Respondents categorised by type of qualification being pursued

Categories: Undergraduate Certificate/ Diploma, Undergraduate Ordinary Degree, Undergraduate Honours Degree, Graduate Certificate/ Diploma, or Masters Taught

Readers interested in this aspect of the analysis are invited to view the full results, including all of the tests of statistical significance, in Appendix 4. Below is a summary of the results, drawing attention to the most important patterns.

Three patterns appear evident from these results. The first is for the grouping of Higher-Order Learning, Reflective and Integrative Learning, and Learning Strategies.

Three patterns appear evident from these results. The first is for the grouping of Higher-Order Learning, Reflective and Integrative Learning, and Learning Strategies. For these indicators, the score for respondents pursuing a Masters Taught Degree was the highest, followed by respondents pursuing a Graduate Certificate/ Diploma. The exception was for Learning Strategies, where these two groups did not differ. 

Next, the scores for respondents pursuing an Undergraduate Honours Degree were higher than those of respondents pursuing Undergraduate Certificate/ Diploma, and the lowest scores were for those pursuing an Undergraduate Ordinary Degree.

The exception to this pattern was for Learning Strategies, where respondents pursuing an Undergraduate Certificate/ Diploma had higher scores than respondents pursuing an Undergraduate Honours Degree.

For Quantitative Reasoning and Supportive Environment, a similar pattern of increasing scores from Undergraduate Certificate/ Diploma to Masters Taught Degree can be observed, though for these indicators, respondents pursuing a Graduate Certificate/ Diploma interrupt an otherwise smooth trajectory, as their scores are statistically significantly lower than respondents pursuing an Undergraduate Honours Degree.

The second discernible pattern is observed in results for Effective Teaching Practices and Quality of Interactions. Here, a U-shaped distribution can be seen, where respondents pursuing an Undergraduate Certificate/ Diploma had higher scores than respondents pursuing an Undergraduate Ordinary Degree, who had higher scores than respondents pursuing an Undergraduate Honours Degree.

At this point the pattern reverses, with respondents pursuing a Graduate Certificate/ Diploma showing higher scores than the undergraduate respondents, and in turn respondents pursuing a Masters Taught Degree showing higher scores than respondents pursuing a Graduate Certificate/ Diploma. For Effective Teaching Practices, respondents pursuing an Undergraduate Certificate/ Diploma had the highest scores, while for Quality of Interactions, respondents pursing a Masters Taught Degree had the highest scores.

There is a somewhat similar pattern for Collaborative Learning and Student-Faculty Interaction. For Collaborative Learning, respondents pursuing an Undergraduate Ordinary Degree, Undergraduate Honours Degree and Masters Taught Degree had equally high scores, which were higher than scores for respondents pursuing an Undergraduate Certificate/ Diploma and Graduate Certificate/ Diploma, which did not differ.

For Student-Faculty Interaction, scores for respondents pursuing an Undergraduate Certificate/ Diploma and Graduate Certificate/ Diploma, again did not differ and again were lower than the others.

For Student-Faculty Interaction and Collaborative Learning, respondents pursuing a Masters Taught Degree had the highest scores, and respondents pursuing an Undergraduate Ordinary Degree the next highest score.

However, scores for respondents pursuing an Undergraduate Honours Degree did not differ from the lowest-scoring programme types for Student-Faculty Interaction, whereas for Collaborative Learning they had grouped with the highest-scoring programme types.

Unlike any other indicator, no statistically significant differences emerged between the programme types for Learning, Creative and Social Skills, with the exception of respondents pursuing a Masters Taught, who had statistically significantly higher scores than all other programme types.