Respondents categorised by course year

Categories: first year undergraduate, final year undergraduate, or taught postgraduate

A profile of steadily increasing indicator scores across the cohorts from first year undergraduate to taught postgraduates was evident for Higher Order Learning, Reflective and Integrative Learning, Quantitative Reasoning, and Student-Faculty Interaction.

No significant differences in Collaborative Learning scores were observed between first year undergraduates, final year undergraduates and taught postgraduate students. There were also no significant differences observed in Quality of Interactions and Learning, Creative and Social Skills scores between these cohorts.