1. PROFESSIONALS AND FURTHER STUDY: Findings from market research Centre for Innovation in Professional Learning Professor Bob Hendy Allison Arnold © The University of Queensland CRICOS Provider No 00025B

2. Welcome UQ’s first benchmarking survey to characterise marketplace for professionals engaged in further study. 69% of professionals have engaged in further study in the last 12 months. 40% have changed careers – and 53% of these required further study to do so. –Most of these changed careers in the first 10 years. © The University of Queensland CRICOS Provider No 00025B

3. The “third” marketplace Four marketplaces for UQ’s education offerings. 12 3 4 School leavers Conventional audience International students Adult and community education Professionals Improving their career or to change careers 3 © The University of Queensland CRICOS Provider No 00025B

4. Professional Learning Benchmark Survey Characterise formative view of professional learning marketplace Extent of participation Motivators, barriers and drivers Characterise formative view of professional learning marketplace Extent of participation Motivators, barriers and drivers Definition of (formal) professional learning (CPD) Short courses, postgraduate courses, undergraduate courses and TAFE/VET sector courses How does it relate to the evolution of their life as a professional? Professional career progression Their current career stage Their next career How does it relate to the evolution of their life as a professional? Professional career progression Their current career stage Their next career Professional market research company, Colmar Brunton implemented both survey mechanics and analysed the resulting data. © The University of Queensland CRICOS Provider No 00025B

5. Career progression model Our original hypothesis Award Programs Short Courses Articulation into Award Programs Next career Current career © The University of Queensland CRICOS Provider No 00025B

6. Who did we survey? UQ Alumni n = 789 UQ Alumni n = 789 General professionals ‘Non-alumni’ n = 130 General professionals ‘Non-alumni’ n = 130 CATI methodology Online methodology Online methodology Reflected on data - behaviours and profiles from both samples… Combined into one sample n = 919 Combined into one sample n = 919 © The University of Queensland CRICOS Provider No 00025B

7. Gender Male 56% Female 44% Age 20-29 Years: 34% 30-39 Years: 35% 40-49 Years: 31% Location Australia: 78% QLD: 65% NSW: 19% VIC: 10% Other: 6% (n=919) Demographic breakdown © The University of Queensland CRICOS Provider No 00025B

8. Industry Business Services: 18% Education: 13% Health and Community Services: 13% Finance and Insurance: 10% Mining: 9% Government Administration and Defence: 7% Construction: 4% Science - Research: 3% Other: 23% (n=919) Demographic breakdown © The University of Queensland CRICOS Provider No 00025B

9. Profession Management and Administration Professionals: 22% Engineers: 14% Business Services Professionals: 13% IT: 10% Educators: 9% Health Professionals: 7% Research Science Professionals: 7% Finance Banking Professionals: 6% Communications: 3% Community Services: 3% Social Services Professionals: 2% Other: 4% (n=919) Demographic breakdown © The University of Queensland CRICOS Provider No 00025B

10. Proto-professional 19% Less than 1 year in current career N=177 Early career 49% 1 to 10 years in current career N=454 Mid-career 12% 10 to 15 years in current career N=112 Learned/Elder 19% more than 15 years in current career N=176 Current career ‘stages’ More than half of the interviewed professionals are in their early career stages… Career path breakdown © The University of Queensland CRICOS Provider No 00025B

11. Demographic data More than half of the interviewed professionals are in their early career stages… and most of them have multiple degrees. © The University of Queensland CRICOS Provider No 00025B

12. Do professionals engage in professional learning? How much time do they spend? Do professionals engage in professional learning? How much time do they spend? Q: © The University of Queensland CRICOS Provider No 00025B

13. Total CPD - 69% 69% of professionals engaged in further study Did not engage in any formal professional development 31% Short courses 60% Postgrad courses 16% TAFE 8% Undergrad courses 3% CPD = Continuing Professional Development © The University of Queensland CRICOS Provider No 00025B

14. Short course activity across different professions Profession Current Behaviour %Average # Days Total60%9.5 Management and Administration49%7.3 Engineers55%11.4 Business Services74%9.3 IT49%8.4 Educators62%13.9 Research Science58%10.6 Health79%7.2 Finance Banking63%10.3 © The University of Queensland CRICOS Provider No 00025B

15. An average of 10 days/year on short courses Total participation Past 12 months Next 12 months TOTAL CPD % 69%80% Average # Days 32.433.2 Professional development short courses % 60% 71% Average # Days 9.5 10.3 Formal university postgraduate award courses % 16% 21% Average # Days 76.3 72.9 Formal university undergraduate award courses % 3% Average # Days 93.754.5 Formal TAFE or other vocational education % 8%11% Average # Days 21.622.9 © The University of Queensland CRICOS Provider No 00025B

16. Why are professionals engaging in professional learning? Q: © The University of Queensland CRICOS Provider No 00025B

17. N=63510332577130 Improve knowledge / skills38%37%39%40%36% Personal growth / professional development 21%11%21%29%24% Career progression / Career development 20% 26%14%8% Requested by my employer / compulsory 15%18%12%17%19% Keeping up with current practice / skills up to date 13%10% 17%21% Relevant to my work6%7%4%10%8% Professional accreditation6%9%6%3%2% Find a better job / better career opportunities 5%6%7%1%2% Challenging myself to the next level4%6%3%5%3% Facilitate career change2%3%2%4%2% None / nothing1%4%1% 0% Proto- professional (Less than 1 year in current career) Early career (1 to 10 years in current career) Mid- career (10 to 15 years in current career) Learned/ Elder (more than 15 years in current career) Total Professionals are undertaking professional development because they want to grow CPD is about personal and career progression. More than 50% undertake professional development courses because they want to improve knowledge and personal growth. For learned/elder professionals, CPD is an important tool to keep them up to date with current practice and skills. Improve knowledge/skills38% Personal growth/professional development21% Career progression/career development20% Improve knowledge/skills38% Personal growth/professional development21% Career progression/career development20% © The University of Queensland CRICOS Provider No 00025B

18. How many professionals have changed careers? Did they require education to change careers? Are they planning to change again? How many professionals have changed careers? Did they require education to change careers? Are they planning to change again? Q: © The University of Queensland CRICOS Provider No 00025B

19. Career progression and further study 40% changed careers overall 35% changed in first 10 years 25% changed in first 5 years Previous career TAFE Courses 8% Undergrad Courses 3% Postgrad Courses 16% Short Courses 60% Award Program Career Changers 53% required formal education Next career Award Program Considering change 45% believe they’ll require formal education Have you ever made a career change into a different profession? Current career © The University of Queensland CRICOS Provider No 00025B

20. -69% of professionals engaged in further study -Average of 10 days/year -Improve knowledge/skills -35% changed careers in first 10 years -69% of professionals engaged in further study -Average of 10 days/year -Improve knowledge/skills -35% changed careers in first 10 years ! © The University of Queensland CRICOS Provider No 00025B

21. Why did they change careers? Q: © The University of Queensland CRICOS Provider No 00025B

22. Why did people change careers? CRICOS Provider No 00025B Reasons for changing profession © The University of Queensland CRICOS Provider No 00025B

23. Career changes across career paths Even Learned / Elder professional are also changing careers. 46% of Learned / Elder professionals who have made a career changed were in previous career between 6 to 15 years. (n=365) Less than 2 years37%30%20%15% 3 to 5 years36%30%36%39% 6 to 15 years21%36%41%35% More than 15 years6%3%2%11% Proto- professional (Less than 1 year in current career) Early career (1 to 10 years in current career) Mid- career (10 to 15 years in current career) Learned/ Elder (more than 15 years in current career) © The University of Queensland CRICOS Provider No 00025B

24. Using education to enable change Over half of professionals who changed careers in the past required formal education and 45% considering a career change think education will be required. And, 26% of professional who are considering changing career don’t know if re- education will be required for this process. Formal education was required in career change Believe education will be required when changing career © The University of Queensland CRICOS Provider No 00025B

25. Who makes the decision about what to study? Who funds it? Who makes the decision about what to study? Who funds it? Q: © The University of Queensland CRICOS Provider No 00025B

26. Who made the decision? -85% made the decision to participate themselves -Significant proportion of business services professionals undertake mandatory courses -For engineers, it is more likely a supervisor made the decision to undertake a course © The University of Queensland CRICOS Provider No 00025B

27. Who funded? -64% of professionals courses were funded by the employer. -Higher proportion of IT professionals who have enrolled in free professional development courses. -Higher proportion of health industry professionals self-funded their enrolment. © The University of Queensland CRICOS Provider No 00025B

28. Value proposition has two audiences: The participant -85% made the decision themselves about what to study The employer -64% of courses were funded by their company/employer Value proposition has two audiences: The participant -85% made the decision themselves about what to study The employer -64% of courses were funded by their company/employer ! © The University of Queensland CRICOS Provider No 00025B

29. What are the important factors when selecting a professional learning course? Q: © The University of Queensland CRICOS Provider No 00025B

30. What’s important? CRICOS Provider No 00025B Short Courses University/TAFE/Vocational Courses What’s important….Short CoursesUni/TAFE Content and topics86%82% Quality of the instructors/presenters78%78% Reputation of the provider69%77% Accreditation (for University/TAFE)64% © The University of Queensland CRICOS Provider No 00025B

31. What are the barriers or impediments? Q: © The University of Queensland CRICOS Provider No 00025B

32. Professionals are time poor For 30-39 year olds, family responsibilities is a considerably larger barrier than for other age groups 20-24 years 25-29 years 30-39 years 40+ years Time commitment / time required to undertake a course / lack of time 50%49%55%47%51% Cost26%29%31%26%23% Other commitments14% 11%17%13% Family responsibilities6%1%0%10%8% None/ nothing5% 4%5% Accessibility / Location5%3%6%4% I already have the knowledge that I need / not real need 4% 3%5% No relevant courses available3%1% 3%6% Difficult finding an appropiate course 2%1% 2% I am already learning new things in my job 1%0%2%1%2% Uncertainty about career aspirations 1%0%2%0%1% Total -Time is the main barrier to enrolment in CPD courses. © The University of Queensland CRICOS Provider No 00025B

33. It’s about form factor. Three vital ingredients: content, quality of instructions/presenters, reputation of the provider are seen as very important But, time commitment is the most significant barrier. So, the design challenge is… Working within the time budget to deliver education value. It’s about form factor. Three vital ingredients: content, quality of instructions/presenters, reputation of the provider are seen as very important But, time commitment is the most significant barrier. So, the design challenge is… Working within the time budget to deliver education value. ! © The University of Queensland CRICOS Provider No 00025B

34. So what? Huge marketplace for CPD in all its forms. Career hopping is a well- established phenomenon. Employers fund much of the CPD so offerings have to meet their needs as well. Is it a different audience? YES. © The University of Queensland CRICOS Provider No 00025B