Australian Government Department of Education and TraininguCube 

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Contents

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D

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Citizenship classification

  • Domestic: A student who is an Australian citizen, a New Zealand citizen or the holder of a permanent visa.
  • Overseas: Any student who is not a domestic student.

Commencing student

A student is a commencing student if she/he has enrolled in the course for the first time at the higher education institution or an antecedent higher education institution between 1 January of the collection year and 31 December of the collection year. An antecedent higher education institution means a higher education institution which has merged with the higher education institution at which the student's enrolment continues. Students of the following types are not to be classified as commencing students:
  • students who are starting a specialised program of studies after completing, at the institution or an antecedent institution, a common initial year or years of a general program;
  • students who, having completed an initial year of study at the institution or an antecedent institution then exercise a standard option of continuing their studies but at a lower level (i.e. their studies would then lead to an award at a level lower than that which pertains to the program of studies undertaken in the first year);
  • students who move from course to course within a course of study;
  • students who are admitted to, or transfer to a bachelor's honours course of study having previously been enrolled at the higher education institution or an antecedent higher education institution, in the related bachelor's pass course of study;
  • students who are admitted to, or transfer to a master's honours course of study having previously been enrolled at the higher education institution or an antecedent higher education institution, in the related master's pass course;
  • students who are enrolled in a course of study at the higher education institution or an antecedent higher education institution which is upgraded in level or renamed;
  • students who are resuming the same course at the higher education institution or an antecedent higher education institution after an absence;
  • students continuing from the first component of a combined course to the second or later components;
  • students resuming a combined course which normally leads to a single award after having been conceded an award for another course of study;
  • students who have completed part of the requirements of a combined course of study at the institution and then change their enrolment to one of the components of that combined course of study;
  • students who have completed part of the requirements of a unitary course of study at the institution and then change their enrolment to a related combined course of study which leads to an award or awards that subsume the award applicable to the unitary course of study; or
  • students who transfer within the higher education institution from one course strain to another course strain, where the course leads to the same award (e.g. a student who changes from a BSc (Chemistry) to a BSc (Physics)).

Completions

The successful completion of all the academic requirements of a course which includes any required attendance, assignments, examinations, assessments, dissertations, practical experience and work experience in industry. The conferring of the award for a course is not synonymous with and should not be substituted for 'course completion' as some students may have completed all the academic requirements of the course but not have received the award.
A course completion occurs in those cases where a student is conceded an award after ceasing studies which would have led to a single award for a combined course (e.g. BA/LLb). In such cases, the course completion is for the course for which the completed units of study are counted as meeting its requirements. However, if a student is granted an award after partial completion of a combined course which normally leads to a single award, and then resumes studies of the combined course in the next year, a course completion does not occur.
Where a combined course automatically leads to two separate awards, a course completion only occurs when the requirements of both awards have been satisfied. The completion, therefore, would be for the combined course only (and not two separate completions for two awards).

Course level classification

  • Postgraduate
    • Postgraduate research (includes Higher Doctorate, Doctorate by Research and Master's by Research)
    • Postgraduate other (includes Doctorate by Coursework, Master's (Extended), Master's by Coursework, Postgraduate Qualifying or Preliminary (for Master's, Doctorate or Higher Doctorate), Graduate Diploma/Postgraduate Diploma (pass or honours) involving new academic, professional or vocational area, Graduate Diploma/Postgraduate Diploma (pass or honours) extending skills and knowledge in a professional area previously studied, Graduate Certificate, Cross-Institution program for postgraduate courses at home higher education institution)
  • Undergraduate
    • Bachelor (includes Bachelor's Graduate Entry, Bachelor's Honours, Bachelor's Pass)
    • Undergraduate other (includes Associate Degree, Advanced Diploma, Diploma, Other undergraduate award course, Cross-Institution program for undergraduate courses at home higher education institution)
  • Enabling
  • Non-award

Cube select

There are four cubes that can be selected:
  • Completions
  • Enrolments
  • Staff
  • Student Load
Select cube from 'Selected Cube:' drop-down box.
Select Cube

Current duties classification

  • Above Senior Lecturer
  • Senior Lecturer (Level C)
  • Lecturer (Level B)
  • Below Lecturer (Level A)
  • Non-academic classification level group

Data cube

A data cube is a multi-dimensional data structure (typically three or more dimensions) and can be thought of as extensions to the two-dimensional array of a spreadsheet. The cube consists of numeric facts called measures which are categorised by dimensions.

Data display

Data is displayed in tabular format:
Data Display

Default data cube selection

The Enrolments data cube (measure) is the default data cube selection. When the webpage is initially opened or if the webpage is refreshed, the default data cube will be automatically selected.

Departmental banner

The banner attributes the Australian Government Department of Education and Training as the author [and copyright owner] of the material contained in the website.

Dimensions

Underneath the 'Selected Cube:' drop-down box is the Measures and Dimensions pane which lists the selected measure and the dimensions that can be dragged and dropped into the Columns, Rows or Filters panes. A maximum of five dimensions are allowed on an axis. Dimensions include Gender, State – Institution, Year etc.
Dimensions

Enabling course

An enabling course is a course of instruction provided to a person for the purpose of enabling the person to undertake a course leading to a higher education award. It does not include a course:
  • leading to a higher education award;
  • accredited as leading to a vocational education and training (VET) award; or
  • that the Minister determines is not an enabling course.
Students who complete an enabling course would generally commence a course of study leading to a higher education award. Some students may not do so, but a course is not an enabling course if it is not being provided for the purpose of assisting the students to seek to undertake a course leading to a higher education award.

Enrolment

An enrolment exists:
  • when a person has been admitted to an award course, non-award course, enabling course, cross-institution program or Bridging for Overseas Trained Professionals at the higher education institution at the census date; and
  • the person is still entitled to continue with their studies and has not formally indicated before the census date that they have withdrawn from or deferred their studies.

Equivalent full-time student load (EFTSL)

An EFTSL is a value representing the student load for part of a unit, unit or units of study, expressed as a proportion of the workload for a standard annual program for a student undertaking a full year of study in a particular year of a particular course.

Field of education classification

The field of education classification is used to describe higher education courses, specialisations and units of study with the same or similar vocational emphasis.
The data takes into account the coding of Combined Courses to two fields of education. As a consequence, counting both fields of education for Combined Courses means that the totals may be less than the sum of all broad fields of education.
The classification provides a hierarchical structure with groupings at three levels:
  • Level I: 12 broad fields of education (2 digit code)
  • Level II: 83 narrow fields of education (4 digit code including the relevant Level I code)
  • Level III: 439 detailed fields of education (6 digit code including the relevant Level I and Level II codes)
uCube classifies to the Level I grouping only.

01 Natural and physical sciences

Natural and physical sciences is the study of all living organisms and inanimate natural objects, through experiment, observation and deduction.
The theoretical content of broad field 01 Natural and physical sciences includes:
  • atmospheric sciences
  • biological processes
  • chemical reactions
  • geological composition and structures
  • laboratory methodology
  • mathematical and statistical techniques
  • observation and measurement
  • scientific method
  • subatomic particles and quantum mechanics
  • thermodynamics and entropy
The main purpose of this broad field of education is to develop an understanding of the workings of the universe, and to extend the body of scientific knowledge.

02 Information technology

Information technology is the study of the processing, transmitting and storage of information by computers.
The theoretical content of broad field 02 Information technology includes:
  • computation theory
  • computer programming
  • data format and coding
  • management, storage and retrieval of information in a computer environment
  • robotics programming and artificial intelligence
  • systems analysis
The main purpose of this broad field of education is to develop an understanding of information systems, programming languages, information management and artificial intelligence, the ability to apply them to solve problems.

03 Engineering and related technologies

Engineering and related technologies is the study of the design, manufacture, installation, maintenance and functioning of machines, products, systems and structures; and the composition and processing of metals, ceramics, foodstuffs and other materials. It includes the measurement and mapping of the earth's surface and its natural and constructed features.
The theoretical content of broad field 03 Engineering and related technologies includes:
  • aeronautics
  • engineering and manufacturing technology
  • food technology
  • land information technology and remote sensing
  • materials science
  • principles of design and drafting, planning and commissioning
  • plant and machine maintenance
The main purpose of this broad field of education is to develop an understanding of the conversion of materials and energy, and the measurement and representation of objects, and the operation of plant, machinery and transport systems.

04 Architecture and building

Architecture and building is the study of the art, science and techniques involved in designing, constructing, adapting and maintaining public, commercial, industrial and residential structures and landscapes. It includes the study of the art and science of designing and planning urban and regional environments.
The theoretical content of broad field 04 Architecture and building includes:
  • aesthetics and space dynamics
  • building economics
  • building science
  • building techniques and technologies
  • construction management
  • architectural design and drawing
  • town planning
The main purpose of this broad field of education is to provide an understanding of integrating structural and aesthetic elements in buildings, and construction methods, techniques and materials.

05 Agriculture, environmental and related studies

Agriculture, environmental and related studies is the study of the theory and practice of breeding, growing, gathering, reproducing and caring for plants and animals. It includes the study of the interaction between people and the environment and the application of scientific knowledge to the environment to protect it from deterioration.
The theoretical content of broad field 05 Agriculture, environmental and related studies includes:
  • crop production
  • animal production and management
  • environmental impact and assessment
  • forestry resources management
  • soil and water conservation
  • aquatic resource management
The main purpose of this broad field of education is to develop an understanding of the management and use of natural resources, and the production of primary agricultural products.

06 Health

Health is the study of maintaining and restoring the physical and mental well-being of humans and animals.
The theoretical content of broad field 06 Health includes:
  • disease processes and mechanisms
  • restoration and maintenance of health
  • diagnosis
  • principles and practices of public health
The main purpose of this broad field of education is to develop an understanding of the principles and practices of identifying, treating, controlling and preventing injury and diseases. It is also involves developing an understanding of the principles and practices of providing preventative, curative, rehabilitative and palliative care.

07 Education

Education is the study of the process of learning. It includes the theories, methods and techniques of imparting knowledge and skills to others.
The theoretical content of broad field 07 Education includes:
  • curriculum development
  • processes of learning and skill acquisition
  • teaching methods
The main purpose of this broad field of education is to develop an understanding of the processes and methods of teaching and learning in pre-schools, schools, tertiary educational institutions and informal settings.

08 Management and commerce

Management and commerce is the study of the theory and practice of planning, directing, organising, motivating and co-ordinating the human and material resources of private and public organisations and institutions. It includes the merchandising and provision of goods and services and personal development.
The theoretical content of broad field 08 Management and commerce includes:
  • management and administration
  • human and material resources management
  • sales and marketing
  • finance and financial management
  • human behaviour and time management
The main purpose of this broad field of education is to develop an understanding of the theory and practice of decision making and policy formation, organisational development, planning, financial management and the marketing and selling of goods and services.

09 Society and culture

Society and culture is the study of the physical, social and cultural organisation of human society and their influence on the individual and groups.
The theoretical content of broad field 09 Society and culture includes:
  • belief and value systems
  • cultural expression
  • human development and behaviour
  • human populations and their environments
  • politics of power
  • social organisation and structure
  • social research methodology
The main purpose of this broad field of education is to develop an understanding of human behaviour and interaction, beliefs and values, cultural expression, and social structure and organisation.

10 Creative arts

Creative arts is the study of creating and performing works of art, music, dance and drama. It includes the study of clothing design and creation, and the communication of messages in a variety of media.
The theoretical content of broad field 10 Creative arts includes:
  • artistic and technical aspects of audio-visual communication
  • artistic and technical aspects of the creation and production of art and craft, photographs and fashion apparel
  • artistic and technical aspects of the creation, production and performance of music, dance and drama
  • history, development and theory of the visual and performing arts
The main purpose of this broad field of education is to develop an understanding of composition, performance, artistic production, choreography, design and creativity and technical production.

11 Food, hospitality and personal services

Food, hospitality and personal services is the study of preparing, displaying and serving food and beverages, providing hospitality services, caring for the hair and body for grooming and beautification and other personal services.
The theoretical content of broad field 11 Food, hospitality and personal services includes:
  • application and use of skin care and cosmetic products
  • general beauty care
  • hair cutting, styling, colouring and treatment techniques
  • housekeeping
  • hygienic work practices in relation to the food and hospitality industry
  • preparation, display and service of food and beverages
The main purpose of this broad field of education is to develop an understanding of the preparation of food and beverages, and the provision of hospitality services including housekeeping, cleaning and food and beverage service. It also involves developing knowledge of beautification and beauty treatments.

12 Mixed field programs

Mixed field programs are programs providing general and personal development education.
The theoretical content of broad field 12 Mixed field programs includes:
  • literacy and numeracy skills
  • personal, social and workplace relationships
The main purpose of this broad field of education is to develop a basic understanding of reading, writing and arithmetic along with an elementary understanding of other subjects such as history, geography, natural science, social science, art and music. It also involves developing an understanding of key competencies and skills that are needed for job search activities, employment and personal survival skills.

Full-time equivalence (FTE)

A member of staff who at the reference date has a full-time work contract in respect of their current duties, has a full-time equivalence at the reference date (FTE-RD) of 1.00.
The FTE-RD for a member of staff who at the reference date has a fractional full-time work contract in respect of their current duties, will be less than 1.00. The fraction will represent the ratio between the number of agreed normal work hours for that person and the number of normal work hours which would be required of a member of staff having the same classification type and level as that person, but with a full-time work contract. For example, if a person with a fractional full-time work contract has normal work hours half those of a member of staff having the same classification type and level but with a full-time work contract, then the FTE-RD for the person would be 0.50. Normal work hours are to exclude paid or unpaid overtime work hours.
The total FTE-RD for a person may be reported in fractional parts, each associated with work undertaken on different functions, or in different work sectors, or in different organisational units. The sum of these fractions would not exceed 1.00 in respect of any single substantive appointment.
The FTE-RD for members of staff who are on paid leave at the reference date is to be calculated in respect of the current duties they would have were they not to be on leave.
To calculate the full-time equivalence for casual staff, please use the following link: Staff FTE on HEIMS HELP

Function classification

  • Teaching only
  • Research only
  • Teach and research
  • Other

Higher Education Institution

An organisation operating at one or more locations which was established for the primary purpose of promoting higher education and which conducts higher education courses.

Idle time-out

Idle time-out specifies the amount of time [in minutes] that a client session can be idle before the server cancels the session. The current setting is 20 minutes.

Liability status classification

  • Commonwealth Supported Students
    • Student contribution liable
    • Contribution exempt
  • Domestic Fee-Paying Students
    • FEE-HELP
    • Paid up-front
    • Tuition fee exempt
  • Other domestic students
    • Non-award students
    • Research Training Scheme (RTS) students
  • Overseas students

Measures

There are four cubes (measures) that can be selected from the 'Selected Cube:' drop-down box:
  • Completions
  • Enrolments
  • Staff
  • Student Load
Select Cube
The selected cube shows as the measure in the Measures and Dimensions pane. Click the plus (+) symbol to expand and view a measures sub-tree in the Measures and Dimensions pane. A Measures item also defaults in the Columns pane. Click on the down arrow Filter Dimension Arrow next to Measures in the Columns pane to select the item member/s required. The default member is pre-selected automatically. The members for each measure are:
Completions
  • Completion count *
  • Completions % Change (Prev Yr)
Enrolments
  • Enrolment Count *
  • Enrolments % Change (Prev Yr)
Staff
  • Staff Count *
  • FTE Staff Count
  • Staff % Change (Prev Yr)
  • FTE Staff % Change (Prev Yr)
Student Load
  • Equivalent FT Load *
  • Equivalent FT Load % Change (Prev Yr)
An asterisk (*) indicates the default member.

Mode of attendance classification

A classification which identifies the mode of attendance by which a student undertakes a unit of study.
The following definition applies to Student Load:
  • Internal
    • Unit of study for which the student is enrolled and is undertaken through attendance at the higher education institution on a regular basis; or
    • Where the student is undertaking a higher degree unit of study for which regular attendance is not required, but attends the higher education institution on an agreed schedule for the purposes of supervision and/or instruction.
  • External
    • Unit of study for which the student is enrolled involves special arrangements whereby lesson materials, assignments, etc. are delivered to the student, and any associated attendance at the institution is of an incidental, irregular, special or voluntary nature.
  • Multi-modal
    • A unit of study is undertaken partially on an internal mode of attendance and partially on an external mode of attendance.
  • Completed course through Open Universities Australia and/or another higher education institution
  • Award granted for submission of original work
The following definition applies to Student Enrolments:
  • If a student has all units internal then he or she is counted as internal.
  • If all units are external then he or she is counted as external.
  • If the student has a mix of internal and external units then the student is counted as multi-modal.

Non-award course

If a student is enrolled with an institution in a:
  • subject or unit that may be undertaken as part of a course of study;
  • course of instruction; or
  • tuition and training program;
but the unit, course or program is not being undertaken as part of a course of study, then the enrolment is on a non-award basis.

Non-University Higher Education Institutions (NUHEI)

Non-University Higher Education Institutions were formerly referred to as ‘private providers’. Lists of all institutions included in Higher Education Statistics can be found here (yearly from 2010).

Organisational unit classification

A unit which a higher education institution has formed in order to undertake particular functions, or a unit which is used for statistical reporting purposes. Types of organisational units are:
Academic Organisational Unit (AOUs)
Units within a higher education institution which have as their primary objective the undertaking of teaching only functions, teaching-and-research functions or research only functions. Such units are referred to by various names, such as "schools" and "departments". The staff working within an academic organisational unit would include people undertaking or supporting teaching or research functions and in most cases would also include people undertaking other functions such as clerical and administrative work. If they are not classifiable as independent operations and if the higher education institution is legally responsible for them, field operations which enable teaching or research to be undertaken (eg farming operations, fishing operations, research operations) may be classified as being academic organisational units.
Excludes organisational units undertaking teaching or teaching-and-research functions relating to continuing education or adult education (which are classifiable as "public service organisational units").
  • Academic Support Services Organisational Units
  • Student Services Organisational Units
  • Public Services Organisational Units
  • General Higher Education Institution Services Organisational Units
For further information please use the following link: AOU on HEIMS HELP

Perturbation

Under the Higher Education Support Act 2003, sections 179-5, 10, 15, 20(c) and the Privacy Act 1988, section 14 (IPP11), it is an offence to release any information that is likely to enable identification of any particular individual. The data cube (uCube) does allow customised tables to be produced with cells containing very small counts.
The data cube does allow customised tables to be produced with cells containing very small counts. To avoid any risk of disseminating identifiable data, a disclosure control technique called input perturbation has been applied to the data, with the exception of grand totals, whereby small random adjustments are made to cell counts. These adjustments (otherwise known as noise) allow for a greater amount of detailed data to be released and, as such, do not significantly impair the utility of the tabular data for use in broad level analysis. However, the relative impact of perturbation is larger for small cell counts, which therefore should be used with caution. Where unperturbed figures are required, users should consult the Higher Education Statistics published on the department’s website.

Refresh webpage

There are several ways to refresh the page. When you refresh the page the default table will display (Enrolment count by Citizenship Category [for the latest year]).
  • Click on the Home tab
  • Click on the refresh button or press F5
Refresh uCube

Source data

The cube data is based on the following Higher Education Data Collections:

Student collection

The Higher Education student data collection encompasses enrolments, equivalent full-time student load (unit of study data) and completions, and is reported by all higher education institutions.
Details of the data elements reported by higher education institutions are published here.

Staff collection

The Higher Education staff data collection includes information on the numbers and full-time equivalence of staff and is reported by all public universities as well as The University of Notre Dame Australia, Bond University, University of Divinity (formerly MCD University of Divinity) and Avondale College.
Details of the data elements reported by higher education institutions are published here.

Special course

  • Students undertaking courses for initial registration as nurses.
  • Students undertaking courses providing initial teacher training.
  • Students undertaking courses leading to provisional registration as a medical practitioner.
  • A course leading to provisional registration as a veterinary practitioner.
  • A course leading to provisional registration as a dental practitioner.
  • A course leading to provisional registration as a clinical psychologist practitioner.
  • Not undertaking a course of special interest.

Staff

The body of teachers or lecturers of an educational institution, as distinct from the students.

Student

A person for whom there is an enrolment in a higher education course.

Tool bar

The tool bar allows quick access to the data cube options via icon buttons. An icon description displays when the mouse cursor is positioned over an icon.

Export to Excel

Export To Excel
Use this button to export your customised data table to Excel.

Help

Help
Use this button to open the help file.

Save chart image

Save Chart Image
Use this button to save a chart — note this only works when you are in the chart view.

Copy grid

Copy Grid
Use this button to copy the data from the grid and paste it into another program, such as Word or Excel.

Print grid

Print
Use this button to print the customised data from the grid.

Print preview grid

Print Preview
Use this button to preview the customised data from the grid before printing.

Select chart type

Chart Type
Use this button to change the chart type — note this only works when you are in chart view.

Toggle chart legend

Toggle Chart Legend
Use this button to change the position of the legend — note this only works when you are in chart view.

Properties

Chart Properties
Use this button to open up the properties for the chart — note this only works in chart view.

Select colour palette

Chart Colours
Use this button to change the colours in the chart — note this only works in chart view.

Show grid total

Toggle Grid Totals
Use this button to show or hide the totals in the grid.

Pivot data

Pivot Data
Use this button to pivot the data in the grid.

Switch to simple view

Toggle Simple View
Use this button to open up a simple view, with no field boxes showing.

Type of attendance

Attendance is classified by the higher education institution as being full-time or part-time based on the student load for the student aggregated across all units of study (including work experience in industry units) for all courses being undertaken by the student in the Collection Year:
  • Full-time: Student load aggregated for all the courses being undertaken by the student in the Collection Year is 0.75 or more.
  • Part-time: Student load aggregated for all the courses being undertaken by the student in the Collection Year is less than 0.75.