Help file
C
D
E
F
H
I
L
M
N
O
P
R
S
T
- 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.
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)).
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).
- 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
There are four cubes that can be selected:
- Completions
- Enrolments
- Staff
- Student Load
Select cube from 'Selected Cube:' drop-down box.
- Above Senior Lecturer
- Senior Lecturer (Level C)
- Lecturer (Level B)
- Below Lecturer (Level A)
- Non-academic classification level group
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 is displayed in tabular format:
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.
The banner attributes the Australian Government Department of Education, Skills and Employment as the author [and copyright owner] of the material contained in the website.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
- Teaching only
- Research only
- Teach and research
- Other
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 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.
- 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
There are four cubes (measures) that can be selected from the 'Selected Cube:' drop-down
box:
- Completions
- Enrolments
- Staff
- Student Load
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
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.
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.
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 were formerly referred to as ‘private providers’. Lists of all institutions included in Higher Education Statistics can be found
here (yearly from 2010).
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
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.
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
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, Torrens University Australia and Avondale College.
Details of the data elements reported by higher education institutions are published
here.
- 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.
The body of teachers or lecturers of an educational institution, as distinct from
the students.
A person for whom there is an enrolment in a higher education course.
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
Use this button to export your customised data table to Excel.
Help
Use this button to open the help file.
Save chart image
Use this button to save a chart — note this only works when you are in the chart
view.
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
Use this button to print the customised data from the grid.
Print preview grid
Use this button to preview the customised data from the grid before printing.
Select chart type
Use this button to change the chart type — note this only works when you are in
chart view.
Toggle chart legend
Use this button to change the position of the legend — note this only works when
you are in chart view.
Properties
Use this button to open up the properties for the chart — note this only works in
chart view.
Select colour palette
Use this button to change the colours in the chart — note this only works in chart
view.
Show grid total
Use this button to show or hide the totals in the grid.
Pivot data
Use this button to pivot the data in the grid.
Switch to simple view
Use this button to open up a simple view, with no field boxes showing.
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.