmes | Education and Social Work |
