1 - ESDS

CONTENTS
Acknowledgement of assj.stance (iii)
Foreword ( iv)
Part 1
Part 2
Part 3
Introduction
Nature of the surveys 1.1
Establishing a survey management and production team 1.3
Obtaining the consent of heads of institutions
selected in the sample 1.3
Devising a 'link' system of survey responsc?
management 1.5
National Educational Survey, 1977
Sample design 2.1
Stratification 2.1
Sample selection 2.3
Response rates 2.4
Distribution timetable 2.6
First stage survey packaging - Aytoaail Pty Ltd 2.6
Second stage packaging - distribution from SSC t o sites 2
Third stage packaging - distribution from sites to sample
Special arrangements for distribution from the SSC
to the sam2le 2.7
The variables 2.8
LIST FILEINFO Codebook for the National Educational Survey
Nat.ional Survey of Post-Secondary Teaching Staff, i977
Sample design 3.1
Stratification 3.1
Sample selection 3.1
Response rates 3.2
Distribution timetable 3.4
Stages of production 3.4
The variables 3.4
LIST FILEINFO Codebooks for the National Survey of
Post-Secondary Teaching Staff 3.9
University Sector 3.10
CkE Sector 3.34
TWE Sector 3.61
Appendix 1 4.1
UK Data Archive Study Number 1477
Williams Committee Surveys :
National Educational Survey, 1977
National Survey of Post Secondary Teaching Staff, 1977
List of persons appointed to assist in the luanagement
of the National Educational Survey, 1977 and
National Survey of Post-Secondary Teaching
Staff, 1977

sampling, response, and estimates of stsndarti ei-rors
Appendix 3 4.18
Kenncth R.W. Brewer and Johrl Goodhew
List of institotions included in the universe, by sector,
for the Natio~al Educnfional Surrey and I.iational
Survey cf P~st-Secondary Teaching Staff
Appendix 4 4.27
National- Educational Survey, 1977
(all students 1 Survey Ins trurrents
Appendix 5 3.35
National Survey of Post-Secondary Teaching Staff, 1977
University Sector 4.35
CAE Sector 4.43
TAFE Sector 4.51

Nat.11,-c .,I
-.- the surveys -,
The National Educational Survey, 1977, is a survey of students enrolled in
the major sectors of post-secondary education in Australia - Universitie,~,
Colleges of Advanced Education (CMs) and Technical and Further Education
Colleges (TAFE). It interlocks with the National Survey of Post-Secondary
Teachfing Staff, 1977, allowing comparisons to be made of the attitudes of
students and staff to corrmon issues.
The Committee of Inquiry intc Education and Trainin9 connissioned the
University of Sydney Sample Survey Centre to conduct the surveys on its
behalf.
It requixed the surveys to probe aspects of studsnts' career planning arid
history, educational experience and expectations. Staff were surveyed for
their views on these matters as well as their expectations &out the future
of post-secondary,education in ~ustralia.
The surveys were conducted over the short period necessitated by the
Committee's reporting deadlines. A consequence was that reprocessing of
secondary data which might have allowed greater sophistication in the
sample design phase was not feasible. This had its most serious effect
in the TPJE sector where the official staff and student statistics are
not as completely defined as they are in the University and CAE sectors.
The instruments reflect a heavy dependence on existing scale items from
b~th Australia and overseas. l Instruments used for students and staff appear
in Appendix 4 and 5 respectively. As the first nationwide survey of post-
secondary education, it was expected that national and cross-sectoral norm
could be created for benchmarking earlier surveys limited in their geographic
and sectoral coverage. c lie Committee comnissioned another project in which
ar. objective bras to compare findings from surveys in one sector with the
national norms derived from the present work. 2
1. Th3 main source works consulted were Beswiclr, D.G., and Harman, G.S.,
(eds) Survey -- Instruments in the Study of Regi~nal Colleges, Canberra,
ANU Press, 1975; Trow, 14.A. (ed) Teachers and Students: Aspects of
Arnt!rican !li\jher Education, New Yorlc, McGraw Hill, 1975; Halsey, A.H I
-.and
Trow, N.R., The BritLsh Academics, London, Faber and Faber, 1971.
2. The Centre for thwStudy of Higher E

I.. :i
teachincj staff in selected univ?lsiiids and colleges. The universities .alld
colleges of advanced education vere divided into strata reflecting their
character, e.g. very old large scale universi%ies; provincial universities;
central instLtutes; regj.ona1 collegt-:s; metrorsolitan multischool.collcges.
Technics1 col.lcges were cl..ividccl into State strzta and within each State,
dis'c..inctionc vere dr:a.r, Letwecn various types of technical colleges, e.g.
Sites for the survey were randomly selected from within these strata: the
nuaber of institutions selected was limited to the rnaximim number of sites
that-. cculd feasibly be visited and serviced by the Project Director and
Interskate Coordinators ii? the brief time allotted for field preparations.
At each site a random start was assigned for lists of full-time and part-timc
stiidents and a sampling selection skip interval was assigmd with regard
to the size of the enrolment.
Completed questionnaires were received from 8,220 stud.ents 2nd 4,153 members
of the teaching staff. The response rate was ovsr 80 percent for students
in the universities and colleges of advanced education, and 56 percent for
technical colleges. Nearly two-thirds of the teaching staff in universities
and technical colleges responded while 59 percent responded in the colleges
of advanced education.
The coding, editing and final data preparation for the surveys was perfomled
by a special clerical staff assembled within the Sample Survey Centre for
the duration of the project. Many of the codes are based on those used .
3
in the Career Development Project (CDP). We are particularly indebted to
Dr. Neil Bardsley of the [Jestern Aust,ralian Institute of Technology for
his assistance in adapting the CDP co6ebook for our use. Other coding
frames and procedures were specially devised, including reorganizing lists
of institutions, courses, qualifications and geographic area codes.
The survey data files havs been established as SPSS ~ i l e using s ~ SPSS 6000
Version 7.0, available on the University of Sydney Computing centre's,
CDC CSBER 72. Because the one questionnaire type was used in the National
3. Baldock, M. D. , Harvey, P. , and Langford, J. Career Development project:
Survey Instruments and Coding Instruments, Canberra, Education ~esearch
Unit, Australian National University, March, 1977.
4- Yie, N.N., I!ull, C.H., Jenkins, J.G., Steinbrenner, K., and Bent, BdH- . -. ..
St~t.j.~t.j CAI Packaqe for Socisg Sciences., (2nd edn.) , New Y0rkt .. .. :x.7-:- -
---
McGraw Hill, 1375.

Edura-Lloc~l Survey, there is on3.y one f ilc e:j.th identical f ormzts for each
sector. There are three fil-es fcr the Nntj.cnal Survey of Post-Secoildhry
Teaching Staff, due to variations in the questionnaire used in each of t.he
thzee sectors. All tapes are 9 track and can be made available in CYBER cr
iildustry coliipatible fcrm.
Estabiishing a survey mmaqenent and producti.on team
The mounting of a com2lex series of national surveys, on short notice,
dictated that a survey management teain he developed rqidly. The first
distinction wcs drawn between the design and imp1emencat:ion phzses of
survey production.
On the design side a survey subcommittee of the Cornittee of Inqciry was
5
formed under the Chai-man, as depicted in Fig.1. On the imp1ementation
side, a survey head office staff was assenbled in Sydney and coordinb.tors
were appointed to manage survey affairs in each state. Beycnd this level
terns of casual. data processing workers were appointed to cop with the
processing load as the demand arose.
At each site selected in the sample, Interstate Coordinators contacted key
adninistrative and cleric21 people to facilitate sam~l.iny from student and
staff lists-. The program could not have proceeded without czreful
maintenance of contact with these individuals. At the distribution stqe,
subcontractors were appointed to package and handle the many thousands of
survey mailing kits, and a contract was let for all printinq operaticns.
A consultant statisticizn was appointed to perform sample design work and
another statistician was appointed to monitor and document sampling
procedures at the implementation stege. The list of personnel irl A~pendix 1
contains the names of key members in the survey manngsnent team.
Obtaining the conscnt of heads of institutions selecte? in the sample.
-.-
It was essential to contact Vice-Chancellors, Principals and Directors
to secure their cocperation in the implementation of the surveys. in the
CAE and TAFF: sectors, ' contact. was nade with chairmen cf the various cards
of Advanced Education and with Directors of Technical and Further Education
5. The survey subcomxxittee included the Chairman, Professor B.R. Williams;
The Secretary, Dr. C. Sclby Smith; Mr. J. Fratt; Professor D. Reswick;
Dr. G.S. Harman and Dr. T.W. Beed. Later, the subcornittee was expalided
to include Professor N.M. 0' Neil.

Fig.1 Survey Management Structure
Universi th
Computing
Centre
- --
Committee of Inquiry
into Education and
Training
Survey
Subcornmi ttee
I
Project
Director
I
I I
Survey
Head Office
Staff
I
r I I I
/ ~tatistici&
Survey
systems
coordinator
I
Staff
Coding
supervisor
I
Coding
Staff
-
Survey
Management
Coordinator
Other
Subcontractors
e.g. Printer
Interstate
Consultant
Survey
Coordinators
1 1 I I /
I
--,.
I I I
Qceensland Western ACT &' & Tas. Australia Australia Soutk,err
I NSVI
I I 1
I
I I I
__L___1
Site Admin
and
Clerical
Staff "
I
Site Admin
and
;;;;ical
i

in ezch state. This was done by a combination of personal visits and
teleg~hone discussions by the C11airma.n of the Committee an2 the Project
Director, and net with complete cooperation nationwide. As the survey
program progressed, institution heads were kept informed of key developments.
This included the circulation (and discussion) of advanced draft questionnaires,
plans for survey monitoring systems and reports oof survey response ct their
home institutions. Correspondence with institution heads was given a vexy
high priority throughout the survey program: it encoinpassed many letters
and memorsnda written betlqeen June, 1977 and June, 1978.
Devising a ' link' system of survey response managwent
Self coupletion questionnaires distributed through the mail. are opefi to
low response for a number of reasons, such as level of interest in the
subject matter, length, format, question wording, and respondent motivation.
The survey researcher who uses this method lacks the ability to make pcrsond
contact with the respondent to see that everything has been done to secure
a response. A compromise in the self completion survey is to repeat several.
times the mailing to those who have not responded in the hope that this will
act as a reminder to reply. Like call-backs to non-responding houseiiolds
in personal interview surveys, repeated mailings are subject t o dirrinishhg
marginal returns and we quickly reach a point where it is uneconomic to
pursue the respondent. Also, there is little point in jeopardising the
good will of the non-responding population by over-zealous mailing
cmpaigns .
The specification for the Committee's surveys was therefore moulded around
the need to maximize response through repehted mailings; the avoidance of
alienation of ultimate non-responders; and an overriding desire to u2hold
the individual's right to privacy, such that at no stage would a resp~ndent's
nane be zttached to a questionnaire.
This was achieved by a 'link' system cf response management. ~nstitutions
included in the first stage sample were asked to follow a set procedure
of drawing a given smple: every nth entry from a given starting point in
6
a student or staff name list. To this list of names was matched a series
of identification numbers devised by the Sample Survey Centre. In almost
- ---
6. For details of sa~.?le selection procedures, see Appendix 2.

7
every mse, the linked list of nzmcs and nuhers was kept at the included
institution. The procedure may be appreciated by consulting Fig.2.
After the completion of a wave of mailings, the Sample Survey Centre
furnished anended lists of noi*responding identification numhers to each
site. These wefe used $0 strike off the individuals who had responded,
leaving the site list ready for a repeat mailing with a minimum of overlap
for thc)s~? whose qucctionna.ires were in the mail at the time of reconstituting
a list; In this way the Sample Survey Centre was i n a position to selective1
repeat its mailings to non-respondents without knowing the names and addresse
of individuals included in the sarn?le.
7. In a very few cases, institutions lacked the administrative and clerical
resources necessary to perform the second stage sample draw and,to
restructure mailing lists after each successive wave. In these cases,
heads of institutions consented to staff of the Sample Survey Centre
performing these tasks, either at the nominated institutions or at the
Centre itself. I
I

-- Fig.2 Flow of Questionnaires from Survey Headquarters to Sites
and Taraet Sam~les of Individuals
SURVEY H . Q .
Determination of
I\
Sample n
Issl~e of I .D. Numbers
Check in responses
\ Ln
Wa
3rd W v
a e SITE
w " I - I
a e
Link survey I .D. Number
Mail distribution of
questionnaires
v
e\
wa
v
e
1st WAVE
TARGET
7
-d
2nd WAVE
TARGET

-- PART 2 MATIONAL -- EDUCTrTI0NF.J: SURVEY, 1977

The three sectors of tertiary education were looked at. separately. The
population was defined as undergraduate st-udents in the University and CAE
sectors and students from streams 1-5 in the TAFE sector. The total
number of students is given in the following table.
Tertiary Students in Australia, 1576
(000 ' s)
Sector No. of Students
University undergraduates 140.5
C-AE undergraduates 139.8
TAFE (s'creams 1-5)
- - -- - -
In each sector some forin of stratification of institutions was emplog'ccl.
iJithin strata, institutions were selected with pro5ability proportional
to size, with approximately optimal allocation. In the final stage students
were selected from institutions by a systematic random sample. Every student
hild the same chance of selection, within a given stratum; the sample was
allocated proportionally between strata. A list of inetft-~tio;>s included
in the universe, by sector, appears in Appendix 3.
Some comments need to be made about the mode of stratification and. the selrcti.on
of the sample in the final stage.
Stratification ---
(a) University. There were 19 universities in Australia in 1977
and these were classified into seven strata, based on a co~sideration
of age, size and location of the institution. The University of
Tasmania was thought to be a special case; it was a small, but old
university and the only one in its state; i t was, :.l:e~:efore, place6 in
a stratum on its own (see Table 2). One university 'was seiected
from each stratum with probability proportional to undergraduate
studcnt enrolment in 1976 (the latest figures available).
(b) CAEs. There were 78 CkEs in Australia in 1977 and these were
grouped into five strata based on a consideration of size, age and
degree of specialization of courses. Eleven institutions was
thought to be the maximum manageable number from which ,staff and
student san1pl.e~ could be drawn; these institutions wcre sclectcd
with probability proportional to 1976 undergraduat.~ enrolment;

. .
5F.Cf?.7K STRATUM
I.A.F.E.
N.S.W.
irlc
S.A.
QLD
W.A.
TAS
A.C .T.
A. Very old, large scale
9. Old - capital city
C. Post-war, large scale
0. Fairiy recent, outer
suhrban & Canberra
E. Provincial
F. Very recent
G. Tasn.=.nia
A. Central Institutes
B. Netropolitan multi-
school colleges
C. Regional multi-
school colleges
D. Sinqle school colleges
i":wcnerl s)
E. Otln:.: (incl. special
purpose colleqes)
TCTAL
1. Sydney Technical
College
2. Metrcpolitan
3. Country
4. College of External
Studies
5. Other T.A.F.E.
1. R.H.I.T.
2. Metropolitan
3. Country
4. Evening Classes in
High Schools
1. Metro~olitan and
Elizabeth
2. COUL-y
1. Metropolitan
2. Country
3. Correspondence
1. Technical Colleges
2. Technical Centres
1. Technical Colleges
1. Canberra
TOTAL
- POPUUTION*
EWl'I'TUTIOPIS STIIDEUTS
NO.
NO.
('000)
0
NO. % NO. %
*Sources: University Sector: ~ustralian Bureau of Statistics, ~niversitiee, 1976 ,
C.A.E. Scctor: Australian Uureilu of Statistics, Colleges of Advanced Educati2, 1976
T.A.F.E. Sector: Unpublished data made available by T.A.F.E.C., Canberra, 1977

(c) T=T. There were 276 TAL7E institutions in Australia in 1377.
Although Universities and CJGs are fairly homogeneous, TAF'E in
each state diffe1:s very grcatly. It was, therefore, felt best to
treat each state as a separate domain of study. Strata were
defined in each stite reflecting the differences in each TAFE
system. Generally the strata were the main capital city college
(if it was very large), metropolitan (suburban), and country.
TAFEC in Canberra assisted in deciding upon this stratificatim
plan. Only students in streams 1-5 were included in the frainc.
Stream 6 students were not vocationally oriented and were therefore
outside the scope of this survey. For practical reasons, institutions
with an enrolment of less than 100 studcnts were excluded from the
survey. Twenty-four institutions were selected with probability
progortional to 1976 enrolments and with approximately o2timal
allocation.
Initially Tk9E in the ACT and the College of External Studies in
New South Wales were excluded. They were included at a later stage
and therefore were placed in separate strata.
After contacting DFE Language Centre in South Australia (one of
the selected TAFE colleges) it was realised that virtually none
of the students there would be able to answer the questionnaire
because of language barriers. Another college in the Metropolitan
and Elizabeth stratum was chosen to replace it. A small sample of
students from DFE was also selected, and given a modified questionnaire
under superivision, so that some informtion would be avaiiatle on
students who have language barriers.
Sample selection
It was earlier decided that a mail survey would be a practical way of
running this survey with up to two follow-up mailings of people who did
not respond in the pxcvious mailing. A possible interview follow-up of
e subsample of non-respondents after the third mailing was envisaged.
Given these constraints, it was felt that an initial sanple of about
12,000 students would he econo~nically feasible. The sample was to be
split equally between the three tertiary sectors.
Names were selected at the site of the institution (excc:pt for soinz of TAPE
in Kew Scbth Wales whose names a;ld addresses were recorded on a central

computer) . R;r::dorc starting numbclrs aid skip intervals were provi.ded to
cac)~ selcctcd institzution so that a systematic random selection could be
drawn. If after selection a student vas found to have Ziscontinueil, then I
thc? name wa.s mc?.rked as such, but no replacesnent name was chosen. E~ch
scX~ctec1 nane was nurnbc:xd by the i::c--ti.tutioa.
TO ensare confidentia1j:ky of replies and of names and adc?rzsses, the instituti
coricerncd sent out a?.'l. 1.ctters and questionnaires to students.. The completed
questionnaires were returned to the S~mple Survey Centre (SSC) at the Universi
of Sydney. Each questionnaire was numbered pxior to mailing and the SSC used
these to monitcr responses. The identification nurber of those students who
had not replied by the end of the f irst mailillg period were forwarded to 'ihe
institution co!!cerced w1:i.ch then matched thesc nunbers with the name and
address of the student, and then sent out another copy of the que~tioncaire
with an acco;l1i3anying letter, both provided by the SSC.
R~S~OI:SC rates
Response to the survey was fairly uniform.in the university sector: an
overall response rate of 82.7 percent with the lowest being 79.2 percent and
the highest 8G.0 percent. In the CAE sector, all of the eleven colleges
selected had response rates over 70 percent. The overall response rate was
80.1 percent with a high of 85.5 percent and a low of 70.3 percent:
Response Rate
Selected Dead Possible (percentage of
Sample L~tters Responses Returns possible returns)
University 3864 7 2 3792 3137 82.7
CAE 3871 9 9 3772 3020 80.1
TAFE 3897 216 . . . , 3681 2063 56.0
Details of the response from each site are shown in Table 2. unfortunately,
the TAFE sector did not achieve such good results. No institution had a
resFonse rate of more than 70 percent and only a few were less than 50
percent. Institutions in NSW and ACT performed worst. In each of these
cases and also in the replacement college for DFE language school, mailings
were delayed due to forces outside the control of the SSC and of the
institutions concerned. In three cases, institutions were selected late
and only two mailings were possible. In the other cases (which were all
in New South Wales) great difficulty was experienced in obtaining names
and addresses from the computer tape. Again, this meant that not all
non-respondents received two follow-up mailings.
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Table 2
NATIONAL EDUCATIONAL SURVEY, 1977 (STUDEI.!TS)
NiALYSIS Ot' SURLTY R E S B
Replies Variation
' Total Dead Net in Respcmse from sector
-
distribution letters distrj.buti.on Outstanding hand rate t Inem %
University 3864 '. 72 3792 655 3137 82.7
C.A.E. 3871 99 3772 752 3020 80.1
T.A.F.E. 3897 216 . 3681 1618 , 2063 56.0
Univezsity of N.S.N. 761
kkcquarie University 746
Unlversi ty of Nexcastle 434
University of Melbourne 809
Grif fith Gniversity 8 3
Adelaide Unjversity 936
University of Tasmanj a 95
N.S.W., Institute of Technology 499
Rivrrina C.A.E. 317
Ncwcastle C.A.E. 356
R.M.I.T. 473
Footscray Institute of
Technology 279
State College Viccnria 291
Darling Downs 222
Qucensland Agric. College 159
Torrena C.A.P.
rdngston C.A.E.
W.A.I.T.
Sydney Tech.
Granville Tech.
Liverpool Tech.
Srtathfield Tech.
Albury Tech.
Lithgow Tech.
Wagge Tech.
R.M.I.T. Tech.
Coliinq&od Evening
P:rs:ol) Tech.
Cl~c;l'icr.hm Evening
Ballarat Fines
ItAacr
pueensland Sccondiiry
Haxylmrough
Kensington Park
Elizabeth Comrmity Colle~e
Soutn East Co.?m.mity College
Ht. Lawley ,
W.A. Balga
W.A. Victoria Park
Hobart Tech.
H.S.W. College E!:ternal Stds.
Unberra - 81-u:e
K.S.H. T.A.F.E. Certific3tc

In t.he National Educational Survey of students, three mailing waves were
used for nlost of t:~e sites included j.i~ the samp1.e. Details of the dates I
of despatch from t:lc SSC Lo sites, interstate cocrcli~ators and ultimately,
the sample, are given he1.o~. The dates of despatch from thc SSC direct I
to the sample for institutions 1-equestin.j t!~is form of distribution are
shown in the right hand co?urrn: I
Mailing
Wave
1
From SSC to Sites/
From Sites to Sample
Interstate Coordinators
- -
16 Sept 19-29 Sept
From Sites tc Sam
-
d
27 Sept-4 Oct (Vi
10-18 Mov (NS
30Nov. (SA)
4, 7 Nov 8-:7 Nov 10 Nov (via
and
(a)
2 Dec (Old) .-
7 Dec
6 Dec
(NSF,,
(SAl . .
3 25 Nov-2 Dec 28 Nov-6 Dec 2 Dec (vi4
and
20 Dec (Q3.d)
16 Dec (NSN*
(a)
16 Dec
(a) The main problem causing the delays in the second and third distribution-
for Queensland institutions was the apparent loss of instructions and
mailing lists somewhere between the SSC and the Queensland State
For one institution this resulted in omission of the second mailing.
Several procedural steps were necessary for the successful completion of each I
mailing. These steps are detailed in the remainder of this section.
First stage survey packaging - Automail Pty. Ltd.
After the cut-off date for each mailing the SSC generated response update, I
number labels for non-respondents at each institution. These were delivered
to Autonail Ptp. Ltd. which completed the following tasks:
(a) Cheshire-labelling respondent number labels onto forms 1
(b) folding forms and covering letters
(c) inserting forms, covering letters and Business Reply Post (BRP)
envelopes into Committee of Inquiry envelopes
:dl bundling survey packages into institution lots I
1. For the third mailing to students, non-respondent numbers were produced
on Avery labels and this operation was performed manually at the SSC
after the packages were received from Automail. This change Was made to
ensure greater control over the timing of mailings.
. .
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Cut-off dates were determined Ixth by monitoring of i:ho gattern of response
raixs and by deadlines inposed by time conrji-.raj.r.t; of the study, i.e. t.ne
dates at which respondent number labels and update mailing lists had to be
ready for the next round of mailings.
Seccmd Stage Packaging - Distribution from SSC to Si.tes
----
The packaging tasks perfor~ned at the SSC for each institutl ~on lot were as
follows :
(a) check that packages were in ascending respondent number sequenw
or attach respmdent number !.abeis t.o forms
-
(b) using an update list of responiients since production of the non-
respondent update 1:urnber labzls, remove packages corresponding to
these recent respondents
(c) bundi.e packages and labels with institution number and range of
respondent numbers
Distribution from the SSC was via air or surface courier either to interstate
coordinators or in scme cases directly to administrative staff of tl~e
institution. P. third group of institutions had their gackzges mailed directly
to respondents from the SSC.
Third Stage Packaging - Distribution from Sites to Sample
With the survey packages, each institution was also sent packzging and mailing
instructions, and for follow-up (second and third wave) rnaiiings a list of
non-respondent update number codes for that mailing.
Institutions performed the following tasks:
(a) keying of the respondent number codes, sequentially from 1 t o the
institution's sample size, to the student sample list
(b) preparation of name and address labels
(c) with the adhexing of each address label, checking th2t the respondent
number cods on the f om corresponded with the niurtber recorded on the
sample list against the address
(d) insertion of an additional covering letter from the institu.tion
where applicable
(e) sealing, franking and mailing of envelopes
Special Arrangemnts - for Dj.stribution ---- from the - SSC to the Sample
Some institutions arranged to send their sample lists to the SSC and. the
third sta~e of packaging for each nailing wave was performed at the SSC.
Distribution and mailing dates for this group of institut-ions varied
consider-ably from dates for other j i ~ctit~;tions due to speci f j.c problems

I
cr,ccuni-ezcd i:i the survey production process detailed below.
The institutions invoivd were New South Wales and Australian Capital
Territory ('ACT) TAFE colleges; Kiverina C7E; Victorian TAFE colleges;
Foctscray Ifistit~~te of Technolorjy and the South Australian TAFE college
at Kensington Park.
In New SouLh Gi:!.ies and the ACT, san!ple lists were to be obtained via a 2-sta
seJ cct:icn process inval.ving nw-lual selection from student course enrolmaits
which were not past of the New South Wales Department of Technical and .
Further Education comput-.er enrolment record system. Also, the SSC was to
devise a com;
. . upper and lower limits.
.. . .
: L.~*.- L. .
. .

Location of the Variables bv Card and Column
-
CARD 1 COL
_-- -
All Students
COL COL - - COL -
INSTCD: 1- 2 RNUKB1 4- 7 CARDNl 6 QlSEX 9
Q2AGE 10-11 Q3AYEAR 12-13 Q3BFOUr 14 Q3CSTATE 1 5
Q3CTOWN 16(k) QJCCNTRY 17 Q3DCERTF 18 Q3DCTAIL 19(A!
Q3ESKOOL 20 Q3r'SPECL 21 Q3FCOURS 22-23 c3GHKELL 24
QJQUALIF 25 Q43EThIL 26(?.) Q53EThIL 27-28 Q6L;ROLIM 29
Q7DESREE 30 Q7TYPE 31 (A) Qi'INSTlT 32(A) Q7YEAR 33-34
Q8CONSEC 35 Q9NOWENH 36 Q9A TNSTA 3 7 (A) Q9AIiGSTR 3 8 (A)
Q9ULOCNA 3 9 (A) Q9ELOCNB 4 0 (A)
Q9CCOKSP. 4 3 (A) Q9CCORSB 4 4 (A) Q9EQiJhLA 4 5 (A) Q9EQUALE 46 (A)
QYFSANDA 47 Q9FSANDB 48
Q9HSTRTh 53-54 QSHSTRTB 55-56
QgIC!/IPLA 57-58 Q9ICPlPLB 59-60 QlOEI-lPL 61 Ql OAOCCN 6 2-G3
Ql ,)BLOCN 64 (A) QlOCliRS 65-66 QlOWKRCL 67 QlOUTAIL 6 8 '
QllGIVUP 6 9 QllDThlL 7G(Aj QllhINTF 71 QllliATMS 72
QllCCCXT 73 Ql lDk'NCL 54 QllEFALL 75 Ql.lFDECR 76
QliGDSTR 7 7 QllHSTND 78 QllIUSFL 79 QllJtJEWI $0 (A)
CARD 2
-- -
INSTCD2 1- 2 RNUMB2 4- 7 CARDN2 6 Q11KBC)F.E 9
Q11LOTH R 10 (A) Q12ACONT 11 Ql2UMOTH 12 Q12CF ULL 13
Ql2DPkKT 14 QlZEEXTL 15 Ql 2PTRVL 1.6 Ql.2GHOIIE 17
Q12liNOPL 18 Q13hCONF 19 Q13 BST1I.i 20 Q13CEXPL 21
Q13DSCEK 22 Q13EBEST 23 01 3FEtJTIi 24 Q13GHARK 25
Ul3HPLAN 26 Q13IPERS 27 Q14hWORK 28 Ql4B'i'IMS 29
Q14CIIOUR 30 Q14 DVOCT 3 1 Q14EMECH 32 QlCTSECN 33
QlSADEGR 34 Q15BTERT 35 Q16ATWN 36 Q16BEDUC 37
Ql6CPRNl 38 Q16DFILL 39 Q16ESTDY 40 Q16FMOST 41 (A)
Q17AlDiiB 4 2 Q17A2DSM 43 Q17BlSHB 24 017B2SSll 45
Ql7CUMII 4 6 (A) Q18DPO 47-68 Ql8DEO 49-50
Q191STPF 51 (A) Q13INPRF 52(h) Ql9RDiiEP 53 (kl
QZOCHSEI 54 Q2lCLGEE 55 Q22CRSEO 56 Q23CKSEP 57
Q24bONDS 58 Q24TYPEB 59(h) Q25JO6AV 60 Q26JOGPR 61-62
Q27JOBEX 63-64 Q28VOCCil 65(k) Q29kESCA 66 Q29RCSC'i' 67
Q29DETLS 66(A) Q30VPLNS 69 Q3iOCCtJF 70-71
Q310CCNM 72-73
Q33MIGlIG 73 (A)
Q32EDMOT 74 C32EDFAl' 75
CARD 3
7-
1- 2 RNUbIB3 4- 7 CARDII? 8 Q34ATPU:i 9
10 Q54A'PPTA 11 Q34HLCUN 12 Q34BECCrZ 13
14 Q34CUEUN 15 Q34CDECA 16 Q34CDETA 17
I. 8 Q3 4DGPCA 19 Q34DGPTh 20 Q35ACYB 2!.
2 2 Q35ACFl3 23 fJ35BYAS 24 (A) Q35DYAl.l 25iA)
26 (A) a36RDR 27 Q37kl.lRGE 28 Q37BCHLD 29
30(A) Q38UPTWK 31 Q38CDEPP 32 Q38DDEPs 33
3: 033FED 35 Q38GOTHR 36 Q39YPI 37(A)
38(h) Q39YlF 39(A) Q40PFDl 40(A) Q40FFD2 4l(A)
42(A) Q40PFD4 43 (A) Q40FFD5 44 (A) ~41cETl 45(h)
46 (A) Q41CET3 47 (A! Q41CET4 48 (A) Q41CEc!5 49 (A)
. .

An c;:asplc :of 2 vari~S!.e conpletely defined. by t.hc codehook is 91SEX. LIST m
FILEEE'O dzf ir,es this at PSL POS 6, gives it a l;lbcl SEX (under column headed
variable label) and defines i-ts values as 1. MALE, and 2. FEE'ALE. For tllis
type of varii~.'cl.c, -the resr;3ndent1s ncninatl.on on the qucstionn~ire servec?
as the direct source of data for entry (via punch card) to the data file.
The nunkcxs ur,der -the heading E L POS in LIST FIL:P:II?E'O are simply ordinal
and are cor!venient markers for items comprising the list. !
Variable Q3CTOWN is an exampie of a variable which required an intermediate
classification step between the respondent's nomination and entry to the data I
file. Respondents sircply answared by writing the name of the town in the
space provided. SSC coders used a series of supple~~cntary codebool~~s to assigi.
these places to the gecgraphic zones (e.g. NSW SYDNEY; NSW OTH PR URBAN, etc.
I
before they were entered on the data file. These supplementary codebooks are
not published in this document but they are held at the SSC. Most were
created especially for the Committee's surseys. I
Some variables were redefined by a process of categorization to assist
conprehension of survey tabulations. These redefined variables appear in
sequence in LIST FILEINFO. Examples are 02AGEMl and Q2AGEM2 (REL POS 8 and 9 I
92?.GEI11 compresses the age tables from seven pages of output to one by groupil
the respondents' ages as defined in the values list. Q2AGEM2 carries this
further and describes age in terms of 3 groups only - 14-16 yrs, 30-39 Yrs, a
40 year. and over. These adjustments are self-explanatory for all but the
occupstiori v2riables of which the entries at REL POS 24 and 25 are examples-
The originally-defined list has been heavily compressed by casting its
compoilerts into the occupational status categories devised by Baldock and
I
others. The logic of this may be understood by referring to REL POS 24
QSDET~~IL: all occupations listed in the tens are 'upper professional', those
in the twenties are 'lower professional', and so on - as described in the
values of the nev variable QSDETAM1 (REL POS 25).
1. Baldock, M.D. et all op.cit.
I
I
I
I

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDEIJTS
DUMP OF DOCUMENTARY INFORMAT JON..
NUMERIC ALPHA COMMENTS
VALUE VALUE
-2 '6' RESPONSE NOT BLANK AND OUTSIDE VALID RANGE.
SLIGGESTED SOURCES
1. QUES'i'ION NOT UNDERSTOOD BY RESPONDENT.
2. FACETIOUS RES?ONSE.
3. MULT1l1L?-RESPONSE TO 6 ItlGLE RESPONSE
QUESTION.
4. DATA TRANSCRIPTIOX ERR3R.
79/07/19.RELATIONSHiP TO WC579DS
------------ -- -------
ONLY CIIAIJGE IS VALUE LABELS OF Q~AINsTA, Q~AINSTB
AND POSITIOlGkL ORDERING IN FILE OE QgAINAMl, QSAINBM1
DATA IDENTICAL TO WC573DS

RCL VAR1Aili.E
POS NAE1 E
1 SEQNUX
2. SUBFILE
3 CAS'JC'l'
4 INSTCDl
RNUMBl
6 QlSEX
SEX
AGE IN Y::ARS
AGE IN YEARS
AGE IN YEARS
1.
2.
3.
4.
5.
LEAVE 2LJDT-.Y - YEAR 19XX
VAXIABLE SUPPKESSED
VARTAB LE SUPPRESSED
MALE
FEMALE
14 - 17 YEARS
1 8 - 20 YEARS
2 1 - 25 Yz.ias
26 - 30 TEARS
31 + YEARS
1. 14 - 16 YEARS
10 1. 30 - 39 YEARS
102. 40 + YEARS
FORM
FORM
FORM
FORM
FORM
FORM
YEAR
YEAR
YEAR
YEA R
YEAR
YEAR
LZAVE 2NDRY - STATE
1. QUEENS LAND
2. N. S. W.
3. VICTORIA
4. TASMAiJIA
5. SOUTH . AUST.
6. WESTERN AUS'P.
7. NORTIlERN TTY.
I4ISS IXG PRT
PF.LUES FMT
I-lC!JE 0
tJCNE k
tlilNE 4
NONZ 0
NONE 0

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENT^
REL VARIABLE VARIABLE LABEL
P 0s NP,ME .
14 Q3CTOWN LEAVE 21JDRY - TOWN
1.
2.
3.
4.
5.
6.
7.
0.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
2 0.
2 1..
22.
2 3.
24.
25.
26.
33.
1q SW S Y DN UY
NSW NEWC W GONG
NSW OTli PR GRBAN
NSW OTHER
VIC MELBRNE
'VIC GEELONG
VIC OTH PR URSAN
VIC OTHER
OLD BRISBANE
QLD OTH FR URBAN
QLD OTHER
S.A. ADEIAIDE
SA. OTH PR UitEAN
S.A. OTHER
W.A. PERTH
WA. OTH PR URBAN
W.A. OTI!E17
TAS. HOBART
TAS OTH PR URERN
TAS . OTHER
N.T. DARWIN
NT. OTH PR URBAL'
N.T. OTHER
A.C.T, CANBERRA
A.C.T. OTHER
OUTSIDE AUST.
UNIDENTISIABLE
15 Q3CCNTRY LEAVE 2NDRY - COUNTRY
0 AUSTRLIA
2. BRITAIN
3. OTH ENGLSPEAKf NG
4. NORTHERN EUROPE ,
5. SOUTHERN EUROPE
6. EASTERN EUBOPE
7. ASIA OR PACIFIC
8. OTHER COUNTRY
16 Q3DCERTF LEAVE 2NDRY - ANY CERTIFICATE
1. YES
2. 11 0
17 Q3DDTXIL LWVE 2NDRY - DETAILS OF CERTIFICATE
1. 12TH YR CERTIF
2. lOTH YR CERTIF
3. llTH YR CERTIF
4. 9TH YR CERTIF
5. OTHER YR CERTIF
33. UNIDENT EQUIV
l@ Q3ESKOOL J.,,ZAVI: 2NDRY - TYPE OF SCHOOL
1. GOVNMENT - STATE
2. IND CATHOLIC
3. IN3 PjOPj'CATHOLIC
6. CWEA LT K GO'J::>lENT
8. APS-GPS OTii PXVT
19 ~~FSFECI, FIPJAL YF? 2ND'RY - SPECIALISING
1. YES
2. NO-HIXED OR GNRI.
MISSING PRT
VALII ES Ft4T
20 Q3FCOURS FlNAL YR 2:iDRY - AREA OF SPECIALISATIOIV -2. 0
3. SCIENCE
4. SOCIAL STUDIES
5. HUMANITS
6. COMMERCIAL
7. LANGUAGES
8. TECIiNCAL
21 Q3GHWELL F1t:AL YR 2WGRY - RESULTS VS OTHERS LEVEL -2. 0
1. BELOW AVERAGE
2. AVERAGE
3. ABOVE AVERAGE
4. TOP 20rc CLASS
5. WEAR TOP CLASS

23 Q4DETLJ.L LEAVE ZNDRY - PLANNED QUALIFICATIONS
1. TAFE ADULT ED
-2. 0
2. TAPE PREPARAT
3.
4.
5.
TAFZ OTX SKILLZD
TAFE APPRENTC
6. TAF 5 PARAPROF
7. TAFE PROF DIP
8. U, C 1YR TCRTCERT
9. U,C 2YR DIPLOMA
10. U, C 3YR DIPLOHA
11. Vt!I, CAE BACIILORS
12. UNI, CAE :.;ISC
13. HONOURS, M. QOAL
14. POSTGRAD DI PLOMA
15. 2ND BACHELORS
16. MASTERS DESI: EE
17. DOCTORT PH D
1 8.
19. FURTIiER IX FIELO
20. DONIT KNOW
2 1. SPECIFC VOC QUAL
22. UNIDENTIFIABLE
24 QSCET?.IL LEAVE ?NDRP - SPECIFIC CAREER, JOB I3EA
PRFSSNAL OTHER
DOCTOR DENTIST
LAFY EX ECONMST
GEOLOGST ENGINR
SCIENTST
AGR VET PARK RNG '
ARCHITCT
SOCIAL SCIENCES
TEACHER - DEGREE
PUBLIC SERVANT
LOWR PRO - OTHER
PARA MED
NURSE
SOC SCI NONDGREE
TEACHER NONDGREE
JOURNLST
LIBRAHN
SCIENCE NONDGREE
ART MUSIC
AUDITOR ACCNTNT
EMPLOYR MNGR OTH
PUBLIC ADMIN
LOC GOV INSPECTR
MANAGER MANUFACT
MANAGER BUILDING
MANAGER STORAGE
MNGR FIN PERSNL
MANAGER SERVICES
MNGR OWN 2RY IND
MNGR OWN PRI IND
SELF EMP OTHER
SHOP OWNER
SALESMAN SLF LblP
MNGR SML BUSINSS
NON MANL OTHER
CLERK SKILLED
SUPERS PBLC SVC
SUPRVSRY CLERKS
TRANSPRT IKSPCTR
ARMD FRC N.C.O.
SECRETRY PROFNL
SALESMAN EllPLD
CLERICAL OTHER
TYPIST BNK CLRI
NONSUPER PBLC SV
SALESREP
POSTAL OFFICER

NATIONAL EDUCATIONhL SURVEY, 1977 - ALL STUDENTS 2.15
REL VARIABLE VARIABLE L4BEL
POS NAME
POLICE LOWR LVL
SHOP ASSISTNT
CLERK LOWR GRP
TRADES OTHER
LTSWELLER FITTER
MECHANSC MOI! LDER
BUILDING FOREMAN
PLUMBER WELDER
ELECTRCN TV TECN
CARPENTH CABINET
BRICKLYR PLASTRR
PRINTER COMPOSTR
PAINTER BAKER
PROCESS WORKER
DRIVER
SER'iICC WORKER
MINER
FARM RURAL
LABOURER
ARMD FRC LOWER
FARMER UtJSPECD
FN WHEAT SHEEP
GRAZ IER
PRIKARY PRODUCER
F>.RMER MIXED
FARMER DAIRY
FARMER OTHER
FAPER RICE
HOUSE WIFE
STUDENT
PIISSING PRT
VALUES FMT
25 QSDEPAMI LEAVE 2NDRY - SPECIFIC CAREER, JOB IDEA -2. 0
1. UPPER PROF
2. LOWER PROF
3. EMPL-MGR LARGE
4. EMPL'M GR ShLX LL
5. INTERMED NOB-MAN '
6. CLERICAL
7. SUPVR - SKILLED
8. SEMISKILL UN
9. FARMER
98. HOUSEWIFE
94. STUDENT
26 Q6NROLIM IMMEDIATE ENROLMENT IN UNI,
1. YES
COLLEGE -2. 0
2. NO
27 Q7DEGREE 3RY QUALIF - ANY COMPLETED -2. 0
1. YES
2. NO
28 Q~TYPE 3RY QUALIF - TYPE HELD -2. 0
TAFE ADULT ED
T AFE PREPARAT
TAFE OTH SKILLED
TAFE APPRENTC
TAFE OTHE.?
TAFE PARAPROF
TAFE PROF DIP
U, C 1YR TERTCERT
U,C 2YR DIPLOXA
U,C 3YR DIPLOMA
UNI, CAE BAC HLORS
UNI, CAE MISC
HCNOURS, M. QUAL
POSTCRAD DI PLOANA
2ND BACHELORS
HASTERS DEGREE
DOCTORT PH D
FURTHER IN FIELD
DON*T KNOW
SPECIFC VOC QUAL
UNIDENTIFIABLE
. .
. . -

U>Jl VOLD LARGE
UNI OLD cnr LYAL
'JIIL POSTWAR LJIGE
UNJ. RCNT OUi'XSiJl3
U :? 1 PROVI SCL
UNI VERY CECEik!T
CAE CENTP.AL
CAE METHOP
CAE REGIO!JAL
CAE SNGL SCHOOL
CAE OTHR SPECI2,L
TAPE PZSW ME'I'RO?
TAFE NSW BAL,EST
T.qFE VIC EVNS t!S
,.- -
1.irE VIC TC I.li:'l'T(
TAYE P LC TC CLJ'YY
TAFE SA METR,ELZ
TAPE Sk COUNTRY
TAPE 3LD M'GTBOP
TAF'E QLD COUNTRY
TAPE QLS CORRESP
TXFG NA TECH COL
TAPE WA TECH CEN
TAFE TASMANIA
UNI NONSPEC
CAE NONSPCC
TAFE NONS ?ZC
ENPLOYER INSTN
O~SEAS INSTN
UMIDENTIFIAB LE
VOC' COL HOSPITAL
IiIGl! SCH EVNG CL
3RY QUALIP - YEAR OBTAIBED 19XX
3RY QUALI? - YEAR OBTAINED
1. - 1938
2. 193 9-4 5
3. 1946-49
4. 1950-54
5. 1955-59
6. 1960-64
7. 1965-69
8. 1970-72
9. 1973-75
10:. 1976-77
GT 6 MONTHS FULLTIME WORK SINCE 2flDRY
1. YES
2. NO
PRESENTLY ENROLLED IN UNI OR COLLEGE
1. YES
2. NO
PRESENT COURSE - INSTITUTION
0 VARIABLE SUPPRESSED
PKES ENT COCRSE - INSTITUTION
1. UNI SECTOR
2. CAE SECTOR
3. TAFE SECTOR
4. OTHER
LAST COURSE - INSTITUTION
0 VARIABLE SUPPRESSED
LAST COURSE - INSTITUTION
1. UNI SECTOR
2. CAE SECTOR
3. TAFE SECTOR
4. OTHER
PRESENT COURSE - LOCATION
1. NSW SYDNEY
2. NSW NEWC W GONG
3. NSW OTH PR URBAN
4. NSW OTHER
5. VIC MELBRNE
6. VIC GEELONG
NONE 0
-2. 0
NONE 0
-2. 0

REL VARIABLE VARIASLE LABEL
POS NAME
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
2 3.
24.
2 5.
26.
33.
VIC OTB PR URBhS
VIC OTHER
OLD BRISl3ANE
QLD CTH PI7 UZBAlq
C& D OTHER
S .A. ADELAIDE
SA. OTH PI7 UKDAN
S.A. OTIIEH
W.A. PERTH '
WA. 07'11 PR UKBAK
W.A. OTHER
TAS. HOEART
TAS OTH PR URBAN
'?AS. OTHER
N.T. DARWIN
NT. OTH PR URSRN
N. T. OTHER
A. C. T. CANBERRA
A.C.T. OTHER
OUTSIDE ADST.
UNIDENTIFIABLE
39 QgBLOCNP LAST COURSE - LOCATION
1. NSW SYDNEY
2. NSW NEWC W GONG
3. NSW .OTH PR URBAN
4. NSW OTHER
5. VIC MELBRNE
6. VIC GEELONG
7. VIC OTH PR URBAN
8. VIC OTHER
9. OLD -
BRISBANE
OLD OTH PR URBAN
OLD
S.A.
OTHER
ADELAIDE .
SA. OTH TR URBAN
S.A. OTHER
W.A. PCKTH
WA. OTH PR URBAN
W. A. OTHER
TAS. HOBART
TAS OTH ER UXBAN
TAS . OTHER
N.T. DARWIN
NT. OTH PR URBAN
N. T. OTHER
A.C.T. CANBERRA
A.C.T.
OTHER
OUTSIDE AUST.
UHIDEKT IFIABLZ
40 Q9CCORSA PRESENT COURSE - FIELD
1. TAFE APPL SCI
-
2.
3.
TAFE
TAFE
ART DES
ELDG
4. TAPE BUS STUD
5. TAFE ENG
6. TAFE RUXRCRT
7. TAPE MUSIC
8. TAFE PARAMED
9. TAFE IND PERS NC
10. TAFE GE8 STUD
12. CAE AGRICULTURE
13. CAE APPL SCI
14. CAE ART DESIGN
15. CAE ELDG ARCH SV
1G. CAE COMM BUS
1.7.
In.
CAE ENG TECH
CAE LIBERAL STUD
19. CAE MUSIC
20. CAE PARAMED
21. CAETEACMERED
22. UNI ARCH BLDG
23. UNI AGRIC FOREST
24. UNI ECON COXK
25. UNI EDUCA'I'IOLJ
26. UNI ENG TECH
MISSIXG PRT
VAL'JES FMT
-2. 0

41 Q9CCCRSn LAST COURSE - FIELD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.2.
13.
14.
15.
16.
17.
18.
19.
20.
2 1.
2 2.
23.
2 4.
2 5.
26.
27.
2 8.
29.
3 0.
3 1.
32.
33.
'34.
3 5.
UNI IIL'I-lAHiT1CS
UMI FINE fi.!

NATIONAL EDUCATI0NP.L SURVEY, 1977 - ALL STUDENTS
REL VARIABLE
POS
4 4
4 5
4 6
4 7
4 8
4 9
5 0
5 1
5 2
5 3
VARIABLE LABEL HISSItlG PRT
VALUE3 FMT
TAFE PROF DIP
U, C 1YR TERTCERT
U, C 2YR DIPLOMA
U,C 3YR DIPLOMA
UNI, CAE BACHLORS
UNI, CAE MIX
HONOURS, M. OUAL
POSTGRAVID DI PISOMA
2ND BACHELORS
MASTERS DEGREE
DOCTORT PH D
FURTHER IN FIELD
DON'T KNOW
SPECIFC VOC QUAL
UNIDENT IFIADLE
PRESENT COURSE - FT, PT, SAND, EXT', BLCK
1. PART TIME
2. FULL TIME
3. SANDWICH BLOCK
4. EXTERNAL
LAST COURSE - FT, PT, SAND, EXT, BLOCK
1. PART TIME
2. FULL TIME
3. SANDWICH BLOCK
4. EXTERNAL
PRESENT COURSE - START YEAR 19XX -2. 0
PRESENT COURSE - START YEAR 19XX -2. 0
1. 1931-69
LAST COURSE - START YEAR 19XX
LAST COURSE - START YEAR 19XX
1. 1931-6 9
PRESENT COURSE - COMPLETION YEAR 19XX
LAST COUF.SE - COMPLETION YEAR 19XX -2. c
CURRENT FORM OF EMPLOYMENT
YES REG FT JOB
YES REG PT JOB
. .
-2. 0 '
YESCASLWORK
YES SAND OR BLCK
.
NO FT STUDY
HOMEDUTY CHILDCR
UhTEHPLD SEEK JOB
UNEMPLD NOT SEZK
CURRENT OCCUPATION
10.
11.
12.
13.
14.
15. -
16.
17.
18.
19.
20.
21.
22.
2 3.
2 4.
25.
26.
2 7.
26.
29.
3 0.
31.
32.
PRFSSNAL OTHER
DOCTOR DENTIST
LAWYER ECONbiST
GEOLOGST EXGINR
SCIENTST
AGR VET PARK RNG
XRCHITCT
SOCIAL SCIZKCES
TEACHER - DEGREE
PUBLIC SERVANT
LOWW PRO - OTHER
FARA MED
NURSE
BOC SCI NONDGREE
TEACHER KONDGREE
JOURNLST
LIBRARN
SCIENCE NONDGREE
ART HUSIC
AUDITOR ACCNTNT
EMPLOYR MNGH OT!:
PUBLIC ADNXN
LOC G3V ItJSPECTR

CURXENT CCCGPATION
1.
2.
3.
4.
5.
6.
7.
B.
9.
98.
9 9.
CURRENT ENPLOYHENT
1.
2.
3.
4.
5.
6.
7.
8.
UPPER PROF
LOWER PP.,.O'i
EMPL-MGR LARGE
EMPL-MGR Sl!ALL
INTERNED NOW-:.IAN
CLERICAL
SUPVR - SKILLED
SEMISKILL UN
FAIC.IER
HOUS E:iIFE
STUDENT
LOCATION
NSW SYDNEY
NSW XEWC W T;O:!G
NSW OTH PR URBAN
NSW OTllER
VXC MELDRNE
VIC GEELOGG
VIC OTH Plt URDAN
VIC OT IiE R

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL VARIABLE VARIAELL LABEL
POS NAME
QLD BRISBANE
QLD OTN PR URBAN
QLD OTHER
S.A. ADELAIDE
Sh. OTH PR URBAK
S.A. OTHER
W.A. PERTH
WA. OTH PR URBAN
W.A. OTHER
TAS. HOBART
TAS OTH PR URBAN
TAS. OTllER
N. T. DARW l N
NT. OTH PR URBAN
N. T. OTHER
A. C. T. C?.NB ERRA
A.C.T. OTHER
OUTSIDE AUKT.
UNIDENTIFIAELE
56 QlOCHRS CURRENT EMPLOYMEYT - 1fRS TYPIChL WEEK
57 QlocHnr.rl CUP.RENT EMPLOYMENT - HRS TYPICAL WEEK
1. 1 - 9 HPW
2. 10 - 1 9 HPW
3. 20 : 2 9 HPW
4. 30 - 39 HPW
5. 40 - 49 HPW
6. 50 - 59 HP~J
7. 60 + HPW
50 QlOWEREL CURRENT EMPLOYKENT - RELATED TO STUDIES -2. 0
1. YES
2. NO
59 Q~ODTAIL CURRENT MPLOYMENT - RELATION TO STUDIES
1. CADET SHIP
2. APPRENTICE
3. SANDWICH
4. PART TM RELEASE
5. FT TEACH TIMEOFF
6. OTHER RELATED
60 QllGIVUP CHANGE STUDY I N LAST YEAR OR SO
1. 'YES
2. NO
. 61 QllDTAIL CHANGE STUDY - DETAILS OF CHANGE
1. GIVE UP STUDY
2. CHANGE NAJOR FL.D
3. CHNG CRS WTHN FL
4. DEFERRED
62 QllkINTF CYANGE STUDY - IKTEXFERENCE SOCIAL LIFE
1. VERY IMPORTANT
5. NOT AT ALL IMPT
63 QllBATKS CHANGE STUDY - UNFRIENDLY ATMOSPHERE
1. VERY IMPORTANT
5. NOT AT ALL IMPT
64 QllCCONT CHANGE STUDY - UNEXPECTED COURSE CONTENT
1. VERY INFORTANT
5. NOT AT ALL IMPT
2.21
KISSING PRT
VALUES FMT
65 QllDPNCL CHAKGE STUDY - LCSS OF FINANCIAL SUPPORT -2. 0 ,
1. VERY IMPORTANT
5. NOT AT ALL U4PT
66' Q11EFP.IL CHANGE STUDY - FAZLUKE IN COURSE WORK
1. VERY IMPORTANT
5. NOT AT ALL IMPT
67 Q~~FDECR
CI~ANGC STUDY - CECREASING JOD OPPORTUNTS -2. o
i. VERY INPOETANT
5. NOT AT ALL IMPT

C:I;,:~LL ~'r'J111' - TOO P!RXY DISTRAC'TTO~;S
1. VSRY 7b!;'CJ;.'J:.iNT
5. NOT AT ALL IXPT
C5h;:GC S'L'UDY - FAIL OBN STkXD>.RP3 ACHIEV
1. VERY IMl>~::';,&t?i~
5. NOT AT ALL. IbIPT
Cllr'.i

NATIONhL E3UCATIOXhL SURVEY, 1977 .- ALL STUDENTS 2.23
REL
POS
5. DISAGREE S'l'i!::GI,Y
TYP TEACliER - ELI'JdAIl?S CLEARLY, STUD LEV -2. 0
1'. AGREE STRONGLY
5. DISAGREE S'i'!?biGLY
TYI' TE:..CHER - TI?..EATS AS CO-SCEKER
1. AGREE S7'RGNGI.Y
5. DISAGREE STRNGLY
TYP TEACHER - MOTIVATES TO BEST WORK
1. AGREE STRONGLY
5. DISAGRKE STHNGLY
TYP TEACHER - ENTiiUSlASM FOR SUFJECT
1. AGREE STRC.NGLY
.5. DISAGREE STHNGLY
TYP TEACHES? - CAREFDLLY FARKS WRITTEN wK -2. C
1. AGREE STRONGLY
5. DISAGREE STRNGLY
TYP TEACHER - HAJOR ROLE .IN CAREER PLAN -2. 0
1. AGREE STRO!dBLY
5. DISAGREE STRNGLY
TYP TEACHER - MAJOR ROLE PERSNL DEVELOPT -2. 0
1. AGREE STROKGLY
5. DISAGREE STRNGLY
COURSE - GENERAL KORK PRESSURE TOO GREAT. -2. 0
1. AGREE STRONGLY
5. DISAGREE STRNGLY
COURSE - NOT ENOUGH PRIVATE STUDY TIME -2. 0
1. AGREE STRONGLY
5. DISAGREE STRNGLY
COURSE - TOO HkNY HCURS IN CLASS -2. C
1. AGREE STRONGLY
' 5. DISAGREE STRNGLY
COURSE - TOO MUCH NARROW VOCATIONAL TRb?G -2. 0
1. AGREE STRCiqGLY
5. DISAGREE STHNGLY
COURSE - TOO MUCE MECEANICAL THINKING
1. AGREE STROAGLY
5. DISAGREE STHKGLY
COURSE -- TOO MUCH LIKE SECONDARY SCBOOL -2. 0
1. AGREE STRONGLY
5. DISAGREE STRNGLY
97 Q15hDEGR QUALIFlCATION MORE LMPORTAWT THAN CONTNT -2. 0
1. STitONGLY AGXEE
2. AGREE
3. DISAGREE
4. STROt.iGLY DISAGREE
96 QlSRTFHT 3RY II4?RO\~ED GR RELEVNC LIFE, PROBLEMS -2. 0
1. STRONGLY AGREE
2. AGREE
3. DISAGREE
4. STROMGLYVISAGREE
Q1GATRP.S CUR ENROL - T3 GET TRAINING FOR A JOB
1. VERY IMPORTANT
5. NOT AT ALL IMPT
1CO Ql6DEDUC CUR ENROL - GET h BASIC GENKL EDUCATION -2. .O
1. VERY IMPGRTANT
5. NOT AT LLL. IMPT

El-IP!!ASIS SKILLS, TECKNIQUES - SHOIJLD SE'
1. GREAT EMPHASIS
5. LITTLE ENPFASIS
6. NOT SURE
M9ST IMP3RTAKT - Q17A VS Q17P
A PERSONAL SOCIAL
R SKILLS PRCE'ESSN
RETRAINING - PXEVICUS OCCUPATION
10. PRFSSNAL OTHER
11. DOCTOR DENTIST
LAWS ER ECOL?!SST
GEOLOGST ENGI:

REL
P 0s
\'ARIi,3LE
NAME
SALZSMK SLF EYP
t4NGR $?!I. Eiu:; INS.;
NO!J MAiJL OTfiKR
CLERK SKlLIZD
SUFERS PRLC SVC
SUI'RVSRY CLE2KS
TRAIJSP31' 1NSPCTI;
ARMD PHC N.C.O.
SECI:ETT,\i PROF'KI,
SALESKAN CFIPLD
ClCRIChL OTHER
TYPIST IlNK CLRK
NOIJSUPEH PBLC SV
SALESREP
POSTAL OFFICER
POLICE L,OWR LVL
SHOP ASS 1SINT
CLKRK LOW R GaD
TRADES OTHCR
JEWELLER FITTER
MECEANIC MOULDER
BUILDIWG FOREHAIJ
PLUMBER WELDEFI
ELECTRCN TV TECH
CARPENTR CABINET
BRICKLYR ELASTRR
PRINTER COMFOSTR
PhlNTER RAKER
PROCESS WORKER
DRIVER
SERVICE WORKER
MINER
FA 3 1 RURAL
LABOURER
ARI4D FRC LOWER
FARMER URSPECD .
FM WHEAT SHEEP
GRAZ IER
PRIMARY PRODUCER '
FARMER MIXED
FARMER DAIRY
FARMER OTHER
FARNER RICE
llOUSE WIFE
STUDENT
RETPAINING - PRSVIOUS OCCUFkTIOh'
1. UPPER PROF
2. LGiiCR PROP
3. EI4PL-MGR LARGE
4. ZAPL-MGH SMALL
5. INTERPIED PiON->:AN
6. CLERICAL
7. SUPVR - SK,ILLED
8. SEMISRILL Ull
9. Fkl34EZ
98. HOUSEi?IF::
99. STUDENT
RETRAIWING - EXPECTED OCCUPATION
10. PRFSSNAL OTHER
11. DOCTOR DENTIST
12. LABY ER ECONMST
13. GEOLOGST CNGIGR
14. SCIENTST
15. AGH VET P?.RK RBG
16. ARCllITCT
17. SOClAL SC JEIXES
18. TEACNEK - DEGREE
19. PUBLIC SERVANT
26. LCwR PRO - OTHER
2 1. PARA WED
22. NURSE
23. SOC SCI NONDGREB
24. TEACllER 1JONllGREE
25. JOUHNLST
2 6 . LIBEARN

S C I!: :J C 2 N93 !: !: E
A2'i' KUS iC
AUilI'l'OR ACCi.' .!!T
Bil?LOt'J< :.iI,

1GATIONAL EDUCATIONAL SlIR:IEY, 1977
REL V I A
POS NANL
VARI.>.BLL' JABEL
TAFE BLDG
TAFE BUS STUD
T>.FE EtJG
TAFE RUR liOltT
TAFE MUSIC
TAFE PARREIED
TAFZ IND PE2S KC
Th rJ2 GEL\' STUD
CAE AGIZICUl~TUkE
ChE APPL SCI
CAE ART DESIGN
CAL BLDG AXCH SV
CAE COMM BUS
CAE ENG TECH
CAE LIBERAL STUD
CAE MUSIC
CAE PARAMED
CAE TEACEER EC
Ul?I ARCH ELDG
UNI AGRIC FOkEST
UNI ECON COMM
UlJI EDUCATI0:q
UNI ENG TECH
UNI MU!.iANITIES
UNI FINE ARTS
UNI DENTIST3Y
UNI. LAW
UNI MEDICLNE
UNI NAT SCIENCE
UNI SOC EEfiAVSC
UNI VET SClEMCE
UNI OTHER
115 Q13IKPRF 1ST PREFERENCE - WANTED INSTITUTION
UNI VOLD LARGE
UNI OLD CAPITAL
UNI POSTWAR LRGE
UNI RCNT OUTRSUB
UNI PROV I NC L
UNI VERY RECENT
CAE CENTRAL
CAE METROP
CAE RECiIONAL
CAE SNGL SCHOOL
CAE OTHR SPECIAL
TAFE NSW METROP
TAFE NSW 3AL: EXT
TAFE VIC EVNG IIS
TAFE VIC TC MET2
TAFE VIC TC CNTY
TAFE SA METH,CLZ
TAFE SA COUBTRY
TAFE QLD METROF
TAFE QLD COUNTRY
TAFE QLD CORRLSP
TAFE WA TECH COL
TAFE NA TECH CEI:
TAFE TASMANIA
UlJI NOE?S PEC
CAE NONS EEC
TAFE NONSPEC
EMPLOYER INSTN
O~SEAS INSTN
UKIDENTIF JAB LE
VOC COL HOSPITAL
HIGi4 SCH EVNQ CL
116 Q19RDNEP 1.ST PREfERECXE - REASON DID NOT ENROL
1. MARKS TOO LOW
2. NOT ACCEPTED
3. LACK OF FINANCE
4. NO JOBS, NAREOW
5. ACCPTNCE TOO LATE
6. NO EXT, PT AVCL
7. FORCED - JOE, EM PR
8. QUOTA FILLED
9. CHANGED PREP
MISSTKG PRT
VAZU CS FMT

11s Q?. lCi,GEE OVEI:AT,L EVALU~,T%CI:I OF IWSTITIITION
1. VEKY SATISFD
2. SATLSF'D
3. ON THZ FENCE
4. DISATS7D
5. VERY DISATSFD
119 Q22CiiSEO tISXijL?lESS OF CGGIISE FOR PL?iMitTD OCCUP:';.!
1. VERY US KF I1 L
2. FAIRLY USEFUL
3. NOT V!

NATIONAL EDUCATZONAL SURVIZY, 1977 - ALL STUDENTS
REL VARIABLE VA3IAHLE LhI3CL
POS NAl4E
125 Q2650BMl AFTER FORI4AL CDW -
I..
2.
3.
4.
5.
6.
7.
8.
9.
98.
9 3.
PUBLIC hD!413
LOC GOV 1FSPECTR
MA!JA GEI; t;ANU iV.C'T
I4ANAGEK RU ILDIigG
MkNACCR STURAGE
MNGR FIN PERSNL
MANAGER SEItVlCES .
MNGR OW)$ 2RY INU
MNGR OWN PI?! IND
SELF EMP OTHER
SIlOP OWNER
SALESMAN SLY W P
MNGR 5141, bUGINSC
NOH MANL OTllER
CLERK SKILLED
SUPERS PBLC SVC
SUPRVSRY CLER3.S
TRANSPST IiiSl'CTR
AHMD FfiC N.C.O.
SECRETRY PROFNL
SALESMAN EMPLD
CLERICAL OTHER
TYPIST BNI: CLRK
NONSUPER PBLC SV
SALESREP
POSTAL OFFICER
POLICE LOWK LVL
SHOP ASS ISTWT
CLERK LOW3 GRD
TRADES OT!!ER
JEWELLER FITTER
MECHANIC MOULDER
BUILDING FOIiEl4AlJ
PLUI4BER WELDER
ELECTRCN TV TECN *
CARPENTR CAaINET
BRICKLYR PLASTRR
PRINTER COMPOSTR
PAINTER BAKER
PROCESS WORKER
DRIVER
SESVICS V?ORKEH
I.LL
INTEfU.1 ED NON-PlAt?
CLERICAL
SUPVR - SKILLED
SEMSSCILL UN
FAWE2
HOUSEWIFE
STUDENT
126 Q27JOBEX AFTER FORPAL EDN - EXPECTED OCCLIPATTON
10. PRFSSIIBI. OTHER
11. DOCTOR UEtJTiST
12. LAWY ER ECONMST
13. GEOLOGST ERGINR
14. SCICNTST
15. AGR VET IJARIi RNG
NlSSlNG PRT
7ALIIES 1'bIT

AF.C 1.r!zrr
SOC IAI. SC iE;J;: E.;
'TEAClii:i: - DEC;R;CE
PUDLIC SER'.'A::T
LOtjR PliO .- 0'l';iZR
Fi'.?A ?!ED
NU '2 E
CJOC SCI il3:jr;CKCi:
y!:)\CtiF;;{ !,iO>:rC?.zE,
J()If:*,:T.ST
LII:::.:R!J
SCIiZ::CC: i,3::PSR:!AC-LI? S'O.?,\GE
NNGR TIN FE2S91;
t.liiNAGI3.3. SiXlil?ICES
MKGR C!'..iN 22'~' I::D
MNGR Oh:N PRI IXD
SELF CXP OTZER
SHOP 0: 1,' E R
SA L,E 5L.i A H S J,F 2l.i P
MKGR Si4L 3tiS ISSS
NON Li;rNi OTIIER
CLER tI SKILLED
SUPERS PSLC SVC
SUPRVSRY CLEgKS
TRANSP %T INSPCTR
AR!4D PRC S.C.O.
SECRE'rRY PROFbIL
SXLESI.L:.X Ebi?LD '
CLERICAL OTHEX
TYPIST BNK CLRK
NONSUTZR PSLC SV
SALESREP
POSTAL OFFICER
POLICE LO1:!?. LVL
SHOP IASS ISTNT
CLERK LOiiR GRD
TRADES OTHER
JEWELLER FITTEB
MEC1!A>IIC XCULDC?.
BUILDIP?G PORE:.!AN
PLUi.ll3ER WELDER
ELECTRCN TV TECN
CARPE:JTR CABINET
BRICKLYR PL.4STRR
PRINTZR COI.!?OSTR
PAINTER BAKE3
PROCESS WOIIIER
DRIVER
SERVICE WORKZR
MINER
FAlW RURAL
LABOURER
ARM D P RC LONER
FARMER UNSF'ECD
FM WHEAT SHEEP
GRAZ IER
PRIMASY PRODUCER
FARMER MIXED
FARMER DAIRY
FARMER OTHER
FARMER RICE
HOUSE WIFE
STUDENT
127 027.TO~M1 AFTER FORNAL ZDN - EXPECTED OCCUPATIOX
1. U P PE2 PROF
2. L3X E R PRCF
3. EEIPL-I4GR LqRGE
4. EMPL-MGK S:.lr\LL

HATIONAL EDUCATIONAL SUIiVLY, 1977 - ALL STUDEL~T';
VARIABLE
NAME
VARIABLE LABEL
5. INTE~ED NON-MAN
6.
7.
CLERICAL
SUPVR - SCILLED
8. SEKISKILL UN
9. FARMER
9 8. HOUSFrl 5FE
9 9. STUDENT
VOCATIOI\' CHOICE. - WHEN MADE
I. . PRIMARY SCl100L
2. ]ST YRS 2RY SL'liL
3. LAST YRS iRY SCH
4. END 2RY bCI!DOL
5. 1ST CHOI UNAVDL
6. YEAR+ IN RELV CR
7. YEAH+ IN OTHR CR
8. YEAR+ WORKING
a +. NO CHOIC AS YET
CAREER RYSTRICTED - SUBJ UMAVAIL SCHOOL
1. Y ECJ
2. N 0
ChREER RESTRICTZD - SUDJ TAKEN 11: SCHOOL
1. YES
2. N 0
CAREEX RESPRlCTED DUE SCHOOL - DETAILS
SUDJECTS UN?.VBS
WRNG FLC OF STDY
LEVELS TOO LOW
NOT KNOW BAD ADV
NOT KNOW CARPZR
NARROWED BY T?.KEN
NOT TAKE NECSSRP
TOO GEN- CfiAL
OTHER
HESTRCTD BUTHAPPY
IRRELVNT RESPNSE
NARROWED-SEXIST..
INSUFF RZSPNSE
HOW DEFINITE
KNOW EXACTLY
CONSIDEX 2 OR 3
CONSIDER 4+
DONT KNOW
PRFSSNAL OTHER
DOCTOR DENTIST
LAWYER ECOIZMST
GEOLOGST ENGINR
SCIENTST
AGR VET PARK,RNG
ARCllITCT
SOCIAL SCIENCES
TEACBER ' DEGfiEE
PUBLIC SERVAST
LOWR PRO - OT!iEn
PARA MED
NURSE
SOC SCI NONDGREE
TEACHER NONDGREE
JOURNLST
LIBRARN
SClENCE KCNDGRE:E
ART MUSIC
AUDITOR ACCNTXT
FXPLOYR NNGR OTI!
PUDLIC ADMIN
LOC GOV INSPECTR
MAKhGER MANUPACT
MANAGER I3LrISDING
MANAGER STORAGE
MNGR FIN PERStJI.
XANAGLR SERVICES

134 Q;lCCZi41 FATHER'S OCCUPATION
1.
2.
. . 3.
4.
5.
6.
7.
8.
9.
9 8.
99.
PRIElTE?. CONPOSTR
PAINTEX BASER
PKOCSSS woRsa3
GRIVED.
SE?dICS WOKKEK
ML::EH
FA R.1 RU RRL
LABOURET,
ARMD FRC LOWXX
FARMER UMSPECD
FM VIXERT S!IEEP
GRA'L IER
PRIFlAZY PRODUCER
FA.W4ER NIXED
FARElEH DAIRY '
FARMER OTHDX
FARMER RICE
HOUSE WIFE
STUDENT
UPPER PnoF
LOWER PROF
EKPL-MGR LARGE
EMPL'MGR SE.l?.LL
INTERXED NON-XAN
CLERICAL
SUPVK - SKILLED
SEI4ISKILL Ui4
FA4N EH
HOUSEWIFE
STUDENT
PRPSSNAL O'I'fIER
DOCTOR DENTIST
LAWYER ECCNi4ST
CEOLOGST Z!JGINR
SC IENTST
AGR VET PARK RNG
ARCH I'rC T
SOCIAL SCIENCES
TEACHER - DZGitEE
PUBLIC SERVANT
LOWR PRO - O'TIIER
PAHA FED
NURSE

NATIONAL EULICATIONAL SUXL'EY, 1977 - ALJ, STUDENTS
HEL VAHJABLC VARIADLC LABEL
POS NA!

TAFE ADULT ED
TAFE PKEPARAT
ThFE OTM SXILLED
TAFE APPRELVTC
TAFE OTHEX
TAZ'E PARhP ROF
TAFE PROP GIP
U,C 1YR TERTCERT
U,C 2YR DIPLOClk
U,C 3YR DI?LOBA
UNI,CAE SACXLORS ,
UNI, C?.E i4ISC
HONOURS, N. QiJAL
POSTGMD DIPLOIdA
2ND BACHELO?S
MASTERS DZOREE
DOCTORT ?H D
FURTHER IN FIELD
DON'T KMOW
SPECIFC VOC QUAL
UMIDENT IFIAnLE
EMPPASIS THEORETICAL-PRACT ICAL - UNI
1. THEORETICAL
7. PRACTIC-CAL
EMPHASIS TIIEOIIZTICAL-PRACTICAL - CAE
1. THEORETICAL
7. PRACTIC-CAL
EMTNASIS THEOXETlCAL-PRACTICAL - TAFE
1. THEOXETICAL
7. PRACTIC'CAL
RELEVANCE FOR COMHUXITY NEEDS - UVI
1. ESSENT- IAL
7. NO RELE-VAPICE
RELCVAGCE FOR COMIIUNI'PY NEEDS - CAE
1. ESSENT- IAL
7. NO RELE-VAXCE
RELEVASC E FOR CO~WJNITY NEEDS - TAFE
1. ESSENT- IAL
7. NO RELE-VAKCE
ACADEMIC STANDARD - UNI
1. DEMP.ND- ING
7. EASY TO PASS
ACADI?hIIC STANDAXD - CAE
I. DENAKD- ING

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDEtITS
7. EASY TO PASS
14 8 Q34CDETA ACADEI,lIC STANDAXD - T AFE
1. 1)EMAND- ING
7. EASY TO PASS
149 Q34DGPUL~! CAREER PREFARATXOLJ - UNI
1. GOOD
7. ' LIHITED
150 Q3CDGPCA CAREER PREPARATION - CAE
1. GOOD
7. LIMITED
151 Q34DGPTA CAREER PREPARATION - TAFP
1. GOOD
7. LIMITED
152 Q35ACYG COUNTRY Of BIRTH
1.
2.
3.
4.
5.
6.
7.
8.
COUNTRY OF BIRTH -
1.
2.
3.
4.
5.
6.
7.
8.
AUSTRLIA
BRITAIN
OTHR ESG SFEAGHG
NORTHERN EUROPE
SOUTHER14 EUROPE
EASTERN EUROPE
AS I& PACIFIC
OTHER
MOTHER
AUSTRLIA
BRITAIN
OTHR ENG SPEAKNG
NORTHERN EUROPE
SOUTHERN EUROPE
EASTZRN EUROPE
ASIA PACIFIC
OTHER
154 Q35ACFB COUNTRY OF BIRTH - FATHER
1. AUSTRLIA
2 . BRITAIN
3. OTHP. ENG SPEP-ENG
4. NORTHERN EUROPE
5. SOUTHERN EUROPE
6. EASTERN EUROFK
7. ASIA PACIFIC
8. OTHER
155 Q35BYAS BORN O'SEAS - YEARS IN AUSTRALIZ!
1. ONE YEAR
2. TWO Y Ei: HG
3. THREE YEARS
4. FOUR YE.& R S
5. FIVE YEARS
6. SIX YEARS
7. SEVEN YEARS
8. EIGHT YEARS
9. NINE YEARS
-10. 10 - 14 YEARS
11. 15 - 1 9 YEARS
12. 20 + YEARS
MISS It:G PRT
VALUES FMT
156 Q ~ ~ B Y A M
BORN O'SEAS - MOTHER - YRS IN AUSTRALIA -2. 0
1. ONE YEAR
' 2. TWO YEARS
3. THREE Y CARS
4. FOUR YEARS
5. P I VE YEARS
6. SIX YEARS
7. SEVEN YEARS
8. f IGHT YEARS
9. NINE YEARS
10. 10 - 14 YEARS
11. 15 - 1 9 YEARS
12. 10 + YEARS

AI?GL ICAi.!
OTHER P,IIOT
RO'4P.N CA'P HOLIC
.T'% 1 S II
OTI!ER
UONE
YES
NO
YES
W3.
FIKANCIRL SUFPORT - REG FULL TIME JOB
1. ONLY SO[; kc 1:
2. i-i A I 1.1 SOUF,CB
3. SOX E HELP
4. SONE
FIXANCIAL SUPPORT - CAS OR PART TINE JOB
1. ONLY
2. MA IN
3. S Obi E
4. NONE
FIP!AHC L~.;L SUPPORT - P;.iIENTS
1. ONLY
2. XAIN
3. SOME
4. NONE
FIMAKIAL SUPPORT - SPOUSl
1. ONLY
2. MAIN
3. SOME
4. NONE
SOURCE
SOURCE
HELP
sourtcc
SCURCE
IIELP
SOURCE
SOUnCE
HELP
FIHAMCIAL SUPPORT - T. E. A. S.
1. ONLY SOURCE
2. MAIN SOURCE
3. SON E HELP
4. NCNE
F1:JANCIAL SUPPORT - EDN DEPT STUDENTSHIP
1. ONLY SCU RCE
2. MAIN SOURCE
3. SOME HELP
4. NONE
F1:IANCIXL S[IPPORT - OTHER
1. ONI,Y SOURCE
2. MAIN SOURCE
3. SOME HELP
4. NONE
PRESENT INCOME
1. LT 50 S PIi
2. 50 - 100 $ PN
3. 101-150 $ PIi
4. 151-200 $ PW
5. AVERAGE $200 P!i
6. AEOVE AVERAGE
7. WELL AUVE AVERAGE

NATIONAL EDUCATIONAL SURVEY, 1977 - k1.L STUDEN~~S
REL.
POS
16 4 PA IU:l

CART.E!Z I)EVEl.(??n!.!T -4
TEhS ESSENTL
TEAS 7 >,! >., D 1: !J'?
TEAS RESTZCTV
PARCN'i'S E3SEiJTL
SCRAP TF.3.S
OTFIER I.IO;;EY
LIKE TO LAVE Jon
TEHP ST!? STCDY
PEJEl S'L'P St:I.;DY
KIGI!T ST? STDY
MONEY DISRUTTbi
TRAVEL COBCESMS
UUSPEC HAkD5IIIP
CLl2.r 'OR MOFIEY
FIN.:,P!ZE NOT niw
OTHER
1RRELVI:'r Ei:S.OriSE
175 Q40FP35 E121ECT PI1.lkXCIA1, ON CAREER DEVT:POI':.iNT -5
1. TEhS ESGHITL
2. TE.XS IRADCQT
3. 'l'E-\5 RESTRCTV
4. PAREKTS ZSS ZSTL
5. SCRAP TEhS
6. OTHER HGi.!EY
7. LIKE TO HhVZ JOa
8. TZ:.~.IP STP s~I:!~':
9.
1'3.
PERM ST? S'r3:'D'i
MIGHT ST? STDY
11. HOMEY DISRU7TN a
12. TR\V%L CCOCCZSNS
13. UNSPEC HARDSHIP
14. CRSE FOR EIONCY
15. FINANCE NOT IM?T
16. OTHER
17. IRRELVNT RESPt?S E
CRSE JOB UXRELTD
CRSE TOO VOCATNL
CRSE NOT PRACTCL
CRSE TOO PRACTCL
CRSE NOT THEORTL
CRSE 'roo THZORTL
MRE EFP BSC 3KLS
CRSE TOO LOL?Z
CRSE TOO SEORT
GUIDAXCE NEEDVOC
GUIDANCE NEEDSTD
WORK TOO HEAVY
TOO LTL OPEKXESS
TOO MUCH OPEN>JSS
TOO LTL EQU.\LITY
TOO K:lCII EQUALTY
ENTRYTOO IIIPFCLT
ENTRY TOO EASY
ENTRY UHSATIS
NO RLVMC PERSONL
STATUS U-C-'I
POST SEC INTERFC
MATURE STUDKPITS
WOMEN STUDENTS
DISADV STUDENTS
ADEQUATE CO:.:PIL~N
INADEQTE COt;.ililN
UMSATSrD TEhCllNG
TOO MUCIIEXP CERT
OTHER , CONSTRTV
REJECTS SYSTEM
GENERAL SATI:SL'C!?
EMPLYEiN'l' WURRlES
OTHER NEG?.TIVE

NATIONAL EDUCATIONAL SIJRVEY, 1977 - A L5 STUDENTS
REL 'JARIACSE VARlAD1.E LAOEL
P 0s NAME:
CRSE JOB UiJX5LTD
CRSE TOO VOCATGL
CRSE NOT FIZACTCL
CRSE TOO P1:ACTCL
CRSE NOT TMEORTL
CHSE TOO TliP2R'rl.
MKC EMP DSC SKLS
CRSE TOO LONG
CHSE TOO SHORT
GUIDANCE NEEDVOC
GUIDANCE NEEDSTD
WORK TOO XCAVY
TOO LTL OPEMtJESS
TOO HUCH OPENNSS
TOO LTL EQUALITY
TOO MUCH EQ!?Al.TY
ENTRYTOO DIFFCLT
ENTRY TOO EASY
ENTRY UNSATIS
NO RLi7NC PERSONI,
STATUS U-C-T
POST SEC INTCRFC
t,lATURE STUDENTS
WCMEN STUDENTS
DISADV STUDENTS
ADEQUATE COMNUD
INADEQTE COMMUN
UNSATSFD TEACMNG
TOO KUCHEMP CERT
OTHER CONSTRTV
REJECTS SYSTEM
GENERAL SATISFCN
EMPLYHNT WORRIES
OTllER NEGATIVE
176 Q41CET3 COMMENTS OW EDUCATIOK AND TRAINING -3
CRSE JOB UNRELTD
CRSE TOO VOCATNL
CRSE NOT PRACTCL
CKSE TOO PRACTCL.
CRSE NOT THEORTL
CRSE TOO THEORTL
14RE EMP BSC SKLS
CRSE TOO LONG
CHSC TOO SHORT
GUIDANCE NEEDVOC
GUIDANCE NEEDSTD
WORK TOO HEAVY
TOO LTL OPEh'NESS
TOO MUCH OPENNSS
TOO LTL EQUALITY
TOO MUCH EQUALTY
ENT3YTOO DIFFCLT
ENTRY TOO EASY
ENTRY UNSATIS
80 RLVNC PERSONL
STATUS U-C-T
POST SEC INTERF'C
IUTUfiE STUDENTS
WOMEN STUDENTS
DISADV STUDENTS
ADSQUATE COMNIJN
I!?ADEQTE COI.IMUN
USSATSFD TEACHNG
TOO FlUCHEEiP CEP.T
OTHER COIISTRTV
REJECTS SYSTEM
GENERAL SATISFCN
EMPLYMNT HORRI1,;S
OTHER NEGATIVE
179 Q41CET4 COMMENTS ON EDUCATION AND TRAINSAG '4
1. CRSE JOB UIIKELTD
2. CRSE; TOO VOCATNI.
3. CHSB NOT PRACTCL,

C 1'. S I< T VJO P R;\ C'I'C !.
CL('Si.: XOT T HEOT~PI,
CRSE TOO TllEG!:'l!L
I.:?E EHP DSC SLLS
CRSE I'CQ LOlr'G
CKSC TOO SIlOftT
GU I.OA??CE :iEEDVOC
CVIDANCE KEEl;9TD
WOR:: '1'30 ti EAVY
Ti13 LTI, C;PENNESC:
'200 I.'UC!! OPEi'll.:SS
TOO L'PI, EQUALI'L'Y
TOO Is1UC!i EQUALTY
E>X"7'.1'00 il IFPC L':
ENTRY .TOO EASf
E LJT I! !I U!?SAPIS
NO ItI.,VKC PF:RSO:.?L
STATUS U-C-T
POST SEC TNTERPC
1 i U I STUDPE!TS
! S'l!UDE:.if'S
DISADV STUDEL-!'IS
ADKQllhTE COHWUN
I:l?.DFC)TZ COt,iMUN
U;:.?ATSE'I) 'YEACSXG
TOO HUCllEFIP CER'P
OT!!EK COHSTRTV
REJECTS SYSTEX
GEt?):i?AL SATISTCN
EKPLTl4NT XOBSIUS
OTHER NEGA'PIVZ
CRSE ,703 UNRELTG
CRSE TOO VOCATBL
CRSE NOT PRACTCL
CRSE TOO PRXCTCL
CRSZ NOT THEORTL
CRSE TOO THEORTL
MRE EMP USC SKLS
CRSE TOO LONG
CRSE TOO SHORT
GUIDANCE NEEDVOC
GUIDANCE NEEDSTD
WORK TOO HEAVY
TOO LTL OPENJESS .
TOO MUCH OPEXNSS
TOO LTL EQUALITY
TOO 14UCH EQUALTY
EMTRYTOO DIFFCLT
ENTRY TOO EASY
ENTRY UNSATIS
NO RLVNC PERSONL
STATUS U-C-T
POST SEC INTERFC
MATURE STUDSNTS
WOMEN STUDEHTS
DISADV STUDE:iTS
ADEQUATE COMMUN
INADEQI'E COEIPlUN
UNSATSFD TEACHNG
TOO t-iUCIiE;.IP CERT
OTHER CONSTRTV
REJECTS SYSTEM
GENERAL SATISFCN
EI*iPLYPINT WORRIES
OTIIER NEGATIVE
SUBPODUIATION SEX .AND. SECTOR
1. MALES UNI
2. MALES C.A.E.
3. MALES T.A. F. E..
11. FEMALES UNI
12. FEMALES C.A. E.
13. FEMALES T.A.F.E
MISSING PRT
VF.LIJ !:IS VMT

I NATIONAL
I
EDIJCATIONAL SURVEY, 1977 - ALL STUDE?ITS
162 SECTOR SD'JCATZONAL SECTOR
1. UIJI.
2. C. A. E.
3. T. A. F, E.

PAR?' 3 NATIONAL --
SURVEY OF POST-SECCNDARY TEACt!ING STXF, 1-977

Sample Design -
The three sectors of tertiary education were again looked at separately. he
population was defined as full-time teachers in the University slid C.A.E.
sectors and teachcrs of streams 1-5 in the T.A.F.E. sector. The total number
of staff are given in the following table.
Tertiary Stzff in Australia, 1377 -
Sector. - No. of Staff. --
University
C.A.E.
T.A.F.E.
Stratification
It was decided to use the same strata for the staff survey as were chosen for the
student survey. Given the time constraint, it was not possible to ohtain
measures of size of staff for each institution, and also to li5ise with each of
these newly selected institutions to gain their support,in running the survey.
It was therefore decided to use the same institutions selected for the student
survey and consequently the same measures of size. This does not bias the
results of the survey, but may decrease their efficiency .
Samwlc Selection
This survey was also designed to be executed by mail. Up to t-hrze msilings
were envisaged, but only two were possible. A sample of half the size of the
student survey was economically feasible, split equally bet-ween t.he three
sectors (i.e., 2,000 from each). A systematic example was selected at the
site of each institution, with the sample size to be approximately half that
of the student sam2le at that institution.
This procedure worked well for the universities and Ehir1.y well for the C.A.Ets.
However, as the number of full-time at C.A.E.s was often small, it happened
that the sample size to be 'sel-ected was just under or just over the number of
staff. In these cases all full-time staff were surveyed. In Gne C.A.E. in
South Australia the number of full-time staff was only about 15% of the required
sample size. Using only these staffwould have led to misrepresentation in the
stratum, so in this case only, an additional institution was selected to
obtain the required sample size.
T.A.F.E. presented a problem as each institution employs a lot of part-time
teachers so that often the sample size to be se1eci:ed would have been greater
than the number cf full.-time staff at the College. This would have necessitated
the selection of a nuder of: new colleges. Hence forthissector a different

strai-.-z[:;y was employed. P.li:rii tha es(:r:::Li.c-jn of Victoria, all T.A. F. E. tcachers
are empl.oyec1 l ~y the State educetion or technical educatior~ departments, and
it was possible to haiia ;Ir3.:ci?S and ad6rcsses selected from full-time payroll
lis.ts, by departr.ienta1 officers. Thus there was only one stage of
sa.mpling - there was no stratification and no selection of institutions. In
Victoria, about 25% of T.A.F.E. teachers were employed by six automonous
colleges. A sample of three institutions was selected and the appropriate
proportion of the total saq>le size for Victoris was allocated to these
I
insti.tutj.ons and the sample allocated proporti.onally to staff size within this
group. The remainder of victoria was sainplcd in the same manner as for the
rest of Australia.
To ensure confidentiality of results, the institutions or departments concerned
selected all staff names and sent out al.1 questionnaires,' as in the student I
survey. Responses were returned directly to the Sample Survey Centre.
I
Response -- Rates
Response rates in the Uiliversity and C.R.E. sectors were not as high as in I
the student survey. Universities fared'best with an overall response rate of
66.39 with the lowest being 57.0% and the highest 85.4% In the C.A.E. sector
only one institution had a response rate of less than 50%, all others were in
the late 50's to early 70%. T.A.F.E. response rates varied between 59.5% and 81 I
with an overall response rate of 64.6%. The overall response rate for all sector
was 63.5%. Details of the response at each site are shown in Table 3. I
There would appear to be two reasons for the lower response rate in the staff
survey: the fact that there were only two mailings and also the fact that the
survey was run lzte in the year, the second mailing being sent out in mid-Decemb
E
when a number of institutions were in recess.
Selected - Dead Possj. ble
Sprny1~
- Letters Responses
I
I
of returns
possible)
--
University 2133 16 2117 1403 66.3
C.A.E. 2135 18 2097 1249 59.0
T.A.F.E. 2217 4 7 2170 1401 64.6 I

I
ivcr s i t y
,.AX.
I
t
P.A.F.E.
iverqity of N.S.W.
ucguarie University
iversity of Newcastle
iversity of Melbourne
;riffith University
slaide University
ieucastle C.A.E.
.~.z.T.
of Tasmania
Footacray Institute of
r
Technology
ate College Victoria
arling Dpwns
Lingston C.A.E.
.A.I.T.
ti5 elaide College
Xurt C.A.E.
eenrland Agric. College t rrens C.A.E.
.S.W. T.A.F.E. I .ictoria T.A.F .E.
t
peensland T.A.P.E.
uth Australia T.A.F.E.
:%stern Australia T.A.F.E.
NATIO!.IF.J. SURVEY OF POST-SECONEARY TEACHTNG STAFF, 1977
ANALYSIS O ?SRmY U:SPONSE
Replies Variation
Total Dead Net in REsponse from sector
distribution letters distributiolr Outstanding hand rate \ mean t

Two -mailing. waves were used .in the Maticma1 Survey of Post-Seconclary Teaclling
Staff. The two wave stratccjy was dictated largely by the late start for the
survey - Novemher - and tile need -to conciudc all mailings before Christmas.
Questionnaire pa.ckarjes wen.. distribc ted to respondents via their institutions .
In only one case were questionnaires distributed direct to respondents from
the SSC at the requast of that iastituLion. The distribction timetable is
dc tai led below.
National Survey of Post-Secondary Teaching Staff, 1977
- Distribution/~ailing - ~ a k s
Mailing
Wave
Interstate
From SSC to Sites/ Coordinators
From Sites to Sample
1 14 Nov 17 Nov-1 Dec
and
9-20 Dec I
i
I
.15 Dec 16 Dec-3 Jan
2 6 Dec 6-18 Dec
Stages of Production
The packaging stages for each mailing were similar to those outlined for the
student survey in the previous section of this document with the following
exceptions :
(a) distribution from sites to sample was carried out througl~ the
selected j.nstitutions ' internal mail systems.
(b) With the exception of Victoria, there was no first stage sampling
of TAFE institutions. Staff samples were selected from the
respective State Departments of Technical and Further Education
(or equivalent) records. Survey packages were distributed to
internal college addresses via college principals who received.
sufficient packages by certified mail from the SSC.
---
The variables
Unlike the survcy of students, three different questionnaires were used in
the staff surveys, although many questions were common to all three instrunen
Consequently there are three separate codebook listings of the variables,
and the number of variables is different for each sector of post secondary
education. There are 222 SPSS variables in the university sector, 224 in the
CAE sector, and 191 in TAFE. I
As in the case of the survey of students, the code values of certain variable
9
have been suppressed to ensure anonymity among respondents. This is 1
particularly the case with site identifiers. Certain other variables have
1
I

een redefined by regrouping of the original. code val.ucs into ranqe
categories. These changes are notcd at the approlxizte positions in the
codebooks.
Records on each respondent extend over 4 cards for cach respondent in the
university and CAE sectors and over 3 cards for those in the TAFE sector.
A listing of the column allocation by variable nme appears for cach sector
in the following tables.

CARD 3 --- -
INSTXCD3 1- 2
Q24HCPLN 9
I QZSBCONT 12
Q26AUNIV 15
Q27EXPND 18
Q28CUNGR 2 1
Q29CAEUN 2 4 '
Q3'ABPRA 27
Q31BBREL 30
Q3LCBEAS 33
Q3lDBLTD 36
Q32BC3UN .39
Q32EUPGR 42
Q34ALIBR 4 6
Q34DJNRS 49
Q34GFNCL 52
Q34JIHPT 55
035C9YRS 58
Q37JOBSF 61
Q38CUNIH 64
Q38FCAEH 67
Q38IlCHH 70
Q38LINDH 73
Q380PUBH 76
CARD 4 -"- .
INSTNCD4 1- 2
Q39ATENR 9
Q39DTCMG 12
Q39GCllNG 15
RNUlG.2 3- 7
Q12113TSG 11-12
Q13ADKIW 17
Ql3DCOUT 23
Q14ADLIB 23
Q14CATRN 26
Q14DBRClf 29
Ql5CREST 32
QlSFCRSE 35
Ql6WRITE 38
Q188ASED 41
Ql8ESTDY 44
QZOAWKPR 4 7
QZODEKPV 50
Q20GNREL 5 3
QZlCRSCN 56
QZZASOCL 59
Q22DFINL 62
Q22GDIST 65
QZZJOTHF 68
Q2 ZMAOTH 71
QZZACONF 74
Q24DSEEK 77
Q24GNARK 80
RNUMB3 3- 7
Q24IPERS 10
. Q25CMETH 13
Q26BCAE 1 6
Q28A:YATR 1 9
Q29AUNIS 22
Q30SUGGN 25
Q31ACEMP 28
Q3lBCOMH 31
Q3lCCPAS 34
Q31DCARP 37
Q32CAPPT 40
Q33AMhLG 43
Q34BSALH 47
Q34ESTXF 50
Q34HTCKG 53
(A) Q35A3YRS 56
Q36ARETR 5 9
Q38ANTCN 62
Q38DUNIL 65
Q36GCAEL 68
Q38JTCIIL 71
' Q38MINDL 74
Q38PPUBL 77
( ) Q9XRTCL2 58
Ql.OTERCH 61
(A) QllSbAL2 66
Ql2SWVN 71-72
GIZDESGN 77-70
CARDS2 8
Ql2RtACT 13-14
Q13BCOMM 18
Ql3EWRTG 21
Q14DAOCC 24
Q14CETRN 27
Ql5ACHNC 30
QlsDvOr-L 33
Q15GSTP.F 36
Q17AVLVL 39
QlGCPLSU 42
QlBFIEiPT 45 (A)
Q2ODPl;ST 18
QZOEMECH 51
, QZlASTAF 54
Q21DISPL 57
Q22BUMFR 60
Q22EFLCR 63
Q22HSTKD 66
Q22KBORG 69
(A) Q22MBOTH 72
QZ4BINTL 75
Q24EMOTV 78
CARON3 8'
QZSAGRAD 11
QZSDTLITS 14
Q26CTAFE 17
Q28BDISA 20
Q29BCAPS 23
A Q3UATHE 26 .
Q3lBAESS 29
Q31C19EM 3 2
Q3lDAGDP 35
Q32AMULT 38
Q32DGOAL 41
Q330WHYA 44 (A)
Q34CSNRS 48
Q34FGENH 5 1
Q34IRSCH 54
Q35B6YRS 57
Q368HRET 60
Q383UNIS 63
Q38ECAES 66
Q38HTCHS 69
Q38KINDS 72
Q38NPUBS 75

.
CARD 2 ---- -
LNSTNCU2 1- 2
~lwclrwc 9 .
Q13DEQIP 12
Q15
Q 1 GC
15
1 U
Q16F 2 1
Ql EB 2 4
QleE 2 7
Q19A 3 0
Q19D 3 3
Q 19G 3 6
Q19J 3 9
QL!WlAOTH 42
Q2 1A 4 5
Q21D 4 8
Q21G 5 1
Q22C 5 4
Q23CTAFE 57
Q2SB 6 0
Q26BTAFE 63
Q28AATHE 66
Q28BAESS 69
QZOCADEM 72
Q28DAGDP 75
CARD 3 --- -
INSTNCD3 1- 2
02 9k 9
4290 12
Q31A 16
Q3 1E 19
Q31G , 2 2
Q31J 2 5
Q32C9YRS 28
Q34 3 1
Q3SC 3 4
9358 3 7
Q36ABDLS 40
Q37ANTCIJ 43
Q37DTCHL 46
Q37GCAEL 49 '
Q37JUNIt 52
Q37MLNDL 55
C37PPURL 58
Q38BHEDU 6 2
Q39ABDEG 66
04 1 7 1
Q7POSNCA 76-77
. Q42C 8 0
TAPE ?ccLoq
RCUMDl
Q ln
Q 4
(A) QfiHDIPNA
(A) QGBDIPNU
(A) QhUDIPNC
Q7ACPOSN
(A! .Q7POS:dCR
QRDDEGX2
(A) Q3ARTC1.2
Ql 0 i.A RGE
RNUt4B2
Q13BA'l'TD
Q l4L ITRY
Q l6A
Ql6D
(A) (217 .
Q18C
Ql8F
Q 19n
Q19E
Q19H
Q19K
(A) Q19MBOTH
Q 2 1B
Q21E
922A
Q23AUNXV
Q24
Q25C
Q26CTAFR
Q28ABPRA
Q2UBBtlEL
Q28C UEAS
Q28DBLTD
RNUMB3
Q29B
Q30A
Q31B
Q3 1E
Q3 1H
(A) Q32A3YRS
Q3 3A RETR
43 5A
Q 3 SD
Q35G
Q36BAUUF
Q37BTCiIS
Q37ECAES
Q37HUNIS
Q3 7KINDS
Q37NPUBS
Q38AFEDU
(A) Q38DKOCC
Q399YEAH
(A)
CARDNl
COL ---
8
Q3PHAPPT 14
0 5 18-19
QCCERTNA 22 (A)
Q6CER'PND 25 (A)
QGCEDTNC 28
Q7BPOStJB 3 3-3 4
(A)
Q7POSNCC 39 (A)
QOCSNSTN 44 (A)
CA RDN3
Q29C
4308
Q31C
Q 3 1F Q3 11
Q32B6YRS
Q33BHRET
4358
Q35E
Q36AABEH
Q36BBDSR
Q37CTCIIH
. . Q37F CAEH
9371 UNI H
Q37LINDH
Q3 70PUDH
(A) Q38CPOCC
Q39AACNY
040 '
QTAAPOSN 72-73 Q 7 74-75 ~ ~ ~ ~
Q4 2A 78 (A) QCZD 79 ' (A).

LIST FILEIWO Codebooks for the National Survey of Post-Secondary Teaching
Staff
As in the case of the student surveys we have reproduced a LIST FILEINFO
as a codebook for the staff surveys but with one listing for each sector.
These follow in sequence for the universities, CAE and TA!?E cclleges.
Again, many of the variables are completely defined in the codebook listing
but some had to be passed through intermediate coding stages before final
definition - especially the open-ended questions.
Users of the staff files are directed to the discussion of the LIST FILEINFO
codebook for the National Educational Survey in Part 2 of this report. This
provides a general orientation to use of the codebooks following, including
an explanation of reconstituted variables such as the categorizations of
respondents age and occupation groups.

RESPOC;~;~
NOT DLA~J:: Atin OUTSIDE VALID RAMGE.
SUGGESTED SOURCES
1. QUES'I'.COl\l NOT UiJDERSTOOD BY RESPONDEST.
2. FhCETlCUS RESP9GSE.
3. MULTIPLE-RESPONSE T3 SI NGLB RESPOSSE
QUESTION.
4. DATA TRANSCRIPTION ERROR-.

NATIONAL SURVEY OF POST-SECONDARY TEACIIJNG STAFF, 1977 -- UHJ
FILE WC57YDU CREATED 79/05/29.
NATIONAL SUHVJif OF POST-SECOLJWtHY TEACIII PG STAFF, 1979 - UNI
CONTAINS 222 VIIKIABLES..
LIST OF THE 1 SUBFILES COMPRISING THE FILE..
REL VARIADLE VARIABLE LABEL
POS SAME
1 SEQN Ul4
2 SUBFILE
3 CASWGT
4 INSTNCD1 INSTITUTION WHERE STAFF MEMBER
O VARIABLE: SU7F RESSED
5 RNUMBl
0 VARIABLE SUPPRESSED
6 QlPRTPOS h?iAT I S YOUR PRESENT POSITION AT UNI
1. PRGFESSOR
2. ASC PROP, READER
3. ' SENIOR LECTURER
4. LECTURER
5. PRINCIPAL TUTOR
6. SNR TUT-DEM,AI.EC
7. DEM,TUP, TCHG FEL
8. OTHER
7 QZAOTFLD
0 VARIABLE SUPPRESSED
6 Q2AOTFMl OTHER NAIN FIELD OF TEACHING
1 ARCH, BLDG ,ENG ,TECH
2. MED ,DENTIVET SC
3. ECON,GOVT,SOC BEHV S
4. EDN ,LAW ,HUM,OTHCR
5. NAT SC,AGR,FORESTRY
9 Q2BFIELD
0 VARIABLE SUPPRESSED
10 Q2BFLDMl WHAT IS YOUR lRIE FIELD OF TEACHING
1. ARCH, BLDG, ENG ,TECH
2 . MED ,DENT, V ET SC
3. EOOH,GOVT,SOC BEHVS
4. ECN,LAW,HUM,OTHER
5. NAT SC,AGR, FORESTRY'
11 Q3AUNLST HOW LONG BEEN ACPS STAFF MZMBER AT UNI
12 Q3AUNIM1 HOW LONG BEEN ACAD STAFF MEMBER P.T UNI
1. 1 - 3 YEARS
2. 4 - 7 YEARS
3. 8 -.lo YEARS
4. 11-15YEARS
5. 16 - 20 YEARS
6. 2 1 - 25 YEARS
7. 25 + YEARS
13 QJBINSTM HOW LONG BEEN ACAD STAFF MEMBER AT INST
14 Q3BINSM1 HOW LONG DEEN ACAD
1.
2.
3.
4.
5.
6.
7.
STAFF V'IEMBER AT INST
1 - 3 YEARS
4 - 7 YEARS
8 - 10 YEARS
11 - 15 YEARS
16 - 20 YEARS
21 - 25 YEARS
2 5 + YEARS
15 Q4P.AHOLD HELD-IIOLD PSTN AS DEAN-HEAD OF SCII-FACTY
1. POSITION HLD NOW
2. POSTN HLD - PAST
MISSING PRT
VALLlSS FMT
NONE 0
NONE A
NONE 4
NONE 0
NONE 0

17 QrlBAXEAD HELD-HOLD PSTW AS
1.
2.
3.
3. POSTN NEVER HELD
DEAN- IIEAD OF SCH-FACTY
ELECTED
AP POIN'I'ED
NOT APP~ISABLE
MULTIPLE ANSWER
iiEAD DPT-DISPL TKACHNC
PO.C;TTJ.i);l t4LD tiOVi
POSTP! HLD - PAST
POSTM NEVER IIELD
18 Q42.BELEC ELECT5 4-AFPTED AS HEAD DPT-DISPL Tf;hCMNZ
1. ELECTED
2. APPO LNTED
3. NOT APPLICABLE
4. MULTIPLE ANSWER
19 QSCONDTl: COC!DIT IONS OF PRESENT AP POILiTPIELCT
1. T Et-1 URED
2. PRO DATIOHARY
3. CONTRACT-FIX TRM
4. CONT APT,NLG 'PEL4
20 QG.MEGN.4 1ST DEGREE,DIPLObIA OR CERTIF NOW HELD
1. ADULT EDUCATION
2.
3 -
P RE PA RAT0 RS
OTH CXILLED N-AP
4. APP RENTS11 P TRADE
5. POST-APPTStiP TRD
6. PARA- ~ROFES NAL
7. PROFESSIONAL
8. UNDERGRkD .CEP.T
9. ASSOC DIP OR DIP
10. FELLOWSHIP DIP
11.
12.
13 -
BACHELORS DEGREE
NON-DEG. MI SC SUB
BACH-HON, PR-MAST
14. POST-GRAD DIPLMA
15. 2ND BACHLR DEGRE
16. MASTERS DEGREE
17. DOCTOFLATE OR PHD
19-
21 -
NOl+SPEC FUTH ,,ST
FUTH SPEC VOC QL
22. UNIDENTIFIABL QL
28. SCIIOOL QUALIFCTN
21 Q6BDIPNA YR 1ST DEGREE,DIP OR CERT OBTAINED
A 19 7 7
B 1976
C 1975
D 1974
E 19 7 3
F 19 72
G 1971 ,
H 1970
J 19 60-1969
K 19 50-1959
L 1940-1349
M 19 30-1939
N PRE 1929
22 Q6CERTNA IHST 1ST DEGREE,DIPLOMA OR CERT 0BTAiNED
1. UNI VOLD LARGE '
2. UNI OLD CAPITAL
3. UN I POSTWAR LRGE
4. UNI RCNT OVTRSUD
5. UN I FROVINCL
6. UNI VERY RECENT
7.' CAE CENTRAL
8. CAE i4ETROP
9. CAE REGIONAL
10, CAE SNGL SCllOOL
11. CAE OTHR SPECIAL
12. TAPE NSU CIETROP
13 . TAFE NSW BALIEXT
HZSSTriG PliT
VALUES, FHT

OR CEATIF' I.lOi.!. !lE!.D
iiDULT EDUC;>'.:'SOl+
'l'l?CPl-RATOI

m- -.
LI:C O SA COUMTIZY
TAPE QLD i-!rcTKoP
TP.FE QLV COill.IT;'!Y
T,\i>E QLD CC! :L'!!? ;P
TAE'E NA 'SECit C3L
'I'A FE WA TEC!I CE N
TAFE TASl4ANIP.
UB I I.:O>!!SPEC
CAE KOl?SPEZ '
TAFX ilOlJ S P EC
EXYLOYER TNSTIJ
NON UNI O'SEhS
UNiDEWXYIASLE
V3C COL i:OSiJI'i'AL
ffiG.'I SCtI EVUG CL
IJNI O'SEAS
OR CZRTIF tlOW HSLD
ADULT EDilCAT ION
P REPARATCRY
OTH SKILLED N-A?
A?? XZiqTSHP TRAD!3
POST-APPTSI: TRD
PARA-Pl

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - UN1:
REL VARIAIiLE VARIABLE LABEL
POS MAME
TAFE WA TECIf COL
TAFE WA TECH CEN
TAFE TASMANIA
UN I NON SPEC
CAE NONSPEC
TAFE NONSPEC
EMPLOYER INSTN
NGN UNI O'SEAS
UNIDENTIFIABLE
VOC COL HOSPITAL
HIGH SCH EVNG CL
UNI O'SEAS
29 QCAHDEGA 1ST HGHR DEG,PCSTGRhD DIP OR PROF QUAL
1. ADULT EDUCATION
2 .. PREPARATORY '
3. OTH SKILLED IJ-kP
4. APPRENTSHP TRADE
5. POST-APPTSHP TRD
6. PARA-PROFESNAL
7. PROFESSIONAL
8. UNDERGRAD CERT
9. ASSOCDIPORDIP
10. FELLOWSHIP DIP
11. ' BACHELORS DEGREE
12. . NON-DEG, MI SC SUB
13. BACH-HON ,?R-MAST
14. POST-GRAD DIPLMA
15 - 2ND BACHLR DEGRE
16. MASTERS DEGREE
17. DOCTORkTE OR PHD
19. NON-SPEC FUTH ST
21. FVrH SPEC VOC QL
22. UNIDENTIFIABL QL
28. SCHOOL QUALIFCTN
MISSING PRT
VALUES FMT
30 Q6BPCRD'A YR 1ST HGHR DEG,PGRAD DIP,PROF QUAL OBTN A
A 1977
B 1976
. C 1975
D
1974
E . 1973
P 1972
G 1971
H
J
1 9 70
19 60-19 69
1; 1959-1959
'L 1940-1949
W 19 30-1939
N PRE 1923
31 Q6CPRCFA INST 1ST HR DEG,PGRAD DIP,PROF QUAL OBTN
1. UNI VOLD LARGE
2. UNI OLD CAPITAL
3- UNI POSTWAR LRGE
4. UNI RCNT OUTRSUB
5. UN I PROVIN CL
6. UNI VERY RECENT
7. CAE CENTRAL
8. CAE METROP
9. CAE REGIONAL
10. CAE SNGL SCHOOL
11- CAE OTHR SPECIAL
12. TAFE NSW HETROP
13. TAFE NSW BAL,EXT
14. TAFE VIC EVNG HS
15. TAFE VIC TC HETR
16. TAFE VIC TC CNTY
17. TAPE SA METR, EL2
18. TAPESA COUNTRY
1 , TAFE QLD METROP
20. TAFE QLD COUKTRY
21. TAFE QLD CORRESP
12. TAk'i: WA TECH C3L
23. TAFE Wh TECH CEN
24. TAFETASMANIA
25. Uh'I NONSPEC

33 QF,DPG?DB YR 2ND !IGHR DEG,PGRAD L)IP,PROF QUAL OWN *
A 1977
B 197 6
C 1975
D 1974
0 1373
P 1972
G 1971
' H 1079 .
rT 19 613-19 69
K 1950-1959
L ' 1940-1949
M 19 30-1939
Lq PRE 1929
34 Q6CPROFB INST Ziu'D HR DEG,PGRW DIP,PROF QUAL OETN -2. 0
UNI VOLD LARGE
UNI OLD CAPITAL
UNI POSTWAR LRGE
Ut.11 RCNT OUTRSUS
U?1 I eROVIUCt
UNI VERY RECENT
CAE CENTRAL
CAE MET HOP
CAE REGIONAL
CAE SNGL SCliOOL
CAE OTIiR SPECIAL
TAPE NSW METRO?
TAFE NSW DAL,EXT
TAFE VIC EVNG HS
TAFE VIC TC METR
TAFE VIC TC CNTY
TAFE SA METR,ELZ
TAFE SA COUNTRY
TAIZE QLD L.lE'PHOP
TAPE QLD COUNTRY
TAFE QLD CORRESP
TAFE WA TECH COL
TAFE Uh TECH CEN
TAFE TASklANIA
UN I NONSPEC
CAE NONS PEC
TAFE NO14 SP L:C
EI';YLOYEI< IElSTl
NON UNI 0-SEAS

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - Uh'I
REL VARIABLE VARIABLE LABEL
POS NAME
30. UNIDENTIFIABLE
31.
32.
VOC COL HOSPITAL -
UNI O'SEAS
33. HIGH SCH LVNG CL
35 QCA~~DEGC 3PB HGHR DEG,POSTGRAD DIP' OR PROF QUkL
1. ADULT EDUCATION
2. PREPARATO RY
3. OTN SKILLED N-AP
4. APPRCNTSIIP TRADE
5. POST-APPTSHP TRD
6. PARA-PROFESNAL
7. PROFZSSIOi4AL
8. UNDERGRAC CEHT
9. ASSOC DIP OR DIP
10. FELLOWSHIP DIP
11.. BACHELORS DEGREE
12.
13.
14 -
NON-DBG,MlSC SUB
BACH-HON, P R-MAST
POST-GRAD DIPLMA
15. 2ND BACHLR DEGHC
16. HASTERS DEGXEE
17. DOCTGRATE OR PHD.
19-
21.
NON-SPEC FUTH ST
. FUTH SPEC VOC QL
22. UNl CENTIFIABL QL
28. S ClfOOL QUALIFCTN
,36 Q~BPGRDC YR 3RD HGHR DEG,PGRAD DIP,P;QF QUAL OYTN
A 19 77
1976
1975
1974
1973
19 72
1971
1970
1960-1969
1950-1959
1940-1949
1930-1939
PRE 1929
37 Q~CPROFC INST 3RD HR DEG. PGRAD DIP ,PROF QUAL ,OBTN
1. UNI VOLD LARGE
2. UNI OLD CAPITAL
3. UNI POSTWAR LHGE
4. UNI WCNT OUTRSUB
. . 5. UN I PROVINCL
6. UIJI VERY RECENT
7. CAE CENTRAL
8. , CAE METROP .
9. CAE REGIONAL
10- CAE SNGL SCHOOL
11. CAE OTHR SPECIAL .-
- 12. TAFE NSW METROP
13. TAFE NSW BAL, EXT
14. TAFE VIC EVNG HS
15. ThFE VIC TC METR
16. TAFE VIC TC CNTY
17. TAFE SA METR,ELZ
18 TAFE SA COUNTRY
19. TAFE QLD METROP
20. TAFE QLD COUNTRY
21- TAFE OLD COiiRESP
22. TAFE WA TECH COL
23- TAFE WA TECH CEN
24. TAFE TASMAGIA
25. UNI NONSPEC
26. CAE NONSPEC
27. ThFE NONSPEC
26. . EFIF'LOYER J?ISTN
29. NON UNI O'SEAS
30. UNJCEKTIFIAULE
31. VOC COL HOSFITAL '
32. UNI @.SEAS
33. I11GIl SCll EVSG CL
3.17
HISSING PRT
VALUES PI.9

].ST FiOST KECZLGT Y1' POSITIOY-YEAR VROM
1ST H3S'I' P.BCl?!:T FT FOS ITTi)L.!--Y TO
SECl'O2 LST MOST
.A
B .
C
D
I.:
F
G
SECTOR 2ND MOST
A
B
. C
D
E
F
G
EFCJLYT PT PCSITTON 1;ELD *
COLLEGE
U:J1ir2k5 ITY
TAFE
S CiIOO); T:::;C!II KG
IEUU:;';t:Y, ~:O[JIMXCE
FUELIC SEEVICE
O'L'lIER
FT POSITIO?!-YR.'\R FFOt4
XCEl~iT FT POSITION HELD
COLLEGE
UNIVEltS ITY
TAFE
SCBOOL TEACHING
Il.lUUSTHY, COMEIRCE
PUljLIC SERVlCE
OTBER
SECTOR 3m ST RECENT FT POSITION HELD *
A WLLEGE
B UNIVEHS ITY
C TAFE
1) S CIl00L TEACHING
E INDUSTRY, CONXRCE
F PUBLIC SERVICE
G OTHER
ARE YGU NOW ENROI.LED FOR H.9 DEG, DACH ,DIP
1 . YES
2. NO
DZGX9 OR DIPLOMA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
NOW STUDY I!JG FOR "
ADULT EDUCATION
P REPARATORY
OTK SKILLED N-AP
APPREr;TStI? TRADE
POST-APPTSIIU TRD
PARA-PROPESNAL
PrnFESSLONAL
UNDERGKAD CERT
ASSOC DIP OR DIP
FELLOWSN IT DIP
BACHELORS DEGREE
NUN-DEG, I4ISC SUB
BACH- ):ON , P R-HAST
FOST-GRAC DIPL[.IA
2NI? BACILLR DEGRE
MASTERS DEGREE
DOCTOIII\TE 011 PHD
NOH-SI'CC wru ST
PvrIi SPEC voc QL
UNiDE:lTIrIASL QL
SCHOOL QUALIPCTN
IXSTXTUTIOCI WHERE EiOW ENROLLED
0 VAIIIAULE SUPPRESSED
IkISTi'l'UTIOI~ WllERE NOW ENROLLED
1.
-, L.
3 -
UEI J
CAE
T A 1%' E
4. OTHER
APPROX HOW :.:Al

NATIONAL SUIZVEV OF POST-SECOtlDhRY TEhCllING STAFF, 1977 - UNI
Q12SEMNR
Q12SUPVN
Ql2 XNDST
Q12MARXG
Ql2D ESGN
QlZADMIt?
Ql2 COMWK
Q12WRTNG
Q12RLACT
Ql2OTHEH
AFPROX HOW MANY YOUR WOKS-PUBLISHED
100. 100 - 149
110. 150 - 199
. 120. 200 - 249
130. 250 - 299
140. 300 4-
WHAT ARE YOUR TEACHING HESP TAIS YEAR
1. ENTIRELY UNDGHAD
2. UNDGW ALID GFAD
3. ENTIRELY GRAD
4. KT TCHNG THIS YR
UNDGRADS I N YOUR SBIALLEST CLASS THIS TRM
100. 100 - 149
110. 150 - 199
12C. 200 - 249
130. 250 - 299
140. 300 +
UNDGRADS I N YOUR SMALLEST CLASS THIS TRM
1'. 1 - 10
2. 11 - 20
3. 21 - 40
4. 11 - GG
5. 61 - 80
6. 81 - 100
7. 101 +
UNDGRADS I N YOUR LARGEST CLASS THIS TEAM
999. loon AND OVER
UBDGRADS IN YOUR LhRGEST CLASS TEIS TERM
1. 1 - 20
2. 21 - 40
3. 41 - 60
4. 61 - 80
5. 81 - 100
6. 101 - 200
7. 201 +
AV WKLY HRS-GIVING LECTURES
AV hT.LY HRS-TUTORIALS AND SEMINARS
hV WKLY HRS-LAB CLASS,SUPV FLD WIC,FR TCH
AV WKLY HRS-OUT CLASS CGI.!T, INDV STUDEHTS
AV WKLY HRS-MAXCING STUDENTS WORK-EXAMS
hV WKLY HRS-?REP ,DESIGK NEW COURSES-LECT
AV WKLY KRS-CDMMITTEE WORK
kV WKLY HRS-KSEARCH ,WRITING PAPERS-mOX
AV WKLY HRS-RELVNT PUB. COKMUrl ACT IVITI ES
AV WKLY iIRS-OTHER ACTIVl TI ES
99. UNFEASIBLE tiUMBR
KOW ISTERESTIWG-ADMINISTRATION
1. VERY BORING
2. RATHER DULL '
3- FAIRLY INTCSTXG
4 VERY INTERESTING
5. EXTRMLY I CITHSTE!G
HQW INTERESTING-COfiL4ITEE WORE
1- VERY BORING
2. RP.TIIER DULL

3.20
NATIO:4iiL S L'!

I
!
I s '
NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 * UNI
REL VARIABLE
POS NAME
VARIABLE LABEL MSSING PRT
VALUES FHT
RESTRICT CAES-VOCATIONAL ,TECIfNICAL FIELD
1. STRONGLY AGREE
5. STRNGLYDISPGREE
TEAa I.NG ,LEARN1 NG-SAME FLDS AT ALL' UMIS
1. STRONGLY AG REE
5. STRNGLY DISAGREE
UNIS ,SPEC,AVOID DUP-LOW STUD DEMAND CRSE
1. STRONGLY AGREE
. 5. STRNGLY DISAGREE
UNIS SPEC, AVOID DUP-LTD OUTSTANDSG STAFF
1. STRONGLY AGREE
5. STRNGLY DISAGREE
UNIS SPEC,AVOID DUP-EXP EQUIPMENT REQRMT
1. STRONGLY AGREE
5. STRNGLY DISAGREE
COMPP-RE NEW ST ABIL WRITE EXPOSTRY PROSE
1. I t4P ROVED
2. DETERIORATED
3. REMAINEDUNCHNGD
EXP POST-SEC ED-AFFECTD AVG LEVL ST ABIL
1. LOWEREDCONSDBLY
2. LOWERED SOME EXT
3- NO APPRECBL CHNG
4. LEVEL RISEN
REASON ENROLMNT UNI-GET JOB TRAINING
1.. VERY IMPORTAtJT
5. NT AT ALL IMPORT
REASON ENROLMNT UNI-BASIC GENERAL EDUCTN
1. VERY IMPORTANT
5. NT AT ALL IMPORT
REASON ENROLMNT UN I-TO PLEASE PARENTS
1. VERY IMPORTANT
5. NT AT ALL IMPORT
95 Ql8DFLTM REASON ENROLMNT UNI-FILL IN TIME
1. VERY IMPORTANT
5. NT AT ALL IMPORT
96 Q18ESTDY REASON ENROLMNT Ubl I-STUDY INTERESTED FLD
1. VERY IMPORTANT
5. NT AT ALL IMPORT ,
97 QlBFIMPT WST IMPORT REASON STUDENTS ENROL AT UNI
A JOB TRAINING
B BASIC GENERAL ED
C . TO PLEASE PARNTS
D PILL IN TIME
E STUDY INTRST FLD
K MULTIPLE ANSWER
98' Q19SUITJ DIFFICULTY FOR STUD GET SUIT JOB AFT CRS
1. VERY EASY
2. FAIRLY EASY
3. ' DIFFICULT
4. VERY DIFFICULT
99 Q2OAWKPR YOUR CRS-GENERAL WORK PRESSURE TOO GREAT
1. STRONGLY AGREE
5. STRNGLY DISAGREE
100 QZOBPRST YOUR CRS-NOT ENOUGH TIHE,PRIVATE STUDY
1. STRONGLY AGREE
5. STRNGLY DISAGREE
101 Q2OCLSHR YOUR CWS-TOO MANY IIOURS IN CLASS .
.1. STRONGLY AGREE
5. STRNGLE DISAGREE
'I-

, .
REL VhRIA61.E VARIABLE LADEL
PO6 NAP; S
102 QZODENPV YOUR CBS-TOO MUCH EMPIIAS I S VOCAT TRAING
1. STRONGLY ,AGKEK
5. STRNGLY DISAG kEE
103 Q20ENECH YOUR CXS-TOO MUCH MECH LEARN,NT .IND THKG
1. STRONGLY 2.GRF.E
5. STRNGLY DISAGREE
104 QZOFSCDY YR CRS-TOC MUCH LIKE SECOIIDARY SCHOOL
1. STRONGLY AGREE
5. STRNGLY DISAGREE
1.05 QZOGNREL YOUR CRS-NOT FELEVANT TO CAREER ,
1. STRONGLY AGREE
S. STRNGLY DISAGREE
106 Q2lRSTAF UNDGRADS DEC-ROLE ON STAFF APPT + PROMTN
1- CONTROL
. 2. VOTING POWER-COH
3 - FOPXAL CON S ULTN
4. INFORML CONSULTN
5. LITTLE ,NO ROLE
UNDG RAD
JNDG RAD
UNDG RAD
UNDG RAD
RSN CRS
RSN CRS
RSN CRS
RSN CRS
DEC-ROLE ON UNDGRADS ADM POLICY
1. CONTROL
2. VOTING POWER-COM
3- FO RIWL CONS ULTN
. 4. INFORML .CONSULTN
5.- LITTLErNO ROLE
DEC-ROLE ON PROV + COURSE CONTNT
1. CONTRCL
2. VOTING POWER-COM
3- FORMAL CONS ULTN
4. INFORML CONSULTN
5- LITTLE, NO ROLE
DEC-ROLE ON STUDENT DISCIPLINE
1- CONTROL
2. VOTING POWER-COM
3 - FORMAL CONSULTN
4. XNFORML CONSULTN
5. LITTLEtNO lEDLE
DEC-ROLE ON $ACH DEGREE REQR14NTS
1. CONTROL
2. VOTING POWER-COM
3- FORMAL CONS ULTN
4. INFORML CONSULTN
5. LITTLE,NO mLE
GIVN UP-SOCL LIFE IPTF WTH STUDY
1- VERY IMPORTANT
5. NT AT ALL IMPORT
CXVN UP-UNFRIENDLY ATMOSPHERE
1. VERY IMPORTANT
5. NT AT ALL IMPORT
CIVN UP-CRS CONTENTS NT AS EXPTD
1. VERY IMPORTANT
5- NT AT ALL IMPORT
CIVN UP-LOSS OF FINANCIAL SUPPRT
1. VERY IMPORTANT
5. NT AT ALL IMPORT
115 QZZEFLCR RSN CRS GIVN UP-FAILURE IN COURSE WORK
1. VERY IMPORTANT
5- NT AT ALL IMPORT
116 Q22FDOOP RSN CRS GIVN UP-DECR JOD OPPORT RLV CRS
1- VERY IMPORTANT
5. NT AT ALL .IMPCRT
117 Q22GDIST . RSN CRS GIVN UP-TOO MANY DISTRACTIONS
FUSSING PRT
VALUES L7FIT

NATIONAL SURVEY OF POST-SECONDAkY TEACllINCi STAFF. 1977 - Ut4I
1. VEHY IMPOHTAKT
5. NT AT ALL 1k~bm
RSN CRS GIVE UP-NT MEASIIG UP OWN STNDRDS
1. V EHY I MPOkTANT
5. NT AT ALL IHPORT
RSN CRS GIVN UP-DO SONTIIG MR USFL SOCTY
1. VERY IMPORTfrN1'
5. OT AT ALL IMPORT
RSN CRS GIYN UP-NEW INTEREST IN OTUR I'LD
1. VERY IHFORTANT
5. NT AT ALL IMPORT
RSN CRS GIVN UP-COURSE WAS BORING
1. VERY IMPORTANT
5. NT AT ALL IHPORT
RSN CRS GIVN UP-FAMILY RESPONSIBILITIES
1. VERY II.I?ORTANT
5. NT AT ALL IWO RT
CRS GIVN
A
B
C
D
E
F
G
H
J
K
UP-OTHER REASONS
DOM, PERS PRODLMS
UNABLE TO COPE
LACK OF NOTIVATN
CRS TOO DIFFICLT
NECTV CHS QUALTS
. PMC CONTINGCIES
FINANCIAL
JOB,OTH COMMTMNT
LAZI i4ESS
OTHE~
RSN CRS GIVN UP-OTHER
1. VERY IMPORTANT
5. blT AT ALL IHPORT
OPINION CONCERNING SIZE OF YOUR WI
1. TOO LARGE
2. TOO SMALL
3. ABOtT RIGHT
AVRG LECT-INSPIRES 03NF I14 KNWLG OF SUW -2. 0
1. STRONGLY AGHE E
5. STKLlGLY DISAGREE
AVW; LECT-STIMULTD STW INTLCT CURIOSITY '-2. 0
1- STRONGLY AGREE
5. STRNGLY DISAGREE
128 Q24CEXPL AVRG LECT-EXPLAINS CLEARLY AT STUD LEWL -2. 0
1. STRONGLY AGREE
5. ST RLJGLY DI SAG RZE
129 Q24DSEEK AVRG LECPTREATS. ST'JD CO-SEEICR OF KNOWL -2. 0
1. STRONGLY AGREE
5. . STRNGLY DISAGREE
130 Q24E130TV AVRG LECT-MOTIVATED STUD TO DO BEST WOK<
1. STRONGLY AGREE
5 , STRNGLY DISAGREE
131 Q~~FENTH' AVRG LEC'PSHOWS ENTHUSIASM FOR SUN MATH
1. STRONGLY AGREE
5. STRNGLY DISAGREE
132 Q24GIlARK AVIG LECT-ALWAYS CAREFULLY MARKS WRTN WK
1. STRONGLY ACRE E
5. STRNGLY DISAGREE
133 Q24HCPUJ AV,RG LECT-PLAY HAJ ROLE,STUD CAREER PLNS
1. STRONGLY AGREE
5. STRNGLY DISAGREE
134 Q24IPERS AVKG LECF-MAJ ROLE,STUD PERSONAL DEVLPHT
1. STRONGLY AGREE
5. STRNGLY DISAGREE

HIT-SJNC: PX'C
VALUES Vt-i'P
UNI ED XMPllV I F-GRADING WERZ AADOI.1 SHED -2. 0
1. STRONGLY AGREE
5. STiXNGLY DISAGREE
SHD 10 OF STUD IP YR
1.
2.
:. 3.
4.
STANDARDS OF PDM FOR
1.
2,
3.
STANDARDS OF ADH FOR
1.
2.
3.
STANDARDS OF ADM FOR
1.
2.
3.
STnOliGLY AGREE
STRNGLY IIISAG REP
LLCT, L?.B CL-f4G EE TUTS
STROtiGLP AGREE
STUGLY DIS.\GHEE
ESTERING UNI SHD BE
DOUBLE PRES LEVL
It:CREASE aY 50PC
ILICREASIP BY 25PC
XL3 AT PRGS LEVL
DECREASED
ENTERING CAE SHD BE
DOUBLE PRES LEVL
INCREASE BY 50PC
INCREASE BY 25PC
HID AT PRZS LEVL
DECREASED
ENTERING TAFE SHD BE
DOUBLE PRES LEVL
INCREASE BY 50PC
INCREASE CY 25PC
HLD AT PRES LEVL
DECREASED
DISCPL BE EXPANDED
NO
YES,UNDER 25PC
YES, BETW 25-75PC
YES,OVER 7 5PC
MATURE-AGE STUDENTS
SHD BE RELAXED
SHD BE TIGHTENED
SH3 BE LFT AS IS
MEMB DISADVAN GRPS
SHD BE RELAXED
SHD BE TIGHTENED
SHD BE LFT AS IS
ALL UNDGRN) STUDNT
SHD BE RELAXED
SHD RE TIGIlTENED
SliD BE LfT AS IS
REG ON STUD TRANSF BUTW UNIS SHOULD BE
1. EASED
2. LEFT UNCIIAPGED
3. TIGHTENED
REG ON STUD TRANSF FKH UNI-CAE SHOULD BE
1. EASED
2 - LEFT UNCHANGED
3. TIGSTEN ED
REG ON STUD TRANSF FR CAE-UNI SHOULD BE
1. EASED
2. LEFT UNCllANGED
3. TIGHTENED
ANY SUGGESTIONS .HOW SITUATION EASED
A OFFRD NO SUGGSTLI
B MORE SYHPTH EVAL

REL . Vlr l(X A 13:. E \'A RI k l,LE LA LiKL
POE NAt-1I:
C JUDG ED 011 bl1:i:IT
D STAltUAltDTSE CI?S
B 11% CO-OP UL1' 114s
P 1ST Yii SUB T.IPII.1;
C T 151? C014 1.: AD 1.1 CUT
CL)T CRSES PASSED
I 0'1'1iER
Q31ir"rT!II: TI1 EORX VS PRACTICAL- UN T
1- TIIEORTCL EMPHSI S
7. I'HACTCL CI4PIIP.T;IS
03li1CEPlP THMKY VS PRACTICAL-TAVE
1. TIIPOI?TCL EI~PHSI S
7 . PRACTCL EbIP HASIS
Q31CACSS ESSEtlTIALl'rY FOR Cot-ll4UNI TY NEED-UN I
-. 1. ESSE'I\~TIAL
7 . NO RELEVANCE
Q31BDREL ESSCNTlALXTY FOR COMI4UN ITY NEED-CAE
3.. ESSENTIAL
7, 80 RELEVMJCE
Q3 iBC0131.: ESSElZTIALI TY FOR COI4I~IUNITY REED-TAFE
1. ESS1;tlTIAL
7. . ND RELEVALqCE
Q3LCA3BK ACADEI-ICLLY DECIALJDC VS EASY TO PASS-UNI
'. 1 ACAPEM DEMANDING
7. EhSY 1'0 PASS
Q3lCUZAS ACADEMCLLY BCI4ANDC VS EASY TO PAS S-CAE
1. IrCPJEM MEMA::DING
7. EASY TO PASS
Q3 1CCPAS ACADEISCLLY DCMAtlDG VS EhSY TO PASS-TAFE
. 1- AG'rDEI.1 UI-:ElkNDING
7. EASY TO PASS .
Q3lDlrCDP GoOD VO LIMITED CAREER PREPARATXOIJ-1181
1. GOOD PPLEPhL\'l'ION
7. LIi.!lTCD PIIEPhItTN
Q31DELTD GOOD VS LIICITED CAREER PPCPARATIO:~?-CAE
1- GOOD PREPARATION
7. LIi'rITED PIGPhJt'PN
Q31DCA2P GOOD 7s LI14LTED CAREEll PREPARATION-TAF E
1. GOOD PREPAHR'~' ION
7. LT t ! TED ~ P REI'I: R'~IJ
. Z&Z Q321;f:LJLT UNIS SllD BE FiULTIPURPS + VOC TRi;I!!G IEI?T
1. PTl

FUkIUE Y3R LLfiRARIES + L.kLWIU'!CIES-CUTS -2. 0
1. LAST TO CUT
2- IF CUT NECESSARY
3. FIRST TO CUT
ACAD.",t*IIC STAFF SALABI E S-CUT S
1. LAST TO CUT
2. IF CUT 'NLCZSSARY
3. FIRST 10 CUT
PUKCER OP SEtIXGX ACADEMIC STATF-CUTS
1- LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
NUMBER OF JUNIOR ACADZPlIC STAFF-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
NUMBER OF SUPPORT STAF F-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
GENERAL Uh?lAGEMENT-CUT S -2. 0
1. LAST TO CUT -
2. IP CIA' NECESSARY
3. FIRST TO CUT
FIUACIAL ASSISTANCE TO STUDENTS-CUTS
1. LAST TO CUT
2- IF CUT NECESSARY
3. ' FIRST TO CUT
FUNC S DIRZCTED PRIMARILY TO TEACHIUC-CUT - 2 0
I. LAST TO CUT
2. IF CIPP NECESSARY
3. PIRST TO CUT
FUNDS, PRIMARILY TO RESEARCH SUPPORT-CUTS -2. 0
1. LAST TO CUT
2. IF CUT NECESSAFU
3. FIRST TO CUT
tW5T YEPT AEEA,CU'[CBACCS SHD BE RESISTED A
X LIBRY + LABS
B ACAD STAFF SALRY
C HO SNH ACAD STAF
D NO JMR ACAU S'I'AF
E NO SUPPORT STAFF
Y GENERAL NAIJAGHST
C; STUD FINCL ASST
LI TEACIIItlG FUtSDS
I RESEAKCII FUNDS
K MlJLTIPLE ANSHBR

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - UNI
REL
POS
VARIABLE VARXASLE LADEL
NAME
HISSINS PRT
VALUES VHT
Q35A3YRS WILL YOU APPLY FOR POSTN OUTSIDE UNI-3YR -2. 0
1. DEFINhTELY YES
2.. PROBABLY YES
3. UNCERTAIN
4. PROBABLY NOT
5. DEPINATELY NOT
Q35B6YRS. WILL YOU APPLY FOR POSTH OUTSIDE UNI-BY B
1. DEFINATELY YES
2. PROBABLY YES
3. UNCERTAIN
4. PIIOBABLY NOT
5. DEFINATELY NOT
035C9YRS WILL YOU APPLY FOR POSTN OUTSIDE UNI-9YR
1. DEFINATELY YES
2. PROBABLY YES
3. UN CE RTAI H
4. PROBABLY NOT
5. DEFINATELY NOT
Q36ARETR SUPFORT EARLY RETIREMENT IF ADQ ARRNGHTS
1.. YES
2. NO
Q36BHRET SUPP EARLY HALF RETIRMNT IT ADO ARWGMTS
1- YES
2. so
Q37JOBSF GEI4ERALLY.HOW SATISFIED WITH YOUR JOB
1. . VERY SATISFIED
2. SATISFIED
3. DISSATISFIED
4 VERY DISSATISFD
Q3 OANTCN WOULD NOT CONSIDR MENTIONED AP PO INTXENTS
1 YES
-0 NO
Q38BUNIS WOULD CONSDR APPT AT ANOTHER UNI-SAM SAI,
1. YES
-0 YO
Q38CUNIH WOULD CONSDR APPT AT MOTHER UNI-HGH SAL
. 1. YES
-0 YO
038DUNIL WOULD COYSDR APPT AT ANOTHER UNI-L&l SAL -2. 0
1- Y.ES
-0 NO,
QJBECAES WOULD CONSDR APPT AT CAE-SAME SALARY
1. . YES
-0 NO
Q38FCAEH WOULD COPSDR APPT AT CAE-HIGHER SALARY
1. YES
-0 NO
Q3BCCAEL WOULD CONSDR APPT AT CAE-LOWER SALARY
1. YES .
-0 NO
Q38HTCHS WOULD CONSDR APPT AT TECH-SAME SALARY
1. YES
-0 YO
Q38ITCHH WOULD CONSDR APPT AT TECH-HIGHER SALARY
1. YES
' -0 NO
038JTCHL WOULD CONSDR APPT AT TECH-LOWER SALARY
1. YES
-0 NO
COBKINDS WOULC CONSDR APPT I N INDUSTRY-SAME SALRY

MOULD CONS1)R APPT Li1
1 - -
0
WOULD COtlSDK AFPT It:
1.
-0
WOULD CONSDR APFT IN
. 1.
-0
WOULD CONSDR APPT IN
1.
-0
WOULD C3tISDR APPT I N
1. - 0
HOW IMPORTANT-TENURE
1.
2.
3.
4.
INDIJSTRY-!IIG~~H SAL
YES
N 0
I NUUSTRY-LONER SAL
YES
NO
PUBLIC S CRV-SAM SAL
YES
NO
PUELTC SERV-JIG11 SAL
YES
tJ 0
PUBLIC SEW-LOW SAL
YES
b10 '
ESSENTIAL
VERY IMPORTANT
SOMEWHAT ICIPOR1'
NOT. IMPORTAlJT
HOW IMPORTANT-LESS PRESSURE TO PUBLISH
1- ESSENTIAL
2. VERY IMPORTANT
3. S0MEWHf.T IblPORT
4. NOT' IWORTANT
BOW IMPORTANT-TI ME FOR RESEARCH
I. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWHAT IMPORT
4. NOT IMPORTANT
HOW IMPORTANT-OPPO RTUN I TIES TO TEACH
1 - ESSENTIAL
2. VERY IMPORTANT
3. SOMSWHAT IMPORT
?* NOT LMPOHTANT
HOW IMPORTAN*GOOD COLLEAGUES
1. ESSENTIAL
2. VERY IMPORTANT'
3. SOMEWHAT II4PORT.
4. NOT IHPORTANT
HOW IMPORTANT-CHANCE FOR PROMOTION
1. ESSENTIAL
2- VERY IMPORTANT
3. SOMEWHAT IMPORT
4 NOT IMPORTANT
HOW IhPORTANT-CHNG IN GEOGRAPHCAL LOCATN
1. ESSENTIAL
2. VERY IMPORTANT
3. SOEWIIAT IMPORT
4. NOT IMPORTANT
FATHERS SIGHEST EDUCATIONAL QUAL
1- NO PRIMARY SCHL
2. SOHE PRIMARY SCH
3. . LESS . TliN 4YH SEC
4. 4Y H SECONDARY ED
5.- TECH CERT, SP TRW
6. HSC.5-GYR SECDRY
8 TERT LVL DIPLOMA
9. COMPL UNI DECREE ,
33. UNIUENTIFIAULE
FATS ERS OCCUPATION
1.0. PRFSSUALOTIIER
11- DOCTOR DENT1 ST
12. LAWYER ECONMST

NATXOtJAL SURVEY OF POST-SECONDARY -TEACHING STAFF, 1977 - UNI
.REL VARIABLE VARI'BLE LABEL
PO S NAME
. .
13. GEOLOGST ENGINR
14. SCIENTST
15. AGR VET PARK RNG
16 A RCHITCT
7 SOCIAL SCIENCES
18. TEACJiER - DEGREE
19. PUBLIC SERVANT
20. LOWH PRO -'OTHER
21. PARA HED
22. NURSE
23. SOC SCI NONDGREE
2 4. TEACHER NONDG REE
25. JOURNLST
26. LIBRARN
27. SCIENCE NONDGREE
20. ART HUSIC
29. AUDITOR ACCNTNT
30. EHPLOYR MNGR OTH
31. PUBLIC ADMIN
. . 32. fX)C GOV INSPECTR
33. MANAGER MAN UFACT
3 4 MANAGERBUILDING
35. MANAGER STORhGE
36. CWGR FIN PERSNL
37. . MANAGER SERVICES
.38. WNGR OiJN 2RY IND
39. MNGR OWN PRI IND
4 0. 4 SELF ZHP OTHER
41. SHOP OWNER
42. SALESMAN SLF EHP
43. MHGR SML BUSINSS-
50. NON HANL OTHER
51. CLERK SKILLED
52. SUPERS PBLC SVC
53. SUPRVSRY CLERKS
54. TRANSPHT INSPCTR
55. ARMD FRC N-C.0-
56. SECRETRYPROFNL
57. SALESMAN EWLD
60. CLERICAL OTHER
61. TYPIST BNK CLHK
62. NONSUPERPBLCSV
. . 63. SALESREP
64. POSTAL OFFICER
65. POLICE LOWR LVL
66. SHOP ASSISTNT
67. CLERK LOWR GRD
70. TRADES OTHER
71 - JEWELLER FITTER
f 2. MECHANIC HOULDER
73. BUILDING PO REHAIJ
74. PLUHBER WELDER
? 75. ELECTRCN TV TECH
76. CARPENTRCABINET.
77. BRICKLYR PLASTRR
7 8. P RI NTER COMPO S1'R
79. PAINTER BAKER
81. PRXESS WORKER
82. DRIVER
83. SERVICE W0RKE.S
84. MINER
85. FARH RURAL
86. LABOURER
87. ARMD FRC LOWER
SO. , FARMER UNSPECD
91. FM WHEAT SHEEP
92. GRAZIER
93. PRIPlARY PRODUCER
94- FARMER NIXED
95. FARHER DAIRY
. .
96. FARMER OTHER
. 97. FARMER RICE
98. HOUSE WIFE
99. STUDENT
210 Q4OCFOMl FATHERS OCCUPATION
1. UPPER PROF'
MISSING PRT
VALUES, FMT

LOWER PROF
ENPI.-blGR LARGE
E 1.11' 1.-MG 11 st; AL L
INTEH;1ED MC'N-MAN
CLE R LCAL
SL'PVH - SKILLED
SEMI, UN SKILLED
FA RHE R
HOUSEWI PE
STUDENT
211 Q4 OBWEPU MOTHERS HTGHEST EDUCATIONAL QUAL
NO PRIMARY SCHL
SOME PNIt*AR'L' SCIl
LESS TliN 4YR SEC
JYR SECONDARY ED
TECH CEHT,SP THN
IiSC,S-GYR SFCD?.Y
TERT LVL DIPLOMA
COMPL UNf DCGREE
UNIDENTIFIABLE
PRFSSNAL OTHER
DOCTOR DEGTIST
LAWYER ECONMST
GEOLOGST EUGINR
SCf ENTST
AGR VET PARK RNC
A RCHITCT
SOCI hL SCIENCES
TEACHER - DEGRZE
PUBLIC SERVAflT
LOWR PRO - OTHER
PARA MED
NURSE
SOC SCI NONDGREE
TEACHER NONDGREE
JOURNLST
LIDRARN
SCIENCE NONDCREE
ART NUS IC
AUDITOR ACCNTNT
ENPLOYR blNGR OTH
PUBLIC ADMIN
LOC GOV ISSPECTR
MANAGER NANUFACT
MANAGER BUILDING
MANAGER ST0 RkG E
WGR FIN PERSNL
MANAGER SERVICES
HNGR OWN 2RY KND
MNGR OWN. PRI IND
SELF EMP OTHER
S IiOP OWNER
SALESMAN SLF EMP
MNGR SML nusIcss
NOR MANL OTHER
CLERK SKILLED
SUPERS PBLC SVC
S UPRVSRY CLERKS
TRANSPRT INSPCTR
ARMD FRC N-C.O.
SECRET'RY PROFPIL
SALES MAN E blPLD
CLERICAL OTHER
TYPIST 5NK CLRK
NONSUPEX PDLC SV .
SALES REP
POSTAL OFFICER
POLICE LOWR LVL
SHOP ASSISTUT
CLERK LOUR GRD
TRADES OTHER
JEWELLER FITTER
MECHANIC YQULDER
BOX LDINC FO!iEMAN
MISSING PR'P
VALUES Yt4T

- . .
*-
.,. NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF8 1977 - UNI
2EL VARIABLE VARIABLE LABEL
POS NAHE
PLUMBER WELDER
ELE'CTRCN TV TECN
CARPENTR CABINET
BRICKLY H PLASTRR ,
PRINTER COMPOSTR .
PAINTER BAKER
P SOCESS WORKER
DRIVER
SERVICE WORKER
MINER
FARM RURAL
LABOURER
ARMD FRC LOWER
FARMER UN SPECD
FH WHEAT SHEEP
GRAZIER
PRIMARY PRODUCER
FARMER MIXED
FARHER DAIRY
FARMER OTHER
FARMER RICE
HOUSE WI FE
STUDENT
213 Q40DMOX1 MOTHERS OCCUPATION
1. UPPER PROF
2. LOWER PROF
3. EUPGMGZLARGE
4. EMP L-MG R SMALL
5. INTERMED NON-MAN
6. CLERICAL
7. SUPVR - SKILLED
8. SEMI, UN SKILLED
9. FARMER
98. HOUSEWIFE
99. STUDENT
RISSING PRT
VALUES FMT
214 Q41XACYY WHAT WAS COUNTRY OF YOUR BIRTH -2. 0
1. AUSTRALIA
2. BRITAIN
3. US OR CANADA
4 OTHR ENG COUNTRY
5. EUROPE
6. ASIA,PACIFIC
7- OTHER
215 Q4IAI)DEG COUNTRY WHERE YOUR 1ST DEGREE TAKEN -2. 0
1. AUSTRALIA
2. BRITAIN
3. US OR CANADA
4 OTHR ENG COUNTRY
5. EUROPE
6. hSIA8PACIFIC
7. OTHER
216 Q4lBYEAR YEARS LIVED IN AUSTRALIA, WRN OVERSEAS -2. 0
217. Q41BYL'Hl YEARS LIVED IN AUSTRALIA, BORN OVERSEAS -2. 0
1 - 4 YEARS
5 - 9 YEARS
10 - 14 YEARS
1 5 - 1 9 YEARS
20 - 24 YEARS
25 - 29 YEARS
30 - 34 YEARS
35 - 3 9 YEARS
40 - 44 YEARS
45 - 4 9 YEARS
50 - 54 YEARS
55 - 59 YEARS
60 - 64 YEARS
65 - 69 YEAHS
70 - 74 YEARS
75 - 79 YEARS
80 - 84 YEARS
85 - 8 9 YEAHS
90 - 94 YEARS

REL VAHIA 11LK VARIADLZ LASEL MISSXKG PRT
POS bl A14E VALUE:: FM'C
20. 95 - 99 YEARS
210 Q47ACELW WtIAT IS YOUR AGE NOG -2. 0
219 Q42AGEl-I1 WHAT IS YOUR AGE NO:< -2. 0
20.
YEARS
YEP.RS
YEARS
YEARS
YEARS
YEAZS
YEARS
YEARS
YEARS
YEAKS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
220 Q43SEX WHAT IS YOUR SEX
1.
2.
221 94 4ACOHM 1ST SDGGESTN , COMMNT ON EDUCATN-TRAINING -2. 0
1. MR STUD INVOLVMT
. .
2. CRS-LEARNG SKILL
3. INTRFACE SClf ,TER
4. SEED TNDL DEL7LP
5. EDU AVAIL TO ALL
6. NEED ADMItJ CUT
7. EASIER ST MOVMNT
8. EDrTRNG f1T COt.lPB
9. MR COOPERTN INST
10. ROLES KEPT SEPRT
MR EM!? MATURE ST
UNI NOT RELEVANT
ROLES NEED DEFIS
CRST OF SURVEY
TOO MUCH RESEkRC
NOT ENGH RESEARC
TOO MANY STUDENT
NEED STF HODRATN
INADQ VOC M V ICE
CRITSM, TCHRS-DIS
DECR STND LITRCY
VAR CRIT OF CAES
SHORT SCNDMT AID
COMPLAINTS
APPT TOO DEP-RES
RECOGN OVRS QUAL
I NADQ SUP ERAN NTN
LACK STUD EFFORT
OTHER COMMENTS
LETTER ATTACHED
QUAL OF EDUCATN
QUESTNS MISLEADG
DOUBT VALID-DA,TA
COMPL ON QUESTNR
ON EDUCATN-TRAINING -2. 0
MR STUD INVOLVNT
CRS- LEARNG SK I LL
INTHFACE SCH, TER
NEED INDL DEVL'P
EDU AVAIL TO ALL
NEED ADMIH CUT
EASIER ST NOVMNT
ED ,TRNb NT COMP I3
bIR COOPERTN IUS'P
HOLES KEPT SEF RT

IATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF; 1477 - UNI
REL VARIABLE VARIABLE LABEL
POS NAME
MR EMP UATURE ST
UNI NOT RELEVANT
ROLES NEED DEFIN
CRIT OF SURVEY
TOO MUCli RESEARC
NOT ENGH RESEARC
TOO MANY STUDENT
NEED STF NDRATN
INADQ VOC ADVICE
CRITSM,TCHRS-DIS
DECR STND LITRCY
VAR CRTT OF CAES
SHORT SCNDMT AID
COMPLAINTS
APPT TOO DEP-RES
RECOGN OVRS OUAL
I NADQ S UP ERAN NTN
LACK STUD EFFORT
OTHER COMI4ENTS
LETTER ATTACHED
QUAL OF EDUCATN
QUESTNS MISLEADG
35. COMPL ON QUESTNR
MISSING PRT
VALUES FMT

. .
NUMERIC ALPHA
VP.LUE VP.LUE
-1 -
CO M 1.1 E KT S
RANGE OF VALID RESPONSES DOES
- 2 'eO
NOT IC!CLUDE BLANK AND NO RESPONSE
WAS GIVEN.
RESPONSE NOT BLhVK AND OUTSIDE VALID PWJGE.
SUGGESTED SOURCES
1. QUESTIOU NOT UNDERSTOOD BY RESPONDENT.
2. FACETIOUS RESPONSE.
3. ElULTIPLZ-RESPONSE
QUESTIOtl.,
TO SINGLS RESPODSE
4, DATA TRANSCRIPTION ERROR.

2 SUBFILE
3 CASWGT
4 IWS'INCDI. INSTITUTXOiJ KIIEHE STA1.E S1EP;CCR
... .
5 RNUMB1
0 VARIABLE SUPPRESSED
HEAD SCHOOL, DEAN
PRI NCPL LECTURER
SElZIOR LECTURER
LECTURER
PRINCIPAL TUTCB
SEh'IGil TUTOR
T L! OR
OTHCR
7 QZRFIELD I

34 Q3BM!. HOW LOkJG EEEN ACAD STA! F NEMIlK;: AT INST -1. 0
1. 1 - 3 YEARS
2. 4 - 7 YEARS
3. 8 - 10 YEARS
. 4. 1.1 - 15 YEhPS
5. 16 - 20 YFr\.r

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - CAE
REL VARLABLE VARIABLE LABEL
POS NAME
H ,1970
J 1960-1969
K 1450-1959
L 1940-1949
n . 1930-1939
I PRE 1929 :
22 Q6CERTNA INST 1ST DEGREE,DI PLOMA OR CERT OBTAINED
UNI VOLD IARGE
UNI OLD CAPITAL
UNI POSTWAR LRGE
UNI RCNT OUTRSUB
UNI P HOVI NCL
UNI VERY RECENT
C AE CEhTRkL
CAE HETROP
CAE REG1 ORAL
CAE SNGL SCHOOL
CAE OTHR SPECIAL
TAFE NSW HETROP
TAFE NEW BAL EXT
TAFE VLC EVNG HS
TAFE VIC TC METR
TAFE VIC TC CNTY
TAFE SA METR,ELZ
TAF E Sh COUNTRY
TAF E QLD E'ETRGP
TAFE QLD COUtJTRY
TAFE QLD CORRESP
TAFE WA TECH COL
TAFE WA TECH CEN
TAFE TASMANIA
UNI NON SPEC
CAE NON SPEC
TAFE NON SPEC
EMPLOYER INSTN
NON UNI O'SEAS
UNIDENTIFIABLE
VOC COL HOSPITAL
UNI O'SEAS
HIGH SCH EVNG CL
23 Q6ADEGNB 2UD DEGREEaDIPWMA OR CERTIF NOW HELD
ADULT EDUCATION
PREPARATORY
OTH SKILLED N-AP
APPRENTSHP TRADE
POST-APYI'SHP TRD
PARA-PROF ESNAL
PROFESSIONAL
UNDERGRAD CERT
ASSOC DIP OR DIP
E ELLOWSHIP DIP
BACHELORS DEGREE
NON-DEG,MISC SUB
BACH-HON , P R-HAST
POST-GRhD DIPLiiA
2ND BACHLX DEGRE
MASTERS DECXE
DOCTORATE OR PIID
NON-SPEC I U TH ST
FUTH SPEC VOC QL
UUI3ENl'XFIABL QL
SCHCOL QUALIF CTN
. 24 QGBDIPNB YR 2ND DEQREE,DIP OR CERT GBTAZNED
HISSING PRT
VALUES FMT

UNI VOLE Lr\BGG
UNI 05@ C..IP:I.TAL
UNI POSTNAIt LI?:.:E
UXI RCHT OUTRI:!; 3
L'N I P%OVL tiCL
UtlI VSHY RECEET
C AS CEKTRLL
CAE METRO P
C M RECIC:rAI,
CAE SNGL SC11005
CAE OTHX SlECJAL
TAFE NSW I.l&TROD
TI& E NEW RP.L EXT
TAFE VIC EVXB HS
TPZE VIC TC MET17
TAFE VIC TC CNTY
TME SE. blETR,ELZ
TAFZ SA COU:TT!(Y
TAE E QLD I.E'I.ROP
ThFS QLD COUNTRY
TAP Z QJ,D CORRESP
ThFE W?. TECH COL
TME VIA TECH CEL4
T AF E TA S t-I;d I A
u NI NOX SPEC
C?.E NO?! SPEC
T P.F E. NOR SPEC
EMPLOYER ILISTN
NON UNI O'SEAS
UNIDENTIFIABLE
VOC COL HOSPITAL
UYI O'SEAS
HIGH SCH EVNG CL
OR CERTIF MOW HELD
ADULT EDUCATION
PREPA-MTORY
OT!l SKILLED W-AP
APPRELJTSHP TRADE
POST-APPTSHP TRD
PAU-PRQF ESNP.L
PROF ESSIONAL
UNDERGRAD CERT
ASSOC DIP OR DIP
F EJ.LOWSHIP DIP
BAC!iELOP.S DEGREE
NON-DEG,MISC SUB
BACH-IiON I P K-MAST
POST-GRAD DIPuIA
2ND BACHLR DESZE
M>:STERS DEGREE
DOCTOm'I'E OR PHD
NGN-SPEC FUTil ST
FUTH SPEC VOC QL
UNIDENTIFIABL QL
SCHOOL QUUIF CTN
27 Q6BDIPNC YH 3RD DL?GRZE,DXP OR CERT OBTAINED -
A 1977
3 i976
C 1375
D 1974
!2 1373
I 1972
G 1971
H 1970
J 1960-1969 ,

NATIONAL SURVEY OF POST-SECONDARY TEACHlNG STAFF, 1977 - CAE
. .
REL VARIABLE VARIABLE LABEL
POS NAME
K 1950-1959
L 1940-1949
H 1930-1939
N PRE 1.929
HISSING PRT
VALUES .E KT
28 Q6CERTNC INST 3RD DEG~EE~DIPLOMR OIi CERT OBTAINED
UNI VOLD LARGE.
US1 OLD CAPITAL
UNI POSTWAR LRGE
UNI RCNT OUTRSU 6
-1. 0
-2.
UN I PROVI NCL
UNI VERY RECENT
CAE CENTRAL
CAE MET ROP
CAE REG IOiJAI.
CAE SNGL SCHOOL
CAE OTHK SPECIAL
TAFE NSW METROP
TAE E HEW BAL EXT
ThfE VIC EVNG HS
T M E VIC TC KETR
TAFE VIC TC CNTY
TAFE SA METR, ELZ
TAFE SA COUNTRY
TAF E QLD HETROP
TAF.E QT,D COUNTRY
ThF E QLD CORRESF
TAFE WA TECH COL
TAFE WA TECH CEN
TAF E TASMANIA
U NI NON. SPEC
CAE NON SPEC
TAT E NON SPEC
EMPLOYER INSTN
NON 11NI O'SEAS
UNIDENTIFIABLE
VOC COL HOSPITAL
UNI O'SEAS
HIGH SCH EVNG CL
29 Q6ABDEGA 1ST BGHR DEGIPOSTGRAD DIP OR PROF QUAL -1. 0 .
ADULT EDUCATION
PREPARATORY
OTH SKILLED N-hP
APPRENTSHP TRADE
POST-APPTSHP TRD
PARA-PROF ESNAL
PROFESSIONAL
UNDERGRAD CEKT
ASSOC DIP OR DIP
F ELLOWSHIP DIP
SACHELORS DEGREE
NON-DSG,MISC SUB
BACH- HOE, P R-MAST
POST-GRAD ,Di PLMA
2ND BACiiLR DEGRE
MASTERS DEGREE
DOCTORATE OR PED
NON-SPEC FUTH ST
FUTH SPEC VOC QL
UNlDENTIf IABL CL
SCHOOL QUPLIF CTN
30 QCBPGRDA YRlST HGllRDEG,PGRAD DIP,PROF QUALOBTX - A
' *

-
32 Q6AlIISEGB 2ND HGHR DEG,POSTGRP.D DIP OF. PROF QUAL
1. ADULT EDUChTIOX
PREPP.RAT0F.Y
CTH SKILLED M-AP
APPRENTSHP TRADE
POST-APPTSSP TRD
PARA-PROEESNAL
pP.OF ESSIOKAL
UNDERGRAD CERT
ASSOC DIP OR DIP
FELLOWSHIP DIP
BACHELORS DECREE
NCN-DEG,MISC SUB
BA2 11- HOE!, P 2-MAST
POS.T-GI;F\3 D IPWA
2ND RACHL?. DEGRE
14ASTZXS DEGREE
DOCTORATE OR PHD
NOS-SPEC FIITI! ST
FUTlI SPEC VOC QL
UWIDENTIE IABL QL
SCHOOL QUALIF CTN
33 Q~BPGRDB YR 2ND RCHR DEG, PGRAD DIP, PROF QUAL OBTN - A
A 1977
B
1976
1
C
D
E
F
G
H
J
.
1975
19 74
1973
1972
1971 ,
1.970
1960-1969
K 1950-1359
L 19 40-1949

NATIONAL SURVEY OF POST-SECONDAHY TEACHlNG STAFF, i977 - CAE
REL VARIABLE VAtiI#.BLE LP.DEL
POS NAElE
H 1930-1939
N PRE 1929
34 G6CPROFA INST ZND HE DEG,PGRAD DIPIFROE QUP-L OBTN
UYI van JARG~
UNI OLD CAPITAL
UNI POSTWAR LHGE
UUI RCNT OUTRSUB
UNI PROVI EiCL
UN1 VERY RECENT
CAE CENTRP-L
CAE METROP
CAE REGIONAL.
CAE SNGL SCHOOL
CAE OTHR SPECIAL
TAFE NSW NETROP
TAF E NEW DAL CXT
ThFE VXC EVNG HS
TkF% VIC TC KETH
TAFE VIC TC CNTY
TAFE SA METR,ELJ
TAFE SA COUNTRY
TATE QLD NETROP
TAFE QLD CCFNTRY
TAF E QLD COWRZSP
TAFE WA TECH COL
T'AEE WA TECH CEN
TAFE TASMANY.
UNI NON SPEC
CAE NON SPEC
TAFE NON SPEC
EMPLOYZR INSTN
SON UNI O'SEAS
UNIDENi'IF J.hBLE
VOC COL HOSPITAL
UNI 0'SEP.S
HIGH SCH EVNG CL
35 Q6AHDEGC 3RD HGH4 DEG,POSTGRAD DIP OR PROF QUAL
ADULT EDUC?.TION
PREPARATORY
OTH SKILLEC N-A?
APPRENTSHP TRAqE
POST-APPTSLIP TRD
PARA-PROF ESNU
PROFESSIONAL
UNDERGRAD CERT
ASSOC DIP OR DIP
F ELLOWSHIP DIP
BACHELORS DEGREE
NON-DEG,MiSC SUB
BACH-HON, PP-MAST
POST-GPAD DIPL!!iA
2ND BACHLR DEGRE
MASTERS DEGREE
DOCTORkTE OR PHD
NON-SPEC ':UTll ST
FUTH SPEC VOC QL
UNXDEN'I'IFIABL QL
SCHOOL QUALiE CTN
36 QCBPGRDC' YR 3RD HGBR DEG,PGRAD DIP,PROF WAL OBTN
HISSING PRT
VALUES FHT

1 VAElAGiE
POS i: id'. E
1..
2.
3.
4.
3.
6.
7.
8.
.9.
10.
11.
12.
,1.3.
14.
15.
1-6 .
17.
xe.
19.
20.
21.
22.
23.
24.
25.
26.
2 7.
28.
29.
30.
31.
32.
33.
ti:) x '1 OLD LA, KG K
[]:?I 3tD CAPI'TRL
UtJl 1'OSTWP.R L1GE
UNI RCNT OL'TRSUD
LW l p1?371 ;JCL
UXI VERY RECE'3T
CAE C61u":'hhI.
CAE KETKClP
C id KEG I0NP.L
ChE SNGL SCZ5GL
CAE OTHli SPE921AL
TPGE IJSV! ."!KT ROP
TPI'E NEW HAL EXT
TAFE VIC EVNS HS
TAI. E VIC TC WETR
TAPE VLC TC CNTY
TPJE SA PIETRIELZ
TAFE SA COUNriBY
TAF E QL,D EX'? 2OP
TArE QLD CUCXTSY
TA5 E QLD CO9RESP
TAFE WA TECll C05
TM E WA TECH CEN
TAFE ThSMANJh
U L.iL NOS SPEC
CAE NOR SPEC
TAE E NOW SPEC
ENPL5YEE IXSTN
NOB UNI O'SEAS
UNIUELJTIFIABLE
VCC COL HO;?!:TAL
UMI O'SEAS
HIGH SCH EVKG CL
1ST mST RECENT FT POSITION-YEAR FROM
1ST KOST RECENT kT POSITION-YEAR TO
SECTOR 1ST MOST RECEMT FT POSITION HELD
A COLLEGE
B UIIIVERSITY
C T A? E
D SCHOOL TEACHING
E INDUSTRY, CO!4PlRCE
F PUBLIC SEitVICS
G OTHER
2ND MOST RECENT FT POSITIOM-YEAR FROM
2ND I4.OST RECEBT FT POSITION-YEAR TO
SECTOR 2ND MOST RECENT FT POSITLON GELD
A COLLEGE
B UNIVERSITY
C TAP E
D SCHOOL TEACH iNG
B INDUSTRY, CONMRCE
F PUBLIC SERVICX ,
G OTHER
3RD MOST RECENT FT POSITION-YEAR TO
SECTOR 3RD MOST RECENT FT POSITI-OH HELD

NATIONAL SURVEY OF POST-SECOHDP.RY TEACllING STP.FF, 1977 - CAE
47 QBAENROL ARE YOU NOW ENRC
1. YES
2. NO
COIaLEGE
UNIVERSITY
TAF E
SCHOOL TEACHING
INDUSTRY, COMMHCE
PUBLIC SERVICE
OTHER
48 QbBDEGRE DEGREE OR DIPLOMA NOW STUDYING FOR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
li.
12.
13.
14.
. , 15.
16.
17.
19.
21.
22.
28.
ADULT EDPCATION
PREPARATORY
OTH SKILLED N-AP
APPRENTSHP TRADE
POST-APPTSHF TRD
PARA-PROF ESNAL
PROF ESSIONRL
UN DERGRAD CE RT
ASSOC DIP Oh DIF
F ELMWSEIP DIP
BACKELORS DEGREE
NON-DEG,MISC SUB
BACH- HON, PR-MAST
POST-GWiD DIPL:4A
2ND 3ACtILR DEGRE
HASTZRS DEGREE
DOCTORATE OR PHD
NON-SPEC FUTH ST
FUTH SPEC VOC QL
UNIDENTIFTABL QL
SCHOOL QVALIE CTN
49 QSCINSTN INSTITUTION WHERE NOW ENRGLLED
0 VARIABLE SUPPRESSED
50 Q8CINTMl INSTITVl'ION WHERE NOW ENROLLED
I. UN I
2. CAE
3. TAFE
4. OTHER
51 Q9ARTCLE APPROX HOW MANY YOUR ART1 CLES PUBLISHED
- 52 Q9800KS APPROY. HOW MANY YOUR BOOKS PUBLISHED
53 Qlo WHAT ARE YOUR TEACHING E S P THIS YEAR
1. ENTIRELY UNDGRAD
2. UNDGRAD AND GRAD
3. EhTIRELY GRAD
4. . NT TCHNG TlllS YR
54 QllLARGE UNDGRADS IN YOUR LARGEST CLASS THIS TERM . -1. 0
, -2.
999. 1000 AND OVER
55 QllLARMl UNDGRPDS IN YOUR LARGEST CLASS THIS TERM -1. 0
-2.
1. 1 - 20
2. 2 i - 40 .
3. 41 - 60

57 O11SEL%Ml. UNDGIVLDS IN YOUR SI:'rLIJL;.5T CLASS THIS TRI-1
5
1. 1 - 10
2. 11 - 20
3. 21 - 40
4. 41 - 60
5. 61 - 80
6. 81 - 100
7. 101 +
$8 QlZLPCTS AV WKLY HRS-GIVING LECTURES
59 Q12SEMNR kV WKLY BRB-'PUTQRLALS AMD SEMINARS
60 Ql2SIJPVN hV WKLY 1II;S-WB CLASS,SUPV FLD WK,PR TCH
6 1 Q3.2INDST A'J WALY IIRS-OUT CLASS COW ,INDV STUDENTS
6 2 QlZMARKG AV HKLY IIRS-baRKING STUDENTS WORK-EXAMS
63 Ql2DESGN AV WKLY HRS-PREP, DESIGB NEW COURSES-LECT
6 4 QlZADMIM AV WKLY HRS-RDEIINISTRXTION
65 QI-ZCOMWK AV WKLY HRS-COMMITTEE WORK
66 Q12WRTNG AV WKLY HRS-RESEkYCH, WRITING PAPERS-BOOK
67 QlZRLACT AV WKLY HRS-RELVhT PUB ,COI.iMUN ACTIVITIES
68 Q120TkLER AV WKLY HRS-OTHER ACTIVITIES
99. UNF E ASI BLE NUMBR
69 Q13ADMIN HOW INTERESTING-ADMINISTRATION
1. VERY BORING
2. RATHER DULL
3. ERLRLY INTRSTNG
4. VERY INTERESTING
=-. EXTR HLY IlWRSTKG
70 Ql3BCOVA IlOW INTEREST INC-COMMITEE IJORt;
71 Ql3CTCIIC 1IOW INTERESTING-TEACHING
1. VERY BORING
2. RATHER DULL
3. FA1 RLY INTRSTNG
4. VERY INTERESTING
5. EXTRMLY INTRSTNG
1. VERY BORING
2. RATI(EI< DULL
HISS I;.!!: FR?:
VALUES E KT

NATIONAL SURVEY OF I?GST-SECONDARY TEACHING STWE, 1977 - CAE
REL VARIABLE VARIABLE LABEL MISSING PRT
POS NAME VALUES IMT
3. FAXBLY 1NTRSTNG
4. VERY TNTERESTING
5. EXTHMLY INTESTNG
72 Ql3DCONT BOW 1NTERESTING-NOM-CLASS CONT, XND STDhT -1. 0
VERY BORING
KkTBER DULL
FAIRLY INTRSTNG
VERY INTEREST'ING
EXTRXLY 1 NTRS TNG
73 Q13EWRTG HOW INTERESTING-RESEARCH AND WRITING
1. VERY BORING
2. RATHER DULL
3. FAIRLYINTRSTNG
4. VERY INTEREST1 NG
5. EXTRMLY LYNTRSTNG
74 Q14AkLIB PROVD UNDGRADS BROAD LIB ED-PERSOIJAL IMP
1. . VERY IMPORTANT
2. IMPORTANT
3. UNIMPORTANT
75 Q14kBLIB PROVD 'JNDGKADS BROAD LIB. ED-INST EXPTATN
1. VERY IMPORTANT
2.
3.
IMPORTANT
UNIMPORTAN? - *
76 Q14aAOE PREP LJNDGRADS, OCCPTN-PERSONAL IMPORTANCE
1. VERY IHPORTANT
2. IMPORTANT
3. UNlMPORTANT
77 Q146BOCC PREP UNDGRADS ,OCCPTN-INST EXPECTATION
1- VERY IMPORTANT
2. IMPORTANT . .
3. UNIMPORTANT
78 Q14CARCH ENGAGE IN RES EARCH-PERSONAL IMPORTANCE
1. VERY IMPORTANT
2. IMPORTANT
3. UNIMPORTANT
79 Q14CBRCH ENGAGE IN PSSEARCH-INST EXPECTATION
1 VERY IMPORTANT
2. IKPORTANT
3. UNIMPORTANT
80 QlSACBNC CHANCE FOP. EVERYONE TO GO TO C3LLEGE
1. STRONGLY AGREE
5. STRNGLY DLSAGREE
81 QLSBATTD CAE: ATTENDRNCE,PRIVILEGE NOT A RIGHT
1. STRONGLY AGREE
5. STRNGLY DISAGREE
82 QlSCREST RESTRICT UNIS-TP.AC ACADEMIC,PROF FIELDS
1. STRONGLY AGREE
5. STRNGLY DISAGREE
83 Q~SDVOCL RESTRICT CAES-VOCATIONAL,TEC~INICAL FIELD .
1. STRONGLY AGREE
5. STRNCLY DIEAGREX
,84 QlSEF LDS TEP.CI!ING, LEARNING-SAME PLOS AT ALL CAES

3.46
t!::':TCtiJtL Si!i:!': Z ilk POrjT.-SI;COI,!L>t\RY 'l'~!,!:I!j.;

NATIONAL SURVEY OF POST-SECONDF.RY TEACHING STAF.F, 1977 - CAE
REL VARIABLE VkRlABLE LABEL
PCS NAME
5.
YOUR CRS-TOO MANY
1.
, 5.
YOUR CRS-TOO MUCH
1.
5.
YOUR CRS-TOO MUCH
STRNGLY DISAGREE
HOURS IN CLASS
STRONGLY AGREE
STRNGLY DISAGREE
EMPHASIS VOCAT TRAING
STRONGLY AGREE
STRNGLY DISAGREE
MECH LEARN,NT IND THKG
1. STRONGLY AGREE
5. STRNGLY DISAGREE
YR CES-TCO MUCH LIKE SECONDARY SCHOOL
1. STRONGLY AGREE
5. STRNGLY DISAGREE
YOUR CRS-NOT RELEVANT TO CAREER
1. STRONGLY AGREE
5. STRNGLY DISAGREE
UNDGRADS DEC-ROLE ON STAFF APPT + PROMl'N
1. CONTROL
2. VOTING POWER-COM
3. F ORMAL CONSULTN
4. INFOKNL CONSULTN
5. LITTLE, NO ROLE
UNDGRAD DEC-ROLE ON UNDGRADS ADM POLICY
1. CONTROL
. 2. VOTINGPOWEW-COH
3 FORMALCONSULTN
4. INFOW-L CONSULTN
. 5. LZTTLE,NOROLE,,
UNDGRAD DEC-ROLE ON PROV + COURSE WYTNT
I. CONTROL
2. VOTING POWER-COM
3. FORKAL CONSULTN
4. INFOUL CONSULTN
5. LITTLE,NO ROLE
UNDGRAD DECROLE ON STUDENT DISCIPLZ HE
1. CONTROL
2. VOTING POWER-COM
3. FORMAL CONSULTN
4. INFORNL CONSULTN
5. LITTLE, NO ROLE
UNDGRAD DEC-ROLE ON BACH DEGREE REQRMNTS
1. CONT HOL
2. VGTINS POWER-COIY
3. EORI4AL CONS,ULTN
4. INFORML CGNSULTN
5. LITTLEIN0 ROLE,
RSN CRS GIVN UP-SOCL LIFE INTI WTIf STUDY
1. VERY IMPORTANT
5. NT AT ALL IMPORT
RSN CRS GIVN UP-UNERIENULY ATMOSPHFRE
1. VERY IMPORTANT
5. NT AT ALL IMPOXT
MISSING PRT
VALUES FMT

RSli CP.!', GIVfi LIP-CSS COL\'PI.IE!I'S i.1T AS EX?T!)
1. VERY I:.$;;',g'r.A,:'T
5. , LiT AT /'.:.:., IX?ORT
RSN CSS GlVN UP--LOSS 05 F L9RNCIJ.S SUPPGT
1. VERli Ii4PORTP.2T
r. -. N T AT hL 1. XI.! F O RT
RS3 C?S GIVE UP-EALLURK 1N COCRSE WGRK
1. VERY IMF'.3RTAl3T
5, NT AT ALL 1P:POiff
RSN CRS GIVN UP-GECR JOB CPPCRT 9LV CRS
1. VERY IMFOXT7,NT
5. NT AT hLL IWPORT
RSM Ci!S GIVN UP-TOO WPIIGY' DISTRACTIONS
1. VERY IMPORTANT
5. NT AT ALL 114PC.".T
RSN CitS GIVN 3P-tR I4EP.SP.G UP OWN STNilZDS
I. VERYIMPORTANT
5. NT AT ALL I!-lPOKT
RSN CRS GIVN UP-DO SOMTHG M9 USFL SOCTY
1. VERY 1CIPORTF.NT
5. NT AT ALL IMPORT
RSN CRS GIVN UP-NEW INTEREST IS OTNR FLD
1. VERY IMPORTANT
5. HT AT ALL IMPORT
RSN CRS GIVN UP-COVRSE WAS BORING .
1. VERY IMPORTANT
5. NT AT ALL IMPORT
RSN CRS GIVN UP-FhMILY RESPONSIBILITIES
1 VERY IMPORTANT
5. OT AT ALL IMPORT
RSN CHS GIVN UP-OTHER REASONS
A DOM,PERS PXOBL:+S
B UNABLE TO COPE
C LACK OF IYOTIVATN
D CRS TOO DIFFICLT
E NEGTV CHS CUALTS
F PRAC CONTINGCIES,
C FINANCIkL
H . JOB, OTX COMMTMNT
J LP-ZINESS
K OT IIE R
,.
RSLi CRS GiVN UP-OTIIER
1. VERY IMPORTANT
5. NT P.T ALL It4PORT
OPINION CONCERNING SIZE OF YOUR COLLEGE
1. TOO LE.I

HATlONAL SURVEY VI POST-SECONDP.KY TEACHIKG STAF'I, 1977 - CAE
1. STRONGLY AGREE
5. STRNGLY DISAG~E
AVRG LECT-STIkULTC STUD ILJTIXT CVKJOSITT
1. STRON GLP fi.CKE E
5. STkNGLY DlSACREE
AVitG LECT-EXPLAINS CLEARLY AT STUD LEVL
1. STRONGLY AGREE
5. STXNGLY 3i SAGW. C
AVRG LECT-TREATS STUD I CO-SEEKR OF KNOWL
1. STRONGLY AGREE
5. STRNGLY DIShGREE
AVRG LECT-MOTIVATED STUD TO DO BEST WORK
1 STRONGLY AGREE
5. STRNGLY DISAGREE
AVRG LECT-SIIOWS ENTHUSIASM FOP. SUBJ 14ATR
I. . STRONGLY AGXE
5. STRNGLY DISAGREE
AVRG LECT-ALWAYS CAREFULLY FhEKS WRTN WK
1. STRONGLY AGREE
5. STRNGLY DISAGREE
AVRG LECT-PLAY MAJ ROLE,STUD CAREER PLNS
1. STRONGLY AGREE
5. STRNGLY Dl SAGREE
AVRG LECT-MAJ ROLE ,STUD PERSONAL DEVLPNT
1. STRONGLY AGREE
5. STRNGLY DISAGREE
CAE ED IKPRV IF-GRADING WERE ABOLISHED
1. STRONGLY AGREE '
5. STRNGLY DISAGREE
CAE ED IMPRV' IF-ACAD MOR CONTACT WK PLCE
1. STRONGLY AGREE
5. ST RNGLY Dl SAG REE
CAE ED IHPRV IF-LECTR TK CRS,TEACH NETHD
1. STRONGLY AGREE
5. STRliGLY DISAGREE
CAE ED IMPRV IF-LG LECT,LAB CL-MORE TUTS
1. STRONGLY AGREE
5. STRWGLY DISAGREE
CAE ED IMPRV IF-OFFR FULL RANGE HGHR DEG
1. STRONGLY AGREE
5. STIUGIJP DISAGREE
CAE ED lMPItV IF-OFFR PART RANGE HGHR DEG
1. STRONGLY AGREE
5. STRNGLY DISAGREE
CAE ED IMPRV IF-NO HGHH DEGREE OFFERED
1. STRONGLY AGREE
5. STRNGLY DISAGREE

REL VARIABLE VARIABLE WBES
P 0s NAME
152 Q33ABPRA THEORY VS PRACTTCAL-CAE
153 Q3hCEMP THEORY VS PRACTICAL-TAE E
7. PRACTCL EMPAHASIS
1. . THEGRTCL EMPHSI S
7. PRACTCL EMPBASIS
1. THEORTCL EMPHSIS
7. PRhCTCL EMPHASIS
154 Q31BAESS ESSENTIALITY rOR COMNUNITY NEED-UNI
1. ESSENTIAL
7. NO RELEVANCE
155 Q31BEREL ESSENTIALITY FOR COMMUNITY NEED-CAE
1. ESSENTIAL
7. NO RELEVANCE
156 Q31BCOMM ESSENTIALITY FOR COMMUNITY NEED-TAF E
1. ESSENTIAL
7. NO RELEVANCE
157 QSlCADEM ACADEMCLLY DEMANDG VS EASY TO PASS-UNX
1. ACADBM DEMANDING
7. EASY TO PASS
158 Q~~CBEAS ACADEMCLLY DEMANDG VS' EASY TO PASS-CAE
1. ACADEM DEMANDING
7. EASY TO PASS
159 Q3lCCPAS ACADEMCLLY DEMANDG VS EASY TO PASS-TAFE
1. ACADEM DEMANDING
. . 7. EASY TO PASS .
160 Q31DAGDP GOOD VS LIMITED CAPSER PREPARATION-UNI
1. GOOD PREPARATION
7. LIMITED P REPARTN
161 Q3 1DBLTD GOOD VS LIMITED CAREER PREPARATION-CAE
1. GOOD PREPARATION
7. LIMITED PREPARTN
162 Q31DCARP GOOD VS LIMITED CAREER PREPARATION-TAFE
1. GOOD PREPARATION
7. LIMITED PREPARTN
163 Q32A STAFF QUALITY IN LARGE CAES = MOST UNIS
1. STRONGLY AGREE
5. STRNGLY DISAGREE
164 Q32D MORE DATA FOR STUD CAREER COUNSELLING
1. STRONGLY AGREE
5. STRNGLY DISAGREE
165 Q32C INCR PROPORTN OF F.IXD-TERM APPTS UNJUST
1. STRONGLY AGREE
5. STRNGLY DISAGREE
166 Q32D AUTO TERT INST SHD BE GVN FULL RESP-CRS
10. STRONGLY AGREE
5. STRNGLY DISAGREE
CAE
MISSING PRT
VALUES FMT

3. . APPROVE
2. D I SAP E' HO'IE
FUNDS F3R LIERL-RIES + LAaORAT!:iES-CUTS
1. LAST TO C'JT
2. IF CUT NECESSARY
3. FIXST TO CUT
ACP.@E:.IIC STAFF SAIARIES-CLTTS
1. LAST TO CUT
. .
2. IF CUT BECESSARY
3. FIRST TO CUT
NUMBER OF SENIOR ACADEMIC STAFF-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
NUMBER OF JUNIOR AC.FSEI.IIC STMF-CUTS
1. LP.S'1' '10 CUT
2. IF CUP NECESSitRP
3. FLRSP TO CUT
NUMEER aF SUPPORT STAFF-CUTS
1. LAST TO CUT
2. I F CUT NECESSARY
3. FI2ST TO CUT
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
P INACIAL ASSISTANCE TO STUDEl+rS-CUTS -1. 0
1. LAST TO CUT
2. IF CUT NECSSSARY
3. ~llisr TO CUT
FUNDS DI RECTRD PRII4R il' :.'-' TO TEACIIING-CUT

NATIONAL SURVEY OF POST-SECONDARY TLACtlItJG STAFF , 1977 CAE
178 Q34I
1. LAST TO CUT
2. I? CUT NECESSARY
3. FIRST TO CUT
F UNDS, PRIM?.RILY TO RESEARCH SUPPORT-CUTS
1. LAST TO CUT
2. . IF CtJT NECESSARY
3. FIRST TO CUT
MOST IMPT AREA,CVTBACKS SHD RE RESISTED
LIBRY + LABS
ACN) STAFF ShLRY
NO SNR ACAD STAF
NO JNR ACAD STAF
NO SUPPORT STAFF
GENERAL MANAGNNT
STUD FINCL ASST
TEACHING EUNDS
RESEARCH FUNUS
MULTIPLE ANSWER
WILL YOU APPLY FOR POSTN OUTSIDE CAE-3YR
1. DEFINATELY YES
2. PROBABLY YES
3. UNCERTAlN
4. PROBABL" NOT
5. DEE I NATELY NOT
WILL YOU APPLY FOR POSTN 3UTSIDE CAE-6YR
1. DEFINATELY YES
2. PROBABLY YES
3. UNCERTAIN
4. PROBABLY NOT
5. DEFINATELY NOT
WILL YOU APPLY FOR POSTN OUTSIDE CAE-9YR
1 DEFfNATELY YES
2. PROBABLY YES
3. UNCERTAIN
.4. PROBABLY NOT
5. DEF INATELY NOT
SUPPORT EARLY RETIREMENT IF ADQ ARRNGMTS
1. YES
2. NO
SUPP EARLY HALF RETIRMNT lF hDQ ARRNGKI'S '
1. YES
2. NO
GENEMLLY ,HOW SATISFIED WITH YOUR JOB
1. VERY SATISFIED
2. SATZSFIED
3. DISSATISFIED
4. VERY DISSATISFD
WOULD NOT CONSIDR MENTIONED APPOINTMENTS
0 NO
1. YES
WOULD CONSDR APE AT ANOTHER CAE-SAM SkL
0 NO
1. YES
WOULD CONSDR APPT AT ANOTHER CAE-HGII SAL -1. 0
-2.
0 NO
1. YES

0 NO
1. YES
KOULD CONGDR APFT AT UNI-SAME SALARY
0 NO
-. 1 YES
WO'JLD CONSDR hPP'f kT UNI-I~ICItER SP.WKY
0 NO
I. YES
I4GUL.D COtlSCR APPT AT UNI-LOWER SAL?.TtY
0 NO
1. YES
WDT:i,!l CONSDR APPT AT TECH-SAi!E SALARY
0 NO
1. YES
WOULD CONSDR APPT AT TECH-HIGHER SALARY
0 NO
1. YES
WOL'LD CONSDR APPT AT TECH-LOWZR SALARY
0 NO
1. YES
WOULD CONSDR APPT IN INDUSTRY-SAME SALRY
0 NO
1. YES
WOULD CONSDR APPT IN INDUSTRY-HIGHR SAL
0 NO
1. YES
WOULD CONSDR APm IN INDUSTRY-LOWE2 SAL
0 NO
1. YES
WOULD CONSDR AP?T IN PUBLIC SERIJ-SAI( SAL
0 NO
1. YES
WOULD CONSDR APPT IN PUBLIC SERV-HGH SAL
0 NO
1. YES
WOULD CONSDR ACW! IN PUBLIC SERV-LOW SAL
HOW IMPORTANT-TENURE
0 NO
1. YES
1. ESSENTIAL
2. - VERY LNPORTANT
3. SOMEWHAT IMPORT
4. NOT INPORTANT
HOW IIIPORTANT-LESS I'KESSURE TO PUBLISH
1. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWHAT ' IMPORT
4 NOT . IXPORTANT
1. ESSENTIAL

REL VARIABLE VARIABLE LABEL
POS NAME
2. VERY IMPORTANT
3. SOMEWHAT IMPORT
4. NOT IMPORTANT
205 Q39D HOW IMPORTANT-OPPORTUNITIES TO TEACH
1. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWHAT IMPORT
4. NOT IMPORTANT
206 Q39E HOW IMPORTANT-GOOD COLLEAGUES
. '
1. ESSENTZAL
2. VERY IMPORTANT
3. SOMEWHAT IMPORT
4. NOT IMPORTANT
207 Q39F HOW IMPORTANT-CHANCE FOR PROMOTION
1. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWHAT IMPORT
4. NOT IMPORTANT
1. ESSENTIAL
. . 2. VERY IMPORTANT
3. SOtGWHAT IMPORT
4. NOT IMPORTANT '
209 Q4OAF EDV FATHERS HIGHEST EDUCATIONAL QUAL
210 Q40CFOCC FATHERS OCCUPATION
NO PRIMARY SCHL
SOME PRIMARY SCH
LESS THN 4YR SEC
4YR SECONDARY ED
TECH CERT, SP TRN
HSC,5-6YR SECDRY
TERT LVL DIPLOMA '
COMPL UNI DEGREE
.
UNI DE NT I F IA BLE
SOME UNI, COLL
PRFSSNAL OTHER
DOCTOR DENTIST
LAWYER ECONHST
GEOLOGST ENGINR
SUENTST
AGR VET PARK RNG
ARCHITCT
SOClAL SCIENCES
TEACHER - DEGREE
PUBLIC SERVANT
LOWR PRO - OTHER
PARA MED
NURSE
SOC SCI NONDGREE
TEACHER NONDG REE
JOURNLST
L~BRARN
SCIENCE NONDGREE
ART MUSIC
AUDITOR ACCNTNT
EMPLOYR MNGR OTH
PUBLIC ADHIN
U C GOV lNSPECTR.
HALAGER MAKUFACT
MANAGER BUILDING
MANAGER STORAGE
NNGR FIN PERSNL
MANAGER SERVICES '
NNGH OWN 2HY IND
MNGR OWN PRI IND
HISSING PRT
VALUES EMT
-1. 0
-2.

9EL VARIAULE VARIABLE LP.HEL
POS NAME
211 Q40CFOM1 FATHERS OCCUPATION
SELF LMP CTIIER
SiiOP O!Jl!ZiZ
SALESt4Atl SLF Et.!P
MNGH S:4L I3USISSS
L4Ot.I PiANL OT\iER
CLERK SKILLED ,
SUPERS PULC SVC '
S UPFtVSEY CLERKS
TRkNSPRT 1:4FP'XR
ARND FRC N.C.O.
Sb;C RET RI PROE NL
SALESHAN EI4PLD
CLERICAL OTUER
TYPIST BNK CLRK
NCNSUPER PCLC SV
SALE6 REP
POSTAL OFFICER
POLICE LOWR LVL
SHOP ASS LSTY'P
CLERK LOWK GRD
TRADES OTHER
JEWELLEX FITTCR
MECHAKIC I.!OULDER
BUILD LNG FCREZlhN
PGOMBE8 WELDFR
ELECTRCN TV TECN
CARPENTR CAB1 NET
BRICKLYL PLASTRR
PRI KT ER 'COMFO STR
PAINTER BAKEX
PWCESS NORXEX
DRIVER
SERVICE WORKER
MINER
FARM RURAL
LABOURER
ARMD FRC LOWER
FARMER UMSPECD
EM WHEAT SHEEP
GRAZIER
PRIMARY PRODUCER
FALLER MIXED
FAWIER DAIRY ..
FARbER OTHER
FARMER RICE .
HOUSE .WIFE
ST UDE NT
UPPER PROF
LOWER PROF
EMPL-MGR LARGE
EMPL-MGR SMALL
INTERMED NON->IAN
CLERICAL
SUPVX - SKILLSD
SEMI, UN SKILLED
FARMER
HOUSEWIFE
STUDENT
212 Q40BMEDU MOTHERS HIGHEST EDUCATIONAL QUAL
213 Q40DMOCC MOTHERS OCCUPATION
NO PRIMARY SCHL
SOME PRIMARY SCH
LESS THN 4YR SEC
4YR SECONDARY ED
TECH CERT,SP TRN
HSC,S-6YR SECDRY
TERT LVL DIPLOMA
COMPL UNI* DEGREE
UNIUENT IF IA RLE
SOME UN1,COLL
M13SlNG PP.T
VALVES I.NT

NATIONU SURVEY 01 POST'.GECONfARY TEACIIING STkFt , 1977 - CAE
16.
17.
. 18.
19.
20.
2 1.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
'42.
43.
50.
51.
52.
53.
54.
55.
56.
57.
GO.
61.
62.
63.
64.
65.
66.
67.
70.
. 214 Q4ODMOMl MOTHERS OCCC'PRTIOM
P KF S SNAL O'r HE R
DOCTOR DENTIST
LAWYER CCOMMST
GEOLOGST ENGINR
SCIENTST
AGR VET PARK RBC
ARCHITCT
SOCIAL SCIENCES
TEACHER - DEGREE
PUBLIC SERVANT
LOWR PRO - OTHER
PARA MED
PURSE
SOC SCI NONDGREE
TEACHER NONDGREE
JOURNLST
LIBRARN
SCIENCE N0i;DGREE
ART MUSIC
AUDITOR ACCNTNT
EMPMYR MNGR OTH
PUBLIC ADMIN
LOC COV INSPECTR
MANAGER MANOFACT
MANAGER BUILDING
, MANAGER STORAGE
MNGR FIN PERSNL
MANAGER SERVICES
MNGR OYN 2RY IND
HNGR C?M PRI IND
SELT EMP OTHER
SHOP OWNER
SALESMAN SLF' EMP
MNGR SML BUSINSS
NON MMJL OTHER
CLERK SKILLED
SUPERS PBLC SVC
S UPRVSRY CLERKS
TRANSPRT INSPCTR
ARMD FRC N.C.O.
SECRETRY PROF NL
SALESMAN EMPLD
CLERICAL OTHER
TYPIST BNK CLRK
NOBSUPER PBLC SV
SALES REP
POSTAL OFFICER
POLICE LOWR LVL
SHOP ASSISTNT
CLERK LOWR GRD
TRADES OTHER
JEWELLER FITTER
MECHANIC HOULDER
BUILDING FOREMAN
PLUMBER WELDER
ELbCTRCN TV TECN
CAHPEHTR CABIHET
BRICKLYR PLASTRR
PRINTER COHPOSTR .
PAINTER BAKER
P ROCESS WORKER
D Rl VE R
SERVICE WORKER
MINER
FARM RURAL
LABOURER
ARMD FRC LOWER
FARMER ONSPECC
EM WHEAT SHEEP
GRAZI ER
PRIMARY PRODUCER
FARMER ML XED
FARMER DAIRY
FARMER OTllER
FARMER RICE
,HOUSE WIFE
STUDENT

3- . AllSTEkLXA
2. BRITAIN
3. US OR Ckt.!.\D%
4. OTNR EFG COIINTkY
3. EUROPE
6. ASIA ,PACIFIC
7. OTHEX
21.5 Q4lhEUEG COONTHY YIiEaE YOUR 1ST DZGREE TAKZN
1. ' AUSTRALIA
2. FRT.TAIH
3. US OR CANP.D?.
4. OTHR ENG COUXTRY
5. E LlkO? E
6. ASIA, PACIFIC
7. OTiiER
217 Qdl.B'ZB?IR YEARS LIVED IN AUSTRALIA, BORN OVERSEAS -1. 0
-2.
213 941BYE M1 YE.".RS LIVED I N AUSTTLXLIA, BORN OVERSEAS -1. 0
-2.
1. 3. - 4 YEARS
2. 5 - 9 YEARS
3. 10 - 1 4 YEARS
4. 15 - 19 Y2hZS
5. 20 - 24 YEARS
6. 25 - 29 YEARS
7. 30 - 3 4 YEP.RS
8. 35 - 39 YE.4RS
9. 40 - 44 YELRS
1 0 45 - 49 YEARS
11. 50 - 54 YEARS
12. 55 - 59 YEARS
13. 60 - 64 YEARS
14. 6 5 - 69 YEARS
15. 70 - 7 4 YEh2S
16. 75 - 79 YEARS
17. 80 - 84 YEARS
18. 85 - 89 YEARS .
19. 90 - 94 YEARS
20. 95 - 99 YEARS
219 Q42 WHAT I S YOUR AGS NOW
220 Qd2M1 WHAT J.S YOUR AGE NOW
YEAHS
Y E?AS
YEARS
YEARS
YEARS
YEARS
YE AlG
YEARS
YEAHS
YEARS
YEARS
YEARS
YEARS
Y E?.R S
YEhHS
YEARS
YEARS

NATiONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - CAE
REL VARIAPLE VARIABLE LABEL
POS NAME
221 Q43 WHAT IS YOUR SEX
222 Q44ACOMM 1ST SUGGESTN, COMMNT
223 Q44BCOMM ZND SUGGESTN, COMElNT
18. 85 - 8 9 YEARS
19. 90 - 94 YEARS
2 0,. 95 - 99 YEARS
1. MALE
2. FEMALE
ON EDUCATN-TRAINING
UR STUD XNVOLVMT
CRS-LEARNG SKILL
INTRFACE SCH, TER
NEED iNDL DEVLP
EDU AVAIL TO ALL
NEED ADMIN CUT
EASIER ST MOVMNT
ED,TRNG NT COMPB
MR COOPERTN INST
ROLES KEPT SEPRT
MR EMP MATURE ST
UNI NOT RELEVANT
ROLES NEED DEFIN
CRIT ?F SURVEY
TOO MUCH RESEARC
NOT ENGH RESEARC
TOO MANY STUDENT
NEED STF MODRATN
INADQ VOC ADVICE
CRITSM , TCHRS-DlS
DECR STND LLTRCY
VAR CRIT OF CAES
SHORT SCNDMT AID.
COMPLAINTS
APPT TOO DEP-RES
RECOGN OVRS QUAL
lNADQ SUPERANNTN ,
LACK STUD EFFORT
OTHER COMMENTS
LETTER ATTACHED
QUAL OF EDUCATN
CUESTNS MISLEADG
DOU RT VALID-DATA
COMPL ON QUESTNR
COMPLAINT RE QRE
MISSING PRT
VALUES FMT
ON EDUCATN-TRAINI NG -1. ,O
-2.
MR STUD INVOLVMT
CRS-LEAFNG SKILL
XNTRFACE SCH, TER
NEED INDL DEVLP
EDU, AVAIL TO ALL
NEED ADMIN CUT
EASIER ST MOVMNT
ED,TRNG NT COHPB
MR COOPERTN INST
ROLES KEPT SEPRT
MR EMP MATURE ST
UNI NOT RELEVANT
ROLES NEED DEFIN
CRIT OF SURVEY
TOO MUCH RESERRC
NOT ENGli RESEARC
TOO MANS STUDENT
NEED STF MODRATN
INADQ VOC ADVICE
CKI'PSM,TCHRS-DIS
DECR STND LITHCY
VF.R CRIT OF CAES
SHORT SCNDMT AID.
COMPLAINTS.
APPT TOO DEP-.%S
RECOGN OVRS QU>.L
INADQ SUPERANNTN
LACK STUD 6EEORT

REL VARIAGLE VAHLADLG LABEL
POS NhKE
29. @TI?ER COAt4EN'!'S
30. LETTER ATTAC1163
31. QUAL OE- CDUCATN
32. QUESTNS ELtSLI;ADG
33. DOUBT VALJ. D-1)AT.n.
35. CO[.l?L ON Q'JESTNR
34. COMPLhlN'I RE QKC
MR. STUD INVOSVi4T
CRS-LEXILUG SKILL
INTRFACE SCH,TE?.
NEED INDL DEVLP
EDU AVAIL TO ALL
NEED AD:41N CUT
EASIER ST FlOVMgT
ED,TRNG NT COPlTB
MR COOPER'IN INST
ROLES KEPT SETRT
PiR EMP MATURE ST
UWI NOT RELEVANT
ROLES NEED DEFIN
CRIT OF SURVSY
TOO KUCH RESEARC
NOT ZNGH RESEARC
TCQ MANY STUDENT
NEED STF MODRLTN
TNADQ VOC ADVICE
CRITSMtTCHRS-DIS
DECR STND . LITRCY
VAR CRIT OF PhES
SHORT SCNDMT AID
COt4PLAINTS
APPT TOO DEP-RES
RECOGN OVRS QUAL
INADQ S UPERAE NTN
LACK STUD EFFORT
OTHER CSMMENTS.
LETTER ATTACHED
QUAL OF EDUCATN
QUESTNS IGSLEADG
GOU BT VALID-DATA
COMPL ON QUESTNR
CAE
KISSI!.IG PRT
VhLIlCS EHT

NATIONAL SUllVEY OF POST-SECOKDAItY TEACH1t:G STAFF, 1977 - TAFE
DUIW OF DOCUMENTARY Tt4FOR'lA'PION. .
Q5M2 VALUE LABELS
ART DESIGN, 7 MUSIC, 10 PERSONAL STU!JIES,
GENERAL STllDIcS
ENGINEERING, 9 YNDUSTRTAL STUD1 ES
BUILDIrjG
BUSINESS STUDIES
APPLIED SCIENCE, € RURAL + UOBTICULTURAL,
PARAMEDICAL
~UMERIC ALPHA COMMENTS
VALUE VALUE
- 2 ' *' RESPONSE NOT BLANK AND OUTSIDE VALID RANGE.
SUGGESTED SOURCES
1. QUESTION NOT UNDERSTOOD BY RESPONDENT.
2. FACETlOUS RESPONSE.
3. I1UI.TIPI.E- RESPOdSE TO SINGLE RESPONSE
QUESTION.
4. DATA TRANSCRIPTION ERROR-

CON'Phf NS 19 1 \'ARIA LILCS..
LIST OF THE 1 SUDFXLES COMPRISIrlG TllE FILE..
REL
POS
1
2
3
4
5
6
7
8
9
VARIABLE
NAME
SEQMUM
SUDPILE
CASWGT
INSTNCC1
RNUK.C.131
Ql a.
Q 1 &:a
VARIAHLE LABEL
INSTITUTION NHERE STAFF MEMBER
0 VARIADLE SUPPRESSED
0 VARIABLE SUPPRESSED
HOW. LONG EEEN FT TEACIIG STF-TAFE COLLEGE
HOW LOSC BEEN ACAD
1.
2 :
3.
4.
5.
6.
7.
STAFF MEl-iBER IN TAFE
1 - 3 YEARS
4 - 7 YEARS
8 - 10 YEARS
11 - 15 YEARS
16 - 20 YEARS
21 - 25 YEARS
25 + ' YEARS
HOW LONG BEEN FT STF AT PRESENT COLLEGE
HOW LONG BEEN ACAD
1.
2 .
3.
4.
5.
6 .
7.
IS YR PRESENT APPT PERHANENT
1. YES
2. 610
STAFF YEMBER AT INST
1 - 3 YEARS
4 - 7 YEARS
8 - 1 0 YEARS
11 - 15 YEARS
16 - 20 YEARS
21 - 25 YEARS
25 + YEARS
IF NO-WHAT IS THE TERM OF YR APPT,YEARS
WHAT I S YOUR MAIN STREAM IN TEACHING
1. P ROFESS IONAL
2. PARA-PROFESSNL
3 APPRENTSHP TRADE
4. OTHER SKILLED
5. PREPARATORY
6- ADULT EDUCATION
WHAT 15 YOUR MAIN TEACHING FIELD OF STUD
0 VARIABLE SUPPRESSED
QSADEGNA 1ST DEGREE ,DIPMElA
1.
2.
3.
4.
5.
6.
7..
8.
9.
10 .
11.
12.
13.
OR CERTIF NOW HELD
AbULT EDUCATION
PREPARATO HY
OTH SKILLED N-A,P
APPRENTSHP TRADE
POST-APPTSHP T RD
PARA-P ROFESNAL
PROFESSIONAL
UNDERGRAD CERT
ASSOC DIP OR DIP
FELLOWSHIP DIP
BACHELORS DEGREE
NON-DEG .MISC SUB
DACiI-HON r PH-MAST
,
HISSILG PHT
VALUES FElT
NONE 0
NONE A
NONE 4
NOUE 0
HONE 0
-2. 0
-2. 0

NATIONAL SURVEY OF POST-SECONUARY 'CEACIIXtJC SThFF, 1977 - TAFE
REL VARIABLE VARIABLE LABEI,
PO s NAME
FOST-GkAD DIPLMA
2P1D OP.CHLR UEGRE
IIASI'ERS DEGRPX
DOCTORhTE OH PJID
NON-SPEC FUTll ST
FUTH SPEC VOC QL
UNIDENTIFIABL QL
SCHOOL QUALIFCTN
CERT OETAINED
1977
1976
1975
3974
19 73
1970
1960-1969
1950-1959
1940-1949
19 30-1939
PRE 1929
HISSING PRT
VALUES FNT
17 Q6CERTNA INST 1ST DEGREEID~PLOMA OR CERT OBTAINED -2. 0
UNI VOLD LARGE
UNI OLD CAPITAL
UNI POSTWAR LRGE
UNI RCNT OUTRSUB
UNI ' PROVINCL
UNI VERY RECENT
CAE CENTRAL
CAE MET ROP
CAE REGIONAL
CAE SNGL SCHOOL
CAE OTHR' SPECIAL
TAFE NEW HETROP
TAFE NEW BAL EXT
TAFE VIC EVNG BS
TAFE VIC TC kETR
TAFE VIC TC CNTY
TAFE SA METR,ELZ
TAFE SA COUNTRY
TAFE QLD HETROP
TAPE QLD COUHTRY
TAFE QLD CORIESP
TAFE WA TECll COL
TAFE WA TECB CEN
TAFE TASMANIA
UN I NON SPEC
CAE NON S?EC
TAFE NOH SPEC
EMPLOYER INSTN
NON UNI O'SEAS
UNIDENTIFIAkiLE
VOC COL HOSPITAL
UNI O'SEAS
HIGH SCH EVHG CL
8 Q6ADEGNB 2ND DEGREE,DIPLOMA OR CERTIF NOH IIELD
1. ADULT EDUCATION
2. ' PREPARATORY
3. OTHSKILLEDN-AP
4 APPUENTSliP TRADE
5. POST-APPTSliP TRD
6. PARA-P HOFESOAL
7. PROFESSIONAL
8. UUDERGRAD CERT
9. ASSOC DIP OW DIP
1 FELLOWSHIP VIP
11. BACHELORS DEGREE
12. NON-UFG , ELI SC SUB
13. EACH-HON , PH-tlAST
14. P087'-GRAD VIIFLPA
15. 2ND BACllLR DEGRE
16. WAS'I'EILS DBG HEE
17. DOCTO RATE Oil PllD

19 QSDDIPNY YR 2ND DEGRE5,DIP OR CUAT OOTAINED
A 1977
B . 1976
C 1975
D 1974
E 1973
F 1972
G 1971
H 1Y'IC
J 19 50-19 69
K 1950-1.959
L 1940-19t.9
H lS3C-1939
U PRE 1929
20 Q6CERTiiB INST 2ND DBCHEE,DIPLOMA OR CERT OYTAINED -2. 0
UNI VOLD LARGE
UNI OLD CAPITAL
UN T. P0STHP.R LRGE
UP!]' i?CNT OUTRSUC
UN I P ROV I NCL
UNI VERY RECEW
CAE CENT I'ML
CAE. HET ROP
CAE REG103 AI.
CAB SI

NATIONAL SURVEY OF POST-SECONDARY TEACHING STA~F, 1977 - TAFE
REL VARIABLE VARIABLE' LABEL
POS AHE
22 Q6BDIPNC YH 3RD DIGREE,DIP OR CERT OBTAINED
A 13 7 7
B 1976
C 1975
D 1974
E 1973
F 1972
G 19 71
ii
J
1970
1960-1969
JC
L
1950-1959
1940-1949
M 19 30-1 9 39
bl PRE 1929
23 -Q6CERTNC INST 3RD DEGREE ,DIPLOMA OR CERT OBTAINED
1. UNI VOLD LARGE
2. UNI OLD CAPITAL
3- UNI POSTWAR LRGE
4. UNI RCNT OUTRSVB
5. UNI PROVIHCL
6. 'UNI VERY RECENT
7. CAE CENTRAL
8. CAE METROP
9. CAE . REGIONAL
10. CAE SNGL SCHOOL
11. CAE OTHR SPECIAL
12. TAFE NSh' METROP
13. TAFE NEW BAL EXT
14. TAFE VIC EVNG HS
15. TkFE Y I C TC METR
16. TAFE VIC TC CKTY
17. TAFE SA METR,ELZ
18. TAFE SA COUSTRY
19. TAFE QLD METROP-
20. TAFEQLD.COUNTRY
21- TAFE QLD CORRESP
22. TAFE WA TECH COL
23. TAFE HA TECH CEN
24. TAFE TASMANIA
25. UNI NON SPEC
26. CAE NON SPEC
27. TAFE KON SPEC
28. ' EMPLOYER INSTN
29 NON UNI O'SEAS
30 UUI DENT IFIA BLE
31. VOC COL HOSPITAL
32. UNI O'SEAS
,33 . HIGH SCH EVNG a
4 Q7AAPOSN 1ST MOST RECENT FT POSITION-YEAR FROH
25 Q7ABPOSN 1ST K)ST RECENT FT POSITION-YEAR TO
26 Q~ACPOSN SECTOR 1ST MOST
A '
B
C
D -
E
F
G
RECENT fT. POSITION HELD
COLLEGE
UNIVEHS 1 TY
TAFE
SCHOOL TEACHING
IXDUSTRY , COI-U4RCE
PUBLIC SERVICE
OTHER
HISSING PRT
VALUES FHT
27 Q'IBPOSNA 2ND HOST RECENT FT POSITION-YEAR FHOH -
28 Q'IBPOSNB ZND HOST RECENT FT POSITION-YEAR TO -2. 0
29 Q7BPOSNC SECTOR 2ND NOST RECENT FT POSITION HELD A
A COLLEGE
UNIVERSITY
TAFE
SCHOOL TEACHING
INDUSTRY, COMMRCE
PUULIC SERVICE
OTiiEF!

REL VhRIAI3LE VARIAB1,E LABEL
PO S NMiE
HISSING PRY
vuue s F:.S;~
30 Q7POSNCA 3RD ClOST RECENT FT POSITIOCJ-YEAR FROM -2. 0
31 Q7POStlCkl 3RD HOST RECENT FT POSI'PION-YEAR TO -2. 0
RECENT FT POSITIOiJ HELD
COLLEGE
UNIVERSITY '
TAFE
SCHOOL TEACH1 t4G
INDUSTRY, COt.IMRCE
PUBLIC SERVICE
OTHER
33 QSAENKOL ARE YOU NOW ENROLLED FOR HR DEG,D'IP,CERT
1. YES
2. NO
34 Q86DEGRE DEGREE OR DIPSAMA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13-
14.
15.
16
NOH STUDYING FOR
ADULT EDUCATION
P HEPARATORY
0T.H SKILIaED N-AP
APPREMTStIP TRADE
POST-APPTSHP TRD
PARA-PROFESNAL
P POFESSIONAL
UHDE RG KAD CE RT
ASSOC DIP OR DIP
FELLUdSHIP DIP
BACHELORS DEGREE
NOI-DEG,MISC SUB
BACH-HON ,P K-MAST
POST-CFWD DIPLNA
2ND BACHLR DEGRE
HASTE RS DEGREE
DOCTORATE OR PHD
NON-SPEC PUTH ST
PUTH SPEC VOC QL
UNIDENTIPIABL QL
SCHOOL QUALIFCTN
35 QBCINSTN INSTITUTION WHERE NOW ENROLLED -2. 0
0 VARIABLE SUPPRESS ED
. .
37 Q94RTCLE APPROX HOW MANY YOUR ARTICLES-PUBLISHED -2. 0
100. 100 - 149
110.
150 - 199
120. 200 - 249
130. 250 - 299
140. 300 +
38 QgBOOKS APPROX HOW MANY YOUR BOOKS-PUBLISHED
loo. ioo - 149
110. 150 - 199
120. 200 - 249
130. 250 - 299
140. 300 +
39 QlOLARGE UNDGRADS IN YOUR LARGEST CLASS THIS TERM -2. 0
999. 1000 AND OVER
40 QlOLARMl STUDENTS IN YOUR LARGEST CLASS THIS TERM -2. 0
1 1-20
2 21 - 40
3. 41 - 60
. 4, - 61 - 80 -.
,5. 81 - 100
6. ioi - 200
. - 7, 201+
41 QlOSMALL UNDGRADS IN YOUR SMALLEST CLASS THIS TRW -2. 0
, , 100. 100 - 149
110. 150 - 199
120. 200 - 249
130. 250 - 299

NATIONAL SURVEY 0 F POST-SECONDARY TEAClI ING STAFF I 19 77 - TAFE
REL VARIABLE VARIABLE' LABEL
PO S NAME
QllLECTS
QllSUPVN
Qll INDST
QllMARKG
QllDESGN
Ql lADMIN
Qll COMWK
QlLW RTNG
QllRLACT
QllOTHER
Q12CTCHG
Ql 2DCONT
QlZEW RTG
STUDENTS IN YOUR SMALLEST CLASS THIS TRM
. 1- 1 - 10
2. 1; - 20
3. 21 - 40
4. 41 - 60
5. 61 - 80
6. 81 - 100
7. 101.+
AV WKLY HRS-GIVING LECTURES-LESSONS
AV WKLY HRS-LAB CLASSISUPV FLD WKIPR TCH
AV WKLY HRS-OUT CLASS CONT, INDV STUDENTS
AV WKLY. KRS-MARKING STUDENTS WORK-EXAMS
AV WKLY HRS-PREP,DESIGN NEW COURSES-LECT
XV WKLY HRS-COMMITTEE WORK
XV WKLY HRS-RESEARCH,WRITING ZAYERS-BOOK
AV WKLY HRS- RELVNT PUB, COMMUN ACTIVITIES
AV WKLY HRS-OTHER ACTIVITIES
99. UNFEASIBLE NUMBR
HOW INTERESTING-ADMINISTRATION
1. VERY BORING
2- RATHER DULL
3. FAIRLY INTRSTNG
4. VERY INTERESTING
5. EXTRMLY INTRSTNG
HOW INTERESTING-COMMITEE WORK
1- VERY BORING
2. RATHER DULL
3 I FA1 RLY INTRSTNG
4. VERY INTERESTING
5. EXTRMLY INTRSTNG
HOW INTERESTING-TEACHING
1. VERY BORING
2. RATHER DULL
3. FA1 RLY INTRSTNG
4- VERY INTERESTING
5. EXTFWLY INTRSTNG
HOW INTERESTING-NON-CLASS CONT, IND STDNT
1. VERY BORING
2. RATHER DULL
3. FAIRLY INTRSTNG
4 VERY INTERESTING
5- EXTRMLY INTHSTNG
HOW IMTERESTING-RESEARCH AND HRTTICG
1. VERY BORING
2. RATHER DULL
3. FAIRLY IlJTRSTNG
4 VERY INTERESTING
5. EXTRMLY INTRSTNG
CHANCE FOR EVERYONE TO GO It) COLLECE
1. STRONGLY AGREE
5. STHNG'LY DISAGREE
COLLECE ATTEHDANCE,PRIVILEGE NOT A RIGHT
1. STRONGLY AGREE
5. STRNGLY DISAGREE
PROPHTN PT TEACHERS-TAFE COLL TOO HIGH
1. STRONGLY AGREE
HISSING PHT
VALUES FMT

HATXOI!AL SULl'JLY OF POST-SECOLIDARY TEACH INC STAFF, 1377 - TAPE
EEL VARIAULE Vf.RIABLZ LABEL
POS NAME
5. STRtJCLY DISAGREE
QL3DEQIP STATE BiiARDS, ETC TOO INVOLVD COLT,EG AFFR
1. STRONGLY AGREE
5. STRNGLY DL SAGREE
QlrlLITHV C3WAXE NEW STUDENTS
1.
2.
3.
Ql4NUPlRL COMPARE NEW STUDENTS
1.
II 2.
3.
LITERARY ABILITY
IMP ROVED
DZTEHIO WITED
REMAINED UNCII HGD
NUlIERICAL ACIIL'L'IY
IMP ROVED
DETERIORATED
REMAINED UNCIlNGD
a s EXP POST-SEC ED-AFFECTD AVG LEVL ST ABIL
1. LOWERED CONSDBLY
2, LOWERED SOME EXT
3. NO APPHECBL CHNG
4. LNEL RISEN
Q1 6A REASON ENROL COLLEG-GET JOB TRAINING
1. VERY IMPORTANT
5. NT AT ALL IMF3RT
41 6B REASON ENROL COLLEG-BASIC GENERAL EDUCTN
1. VERY IMPORTANT
50 NT AT ALL IMPORT
Q16C REASON ENROL COLLEG-TO PLEASE PARENTS
1 VERY IMPORTANT
5. MT AT ALL IMPORT
Q16D REASON ENROL COLLEG-FILL IN TIME
1. VERY IMPORTANT
5- NT AT ALL IMPORT
916E REASON ENROL COLLEG-STUDY INTERESTED FLD
1. VEfiY IMPORTANT
5 I T AT ALL IMPORT
Q16P m3ST IMPORT REASON STUDENTS ENROL AT CLG
A JOB TP-AINING
B
C
BASIC GENERAL ED
TO PLEASE PARNTS
D FILL IN TIME
E
K
STUDY INTRST FLD
MULTIPLE ANSWER
017 DIFFICULTY FOR STUD GET SUIT JOB AFT CRS
1 VERY EASY
2. FAIRLY EASY
3.
. 4.
DIFFICULT . .
VERY DIFFXCUI;T
Q18A YOUR CRS-GENERAL WORK PRESSUW T90 GREAT
1 STRONGLY AGREE
5. STRNGLY DISAGREE
Q18B YOUR CRS-NOT ENOUGH TIME, PRIVATE STUDY
1- STRONGLY AGREE
5. - STRNGLY DISAGREE .
Q18C YOUR CRS-TOO MANY HOURS IN CLASS
1-
5.
. STRONGLY AC REE
STRNGLY DISAGREE
. .
Q18D YOUR CRS-TOO MUCH EMPHASIS VOCAT TRhING
1. STROUGLY AGREE
5- STRNGLY DISAGREE,
q18 E YOUR CRS-TOO nuctr, MCH. LEARN ,NT IND THKG
- . 1.
j. ---.- - .,.. 5.
.. , -,- .,..'..*%' 2
STRONGLY AGREE
-~STRNGLY DISAGREE'
. .
- .-
. 'Ql8 -.- - p .. -- -. - Y R CRS-TOO HUCB LIKE SECOUDARY - SCliQOL '
..
._ ..I
.
HISSING PRT
VALUES FM'P

NATIONAL SURVEY OF POST~SECONDARY TEACHING STAFF, 1977 - T WE
1. STH~NGLY AGHE~
5. STRNGLY DISAGREE
78 Q18G YOUR CRS-NOT RELEVANT TO CAREER
1 STRONGLY AGREE
5. STKNGLY DISAGHEE
79 Q19A RSN CRS GIVN UP-SOCL LIFE INTF WTH STUDY
1. VERY IMPORTANT
5 NTAT ALL INPORT
80 Q19B RSN CRS GIVN UP-UNFRIENDLY ATHOSPHERE
1 VERY INkORTANT
5. NT AT ALL IMPORT
81 Q19C RSN CRS GIVN UP-CRS CONTENTS NT AS EXPTD
1 VERY IEU'ORTANT
5. NT AT ALL IHPOKT
82 Q19D RSN CRS GIVN UP-LOSS OF FINANCIAL SUPPRT
1. VERY IbIPO R'I'XL;T
5. NT AT ALL IMPORT
83 .Q19E RSN CRS GIVN UP-FAILURE IN COURSE WORK
1- - - . VERY IMPORTANT
5. NTAT ALLIMPORT
84 Q19F RSN CRS GIVN UP-DECR JOB OP70RT RLV CRS
1 VERY Ii4PORTANT
5. NT AT ALL IMPORT
85 Q19G , RSN CRS GIVN UP-TOO MANY DISTRACTIONS
1. VERY IIGORTANT
5 NTAT ALLIHPORT
86 Q19H RSN CRS GIVN UP-NT MEASRG UP OWti STNDRDS
1. VERY It4PORTANT
5. UTATALLIMPORT
RSN CRS GIVN UP-DO SOMTHG MR USFL SOCTY
1. VERY IMPORTANT
5. NTATALLIWORT
RSP CRS GIVN UP-NEW INTEREST IN OTHR FLD
1. V.ERY IMPORTANT
5 NT AT ALL IMPORT
89 Q19K RSN CRS GIVN UP-COURSE WAS BORING
1. . VERY IMPORTANT
5. STAT ALL IMPORT
90 Q19L RSN CRS GIVN UP-FAHILY RESPONSIBILITIES
1. VERY IMPORTANT
5 NTAT ALL IMPORT
- Sl Q19t4AOTtI RSI CRS GIVN UP-OTHER REASONS
A DOM,PERS PROBLMS
B UNABLE TO COPE
-
c s LACK OF MOTIVATN
'D CRS TOO DIFFICLT
E NEGTV CRS QUALTS
F PRAC CONTINGCXES
G . FINANCIAL
H JOB ,OTH COHKPMNT
J LAZINESS
K OTHER
. 92 Ql9MBOTH RSU CRS GIVN UP-OTHER
1. VERY IMPORTANT
5. NT AT ALL IMPORT
OPIHION CONCERNING SIZE OF YOUR COLLEGE
1. TOO LARGE
2. TOO SMALL
3. ADOUT RIGHT
94 Q2lA AVRG LECT-INSPIRES CONF IN 'KNWLG OF SUM
1. STHONGLY AGREE.
5. STRNCLY DISAGRCE

REL VARIABLE
PO S NAME
AVAG LECT-E%PLP.INS CLEA?.LY AT STUD LEVi,
1. ST:WI!GLY hG RCE
5. STRClGLY DISAGREE
AVRG LECT-tlOTIVA?%!l STUD TO DO BEST WRK
1. STRGNGLY AGREE
5. ST1:t:GLY DISAGIIEE
AVRG LECT-SIlOWS ENTHUSIASf4 FOR SUN MATR
1. STUOSCLY AG IIGE
5. STRNGLY DISAG IIEE
AVRC LECT-ALWAYS CAREFULLY MAiUCS iiRTN FK
1. STRONGLY AGHF.V
5. STRNGLY DISAGREE
AVRC LECT-PLAY K.k- ROI.E,STUD CAREER PLNS
1. STROSGLY AGREE
5. STRNGLY DISAGaEE
AVRCi LECT-I4AJ ROLE ,STUD PERSONAL DEVLPKT
1. S'P!iONGLY AGREE
5. STRtTGLY DISAGRLE
CLG ED IMPRV IF-GRADING WERE ABOLISllED
1. AGREE
2. DISAGREE
3. DON'T KNOW
CLG ED IMPRV IF-ACAD MOR CONTACT WK PLCE
1. AG RE&
2. DISAGREE
3. DON'T KNOW
CLG ED IWRV IF-LECTR TK CRS,TEACH METHD
1. AG RZE
21 DISAGREE
3. DON'T KNOW
IN 10 YRS,STUDENTS ENTERING UNI SHD BE
1. DOUBLE PRES LEVL
2. INCREASE BY 50PC
3. INCREASE BY 25PC
4. HID AT PRES LEVL
5. DECREASED
IN 1 0 YRS,STUDENTS ENTERING CAE 311D BE
1. DOUBLE PRES LEVL
2.' INCREASE BY 50PC
3. INCREASE BY 25PC
4. HLD AT PaES LEVL
5. DECREASED
IN 10 YRS,STUVENTS ENTERING TAYE SHD BE
1. DOUBLS PRES LEVL
2. INCREASE UY 5OPC
3 - INCREASE BY 25PC
4. HLD AT FRES LEVL
5 - DECREASED
SHD NO CF STUD,YH TCHNG FLD EJ? EXPANDED
1. NO
2. . YES,UNDEH 25PC
3. YES,LlETW 25-75PC
4 Y ESIOVER 7SPC
STANDARDS OF ADH FOR NATURE-AGE STUDENTS
1. SHD DE RELAXED
2. SND DE TIGHTENED
3. . SHD BE LFT AS IS
STANDARDS OF ADM FOR NEMD DISAUVX~~
GRPS
1. SIID BE RELAXED
2. SHD D& TIGllTENED
3. SifD BE LYT AS IS
MISrjIblG PRT
VALUES YIIT

tJATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - TAFZ
REL
POS
110
111
112
11 3
11 4
VARIADLE
NAME
VARIABLE LABEL UISSINS PRT
VALUES FMT
STANDARDS OF ADM FOR ALL OTHER STUDENTS -2. 0
1. SHD 13E RELAXED
2. SHD BE TIGHTENED
3. SHD BE LFT AS IS
REG ON STUD TRANSF BETW TAFES SHOULD BE
1. EASED
2. LEFT UNCHANGED
3. TIGHTENED
Q2 6 BTA FE REG ON STUD TRANSF
1.
Q28AATHE
Q28ABPRA
Q28ACEMP
028 BAESS
QZEBBREL
Q2RBCOW4
Q28CADEM
Q28CBEAS
Q2 8CCPhS
Q28DAGDP
Q2ED BLTD
Q28 DCARP
FRI1 TAFE-CAES SHD BE
EASED
LEFT UNCHAtiGED
TIGHTEKED
REG ON STUD TRANSF F W CAES-TAFE SIJD BE -2. 0
EASED
LEFT UNCHANGED
TIGHTEN ED
ANY SUGGESTIOHS,HOW
A
B
C
D
E
F
G
H
I
SITUATION EASED
OFFRD .NO SUGGSTN
WRE SYMPTH EVAL
JUDGED ON MERIT
STANDARD1 SE CRS
HR CO-OP BET INS
1ST YR SUB SIMLR
TER COMM ?DM CDT
CDT CRSES PASSED
OTHER
THEORY VS PRACTICAL-UN I
1. THEORTCL EMPHSIS
7. PRACTCL EMPHASIS
THEORY VS PRACTICAL-CAE
1. THEORTCL EMPHSIS
7. PRACTCL EMP HASXS
THEORY VS PRACTICAlrTAFE
1. THEORTCL EMP HSJ S
7. . PRACTCL EMPHASIS
ESSENTIALITY FOR COMMUNITY NEED-UNI
1. ESSENTIAL
7. NO RELEVANCE
ESSENTIALITY FOR COMMUNITY NEED-CAE
1. ESSENTIAL
7. PO RELEVANCE
ESSENTIALITY FOR COllMUNITY NEED-TAFE
1. ESSENTIAL
7. NO RELEVANCE
ACADEMCLLY DEMANDG VS EASY TO PASS-Uti I
1. ACADEH DEHANDING
7. EASYTOPASS
ACADEMCLLY DEMANDG VS EASY TO PASS-CAE
I. ACADEM DEMANDIIJG
7. ' EASY TO PASS
ACADEMCLLY DEPIANDG VS EASY TO PASS-TAFE
1. ACADEM DEMANDING
7 EASY TO PASS
GOOD VS LIHITED CAREER PREPARATION-UNI
1. GOOD PREPARATION
7. LIHITED PREPAHTN
GOOD VS Ll MITED CAREER PREPARATION-CAE
1. GOOD PREPARATION ,
7. LlHITEDPWPhKTN
GOOD VS LZNITED CAREER P HEPARRTIOtJ-TAFE

1. GOOD PIlEFAiL\TIOIJ
7. LIHXTED PKEPARTN
lr,i)RE DATh FOR STUD CARBEZ COCil!P2EI,LIl?G
1. STRONGLY AGXEP
5. STRUCLY [> ISAGREE
KNOWLG CON'I'ENP PROBS-COKSJU ,STAFF APPTS
-1. STRONGLY AGREE
5. STRNGLY DISAGREE
TAFE STAFF SHD EE EMTITLD TO STUDY LEAVE
1- STROMGi,'i AGREE
5- STRNGLY DIShGHEE
TRNG PROG SI:E BE EASLY ASSDL TO TAFS STF
1. STWcIGLY AG REE
5. STRNGLY DISAGREE
AMhLGhW4T': TAFE WITH NEARBY CAES
1. APP %3VE
2. DISAPPROVE
TAFE + CAES
PRACTL KECESSITY
TOO MANY CAES
ACHIEVE BET DALN
EA SPECLD CRSES
TOO MANY INSTNS
USEFUL 1KTEPACT.Y
OTHER-APF mVAL
AIMS ,NEEDS DIFFR
STAND, QUAL D IFF R
LWR ST STAFF-CAE
DIFFICULT, ADWIST
LOST TRADITIONS
CRS NOT UNI STND
CAE SHD BE VOCTL
UNI-CAES TOO LGE
INST WOULD SUFFR
LIKE AS IS
OTHER-DISAPPROVE
NEITHER, EITHER
FUNDS FOR LIBRARIES + LABORATRIES-CUTS -2. 0
1. LAST TO CUT
2. IP CUT NECESSARY
3 PIRST TO CUT
ACADEMIC STAFF SALARIES-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3. PIRST TO CUT
NUMBER OF SENIOR STAFF-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3- FIRST TO CUT
NUMBER OF JUNIOR STAFF-CUTS
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
NUMBER OF SUPPORT STAFF-CUTS -2. 0
1. LAST TO CUT
2. . IF CUT NECESSARY
3. FIRST TO CUT
GENERAL MANAGEMENT-CUT S -2, 0
1. LAST TO CUT
2. IF CUT NECESSARY
3. FIRST TO CUT
II .'
FINACIAL ASSISTANCE TO STUDENTS-CUTS -2. 0
1- LAST M CUT
2. IF CUT NECESSARY
3 PXRST TO CUT
. .
FUNDS DIRECTEb P RIHCIRILY TO TEACH‘ING-CUT -2. '0

NATIONAL SURVEY OF POST-SECOSDAHY TEACUING STAFF, 1977 - TAFE
Q31I
Q3 1 J
Q32A3Y RS
Q32B6Y FG
032 C9Y HS
Q3 3ARETR
03 3BH RET
Q3 4
43 5h
Q35B
Q35C
03 5D
1. LASTTOCU'P
2. I F CUT NECESSARY
3. FIRST TO CUT
FUNDSIPRIMARILY TO RESEARCH SUPPORT-CVrS
1. LAST TO CUT
2. I F CUT NECESSARY
3- FIRST TO CUT
,CUTBACKS SHD BE RESISTED
LIBRY + LABS
ACAD STAFF SALRY
NO SNR STAFF
NO JNR STAFF
NO SUPPORT STAFF
GENERAL HANAGMNT
STUD FINCL ASST
TEACHING FUNDS
RESEARCH FUNDS
MULTIPLE ANSh'ER
Wf LL YOU APPLY POSTN OUTSIDE YR TAFE-3YR
1. DEFINATELY YES
21 PROBABLY YES
3. UKCERTAIN
4 P-BABLY NOT
5. ' DEFINITELY UCT
WILL YOU APPLY POSTN OUTSIDE YR TAFE-6YR
1 DEFINATELY YES
2. PROBABLY YES
3. UNCERTAIN
4. PROBABLY NOT
5. DEFINITELY NOT
WILL YOU APPLY POST11 OUTSIDE YR TAFE-~YR
1. DEFINATELY YES
' 2. PmBABLY YES
3. UNCERTAIN
4 PROBABLY NOT
5- DEFINITELY NOT
SUPPORT EARLY RETIREMENT I F ADQ ARRNGMTS
1. YES
2. NO
SUPP EARLY HALF RETIRMNT IF ADQ ARANGMTS
1. YES
2. NO
GENERALLY I HOW SATISFIED WITH YOUR JOB
1. . VERY SF.TLSFIED
2, SATISFIED
3. DISSATISFIED
4 VERY DISSATISFD
HOW IMPORTANT-PERHANENT POSTING
1. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWHAT INPORT
4. NOT IMPORTANT
BOW IHPORTANT-GOOD EQUIPPlENT
1. ESSENTIAL
20 VERY IMPORTANT
3. SOMEWHAT IllPORT
4 NOT IMPORTANT
HOW IMPORTANT-LIBRARI ES
1. ESSENTIAL
2. VERY INPORTANT
3. SOWEWHAT IPlPORT
4. ' NOT IMPORTANT
HOW IMPORTANT-OPPORTUN ITTES TO TEACH
1. ESSENTIAL
2. VERY IMPORTANT
3. SOMEWllAT IPlPORT
4. UOT INPORTANT
3.73

REL VA~IA~JZE VAXAULZ LAUEL
POS N AHE
153 Q35C HOW I:iPC)RTANT-GO9D COLLEAC UZ S
1. ESSEL4TSAL.
2. VEKY II~1L'C)KTANT
3. SOIGIJHAT IieORT
4. NOT I bPORTANT
HOk' ZKPORTANT-CHANCE FOR P ROEIOTION
1. ESSENTIAL
2. VERY II.iPOKT:\NT
7
-. SOMEWHAT I HPO RT
4. NOT I14PO RTANT
HOW 1l.iPOZTANT-Cili.IG I B GEOG PAPH CAL LOCATLI
1. ESSENTIAL
2. veRY IMPORTA~T
3. SO blEWHAT IMO RT
4 - NOT IMPOHTAtJT
156 Q36hABEN EYZNItiG CLPSSES BENEFICIAL-PEHSOMAL LIFE
1. VERY
2. SOHEWHAT
3. A LITTLE
4.. NOTATALL
157 Q36ABDIS EVENING CLASSES DISRUPTIVE-PERSONAL LIFE
1. VERr
2. SOLYiJHhT
3. A LITTLE
4. NOT AT ALL
158 Q36BABNF EVENING CLASSES BENEFICIAL-PROFESSL LIFE
1 VERY
2. SO MEWHAT
3. A LITTLE
4. NOT AT ALL
159 Q36BBDSR NEWING CLASSES DISRUPTIVE-PROFESSL LIFE
1. VERY
2. SOHEWHAT
3. A LITTLE
4. NOT AT ALL
160 Q37ANTCU WOULD NOT COCISIDR MENTIONED APPOINTMENTS
0 NO
1. YES
16 1 Q37BTCHS WOULD CONSDR APPT, ANOTHER TECH-SAHE SAL
0 NO
1. YES
162 Q37CTCMH WOULD COPSDR APPT, ANOTliER TECH-HIGHR SAL
0 NO
1. YES
163 Q37DTCHL WOULD CONSDR APPT, ANOTHER TECH-LOWER SAL
0 NO
1. YES
164 Q37ECAES WOULD COPSDR APPT AT A CAE-SAME SALARY
0 NO , .
1. YZS
165 Q~~FCAEH WOULD CONSDR APPT AT A CAE-HIGHER SAWRY
0
1.
PO
YES
166 Q37GCAEL WOULD CONSDR APPT AT
0
1.
167 Q37HUNIS WOULD CONSDR APPT AT
0
1. .
>
168 Q371UNIH WOULD CONSDR APPT AT
. 0
A CAE-LOWER SALARY
NO
YES
UNI-SAME SALARY
NO
YES
UNI-HIGHER SALARY
NO
MISSING PRT
VALUES FMT

NATIONAL SURVEY OF POST-SECOkDARY TEACHING STAFF, 1'977 ; TAFE
REL
POS
16 9
17 0
VARIABLE
NAME
Q37JUNZL
Q37KINDS
Q37LINDH
Q37MINDL
Q37NPUBS
Q3 7OPU BH
Q37PPUDL
VARIABLE LABEL HISSING PRT
VALUES FMT
WOULD CONSDR APPT AT
0
1;
WOULD CONSDR APPT IN
0
1.
WOULD CONSDn APPT IN
0
1
WOULD CONSDR APPT IN
0
1.
WOULD CONSDil APPT IN
0
1.
WOULD CONSDR APPT IN
0
1.
WOULD CONSDR APPT IN
0
1 .
YES
UNI-LOWER SALARY
N 0
YES
I NDUSTRY-SAME SALRY
NO
YES
INDUSTRY-HIGHR SAL
NO
YES
INDUSTRY-LOWER SAL
NO
YES
PUBLIC SERV-SAM Shi
NO
YES
PUBLIC SERV-HGH SAL
NO
YES
PUBLIC SERV-LOW SAL
N 0
YES
Q38AFEDU FATHERS HIGHEST EDUCATIONAL QUAL
NO PRIMARY SCHL
SOME PRIMARY SCH
LESS THN 4YR SEC
4YR SECONDARY ED
TECH CERT,SP TRN
HSC, 5-6YR SECDRY
TERT LVL DIPLOMA
COMPL UNI DEGREE
UNIDENTIFIABLE
Q3BCFOCC FATHERS OCCUPATION
10.
. .
11.
12.
13.
14.
15.
16
PRFSSNAL OTHER
DOCTOR DENTIST
LAWYER ECONMST
GEOLOGST ENGINR
SCIENTST
AGR VET PARK RNG
A RCHITCT
SOCIAL SCIENCES
TEACHER - DEGREE
PUBLIC SERVANT
LOWR PF#3 - O'PHLR
PAM MED
NURSE
SOC SCI NONDGREE
TEACHER NONDG HE2
JOURNLST
LI BRARN
SCIENCE NONDGREE
ARP MUSIC
AUDITOR ACCNTNT
EMPLOYR MNGR OTH
PUBLIC ADMIN
LOC GOV INSPECTR
MANAGER MANUFACT
MANAGER BUILDING
HANAGER STORAC E
HNGR FIN PERSNL
HANhGER SERVICES
MNGR OWN 2HY IND
MNGR OWN PRI JND
SELF EHP OTHER
SHOP OWNER ,
SALESMAN SLF EMP
HNCR SUL BUSINSS
NON HANL OTHER

178 Q38CFOH1 FATHERS OCCUPATION'
1.
2 *
3.
4.
< 5.
6.
7.
8.
9.
98.
99
C1.C W. SK II.LYL)
SUPEHS PULC SVC
SLIP RVS I N CLERKS
TRANSP RT INSPCTK
ARMD FRC N.C.O.
S ECRETRY PROFNL
SNdESMAN EMPLD
CLERICAL OTIIL'R
TYPIST HCiK CLHii
NONSUPER P3I.C 511
SALES REP
POSTAL OFF1 CER
POLICE LOW4 LVL
SHOP ASSISTST
CLERK LOMR GRD
%SADES OTHER
JEWELLER FITTER
HECHkNIC MOULDER
BUIIJJING FOREMAN
PLUMBER WELDER
ELECTRCN TV TECN
CARPENTP. CABIiIST
BRICXLYR PLASTRR
PRINTER CObIPOSTR
PAINTER BAKER
PROCESS WORKER
DRIVER
SERVICE WORKER
MINER
FARM RURAL
LABOURER
ARMD FRC LOWER
FARMER UNSPECD
FM WHEAT SHEEP
GKAZl ER
PRIW-RY PRC3UCER
FARMER MIXED
FhRMER DAIRY
FARMER OTHER
FARPlER RICE
HOUSE WIFE
STUDENT
UPPER PFOF
LOWER PROF'
EMPL-MGR LARGE
EMPL-MGR SMALL
INTERMED NON-NAN
CLE RI CAL
SUPVR - SKILLED
SEMI, UN SKILLED
FARMER
HOUSEWIFE
STUDENT
179 Q38BMEDLT HOTHERS HICHf;_ST EDUCATIONAL QUAL
1 NO PRIMARY SCHL
2- SOME PRIMARY SCH
3. LESSTHN4YRSEC
4 4YR SECONDARY ED
5. TECHCERTtSPTRN
6. HSCr5-6YH SECDRY
8. TERT LVL DIPLOMA
9. COMPL UNI DEGREE
33. UNIDENTIPIALiLE
180 Q38DMOCC MOTHERS OCCUPATION
10.
11.
12.
13.
14.
15.
16.
17.
18.
PRFSSNAL OTilEh
DOCTOR DENT IS'?
LAWYER ECONMST
GEOLOGST ENGINR
SCIENTST
AGR VET PAM RNG
A RCtlI TCT
SOCIAL SCIENCES
TEACHER - DEGREE

NATIONAL SURVEY OF POS*SE~ONDARY TEACHING STAFF. 1977 - TAFE
REL
POS
VARIABLE VARIABLE LAUEL
NAME
Q38DMOMl MOTHERS OCCUPATION
1.
2
3.
4.
5.
6.
. 7.
PUBLIC SERVANT
LOWR PRO - OTHER
PARA MED
NURSE
SOC SCI NONDGREE
TEACHER NONDG KEE
JOURNLST
LIBRARN
SCIENCE NONDG REE
A RT MUSIC
AUDITOR ACCNTNT
EMPLOYR MNGR OTH
PUBLIC ADHIN
LOC GOV INSPECTR
MANAGER MANUFACT
MANAGER BUILDING
MANAGER ST0 LAG E
MNGR FIN PERSNL
MANAGER SERVICES
MNGR OWN 2RY IND
MNGR OWN PRI I ND
SELF EMP OTHER
SHOP OWNER
SALESMAN SLF EMP
MNGR StL aUSINSS
NON HAN'L OTHER
CLERK SKILLED
SUPERS PBLC SVC
SUP WSRY CLERKS
TRANSPRT INSPCTR
ARMD FRC 1i.C.O.
SECRETRY PROFNL
SALESMAN EMPLD
CLERICAL OTHER
TYPIST BNK CLFUC
NONSUPER PBLC SV
SALES REP
POSTAL OFFICER
POLICE LOWR LVL
SHOP ASS IS TNT
CLERK LOWR GRD '
TRADES OTHER ,
JEWELLER FITTER
HECHANI C MOULDER
BUILDING FOREMAN
PLUMBER WELDER
ELECTRCN TV TECN
CARPENT R CAB1 NET
BRICKLY R PLASTRR
PRINTER COMPOSTR
PAINTS R BAKER
P IIDCESS WORKER '
DRIVER
SERVICE WORKER
MINER
FARM RURAL-
LABOURER
ARMD FRC LOWER
FARMER UNSPECD
FH WHEAT SHEEP
GRAZIER
PRIHARY PRODUCER
FARNER MIXED
FARMER DAIRY
FARMER OTHER
FARHER RICE
HOUSE WIFE
STUDENT
UPPER PROF
LOWER PROF
EMPL-NGR LARGE
ENPL-MG R SMALL
I NT ERflED NON-HAN
CLERICAL
SUPVC - SKILLED
MISSING PRT
VALUES FHT

133 Q33AtDFii COLINTRY WHERE YOUR 1ST DESREE TAKEN
1.
-, L -
AUS T";>..LIA
ERIThItd
3. US CK CfiNADA
4. OTIIR El!G CdUNTRY
5. EUROPE
6.
7.
ASIA,PACIFIC
. OTHEk
184 Q39 DYEkCi YEARS LT'JYC 1.N AGSTRALIA, B'3RN OVERSEAS
185 Q33DYZM YEARS LIVED IN AUSTWLIA', T5fWI OVERSEAS
1. 1 - 4 YEARS
2. 5 - 3 YEARS
3. 10 - 14 YEARS,
4. 15 - 19 YEARS
5. . 20 - 24 YE;\RS
6. 25 - 29 YEAyiS
7. 30 - 34 YEARS
8. 35 - 39 YEARS
9. 40 - 44 YEARS
10. 45 - 49 YEARS
11. 50 - 54 YEARS
12. 55 - 59 YEARS
13. 60 - 64 YEARS
14 65 - 69 YEARS
15. 70 - 74 YEARS.
16. 75-79 YEARS-'
17. 80 - 84 YEARS
18. 85 - 89 YEkRS
19. 90 - 94 YEARS
20 . 95 - 99 YEARS
186 QJO WHAT IS YOUR AGE NOW
18.7 Q40#1 WHAT IS YOUR AGE NOW
160 Q41 WHAT IS YOUR SEX
1. Mn LE
2. FEMALE
YEARS
YEARS
YEARS
YEAHS
YEARS
YEARS
YEARS
Y EARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEARS
YEAHS
YEARS
YEARS

REL VARIADLE VARIADLE LABEL
POS NAME
CRS-LEARNG SKILL
INTRFACE SCIi ,TER
NEED INDL DEVLP
EDU AVAIL TO ALL
NEED ADMIN CUT
EASIER ST FUV!lNT
ED,TRNG NT COMPB
MR COOPERTN INST
ROLES KEPT SEPRT
HR EMF MATURE ST
UNI NOT RELEVANT
ROLES NEED DEFIN
CRIT OF SURVEY
TOO MUCH RESEARC
NOT ENGH RESEARC
TOO MANY STWENT
NEED STF MODRATN
INADQ VOC ADVICE
CRITSt4,TCHRS-DIS
DECR STND LITRCY
.VAR CRIT OF ChES
SHORT SCNDMT AID
COMPLAINTS
APPT TOu DEP-RES
RECO~;N UVRS QUAL
INADQ SUPERANNTN
LACK STUD EFFORT
OTHER COMMENTS
LETTER ATTACHED
QUAL OF EDUCATN
QUE STNS NISLEADG
DOUBT VALID-DATA
COMPL ON QUESTNR
190 9428 2ND SUGGESTNICOMNNT ON EDUCATI-TRAINING
1. MRSTUD INVOLVMT
2. CRS-LEARNG SKILL
. . 3. - . INTRFACE SCH,TER
4. NEED INDL DEVLP
5. EDU AVAIL TO ALL
6 NEED ADMIN CUT
. . 7. EASIER ST MOVMNT
8. EDrTRNG NT COMPB
9. HR COOPERTN INST
. . 10. ROLES KEPT SEPRT
1. HR EMP NATURE ST
12. UNI NOT RELEVANT
13. ROLESNEEDDEFIN
' . 14. CRIT OF SURVEY
15. . TOO MUCH RESEARC
16. NOT ENGH RESEARC
17. TOO MANY STUDENT
18. NEED STF WDRATN
19. INhW VOC ADVICE
. 20. CRITSH,TCHRS-DIS
2 DECRSTNDLITRCY
22. VAR CRIT OF CAES
23. SHORT SCl4UblT AID
24. CONPUIINTS
25. APPT TOO DEP-RES
26. RECOGN OVRS QUAL
27. INADQ SUPERANNTN
28 r LACK STUD EFFORT
. 29. OTHER COMMENTS
30. LETTER ATTACHED
31. QUAL OF EDUCATP
32. QUESTNS MI SLEADG
33. DOUBT VALID-DATA
35. COHPL' ON QUESTNH
191 Q42C 3RD SUGGESTN, COMMNT ON EDUCATN-TRAIN1 NC
1. HR STUD INVOLVUT
2. CRS-LEAItNG Sk ILL
3. INTRFACE SCH ,TER
4r NEED INDLDEVLP
5. EDU AVAIL TO ALL
6. NEED ADHIN CUT
HISSING PR'F
VALUES FNT

POSITION IN
SURVEY MANAGEMENT
TEAM
Head Office Staff
APPENDIX 1
List of Persons Appointed to Assist in the Management
of the National Educational Survey, 1977 and National
Survey of Post Secondary Teaching Staff, 1977
NAME INSTITUTION
Project Director Terence W. Beed Director, Sample Survey Centre
University of Syhey
Survey Management Coordinator Laraine D. Hayes Research Assistant, Sample
Survey Centre, University of
Sydney
Survey Systems Coordinator
, .
Statistician
Ian C. Roberts
John G. Goodhew
Programmer, Sample Survey Centr
University of Sydney 4
Lecturer, Department of Econornj.
Statistics, University of Sydne
Coding Supervisor Muriel Y. Turner Research Assistant, Sample
Survey Centre, University of
Sydney
Interstate Survey Coordinators
Victoria and Tasmania Jeff Malley Research Officer, Education
Research Unit, Royal Melbour~e
Institute of Technclogy
South Australia Robert J. Stimson Director, Centre for Applied
Social and Survey Research,
Flinders University
Western Australia Janice K. Currie Lecturer, School of Teacher
Education, Western Australian
Institute of Technology
Queensland Robert A. Ross
Director, Centre for Advancemen
of Learning and Teaching,
Griffith University
Australian Capital
Territory and Southern NSW Kenneth R.W. Brewer Director, Survey Research Centr
Australian National University
Consultant Statistician
Kenneth R.W. Brewer
Director, Survey Research Centr
Australian'~ationa1 University

APPENDIX 2
Sampling, response, and estimates of standard -- errors
by
Kenneth R.W. Brewer John Goodhew
Director Lecturer
Survey Research Cent.re Department of Economic: Statistics
Australian National University University of Sydney '
Sample design
The sample design employed for the surveys was a stratified two-stage sample
of institutions (Universities, CAEs, TAFE Colleges) and individuals
(students, teachers). In the case of T=E Colleges, numbers of students
were not known, and enrolments were used instead.
Within each of the three Sectors, institutions were stratified on various
apprqxiate criteria, and from one to three units were selected from each
stratum, effectively with probability proportional to size without replacement
using the.random systematic selection procedure. For this purpose, 'size'
was taken to be the number of students (or enrclments) in the institution.
In a fev instances an institution was suffir.i.cr.tly lsrrjc or otherwise
exceptional as to constitute an entire stratum by itself.
An approximation to optimum allocation of the first stage sample was achieved
by choosing the ratio of number of sample institutions to total number of
institutions within each stratum to be, as nearly as possible, proportional
to the three-quarters power of the average size of the institutions within
the stratum. This optimality criterion, which corresponds closely to
Neyman allocation in simple random sampling, Zollows from the superpopulation
model zssumption (5) set out below, with the parameter y taking the value 0.75.
The selection of institutions at the first stage did not however, follow strict
probability sampling methods. This departure was occasioned by the extremely
small siz2 of the first stage samples, particularly within the University
and CAE sectors. Although it was recognized t.hat the use of anequal
probability selection methods militated against the sample being 'representative'
in the ordinary sense of the word (since the larger institutions would be
more likely to be included in sample than the smaller) it was still considered

elow.
The nunbcrs of i~dividuals .

university Sector (cont 'dl
-- ----
Undergrad.
No. of Enrolment
Stratum Description 1nstitutj.ons ' 000 Selections
- ---.---
F Very recent 2 3.1 C;r.if fit!~
G Tasmania (self-
representing)
. --
The first stage sam2le - CAE Sector
3.4 Tasmania
Undergrad.
No. of Enrolment
Stratum Description Institutions ' 000 Selections
- --
A Central institutes 8 52.6 New South Wal&
Institute of
Technology
Royal Melbourne
Institute of
Techno! ogy
Westerr! Austra;.bar~
Institute of
Techno3.ogy
B Metropolitan multi- 13
school colleges
C Regional multi-school 10
colleges
D Single school colleges 31
(esp. teacher educ . )
E Other (including 16
special purpose
colleges)
21.5 Footscray Institute
of Technology
Torrens
--
21.6 River ina
Darling Downs
36.2 Newcas tle
State College of
Victoria
Kingston*
6.2 Queensl.and A@.cuiture
College
- -- -
* For the Staff survey the Kingston CAE was supplemented with Adelaide CAE
and 50 percent of Sturt CAE to make up one sample unit of minimism size.

Vic .
S .A.
Qld -
W.A.
Tas.
A.C.T. G
Description
Syd. Tech. ' Coil.
Metro~olitan
Coll. of Ext. Stud.
Other TAFE
RE.111' Tech. Coil.
Metropolitan
Country
Evening classes in
high schools
Metropolitan and
Elizabeth
Metropolitan
Correspondence
Country
Technical Colleges
Technical Centres
Tasmania
A.C.T.
* See f ootnotes on the next page
No. of Enrol.mcnt
1nstilruti.ons ' 000
Syd. Tech. Coll.
Granville
Lj.verp001
StrathPi~1.d
Albury
Li thqow
Wwga
Coll. of Ext.
Other TAFE
Stud.
Tech. Co :11.
Collingwood Tech. Co:
Evening Class : . .
Preston Inst. of Ted
Tech .. .Cull.
Ballarat Sch. of Mint
Cheltenhm High Schoc
Evening Classes
Kensington Park
Elizabeth Ccmm. Collq
S.E. Comin. Coll.
Ithaca Tech. Coll.
Secondary Correspondt
School
Maryborough Tech. Co:
Mt. Lawley Tech. Coll
Balga Tech. Coll.
Victoria Park Tech.
Education Centre
Hobart Tech. Coll.
Canberra Tech. Coll.

The N.S.M. Student Survey sample was only partially drawn by a
*(8) two-stage selection process. For details, see Part 2 of this I

ii. I.
.2
.3
.4
.5
B. 1
.2
.3
.4
C.l
Sydney 177
Technj.ca1
Coll.ege
Granville I65
Livcrpool 121
StrathCield 190
Albury 150
Li th~ow 17 3
Wrgga 15 1
External 7 1
Studips
0ti;er TkVE 420
RMIT . 93
Collingwood 267
Frcston 139
Cheltenharn 66
Schcol of 152
Mines
Kensington. 269
Park
Elizabeth 206
South East 60
Ithaca 185
Secondary 107
Correspond .
Plaryborough 42
Mt. Lawlcy 227
Balga 204
Victoria 56
Park
Hobart 195
Canbnrra 100
- Sample estinlates - and standard errors
For the purposqs of estimating totals and standard errors, the sample'is
being treated as though selection at the first stage (that is, of institut.11
had been strictly with probability proportional to size without replacement
in each stratum, and as though the second stage respondents (students,
teachers) had been a simple random sample without replacement within each
selected institution.

These assumptions are necessary if any estimate is to be made at all. In
fact, as mentioned above, several such samples were drawn at the first stage,
particularly within the University Sector, before zn acceptable sample was
obtained. .An acceptable sample was one which appeared to be reasonably
representative of the institutions in the sector as e whole, after allowance
for the differential probabilities of inclusion in sample within and
between strata. Further, the respondent students and teachers are not
random subsets of the samples of students and teachers originally selected.
The principal effects of the informal 'balancing' of the first stage sample
are most likely to be a reduction of the actual standard errors of the
survey estimates and an increase in the estimates of these standard errors,
so that the calculated estimates of standard error will be on the generous
side. This erring on the safe side will serve to outweigh the effects of
any bias resulting from tne use of judgmental 'balancing'.
In addition, it has been necessary to impute the first stage sampling error
in those strata where only a single institution was selected in the sample.
This imputation has been done on the basis of estimates obtained in comparable
strata. It affects the University Sector in particular, where the comparable
strata were taken to be the first three in the CAE Sector. These contain
those colleges which most closely resemble universities.
In treating the respondents as random subsets of the sample individuals within
selected institutions, there is no departure from standard survey practice.
The self-selection of respondents introduces a well-known and unavoidable
bias, the effects of which cannot be accurately assessed by any analysis
of the suryey data, since these relate only to respondents. Tirning and cost
. constraints precluded the use of special survey techniques to combat this,
such as an interviewer follow-up of a sub-sample of non-respondents. Since
the most important difference between respondents and non-respondents in other
surveys has been in level of education, which is fairly uniform within.each
of the three sectors., the random subset assumption for the estimation of
standard errors is not unreasonable for this survey.
In summary, the estimates of first stage standard error are likely to be
generous and this will serve to compensate for the small bias introduced
by subjective 'balancing', and the estimates of second stage standard error
(although they must be interpreted with some caution in view of the unknown
biases introduced by non-response) are also likely to be reasonably realistic.
i

Estimators of total and exact variance formulag
Suppose that we wish to estimate Y, the total of a study variable (for a give
sector: University, CAE or TAFE) defined by
where subscript h refers to stratum,
i to institution, and
k to individual student or teacher
and where M denotes number of institutions and h' number of individuals.
If a sample $h (of m h
institutions) is selected within stratum h :with
probabilities of inclusion in sample n (proportional to some given measure
hi
of size Zhi ) and if a sample Shi containing n individuals is selected
hi
with equal probabilities without replacement within institution hi , the
standard unbiased sampling estimator of Y is -
. .
Since the samples were selected independently from stratum to stratum, the
variance of y0 is simply the sum of the variances of the YI; . Each of thest
is the sum of a first and second stage component of variance. We therefore
have
-..-
'%[r-k]shi,
2 .
hi 2
(3)
i=1 'hi "hi

where
and 11
hi j
is the joint prcbaSility of inclusion of the hith and hjth
institutions in sample. The first term in the square brackets in (3) is the
first stage variance of y,? , and the second tern1 is the second stage
varia~ce.
Estimation of variance: a first stage expression
Since the'variance of y0 is the sum of the variances of the y0 h , it is
sufficient to obtain expressions for these individual stratum variances.
Unbiased estimation of the first stage variance a 2
of y( Yr depends
on knowledge of the sample sr (which are difficult to calculate) and is,
hij
even then, somewhat unstable. For this survey a parametric variance
estimztion procedure is used, based on the standard supelpopulation model
EaUhiUhj = 0 for all j # i . 1
Here, as before, the Zhi are the measures of size used for determining the
probabilities of inclusion in sample, that is
also E-enotes the expectation over all realizations of the super-
population model (5) and Bh, a: and y h are the parameters of that model.
Substitution (5) and (6) in (3) and simplifying,

Denoting by y
$11
the value which y'
h
would have taken had there been
complete enumeration at the second stage, it nay be shown that
.. .
where 6E11 is the expectation over all possible first stage samples.
Comparing (7) and (8) it may be seen that an 'estimator' of .a
2
~h[l]
is unbiased over combine* design and model expectations is
This expression is of no direct use since Yhi and yh r17 are unknown,
. .
which
L-d
but the substitution of yii for Yhi and y for yiCIJ in expression
(9) yields (provided yh is known) a genuine estimator whose expectation
contains two parts. The first is a 2
while the second is a function
YI;C1l
of second stage variances. An expression to offset this second part of the
expectation will be developed in the next section.
Estimation of variance: second stage expressions
An unbiased estimator of a 2
the second stage variance of y' can be
yi[2] h
obtained by reference to equation (3).
2
Specifically, if we define s
hi
by
then E C21s2 hi - Shi 2 and
2 1
8 =- 1
hi ['hik - -
%i-l "hi l€shi 'hil)
E[2j & Il - &]
"hi 'hi
1
2

is' an unbiased estimator of a 2 , the second stage variance of u' .
" h
Turning to the expression (9) with y' substituted for
'0' yh il], it may be shown that
I
1 -
W
2yh
i =1 'hi
-l
Estimation of first stage and total variance
hi Yhi
hi
2
L -
i =1
'hi
i=1
and y'
12
From (12) and (13) above it follows that an estimator of first stage
variance which is unbiased under the combination of model and design
expectations is
f M
921
%c11
= 1 -
2 =1
"lh
\
\ 2=1 J - - - -..
and that an estimator of total variance which is unbiased under the sam2
conditions is

Assumption concerning the parameter y
The expressions (14) , (12) and (15) are estimators of first stage, second
stage, and total variance respectively, but the first and last of these
- - -
contain terms which depend on the value of the parameters yh and are
therefore not estimators in the ordinary sampling sense. Fortunately, the
quantity
is of the order of magnitude m /M and this is usually a good deal smaller
h h
than unity. In consequence the value of neither (14) nor (15) depends
critically on any assumption as to the value of y chosen. Theory and
experience both indicate that values of y
h
should rarely be encountered.
h >
outside the range .k I y 5 1
While it is possible to estimate y by maximum likelihood, it did not
h
appear necessary to do so for this survey. Instead the compromise value
yh
= 0.75 was adopted for all h.
Imputation for strata with one institution in sample
The expressions (14) and (15) above are indetenninake when the first staae
d -
sample consists of a single institution (mh = 1). ror the strata where
this is the case it is necessary to impute first stage variances from other
strata containing comparable institutions. The method used for this survey
was as follows:
Step 1: for each of the comparable strata, an estimator was formed for the
leading term, A , in the parametric expression for the expected first-
h
stage variance of yl; , i.e. for
This estimator was .. . .

-:.--=:+@$y-
, -.
,.. 3 ... .
- .
, -
,. .
-*.a ., '
,' ... .&. .... . .
I
..
Step 2: the estimators. Ah for each of the comparable strata were
converted to imputations of the correspcnding leading ten.
.-
2u M
h = Z qu2 f T12Yq-1
q q 9iZl qi
for the stratum q for which m = 1. This conversion was effected by
4
since, by assumption y = y = 0.75 and the values of a2 and o 2
h 9
Q h are
comparable.
A
Step 3: the values of A were adjusted by the finite population correction
qh
for qth stratum to yield imputations for the first stage variance for that
stratum. Using the assmption y = 0.75 this gave
4
M 2 1.5 . .
^2
- %h =ih/-p;:;l'.
(19)
. i=1
2
Step 4: the values of a . were averaged over the set $ of comparable
3;h
strata h using Zh as weights, i.e.
9i
1 z i2
A2 hce y;h
u = ( 20)
~ 4 . 1 zh
h cc
Expression (20) was used in place of expression (14) wherever the latter
was indetermina.te .

Standard Errors of Numbers of Responses
Standard errors of estimated totals were calculated as above and adjusted
by the factor (Sample take)/(Estimated total) to obtain estimated standard
errors of numbers of responses. This was done for 50 or 60 categories
of response for each sector. These categories covered the whole. range
of observed frequencies.
Plots of these estimated standard errors against frequency of response had
maxima just above the mid-frequency (50%) . For simple random sampling
these estimates would be proportional to m) , (where p is the proportion
of responses in the category) and the maximum would be at p = 0.5
precisely. First-stage sampling errors are responsible for displacing
the maximum beyond this mid-frequency, except for the TAFE Staff Survey.
The estimated standard errors were divided by m / n (where n is
i
the total number of sample responses for the sector) and plotted against
the logarithm of the number of responses for the category. Linear
regressions were found to fit well in each case. The smoothed standard
errors in the two tables following were obtained by taking the value from
the corresponding regression line and remultiplying by -in.
To find the smoothed standard error for a category with r responses in
the tables of this Report,
(a) choose the appropriate table (Student or Staff 1 ,
(b) find the numbers in column (1) each side of the observed number
of responses, and
(c) read across ta the column corresponding to the relevant sector to
obtain estimates of the standard error for the numbers of responses
in those rows,
(dl use linear interpolation if desired and appropriate.
Example: To find the smoothed standard error for a category with 273
responses in the University Staff Sample: Column (2) gives
values of 16.64 for 200 and 20.18 for 300 responses. Linear
interpolation yields 19.22, so the number of responses can be

a -National
Educational Survey (Students)
Sector
No. of responses University . CAE TAFE
(1) (2) (3 (4)

National Survey of Post Secondary Teaching Staff
-
NO. of responses University
(1)
(2)
Sect~r
CAE
TAFE
(3 (4)
3.00 3.58 2.89

APPENDIX 3
List of instituticns included in the universe, by sector,
For the National Educational Survey and National Survey
of Pcst Seconda::y Teaching Staff
Stratum A: Very old, large scale
The University of Melbourne
The University of Sydney
Stratum F: Old, capital city
The University of Adelaiae
The University of Queens lwd
The University of Western Australia
Stratum C: Post-war, large scale
Monash University
The University of New South Wales
Stratum D: Fairly recent, outer suburban and Canberra
Australian National University (School of General Studies)
Flind~rs University of South Australia
La Trcbe University
Macquarie University
Stratum E: "~rovincial"
Stratum F: Very recent
Stratum G: Tasinania
Deakin University
James Cook University of North Queensland
The University of New England
The University of Newcastle
The University of Wollongong
Grif f i th U~lversity
Murdoch University
7
The University of Tasmania

Stratum A: Central Institutes
CAE SECTOR
New South Wales Institute of Technology
Caulfield Institute of Technology
Royal Melbourne Institute of Technology
Swinburne College of Technology
Queensland Institute of Technology
South Australian Institute of Technology
Western Australian Institute of Technology
Canberra College of Advanced Education
Stratum B: Metropolitan multi-school colleges
Alexander Mackie College of Advanced-Education
Kuringai College of Advanced Education
Milperra College of Advanced Education
Nepean College of Advanced Education
Footscray Institute of Technology
Prahan College of Advanced Education
Preston Institute of Technology
North Brisbane College of Advanced Education
Murray Park College of Advanced Education
Salisbury College of Advanced Education
Sturt Institute of Advanced Education
Torrens College of Advanced Education
Churchlands College of Advanced Education
Stratum C: Regional multi-school colleges
Mitchell College of Advanced Education
Northern Rivers College of Advanced Education
Riverina College of Advanced Education
Ballarat College of Advanced Education
Bendigo College of Advanced Education
Gippsland Institute of Advanced Education
Warrnambool Institute of Advanced Education
Capricornia Institute of Advanced Education
Darling Downs Institute of Advanced Education
Tasmanian College of Advanced Education
Stratum 0: Single School colleges (esp. Teacher Education)
Armidale College of Advanced Education
Catholic College of Education
Catholic Teachers College
Good Samaritan Teachers College
Goulburn College of Advanced Education
Guild Teachers College
Newcastle College of Advanced Education
Nursery School Teachers College
Sydney Kindergarten Teachers College
Sydney Teachers College
Wollongong Institute of Education
Burwood, State College of Victoria
Coburg, State College of Victoria
Emily McPherson College
Frankston, State College of Victoria
Hawthorn, State College of victoria
Institute of Catholic Education
Institute of Early Childhood Development

Strat-tun D (cont'd)
--.-
Melbourne State College
Rusden, State College of Victoria
Toorak, State College of Victoria
Brisbane Kindergarten Teachers College
Kelvin Grove College of Advanced Education
Mount Gravatt College of Advanced Education
Townsville College of Advanced Education
Adelaide College of Advanced Educaticn
Kingston College of Advanced Education
Claremont Teachers College
Graylands Teachers College
Plount Lawley Teachers College
Western Australian Secondary Teachers College
Stratum E : Other (including special purpose colleges)
Cumherland College of Health Scierxes
Hawkesbury Agricultural College
New South Wales State Conservatoriwn of Music
Orange Agricultural College
Sydney College of hrts
Burnley Horticultural College
College of Nursing, Australia
Dookie Agricultural College
Lincoln Institute'
Longerenong Agricultural College
Victorian College of Pharmacy
Victorian College of the.Arts
Queensland Agricultural College
Queensland Conservatorium of Music
Roseworthy Agricultural College

State: New South Wales
TAFE SECTOR
Stratum 1: Sydney Technical College
Stratum 2: Other metropolitan
Technical Colleges at:
Bankstown
Blacktown
Brookvale
East Sydney
Granville
Gymea
Hornsby
Liverpool
Meadowbank
North Sydney
Penrith
Randwick
Richmond
St. George
Seaforth
Strathf ield
West Sydney
Stratum 3: Balance of NSW (country)
Technical Colleges at:
Albury
Armidale
Bathurs t
Belmont
Bermagui
Broken Hill
Casino
Cessnock
Cobar
Coffs Harbour
Cooma
Coonabarabran
Coonamble
Cootarnundra
Corowa
Cowr a
Dapto
Deniliquin
Dubbo
Forbes
Glen Innes
Gosford
Goulburn
Graf ton
Griffith
Gunnedah
Inverell

-- Stratun 3 (cont 'd)
Katoomba
. Kempsey
Kiama
Lee ton
Li smos e
Lithgow
Macksvil le
Maclean
Maitland
Milton
Moss Vale
Mudgee
.Mullunibimby
Murwillumbah
Muswellbrook
Narrabri
Narrandcra
Newcas tle Nowr a
Nyngan
Orange
Parkes
Port Macquarie
Scone
Singleton
Tamworth
Tar ee
Temora
Toronto
Tumu t
Wwga
Wauchope
Wee Waa
Wellington
Werris Creek
Wollongong
Woy Woy
Wyalong
Young
State: Victoria
Stratum 1: Evening Classes in High Schools
High Schools at:
Ballarat
Box Hill
Chel tenham
Croydon
Kew
McLeod
Mornington
Morwe 11
Pr ah r an
Sale
Saturday Morning School of Modern Languages
Shepparton
Springvale
Wangaratta
Warragul.

Stratum 2.1: Metropolitan
Technical Colleges and Schools at:
Stratum 2.2: Country
Aspendale
Balcombe Army
Batman Automotive College.
Blackburn
Box Hill
Brighton
Broadmeadows
Brunswick
Caulfield Institute of Technology
Clay ton
Collingwood
Collingwood Evening Classes
Dandenong
Doveton
Emily McPherson College
Essendon
Ferntree Gully
Footscray Institute of Technology
Footscray
Franks ton
Glenroy
Heidelburg
Huntingdale
Jordanville
Knox
Lilydale
Melbourne College of Decoration
Melbourne College of Hairdressing
Melbourne College of Printing & Graphic Arts
Melbourne College of Textiles
Moorabbin
Mooroolbark
Noble Park
Oakleigh
Prahran College of Advanced Education
Preston Institute of Technology
Preston Evening Classes
Richmond
Sandringham
South Melbourne
Sunshine
Swinburne College of Technology
Syndal
Tottenham
Victorian Railways
Watsonia
White Horse
William Angliss College of Catering and Food studies
Williamstown
Technical Colleges and Schools at:
Ararat
Bairnsdale
Ballarat School of Mines
Benalla
Bendigo College of Advanced Education

Stratum 2.2 - (cont'd)
Castlemaine
Colac
Dromana
Echuca
Geelong East
Grodon Technical College and Evening Classes
Gordon Technical College Evening Classes
Hamilton
Horsham
Irymple
Kangaroo Flat
Leongatha
Maryborough
Mildura
Morwe 11
Sale
Shepparton
Stawell
Swan H i l l
Wangaratta
Warragul
Warnanbool Institute of Advanced Education
Warnanbool
Wodonga
Y allourn
Stratum 3; Royal Melbourne Institute of Technology
State: South Australia
Straturn 1: Metropolitan and Elizabeth Community College
Colleges at:
Adelaide
Brighton
Croydon Park
Elizabeth
Flinders Street
Kensington Park
Kilkenny
Le Feure
Marleston
OIHalloran Hill
Panorma
S trathmont
Tea Tree Gully
South Australian College of External Studies
D.F.E. Language Centre
D.F .E. Training and Development Branch
Stratum 2: Countrv
Colleges at:
Adelaide Hills
Clare
Eyre Peninsula
Gawler
Murray Bridge
Naracoorte

Stratum 2 (cont'd)
State: Queensland
Port Augusta
Port Pi-rie
River land
South East
Whyalla
Woomer a
Stratum 1: Metropolitan
Technical Colleges at:
Stratum 2:. Country
College of Art
Eagle Farm
I thaca
Kangaroo Point
School of Food Annexe
Seven Hflls Annexe
South Brisbane
Y eronga
Evening classes at Cooparoo
Evening classes at Corinda
- Evening classes at Kelvin Grove
Technical Colleges at:
Bundaberg
Cairns
Gold Coast
Ipswich
Longr each
Mackay
Maryborough
Mt. Isa
Rockhampton
Toowoornba
Townsville
Stratum 3 : Correspondence
Technical Correspondence
Secondary Correspondence
State: Western Australia
Stratum 1: Technical Colleges
Albany
Balga
Bent ley
Bunbury
Carlis le
Claremont
East Goldfields
Fremantle
Leederville
Midland
Mount Lawley

State: Tasmania
Stratum 1 (cont'd)
Perth
Technical External Service
Wernbly
-
Stratum 2: Techical Centres
Applecross
Armidale
Belmont
Carrington
Embleton
Forrestfield
Geraldton
Hedland
Kalamunda
Karratha
Man j imup
Medina
Mount Lawley
Newrnan
Par abur doo
Rockinyhm
Hossmayne
Scarborough
Subiaco
Thornleigh
Tuart Hill
Victoria Park
Welshpool
Stratum 1 : Hobart Technical College

APPENDIX 4
National Educatioaal Survey, 1977
(All Students)
-
Survey instruments

NATlONAL EVUCATIOI!AL SURVEY, 1977
nost of the questions can be answercd by placing a circle around the number
given opposite a question. For example, if you arc a %ale you answer the first
question as follows:
What is your sex? ............ male ......... 0
female ......... 2
Many questions ask for your opinion - if the alternatives given do not
correspond to your position circlc tile number of the answer which is closest to
your opinion. The bracketed numbers are for Office Use only. Some questions
ask you to give details. Phase write your commcnts clearly in thc space
provided. In this qucstionnaire, college means any tertiary institution such
as a Technical Col.leqe (T.A.F.E.), Colleqe c.f Advanced Education (C.A.E.) or
University.
- -
1. What is your sex? male .......... 1 (9)
female .......... 2
2. What is your age now? years (10) (11)
3. (a) In what year did you leave secondary
school? 19- (12) (13)
(b) At what Year or Form did you leave secondary school?
(In some areas, t.he first year of secondary school
is referred to as Form 1 - elsewhere it is called
Year 7. Circle the Form or the Year applying to you).
- Form: 1 2 3 4 5 6 Year: 7 8 9 10 11 12
(c) Where did you last attend secondary school?
State (15) Town/S&urb
Overseas country?
(d) Did you leave secondary school
with any certificate? Yes ......... 1
NO .......... 2
If YES, please qive details:
(el What type of sccondary school was it?
Govcrnment (State) ........................ 1
Independent Catholic ...................... 2
Independent Non-Catholic .................. 3
Other (please specify) 4
') During your last year of secondary schooling
were you specialisin? in certain courses such as
science, social studies, languages, etc., or were
you following a mixed or general course?
Yes, specializing ......................... 1
No, mixed or general ...................... 2
If YES, in what courses were you specializing?
(g) In general, how well did you do in your school
work compared with other students at the same
level in the same secondary school in your last
year at school?
Below average ............................. 1
Average ................................... 2
&ove average ............................. 3
In top 208 of class ....................... 4
Near top of class ......................... 5
4. When you left secor.c?ary sci~c.ol die you plan to
obtain a university or college qualification
(degree, certificate, etc.17
Yes ......... 1
NO .......... 2
If YES, please give details: -
-
5. When you left secondary schocl
did you have a spccific job .........
or career in mind? No .......... 2
If YES, please qive details:
. Did you enrol in any university
or college immediately afecr Yes ........ 1 (29)
leaving sccondary school.?
NO ......... 2
. Since leaving secondary school
have you completed any degree, '. ' '. '' '
diploma, certificate, ctc.? No ......... 2
If YES, plcase give details:
(a) Type of qualification (31)
(b) Institution (321
(c) Year qualification was obtained 19 (33) (34)
. Have you worked full-time for more than six
consecutive months at any time since leaving
sccondary school before cormnencing your present
course?
Yes ........ 1 (35)
. Are you at present enrolled Yes ........ 1 (36)
in a university or college?
NO ......... 2
If YES, please give details of your present
enrolment in Co1.A. If you have changed courses
in the past few years please give details of your
previous enrolment in Co1.B as well.
If NO, please give details of your last enrclment
in Co1.B.
El ca
Most recent pre-
vious course or
Details
(a)lJame of
Institution
(b) Location
(city/town)
(c) Course
(d)Field of (43)
specialization
(e)Qualification (45)
expected at
end of course
(fl~art-timc, full- (47)
time, sandwichor
block, external
(g) stage, year cr (49)
level of course
now
(h) When did you
start this
course? 19- (53) (54)
(i)When do/did you
expect to com-
plete this course? 19 (57) (58)
(44)
(46)
(48)
(50)
19 (55) (56)
19 (59) (60)
0. Are you currently engaged in any form of employment?
(Other than working during vacations).
Yes, regular full-time job ............... 1 (62)
Yes, regular part-time job ............... 2
Yes, casual work ......................... 3
Yes, sandwich or block employment ........ 4
No, full-time study ...................... 5
Home duties, child care .................. 6
Unemployed, seeking work ................. 7
Unemploycd, not seeking work ............. 8

If YES, please describe the type of work
as precisely as possible >ith at least
tw words.
(a)Occupation (please give details)
(62) (63)
(b)Location (Town P State) (64)
(c)Nunber of hours worked in a typical week - (65) (66)
(d)Is your work related to
your studies?
Yes ......... 1
NO .......... 2
(67)
If YES, please give details: (68)
11. ~ave you changed or given up
a course of study in the
yes
- - -
.........
past year or SO? No .......... 2
If NO, go to question 12.
If YES, did you:
(69)
Give up study entirely ................... 1 (70)
Change major field of study .............. 2
Change course within same general field .. 3
Please indicate by circling the appropriate number,
how important each of these reasons was in your
decision. Circle 1 i f it was very important, 2 if
it was important, 3 if it was slightly important,
4 if it was relatively unimportant, and 5 if it
was not at all important.
Very Not at all
Important Important
(a) Interference of study
with social life ........... 1...2...3...4...5
(b)Unfriendly atmosphere :..... 1...2...3...4...5
(c)Course contents not what
was expected ............... 1...2...3...4...5
(d)Loss of financial support .. 1...2...3...4...5
(e)Failure in course work ..... 1...2...3...4...5
(f) Decreasing job opportunities
relevant to
course 1...2...3...4...5
.....................
(g) Too many distractions,
such as parties, callers,
noise, family, TV .......... 1...2. .. 3...4...5
(h)Not measuring up to your
own standards of
achievement ................ 1...2...3...4...5
(i)Desire to do something
more useful in society ..... 1...2...3...4...5
(j) Discovery of new interest
in another field of study .. 1. .. 2. .. 3...4...5
(k1Course was boring .......... 1...2 ... 3. .. 4...5
(1) Other, please state
1...2...3...4 ... 5
12. Students who are currently enrolled in a
I university or college go to question 13. 1
Wh~t are your work or study plans for the next
year or so? (You may circle more than one row).
-- Yes No - 7
(a)To continue in same job ............. 1....2....3
(b)Try to find another job ............. 1....2....3
(c)Take up or resume full-time study ... 1....2.. ..3
(d)Take up or resume part-time study ... 1....2....3
(e)Take up or resume external study .... 1....2....3
(f)Travel .............................. 1....2....3
(g)Home duties, child care ............. 1. ... 2. ... 3
(h)No fixed plans ...................... 1....2....3
Students who are not currently enrolled in a
course go directly to question 26. Questions
13-25 are for students currently enrolled in a
university or college.
Page 2.
3. '~hink of a typical teacher (lecturer) at your college1
who is neither the best nor the wrst in your
experience. Indicate whether you agree or disagree
with the following statements about him/her by
circling the appropriate number opposite each item.
Circle 1 if you agree strongly with the statement and I
5 if you disagree stronqly. Otherwise circle 2 or 4
to show that you tend to agree or disagree and circle
3 only if it is really impossible to decide. I
S tronql y Strongly 1
Agree Disagree
(a)Inspirea confidence in his/
her knowledge of the subject . .1.. .2.. .3.. .4.. .5 (11
(b)Has stimulated your intell- I
ectual curiosity and
provoked independent
thinking ....................... 1...2...3...4...5
(c) Explains things clearly at
the student's level ........... 1...2...3...4...5 (21
(d)Treats you as,a co-seeker
of knowledge and wisdom ....... 1...2...3...4 ... 5
(e)Has motivated you to do
your best work ................ 1...2...3...4...5 (2
(f) Displays enthusiasm for
the subject matter ............. 1...2...3...4...5
(24
(g)Always carefully marks
I
written vork (assignments,
exams, etc.) .................. 1;..2..2...3...4...5 (25
.............
(h)Plays a major role in
your career plans 1...2...3...4...5
(i)Plays a major role in your
personal developent .......... 1...2...3,..4...5 (27
4. Listed below are some ccmplaints students sometimes
make. Are these true of your course in general?
Strongly Strongly
Agree Disagree
(a)General work pressure is
too great ..................... 1...2...3...4..5 (2
(b)There is not enough time
for private study ............ .I.. .2.. .3.. .4.. .5
(c) There are too many hours
in class ...................... 1...2...3...4...5 '21 (3
(d)There is too much emphasis on
narrow vocational training .... 1...2...3...4...3 (31
(e)Course demands too much
mechanical learning and not
much individual thinking ...... 1...2...3...4. ..5 (32
. (f)Too much like secondary
school ........................ 1...2...3...4... (33
5. Please indicate your agreement or disagreement with
the following statements:
(a)Getting a degree/ Strongly agree ........ 1 (34
etc.* is Agree ................. 2
more important to me
than the content of Disagree .............. 3
ay courses Strongly drsagrae ..... 4
(b)Tertiary education Strongly agree ........ 1 (35
improved if agree ................. 2
course work were more
relevant to present Disagree .............. 3
day life and problems Strongly disagree ..... 4
6. How important are the following to you as reasons
for your current enrolment? Indicate your answer
by circling the appropriate number opposite each
reason.
very ~ oat t all
Important
Important
(a)To get training for
a job .................... 1....2....3....4.... (36
(b)To get a basic general
education ................ 1....2 .... 3....4....5 (37
(c)Tu please parents ........ 1....2....3....4....5 (30
(d)To fill in time until I
decide what I want to do 1....2....3....4....5 (39
(elm study in a field that
really interests me ...... 1....2....3....4....5 (40
(f)NOW GO BACK AND UNDERLINE THE MOST IMPORTANT (41
---
REASON FOR YOU
(21

17. With regard to your course two issues are listed
balw. For each issue you are asked to indicate:
(i) H w much emphasis hJI been given to it?
(ii) How much emphasis, in your opinion, sheuld
- have been given to it?
Indicate your answers by circling the appropriate
.
n-rs opposite each issue. .
(1) Has been given. ..
of .A great little
.. ...
self-awareness, doal of or no Not
. - self- emphasis emphasis sure
confidence
and an
1 2 3 4 5 6
(ii) eould have been given ...
(42)
... ...
understanding a great little
of other deal of orno Not
people and emphasis emphasis sure
their motives 1 2 3 4 5 6 (43)
(b) Skills,
knowledge and
techniques
for the
practice
of a
profession
1
(i) Hns been given..
.
... a great ... little
deal of or no Not
emphasie emphasis sure
1 2 3 4 5 6 (44)
I ... aqreat .. .little
(ii) Should have been given ...
J deal of or no Not
emphasis emphasis sure
1 2 3 4 5 6 (45)
(c)NOW GO BACK AND UNDERLINE THE MOST IHPORTANT ISSUL:
FOR YOU - (a) OR (b)
(46)
18. Is the course for which you are currently enrolled
being undertaken for the purpose of retraining for
a new or changed job?
Yes ............ 1 (47)
If YES, give details .(in at least two words)
previous occupation (46)
Expected occupation (49)
19. Is your present course and
institution the one you
mat wanted to enter?
Yes ............ 1
No ............. 2
(50)
1f NO, what course and institution was your first
preference?
course - ' (51) Institution' (52)
What was the main reason you did not enrol in your
course of first preference?
--
20. How intere~ting do you find your course?
Very boring .................................. 1 (54)
Rather dull .................................. 2
Fairly interesting ........................... 3
Very interesting ............................. 4
Extremely interesting ........................ 5
21. What is your over-ail evaluation of your college?
Very satisfied with my college ............... 1
Satisfied with my college .................... 2
On the fence ................................. 3
Dissatisfied with my college ................. 4
Very dissatisfied with my collage ............ 5
-- -
(55)
22. How useful is your course for the type of
occupation you expect?
Very useful and relevant ..................... 1
Fairly useful ................................ 2
Not very useful .............................. 3
Of some slight relevance ..................... 4
Almost completely irrelevant and useless ..... 5
(56)
23. In your present course how well do you do
compared with other students?
Below average ................................ 1
Average ...................................... 2
Above average ................................ 3
In top 20% of class .......................... C
Near top of class ............................ 5
(57)
. Are you in any way bonded to mrk for a particular
employer when you have finished your course?
Yes, Education Department ............. ;... 1 (58)
Yes, other (please specify)
(59)
No ........................................ 3
. How easy or difficult do you think it will be to
get a job suitable to your training when you have
finished your course?
Very easy ................................. 1 (60)
Fairly easy ............................... 2
Difficult ................................. 3
Verv difficult ............................. 4
1.
-
When you finish your formal education, what
occupation would you prefer'to have? That is,
what occupation would you like, rather than what
occupation do you reallatically expect to t8ke
up? Please be as specific as possible.
1. When you finish your formal education, what
occupation do you realisticallv expect to take
up? Please be as specific as possible.
(64)
3. When was your choice of Vocation or career made?
While in primary school ............... ;. ...I
In the first few years of secondary school..2
In the last year or two of secondary school.3
At the time of completing secondary school..4
After baing unable to get into field of
first choice ............................... 5
After a year or two of study in a relevant
course ..................................... 6
Not until a year or two of another course...7
Not until after one or more year's working..8
No choice as yet ........................... 9
(65)
p~ --
9. Were you restricted in your choice of career
...
... because certain subjects were not
available to you at secondary school?...l....2 (661
... because of the subjects you took at
secondary school? ....................... 1....2 (67)
If YES, to either, please give details:
(68)
:O. HOW definite are your vocational plans?
I know exactly the kind of occupation I want-.l (69)
I am trying to decide between two or three
different aqcupations ........................ 2
I am considering more than three different
occupations .................................. 3
I do not have any specific occupations in
mind at this time ............................ 4
-
11. Describe the present or last main occupations of
your father (or male guardian) and mother (or
female guardian). Please be as precise and
detailed as possible, stating both the nature and
grade of the occupation and whether self-employed -
e.g. machine operator in a butter factory, senior
clerk in a State Government Department, single
certificate nurse, builder's labourer, accountant
(self-employed).
Plense do not use vague terms such as public servant,
teacher, nurse, factory worker, labourer, etc.
Indicate if jobs are part time.
(i) Father, or male guardian (70) (71)
(ii) Uother, or female guardian (72) (73)

32. What is the highest educational level your mother,
and father completed? Circle one number in each
column. Hake a gucss if .necessary and write down
the name of any qualificalion you don't know where
to place.
Mother Father
(a)Some primary school .....................l......
(74) (75)
1
--
(b)Completed primary school ................2...... 2
(c)Lcss than 4 years secondary education ... 3.. .... 3
(d)Four years secondary education .......... 4 ...... 4
(e)Technical trade certificate or other
special training after secondary school
(Please specify)
5 ..... 5
(f)Five or six years secondary school
(0.g. Leaving, Matriculation or
Higher School Certificate) .............. 6......6
(g)Some university subjects or similar
college level study after matriculation 7.... ..?
(h)A tertiary level diploma (e.g. Senior
Technical College, Teachers College)
(Please specify) 8.. ... .8
(i)Completed university degree .............9...... 9
(j)Other (Please specify) 0.. ... .0(76) (77)
33. Apart from the qualification for which you are
studying now, what is the 'ighest qualification
that you wish to acquire? Please be as specific
as possible:
34. We wuld like you to compare Universities (U),
Colleges of Advanced Education (C) and Technical
Colleges (TI. On each of the following scales
place T where you feel the Technical Colleges
fall. C for the place where Colleges of Advanced
Education fall. and U for the position of the
Universities.
For example: On a scale of size of institution,
the following shows you feel Universities and
CAEs are large while the Technical Colleges are
(78)
Please complete the following scales: T
Theoretical Practical (9) (10)
uaphasis 1 2 3 4 5 6 7 emphasis 111)
Essential No relevance (12) (13)
for 1 2 3 4 5 6 7 for - ~
(14)
community
community
need
need
Academically Easy to pass (15) (16)
demanding 1 2 3 4 5 6 7 (17)
Gaod Limited (18) (19)
preparation 1 2 3 4 5 6 7
for career
career . --
preparation
(20)
some questions which you may be reluctant to
answer, or that you feel are inappropriate for
this kind of questionnaire. You are free to
leave any item unanswered, but we would be
35.(a) What was the country of your birth, and where
were your parents born? (Circle one number in
each column of the following table).
---
Self Mother Father
(21) (22) (23)
Australia .........................l....l...... 1
Britain ...........................2....2...... 2
Other English language country
(e.9. Canada, N 2. . U. S .A. etc. ) .. .3. .. .3. .... .3
Northern Europe (e.g. Germany,
Holland) ..........................4....4...... 4
. .
Southern Europe(e.g. Italy, Greece) 5. ... 5. ..... 5
Eastern Europe (e.g. Poland,
Hungary, U.S.S.R.) ................. 6....6......6
Asian or Pacific country .......... 7....7......7
Other countries ...................8....8...... 8
(b) If born overseas how many years
ha. this person lived in Australia-
(24) (25) (26)
36. In which religious denomination were you ral
Anglican (C of E) ....................... 1 .
Other Protestant ........................ 2
Roman Catholic .......................... 3
Jewish .................................. 4
Other ................................... 5
None .................................... 6
37. (a) Are you married? (Include
stable marriage-type
relationship, if you wish).
Yes .......... 1 (26
NO ........... 2
(bl Do you have any dependent
children?
Yes .......... 1 (25
NO ........... 2
18. How important are the following sources of
financial support to you at present?
only
None from
source Main Some this
Source of income source help source
(a) Regular, fulltime
job .......... 1 ...... 2......3...... 4 (30
(b)Casual or parttime
wrk ......... 1 ...... 2......3...... 4 (31
(c) Dependent on
parents ........... 1......2......3......4 (32
(dl Dependent on wife
or husband ........ 1 ...... 2.... .. 3...... 4 (33
(a)TEAS allowance .... 1 ...... 2......3...... 4 (34
(f)Education Dept.
Studentship ....... 1 ...... 2......3...... 4 (35,
(glother :Please specify) ;
Could you tell us how your income and your.
family (parents) income compares with the
average?
Parents Income you
income realistic-
Your in ally expect
present recent in five to
income years ten years
(37) (38) (39)
Below average :
less than $50 per
week ................. 1.......1.......1
550-5100 per week .... 2.... ... 2...
over $100 up to 5150
.... 2
per week 3 3. 3
............
.......
......
between $150 and
$200 per week ....... 4. ...... 4 ....... 4
Averaqe (about $200
per week) 5.......5.......5
..............
Above avcraae ......... 6.. ..... 6.. .... 6
Well above average .... 7 ....... 7....... 7
I have no idea at a11 .. 8... .... 8 ....... 8
I prefer not to answer
this qucstion ......... 9 ....... g....... 9
(Note: It is understandable that people sometimes
object to answering this question. We ask it
only because income is an important consider-
ation in many (not all) career choices and
family support is often necessary for students
to complete a course of higher education)
3. Do you have any general comments on the effect
of financial factors on the development of your
career?
(40)
1. Would you like to make any suggestions or
comments about education and training? (You
may use the back of the Committee's letter for
this as well if you wish).
Thank YOU for YOUP kind assistance

Coverina letter - Wave 1 4.32
Dear Student,
National Educational Survey, 1977
The University of Sydney
Sydney NSW 2006
The Committee of Inquiry into Education and Training has been set up to advise the
Commonwealth Government on possible developments in post-secondary education between
now and the year 2000, end the relationship between the labor market and the education
system. This means that much information must be gathered from the students and staff
of schools, colleges and universities as well as the general public.
Accordingly, we have decided to conduct a number of surveys to provide the information
ne'eded ty the Committee And this survey is being carried out on our behalf by the
University of Sydney Sample Survey Centre.
This survey of students will be used to study views on courses of study, vocational
planning, and careers amongst individuals currently undergoing post-secondary
educaticn in a University, College of Advanced Education (C.A.E.) or Technical and
Further Education College (T.A.F.E.). We are interested in your responses even if
you are not now attending college or university.
The sample has been designed to represent students from the wide variety of institutions
in each sector of post-secondary education and in each of the sampled institutions we
have made a random selection of students.
We should greatly appreciate your help in this study by completing the questionnaire
and returning it in the enclosed reply-paid envelope. We have taken elaborate steps
to ensure that your identity and your individual answers will remain strictly
confidential: only statistical summaries of group data will be published or made
available to the Government.
We realize that not all questions wiil be equally applicable to your particular
situation. Please try to answer each question if there is any basis at all for
answering. If you do not wish to answer a question, omit it and go on to the next.
If you have any comments or suggestions about edu-ation and training which you feel
can not be adequately expressed in the questionnaire, please feel free to make these
on the back of this letter in the space provided and return it to us together with
your completed questionnaire.
We hope that you will find the questionnaire interesting to answer and that you will
complete it and return it to us immediately.
Thank you for your cooperatiori.
Yours sincerely
Professor Bruce Williams
Chairman
Committee of Inquiry into Education and Training

Dear Student,
National Educational Survey, 1977
Survey head office:
Sample Survey Centre
The University of Sydney
Sydney NSW 2006
You will recall that we invited you to participate in the National Educational
Survey, 1977, now being conducted for the Committee of Inquiry ir.to Education
and Training, and that we sent a copy of our questionnaire to you.
. i
The response to date fro111 students in the universities, colleges of advance:!
education and technical colleges has been excellent but it is important that
we receive a completed questionnaire from all persons selected in the sample.
At the time of writing this letter we had not yet received your reply and we
are sending you another copy of our questionnaire in case you have mislaid
the original. We would very much appreciate it if you could return the
completed questionnaire as soon as possible in the reply-paid envelope
provided, even if you are not now attending college or university. Should
our letters have crossed in the mail, thank you for your reply and please
ignore this reminder.
I can assure you that under the arrangements we have made with the University
of Sydney Sample Survey Centre and with your educational institution, your
identity and individual answers will remain strictly confidential.
Thank you for your cooperation.
Yours sincerely,
Professor Bruce Williams
Chairman
Committee of Inquiry into Education and Training

IF XOT CLAIMED PLEASE RETURN TO .
COMMITTEE OF ENQUIRY INTO EDUCATION & TRAINING
C/- THE UNIVERSITY OF SYDNEY, N.S.W. 2006
Ms Robyn M Name
92 Miller Street
Suburb 9001

-
APPENDIX 5
National SuLrvey of Post-Secondary
-
Teaching Steff, 1977
Survey Instruments -.University Sector*
"Note; : 0utw;lrd mail i!.q envelopes and Business Reply-Paid envelopes
!
used in the National Suzvey of Post-Secondary Teaching Staff
were the same as those used in the National Educatjonal Survey.
They are shown only in Appendix 4.
i
I

NATIOKAL SURVEY OF POST-SECONDARY
TLKHING STAFF, 1977
nost of the questions can anwered by plicinq a circlo around the numbfr
givmn oppositc a question. For example. if you are a male you answer the
guntion as follwsr
What is your aex?........aale........... 0
f.p.le........... 2
m y quastions ask for your opinion - if the alternatives given do not
oorrespond to your view, circle the nuber of the answer which is cloocst to
your opinion. The bracketed numkors are for Office me only. some questions
ark you to give details. Please write your comenta clearly in the space
prwidad. If you do not wish to answer a question, anit it and go to the ncxt
- -
1. Wh.t is your present position in your university?
?$ofensor. ............. 1 Senior Tutor, Senior ( 9)
Demonstrator,
&#sociato Professor, ............... Aadstmt Lecturer.. .... .6
7. Please list the 3 most recent positions you have he16 full-
- time for a period greater than 6 months. (Do not includc
your current position or study leave appointments).
Liat of sectors for use ih answer grid:
senior ~ccturar.. ..... .3 -nstratort Tutor*
Teaching Fellw..........7
Mturer ........:...... 4
Other, nct specified
Principal Tutor........5 above 8
2. Please indicate the field of teachinf in vhich you
consider yoursclf to be mainly engaged. We are not
asking you to name your department or faculty/schwl,
&d beforc answering you map care to check the
description of teaching fields on the reverse side
of the Comittee's covering letter.
3.(a)For hw long have you been a member of the academic
staff of a univeraity7 (Pull time) years (14-15)
(b)Har long have you bean on the academic staff 'of
your institution? (Full time) years (16-17)
4 Do you nov hold, or have you ever held any of the
follwing positions, and vere you elected or appointed7
Position nethod of Appointment
held not
nw in never appoin- applic-
- held past held elected ted able
(a)Dcan or Head of
SchooUFaculty ... 1....2.,..3 (18) 1......2. ..... 3 (19)
(b)tlead or Chairmm
Of Department or
Discipline/
Teaching Area....l....2....3 (20) 1......2......3 (21)
5. 1. your present appointment...
Probationary.. .......... .2
Contract or fixed term...3
6. Pl0~1e indicate klaw what degrees and diplomas you
bold.
.
Name of
, degree or
dipla
Y e u
conf
erred Institution
pirat degree(s),
dipla(8) and
certificate(8) -(26)-(27)
( 2 3 ) ( 2 4 ) (25)
(28)
Office Uoc Only (Foil U)
Response
Upcla te
Nunher
A College (CAE. Teachcrs, D School teaching
Institute) E Industry or comnerce
B University F Public Service
C Technical L Further C Other
Education College (TAFE)
Datea Sector
(year8 only) (insert
From To (41-4Z1 letter)
- - Grade or Rsnk
Architecture,
building ............. 01
Agriculture,
torsatry.m...........02
Dmtistry ............. 03
Ewndcs, coolmerce,
govenament...........04
L&ucation..,..........05
Fine Arts................07
Huynities.. ............ .08
~ ~ - - - ~
Medicine.. ............... 10
Natural Science..........ll
Social L Behavloural
sciences ................ 12
~
I. Are you at present enrolled or
studying for a higher degree, a yes.. ............. .l (53) ..
hchkor's degree-or dipima? N~.......;.........L - .
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
If YES, for what degree or dipla and at vhi2h institution?
(54-55) (56)
[degree or diploma) (institution) .
-- -
1. Approximately hw many scholarly or scientific articles
-
Enpinetring,
.
technology.. ......... 06
Veterinary Science.......l3
Other; dots not fit
proceding categories
14
and books have you published7
Articles (57-58) Books (59-60) ~.
.O. Are your teaching responsibilities this academic year -
Entirely undergraduate .............................. 1 (61)
Sac undergraduate, sane graduate ................... 2
Entirely graduate ................................... 3
Not teaching this year..............................4
11. Wut how m y underpraCuate students are enrolled in your
lugeat and smallest classes this tern? If teachin? only
one class. answer beside (b).
moan 'courses" ) .
(Note: "classes" does not
(a) Largest class (62-64)
(b) Smallemt class (65-66)
12. With respect to the current teaching tenn/semester, etc.,
please estimate the compor.ents of you: working week (in
hours per week) you expect to have devoted to the following
activities.
We arc not asking you for a "typical" term. and scme
activities may be unevenly distribute2 over the tern.
An estimate of the weekly average for tAc term will
be sufficient.
;iving lectures (or lecture-discussion clas3c?s)...~hr~(~7-6e)
hrtorials and seminars (small teaching groups) ... - hrs (69-70)
...........................
-
Laboratory classes or Supervising field work
Jr practice teaching.. t1r3 (71-711
ht of class contact with individual students.... - hrs(73-74)
Crking studcnts wrk (including examinations)... - hrs (75-76)
Rsiqning new courses and preparing lettures.
tutorials, laboratory classe~, teaching materials - hrs (77-78)
idministration ................................... - hrs (79-80) '
:onittee vork ................................... - hrc( 9-10)
Pesearch and writing papers. books, etc.......... - hrs(l1-12)
?ublic or conrmunity activities relevant to .
xofesaional work....................... .........
>there not specified above

Page 2
-- -~ - -- - - -
13. How interesting do you find each of the following
activities? Circle one number on each line.
Fairly Very Extremely
17. (cont'd)
It ham lowered the average level of my students
to scma extent in recent years ..................... 2
Very Rather inter- inter- interboring
dull esting estinq esting
It hlh't changed tha average level of my
students appreciably 3
Aanistration ........ 1......2......3......4......5.......(17)
C-ittse mrk ........ 1......2......3......4......5.......(18)
Teaching .............. 1 ....... 2......3......4......5....... (19)
Non-classroom contact
.with individual
students .............. 1......2......3......4......5.......(20)
Research and writing .. 1 ...... 2......3......4......5....... (2U
14. Given the following four possible goals of acadanic
programs, please indicate their importance:
1. To you personally
2. According to your understanding of what your
institution expects of you
In the scale belov 1 means vary important, 2 mehns inportant
and 3 mans unimportant.
Importance Institution's
to um Expectation
Provida undergraduates -
with a broad liberal
ducation. ............. 1...2...3.....(22 1. .. 2...3.......(23)
Prepare undergraduates
for their chosen
occupation 1...2...3.....(24) 1. 2...3.......(25)
.............
Train graduata
students ............... 1...2...3.....(26) 1...2...3 ......a I271
...
...
..
.....
Engage in research.. 1.. .2.. -3.. (28) 1.. .2.. .3.. ( 29)
-
15. Please indicate your agreement or disagreement with
the follwing opinions. Circle 1 if you agree
strongly with the statement and 5 if you disagree
strongly. Gtherwise circle 2 or 4 to show that you
tend to agree or disagree and circle 3 only if it is
impossible to decide.
Strongly Strongly
Agree ~isagres
Everyone who desires to go to
. university should have the chance....1...2...3...4...5....
Attendance at university is a
privilege not a right 1...2...3...4...5....
................
Univmrsities should restrict
themselves to the more traditional
academic and professional fields... .. 1. .. 2...3...4...5....( 32)
Colleges of Advanced Education should
restrict themselves to the vocational
and more recent technical fields ..... 1...2...3...4...5....(33)
All universities should try to cover
much the sama fields of teaching and
lehrning ............................. 1...2...3. . 4...S.. ..(j&
Universities should agree to
specialize to avoid duplication
in areas of. ..
... low student demand for a course ... 1...2...3...4...5....(39
... a limitad supply of outstanding
staff in a field of teaching
md learning ...................... 1. .. 2...3...4...5....(36)
... vary axpensive equipant
requirements in a field. .......... 1...2...3...4...5....(37)
16. With regard to incoming students would you say their
ability to write cleu expository prose has improved.
deteriorated or remained unchanged in recent years?
Improved. ....................... 1 (38)
Dotariorated....................2
Remined unchanged .............. 3
17. Do you feel that the expansion that has taken place
in post-secondary education over the past dacade has
affected the average level of ability of students
admitted to your university in your subject?
'
It has lowered the average level of ability of
my students very considerably in racent years..... 1 (39)
...............................
.......................................
The average level of my students has riaen in
recent years 4
18. In your opinion, how hprtant are the following reasons
for young people enrolling in a university?
very
Not at all
(.)TO
Important Important
get training for a job ....... 1. .. 2...3...4...5.......(40)
(b)To get a basic general
ducation.... ................... 1...2...3...4...5.......(41)
k)To please parents ............... 1...2...3...4...5.......(42)
(d)To fill in time until the
studant decides what to &......1...2...3...4...5.......(43)
(e)To study in a field that really
interests the student. .......... 1...2...3...4...5.......(44)
(f,W GO BACK #ND UNDERLINE WHAT YOU FEEL IS THE MOST
IIBORTANT REASON FOR MST STUDENTS. 0 (45)
19. H w easy or difficult do you tNiJc it will be for a
student to get a job suitable for his or her training when
he or sh. finishes a course in your fiaId of study?
Vary easy .................... 1 (46)
Fairly easy .................. 2
Difficult....................3
i
Very difficult ............... 4
20. Listed below are some cements students romethea make.
To what extent do you agree or disagree with these
c-nts, in terms of the course (s) you teach?
Strongly Strongly
Agraa Disagree
(a)Genual work pressure is too great .. 1...2...3...4...5...(47)
(b)Th.re is not enough time for
privata study ....................... 1...2...3...4...5...(4@
(c)There u a too many hours in class ... 1...2...3...4...5...(49)
(d)Thare is too much emphasis on
narrow vocational training .......... l...2. .. 3...4...5...(50)
(0) Course demands too much mechanical
learning and not much individual
thinking ............................ 1...2...3...4...5...(51)
(f)Too much like sacondary school.. .... 1...2...3...4...5...(52)
(g)Courses are not ralevant to careers.1 ... 2...3...4...5...(53)
21. What role do you believe undergraduate students should
play in dacisions on the following? (Circle one on each
line) .
Voting
x=-r ~ittla
on Formal Informal or
connait- consul- consul- no
Control tees tation tation role
(a)Staff appointnunt
and promtion ......... I... ... 2.......3.......4.......5..(54)
.....
(b)Undargraduate
sdmissions policy 1......2.......3.......4.......5..(55)
(c)Provision and content
of courses ............ 1......2.......3.......4.......5..(56)
(dlStudant disciplfne .... 1. ..... 2.......3.......4.......S..(s7)
(a) Bachelor' s degree
r.quiraments .......... 1......2.......3.......4.......5..(58)
22. In your.experience how important are each of the following
possibilities in a student's decision to give up a course?
Vary Not at all
Important Important
(a) Interference with study by
social life.: ..................... 1...2...3...4...5.....(59)
(bIUnfriendly atmaphere ............. 1...2...3...4...5.....(601
(clCoursa contents not what was
expected .......................... 1. .. 2...3...4...5.....(61)
. .conted

22. (cont'd)
-
Very Not at all
Imporzant .Impogtant
(d)~.. of financial support ....... 1...2...3...4...5......(62)
(.)pdlure in course work .......... 1...2...3...4...5......(6))
..............
(f)~.sraasing job opwrtw~itirs
rdcvant to courne 1. 2...3...4 5...... (64)
(p)~m m y distractions, such, as
prties, callers, noise.
frionde, family, T.V 1...2...3...4...5......(65)
............
.. ...
( h ) ~ measuring t up to student's
am standards of achievement .... 1...2...3...4...5......(66)
.......... ... .....
(j)Discovery of new interest in
mother field of study 1 2...3...4...5. (68)
(k)Course was boring ............... 1...2...3...4...5......(69)
(1)rmily responsibilities ......... 1...2...3...4...5.....,(70)
(m)Othcr, please state
23. Would you say your university Too large ......... 1 (73)
is too larse, too mall cr
about right7
Too smell..... .... 2
About righh.. .... .3
24. Think of a lecturer at your university,pcrhaps in your
d.partment or teaching area, who is neither the best
nor the worst in your expezienco. Indicate whether
you agree or disagree with the following statanents
.bout him/her by circling the approprhte number
.opposite each item.
Strongly Strongly
Agree Disagree
(a)lnspires confidence in hidher
knowledge of the subject .......... 1...2...3...4...5....(74)
(b)Has stimulated the intellectual
curionity of thc student and
provoked independent rhinkiny 1...2...3...4 5....(75)
..... ...
(c)Explains things clearly at the
student's level.. ................. 1...2...3...4...5....(76)
(d)hests the student as a co-seeker
of knwledge and wisd an ........... 1...2...3...4...5....(77)
(e)Has motivated the student to do
his cr her best work.......... .... l...2...3 ... 4...5 .... (78)
(f)Displays enthusiasm for the
subject matter .................... 1...2...3...4...5....(79)
(g)Always carefully marks writter~
work (assignments, exams, etc.) ... 1...2...3...4...5....(80)*
(h)Plays a major role in the
student's csrner plans ............ 1...2...3...4...5....( 9)
(iIP1ays a major role in the
studant's personal development .... 1...2...3...4...5....(10)
25. Do yuu agree or disagree that university education
would be improved if: Strongly Strongly
Agree Disagree
(.)grading were abolished, e.g. use
Of high distinction, credit,
pass, A, 8, C, etc 1...2...3...4...5....(11)
................
(b)acadernics in the applied fields
had more contact with the wrk
place ............................. 1...2...3...4...5..(12)
(C)all lecturers were to avail
thmrselves of courses in
teaching method ................... 1...2...3...4...5....(13)
(d)large lecturc and laboratory
Classes were rcplaced with more
tutorials and workshops ........... 1...2...3...4...5....(14)
26. In the last 1p years the pro-wrtion of young people
in the 17-22 years age group entering the
universities and collugcs in Austrnlia has doubled.
and is now expected to rcmain fitirly steady. In
re.p.ct of each post-seccndary sector, do you think
6. (cont'd)
Page 3
+hc numbers of stdents in the next decade ahould Do...
-
double the present level?..........1.....1.....2
4.38
Univ CAE TAPE
(15) (16) (11)
increased by about 50 per cent?....2.....2.....?
increased by about 25 per cant? .... 3.....3.....3
hold st about the preoeat leve17...4.....4 ..... 4
decrcased? ......................... 5.....5.....5
7. Do you think that the number of new places for students
in universities in your discipline should bc expanded
in the next decade?
NO....................................... 1 (18)
Yes, but under 25 per cent..................t
yes, between 25 per cent and 75 per ccnt....3
Yes, ovor 75 per cent. ...................... 4
-- -
8. Should thc normal academic standards of admission at
your university be relaxed, tightened or left as they
are for,
Left as
Relaxed TightcrleZ they cre
a)Hature-age students...............1.......2.......3......(19)
b)n&ers of disadvantaged groups,
e.g. poor; handicapped ............ 1.......2. ...... 3......(20)
c)All other undergraduate nt.udents..j ....... 2. ...... 3 ...... (2U
9. Under the existing regulations it is difficult for
undergraduate student* to transfer studies from one
university to another or betweerr universities and CAEs.
without significant loss of credit for work done. In
general, do you think this situation should be eased, left
6nchanged o r tightened?
f ram
between universities CAEa to
b)left unchanged ........... 2............2............2
SO. If you answered (a) to any part of Q29 aS3-fe, do you h6ve
any suggestions about how the situation could be caecd?
-
11. We would like you to compare Universities (U), Colleges
of Advanced Education (C) and Technical Colleges (TI. On
each of the following scales place T where you feel the
Technical Colleges fall, and U for tha position of the
Universities.
-
For example: On a scale of size of institution, the
following shows you feel Univcrsitirc and CAEs are large
while the Technical Collages are .mailer.
Large U C 'I Small
1 2 3 4 5 6 7
Please canplete the follwing scales: r- I i ,I
Theoretical Practical . (26) (27)
emphasis 1 2 3 4 5 6 7emphsis (28)
Essential for No relevance (29) (30)
carmunity for cornunity (31)
need need
~cadmically Easy to paso (32) (33)
demanding 1 2 3 4 5 6 7 ( 34)
Good
preparation
for carcer
1 2 3 4 5 6
Lini td
7 ;:Eation
(35) (36)
(37)
32. Please indicate the extent of your agreamant with the
following:
Strongly Strongly
Lgree Disagree
(a)Univeraitics should bc multipufpose
institutions an@ vocational
trcining should be an important
aspect of their functions 1...2...3...4...5....(38)
...........

32. (cont'd)
stronely Strongly
(b)l'haro naeds to be groater
activity in the collection and
Aqree Di aagree -
diosmination of data upon which
effective advice on career
prospacts can be given to
students ......................... 1...2...3...4...5.....(39)
(c)kry increase kr the proportion
of fixed term appointments
(La. appointments for 2, 3,
ate. year tna) is unjustified ... 1...2...3...4...5.....(40)
(d)Theru is M essmtial difference
batmu! universities and other
post-sronduy institutions in
term. of their ganeral
educational goals.and their
.th0........................,....1...2...3...4...5.i...(41)
(a) If new universities are sstablished
. this should be by a process of
upgrading other institutions ..... 1...2...3. .. 4. .. 5.....(42)
33. (a) Provided staff rights wore fully
protected, would you approve or
disapprove plans by the Tertiary Approve ........ 1 (431
Education Corwission or by other
gOvernlmnt bodies, to -1q-t. Disapprove.
universities with nearby
Colleges of Advanced Education?
I
..
(44-45)
34. Univusity resourcar in the ansuing Gecade may k
in8ufficier.t to meet all claims made upon them. Phase
indicate where among the following areas of university
expenditure you believe any proposed cutbacks should
be most vigorously resisted and where cutbacks will
most readily k accommodated.
Occupies an
Should be intsrmediate Should ba
among the position, if amng the
last to cuts bacon8 first to
b. Cut n8Ce88dZl' be Cut
(a)rwnds for libraries and
l.boratorie8 .............. 1............2..........3....(46)
(d)Nmber of junior
acaddc 8mff ............ ~...........2..........3....(49
(e)~\mbar of support staff
(aecrstuies, laboratory
assistants, etc.) ......... 1............2..........3....(50)
(f)Genaral mMagament
(~Qninistrative and
maintmmcs staff) ........ 1. ........... 2. ......... 3....(51)
(p) Financial assist.nce
to students ............... 1. ........... 2..........3....(53
(h)Funda directed primarily
to taacung ............... 1.. .......... 2..........3.. ..(53
(i)Punds directsd primarily
to research support ....... 1............2..........3....(54
KIW GO BACK AND UNDEPLINE THE MST IHFORTAKT AREA
WIE CUTBACKS SHOULD BE RESISTED.
35. Do you anticipate that you will Sa applying Lor my
position outside your university in the next three,
six or nine years?
3 yra 6 yrs 9 yrs
(56) (57) (58)
Dmfinitely Yes ....................... 1......1......1
Probably Yes. ........................ 2......2......2
(mcertakr......................... ... 3....,.3......3
Probably not...... ................... 4......4......4
Dafinitely not..... .................. S......S......S
36. Would yousupportearly retiramant or half-retiruant sch-8
if adquats suprannuation arr~nganwnts were made?
-1y retiruent... ........ 1........2........(59)
half ratir-nt ............ 1........2........(60)
37. In general how satlsfiad very aatisfied.......l ((
AH y6u with your job?
satiefied............2
diosatisfied.........3
38. If you ware offered a posit'ion in another university,
a college, industry, or the public servica, would yo1
consider accepting it at the same salary, or at a
salary hi her or lower than yours at present? Pleast
tick ( A h b0Zch applh8 to YOU - YOU my ti<
more than one per line.
consider accepting
appointment at:
of these, plepse tick
higher lower
here
salary salary salary
another university ............. 1 (63) 0 (64) [) (f
a College of Advanced Education ( (66) ( 167) ( (f
A Technical Coll.pe ............ 1 (69) 0 (70) 1 ( 7
Industry ....................... f (72) 11 (73) ( (;
Public Service ................. 0 (75) 1 (76) 1 ((i
39. If you were to seek another position elsewhere, what
importance wuld you attach to the following:
some-
Very what
impor- impor- Not
tsaantial ant tant Important
(a)Tsnure .................... 1 ....... 2.......3.......4. .. (
(blLass pressure to publish .. 1.......2.. ..... 3.......4...(1
(c)Time for research... ...... 1.......2.......3..;. .... 4...(1
(6)Opportunities to teach .... 1.. ..... 2. ...... 3..;....4...(1
(a)Good colleagues.. ......... 1.......2.......3... .... 4. ..(I
(f)Chance for promotion ...... 1.......2.......3.......4...(1
(g)A change in gmgraphical
location (0.9. to mother
city or country area) ..... 1. ...... 2.. ..... 3.......4...(1
Finally, we would like to ask several questions to be used
in the cross classification of results.
40. What is the educational and occupational background
of your parsnts?
Highest ducational
qualification kin occupation
Father ( 16) ( 17-1
Mother ( 19) (20-2
41.(a)What was the country of your birth and Degree
where did you trke your first degree etc
or dipl-7 (22) (23)
Australia.................................l......l
Brihin................. .................. 2..;...2
United States, Canada.....................3......3
Othsr English L~nguags Country ............ 4......4
wop.. ................................... 5......5
Ash/PaciCic..............................6......6
Other.................... ................. 7 ...... 7
(b)If born ovsrseas how nuny years have you lived in
Australia? - years (24-2
42. What is your age now? - years (26-2
43. What is your sex? aale................l (2
mild you like to mke any suggestions, or co1111o.ents about
ducation and training? You my use the back of the
Coumlttee's letter for this as well if you wish.
Tiumk you for your kind aesietrmco

, Covering letter - Wave 1 4.40
--
ck,,:#/!$ C3MMITTEE OF INQUIRY INTO EDUCATION AND TRAINING
'+:
v+j .,, $:,:. .. ,. .. . ,

Covering letter - Wave 1 - Reverse side
For your guidance in answering Question 2 - Some examples of teaching fields within
the principal groups,
ArckLtecture, building: (including town and regional planning, urban studies, landscape
design, building science, building construction)
Agriculture, forestry: (including agronomy, soil science, genetics and plant pathology,
animal husbandry, horticultural science, rural science)
Dentistry: (including oral surgery, prosthetic dentistry, dental medicine and surgery,
operative dentistry, oral biology, dental health, orthodontics)
Economics, comerce, government: (including politics, business administration, accountir
econometrics and economic statistics, industrial relations, marketing)
Education: (including physical education, school counselling, special education,
educational administration, curriculum studies)
Engineering, technology : (including surveying, metallurgy, mining, biological technolog:
electronics, materials science, industrial design, mineral technology)
Fine Arts: (including music, music education, contemporary art, visual arts)
Humanities: (including drama, english, history, modern languages , asian studies,
linguistics, philosophy, semetic studi-es, theology)
Law:. (including international law and jurisprudence, constitutional law, taxation law,
law and labour relations)
Medicine: (including anatomy, gynaecology and obstetrics, histology, mental health,
occupational and speech therapy, paediatrics, pathology, pharmacy, psychiatry)
Natural sciences: (including mathematics, statistics, computer science, entomology,
genetics, operations research, marine biology, environmental science, paleontology)
Social and behaviouraz sciences: (including geography, psychology, anthropology,,
crimin~logy, social studies, sociology, journalism, librarianship, migrant studies),.
Veterinary science: (including veterinary anatomy, veterinary clinical studies,
.tropical veterinary science, veterinary pathology and bacteriology)
Other: (including general studies and fields not elsewhere classified)
YOUR ADDITIONAL COMMENTS ON EDUCATION AND TRAINING ARE WELCOME

Covering letter - Wave 2
Cg~$&, CCMWTTEE OF INQUIRY INTO EDUCATION AND TRAINING
$2: ,w,. :,!"d.".l. ,.

APPENDIX 5 (continued)
National Survey of Post-Secondary
Teachina Staff. 1977
Survey Instruments - CAE Sector

NAT1O.W. SURVEY OF POST-SEC0NDW.Y
TEkCHIX STAFF, i977
nost of the questions can be anawere2 by placing a circle around the numher
given opposite & question. For example. if you are a male you answer the
question as fo!.lovs:
What is your scx?........male ........... 0
Uany questions ask for your opinion - if the alternatives given do not
correspond to your view, circle the nurber of the answer which is closest to
your opinion. The bracketed nrrmbcrs art for Office Use only. Some questions
ask you to give details. 'Please write your comments clearly in the sphce
' pzwided. If you do not wish to an-r a question, m it it and go to the next
1. mat 1s your present position in your college?
Head of School/Dean/ Principal Tutor.. ....... 5 ( 9)
College Fellow ......... 1
Senior Tutor............6
Principal Lacturer. ..... 2
-Senior Lectur;~.. ...... .3
l'utm...................7
Other, ncrt specif i d
Lecturer. ............... 4 lbove 8
n (10)
2. Ploase indicate the field of tecchinp in which you
con~idor yourself to be mainly engaged. We are not
'asking you to name your departnmt or faculty/school,
and before ~swering yoi: ray care to check the
description of teaching fields on the reverse side
of the Camnittee's cwering letter.
Applied Sciences.. ... 02 Music. ................... 08
Art and Design ....... 03 Para-nedical.............09
Building, Surveying Teacher education.. ...... 10
and Architecture.. . .04
Other: does not fit
C-rcial and . preceding categories
Business Studies....05
11
Engineering and
Mchnology .......... C6
-
3.(a)For h w long have you been a member of the academic
staff of a CAE? (Full time) years (15-16)
(b)Hov long have you been on the academic staff of
your institutioa? (Full tine) years (17-18)
4. Do you n w hold, or have you ever held any of the
follouing positions, and were you elected or appointed?
Position Method of Appointment
- hcld not
now in never appoin- applic-
- held past held elected ted able
(a) Dean cr Head of
School/Faculty ... 1.. .. 2....3
(b) Head or Chairman
of Deparlllncnt or
(19) 1 ...... 2...... 3 (20)
Discipline./
Teaching Area .... 1....2....3 (21) 1......2... ... 3 02)
5. Is your prcsent appointlent. ..
Tenurtd..... ............. 1 43)
Probationary ..........'... 2
Contract or fixed term-..3
--
6. Please indicate ~'.OW wlmt degrre!; and diplmas ya:r
hold.
Name of Year
degree or condiplcrna
f erred Institution
First degree (s)
diploma (s) and
certificate(s)
Higher degree!^
psstgradunte
diploma (6) and
higher
professional
qualifications
4.44
Office Use Cnlr IPorm C )
7. Please list the 3 most recent psitions you have hcld full-
- time for a period greater than 6 months. (Do not include
your current position or study leave appointments).
List of Sectors for use in answer grid:
h College (CAE, Teachers, C School teaching
Institute) E Industry or comerce
B University F Public Service
C Technical & Further
Education College (TATE)
G Other
Dates Sector
(years only) (insert
- From To (42-43) letter)
Grade or Rank
1 9 19- (44) (45
(46-47) -
19- 19- (48 -- (49
(50-51) -
1 9 19- (52 )
(53
-
3. Are you at present enrolled or .............
studying for a higher degree, a
Yes.. .l (54j
bachelor's degree or diploma? No. ...... .......... 2 .
If YES, for what degree or diploma and at which instituticn?
(55-56 ) (57
(degree or diplorna) (institution)
3. Approximately how many scholarlv or scientific articles
and books have you published?
Articles (58-59) Books ( 60-61)
LO. Are your teaching responsibilities this academic year -
Entirely undergraduate .............................. 1 (62)
Some undcrgraduatc, some graduate ................... 2
Entirely graduate ................................... 3
Not teaching this year .............................. 4
--
11. About how many undergraduate students are enrolled ir. yolrr
largest and smallest classes this term? If teaching only
one class, answer beslde (b). (Note: "c1ar;ses" does no2
mean "courses").
(a) Largest class (63-65)
(b) Smallest class (be671
12. With respect to the current teaching term/senester, ccc.,
please estimate the components of your workins week (ia
hours per week) you expect to have devoted to the fsllcwinq
activities.
We are not asking you for a "typical" tern., act some
activities may be unevenly distributed over the term.
An estimate of the weekly average for the term will
be sufficient.
Giving lectures (or lecture-discussion classes) ... - hrs (68-69:
Tutorials and seminars (small teaching groups) ... - hrs (70-71)
Laboratory classes or supervising field work
or practice teaching ............................. - hrs(72-73)
Out of class contact with individual students. ... - hrs (74-75)
Marking students work (including examinations) ... - hrs (76-77 1
Designing new courses an3 preparing lectures.
tutorials, laboratory classes, teaching materials - hrs (78-79 )'
hdministration................................ ... - hrs( 9-10)
Comittce work... ................................ hrs (11-12
Research and writing papers, books, etc.......... - hrs(l3-14)
Public or corrmunity activities ralevant to
professional work ................................ hrc (15-16
Other, not specifled above
-- hrs (17-18 )

13. How interesting do you find each of the following
activities? Circle one number on each line.
Fairly Very Extremely
Very Rather inter- inter- inter-
boring dull esting esting esting
Administration ........ 1......2......3......4......5.......(19)
Conunittee work ........ l......2......3......4......5.......(20)
Teaching .............. l......2......3......4......5.......Ql)
Non-classroom contact
'with indiviZual
students .............. 1......2......3......4......5.......(22)
Research and writing .. 1 ...... 2......3......4......5....... (23)
14. Given the ioi~owingthreepossib~e goals of academic
programs, please indicate their importance:
1. TO you personally
2. Accordhq to your understanding of what your
institution expects of you
In the scale below 1 means very important, 2 mans important
md 3 means unimportant.
Importance
to me
Provide undarqraduates
with a broad liberal
education..............l. .. 2...3 ....
Institution's
Expectation
Prepare undergraduates
for their chosen
occupation. ............ 1...2...3
Engage in research ..... 1...2...3
....
.... (28) 1...2...3 ....... (29)
15. Please indicate your agreement or disagreement with
the following opinions. Circle 1 if you agree
strongly with the statement and 5 if you disagree
strongly. Otherwise circle 2 or 4 to show that you
tend to agree or disagree and circle 3 only if it is
impossible to decide.
Strongly Strongly
Agree Disagree
Everyone who desires to go to
college should have the chance.......1...2...3...4...5....(30)
................
.. ....
Attendance at college is a
privilege not a right 1. 2...3...4...5 (31)
Universities should restrict
themselves to the more traditional
academic 'and professional fields.. .I.. -2.. -3.. .4.. .5.. (32 1
Colleges of Advanced Education should
restrict themselves to the vocational
and more recelrt technical fields 1...2...3...4...5....03!
..
.....
A11 CAEs should try to cover
much the same fields of teaching and
learning ............................. 1...2 -.. 3...4.-.S.....b4)
High level or advmcad courses in
colleges drive out low level courses .. 1...2...3...4...5....(35)
The fact that some CAEs are stronger
than others st-ould be recognized in
the government's financial provision .. 1...2...3...4...5....(36)
The State coordinating bodies
(Boards, etc.) for advanced education
u s too heavily involved in the
affairs of the colleges 1...2...3...4...5....(37)
...............
16. With regard to incoming students would you say their
ability to write clear expository prose has improved,
deteriorated or rcmained unchanged in recent years?
..
Improved ........................ 1 (38)
Deteriorated....................2
Remained unchanged .............. 3
. 17. Do you feel that the expansion that has taken place
in post-secondary education over the past decade has
affected the averago level of ability of students
admitted to your college in your subject?
.....
It has lowered the average level of ability of
my students very considerably in recent years 1 (39)
It has lowered the average level of my students
to scae extent in recent years ..................... 2
It hasn't changed the average level of my
students appreciably 3
...............................
The average level of my students has risen in
recent years ....................................... 4
8. In your opinion, how important are the follwing reasons
for young people enrolling in a college?
Very Not at a:l
Important Importanl,
.......
...
a)To get training for a job 1...2 3...4...5.......(40)
b)To get a basic general
ducation. ...................... 1...2...3...4...5.......(41)
...............
......
...........
c)To please parents 1...2...3...4...5.... (42)
d)To fill in time until the
student decides what to do 1...2...3...4...5.......(43)
e)To study in a field that really
interests the student 1...2...3...4...5.......(441
f)NOW GO BACK AND WtIDERIJNE WHAT YOU FEEL IS THE UOST
DWORTANT REASON FOR MOST STUDEXTS.
I
d
.9. H w easy or difficult do you think it will be for a
studentto get a job suitable for his or her trainir.9 when I
he .or she finishes a course in your field of se~dy?
Very easy .................... 1
Fairly easy .................. 2
Diffi~ult...............~.....3
Very difficult .......... ;....4
LO. Listed below are some cormnents students sanetimes make.
Ta what extent do you agree or disagrea with there
comments, in terms of the course(s) you teach?
...
Strongly Strongly
Agree Disagree
[a)General vork pressuce is too great .. 1...2...3...4...5...(47
[b)Th.re is not enough time for
private study ....................... 1...2..3...4...5...(48
(c)There are too many hours in class...l. .. 2...3...4...5...(49
(d)There is too much emphasis on
narrow vocational training .......... 1...2...3...4...5...(50
(e)Course demands too much mechanical
learning and not much individual
thinking ............................ 1...2..3..4...5...(51
(f)Too much like secondary school ...... l...2 ... 3...4...5...(52
(g)Courses are not relevant to caraars.1 ... 2...3...4 ... 5...(53
d
21. what role do you believe undergraduate students should
play in decisions on the following? (Circle o m on each
line).
Voting
power Little
on Formal Informal or
cumnit- consul- consul- no
Control tees tation tation role
(.)Staff appointment
and promotion. ........ 1......2.......3.......4.......5..(54)
(b1Undargraduate
admissions policy. ... .I.. ... .2.. .... .3.. .... .4.. .... .5. . (55
(c)Provision and content
of courses.. ......... .I.. ... .2.. .... .3.. .... -4.. .... -5.. (56)
(d)Student discipline .... 1......2.......3.......4.......5.. (57)
(el Bachelor's degree
requirements .......... 1......2.......3.......4.......5..(58)
22. Icyour experience h w important are each of the following
possibilities in a student's decision to give up a course?
Very m t at all
~nportant Important
(a)Interference with study by
social life ....................... 1...2. .. 3...4...5.....(59)
(b)Unfricndly atmosphere ............. 1...2. .. 3. .. 4...5.....(60)
(c)Course contents not what warn
meted.......... 1...2...3...4 5.....(61)
_ _ _ . a 1
................
...

I
I
1
22. (cont'd)
VerY Not at all
Im'wrtant Imwrtant
......
.........
(g)uss of financial support. 1...2....3...4...5......(62!
...
(.)~.ilure in course work. l...2 3...4...5......(63)
(f)mreasing jolt opportunities
. relevant to Course ..............I... 2...3...4...5......(64)
(g)~oo many distractions, auch as
parties, callers. noise,
friends, family, T.V ............ 1...2...3...4...5......(65)
(h)wot measuring up to 6tudcntBs
am standards of achievunent .... 1...2...3...4...5......(66)
(i)~.sirc to do something more
usmful in society. .............. 1...2...3...4...5......(67)
..........
.............. ..
(j)Discovury of new interemt in
mother field of study l...2 ... 3...4...5......(68)
!
(k)Course was boring. 1. .. 2...3...4. 5.. ....( 69)
!
(1)Fuily responsibilities ......... 1...2...3...4...5......(70)
1 (.)mhr, please state
(71) 1.. .2.. .3.. .4.. .5.. .... (72)
I
I
I
I
I
I
.........
23. Would you say your college Too large 1 (73)
is too large, too mall or
Too small.. ...... .2
about right?
About rjght ....... 3
--
24. Think of a lecturer at your college, perhaps in your
departmarit or teaching area, who is neither the best
nor thc worst in your experience. Indicate whether
you agree or disagree with the following t;+atenents
about h.im/her by circling the appropriate nuinber
opposite each item.
..........
- -
Strongly Strongly
Agree Disagree
(a) rnspircs confidence in his/her
knwlcdge of the subject 1...2...3...4...5....(74)
(b)Has stimuhted the intellectual
curiosity of the student and
provoked independent thinking ..... 1...2...3...4...5....(75)
(c)Explains things clearly at the
student's level ................... 1...2...3...4...5....(76)
(d)Treats the student as a co-seeker
of knowledge and wisdom ........... 1...2...3...4...5....(77)
(el Has motivated the student to do
his or her best work ..........,... 1. .. 2...3...4...5....(78)
(f)Displays enthusiasm for the
subject mtter .................... 1...2...3...4...5.....(79)
(g)Alweys carefully marks written
I .. ..
work (assipnmtmtr, exams, etc.) .1.. .2.. -3.. .4.. .5.. (80).
Ih)Plays a major role in the
student's career plans ............ 1...2...3. .. 4...5....( 9)
(i)Plays a major role in the I student's personal development .... 1. .. 2...3...4...5....(10)
! I (b)academiss
25. Do you agree or disagree that college education
would be improved if: Strongly Strongly
- huree Disagree
(&)grading wcre abolished, e.g. use
Of high distinction, credit,
pass, A, D, C, etc ................ 1...2...3...4...5....(11)
in the applied fielris
had more contact vith the work
place 1...2...3...4 ... 5....(12)
.............................
tc)all lecturers were to avail
themselves of courses in
teaching method.. ................ .I.. .2.. .3.. -4.. .5. :.. (13)
(dl large lecture md laboratory
classcs were replaceC vith more
tutorials and vorkshopr ........... 1. .. 2...3...4...5....(14)
(*)collages were allowed to offer a
1 full range of higher degrees
(includin~ doctorates) ............. 1...2...3...4...5. ... (15)
j I (f)college* were allowed to offer a
, Plrtial ranqe of h~ghcr degrees
(e.9. Up to masters dearcc level). .1.. .2.. .3.. .4.. .5.. .. (16)
: (9)colleges: were not allrwed to offer
. ( . any higher degrees.. .............. -1.. .2. . .3. . .4. . .5. ... ( 17)
1 . -----
26. In the last 10 years the proportion of yoling paople
in the 17-22 years age group entar1r.g the
universitien and colleges in Australia has douhled, an8
is I- expected to remain fairly steady. In respect of
each post-setondlry sector, do you think the numbers c~f
erudents in the next decade should h..
double the present level? .......... 1.....1.....2
.
.... .....
... ...
increased by about 50 per cent? 2 2.... 2
increased by about 25 par cent?. 3.. 3.....3
held at about the present level? ... 4.....4.....4
decreased by about 25 per cent? .... 5.....5.....5
7. you think that the number of new places for studc=ts
in colleges in your teaching field should be expm6ad
in the next decade?
NO.. ........................................ (21)
Yes, but under 25 per cent.............. .... 2
Yes, between 25 per cent an2 75 per cent....)
Yes, over 75 per cent. ...................... 4
-
8. Should the normal academic standards of &mission at
your college be rclaxed, tightened or left as they
arc for,
Left as
Relaxed Tightened they are.
a)nature-age students ............... 1.......2.......3......(22)
h)Uemberc of disadvanthged groups,
e.g. poor; handicapped 1 2.......3 (23)
............ .......
.... ..
.
......
.....
c)All other undergraduate students.. 1.. .2.. .:. .3. (24 )
9. Under the existing regulations it is difficult for
undergraduate students to transfer studies from one
college to another or between CAE3 and Universities,
without significant loss of credit for work done. In
general, do you think this situation should be eased, left
unchanged or tightened?
fran f rcn
between universities CAES to
CAES to ZAEs universities
(25) (26 ) (27)
aleas cd.................... 1............1............1
b)left unchanged ........... 2....... ..... 2............2
cltightened ................ 3 .:.......... 3... ......... 3
--
10. If you answered (a) to any part of Q29 above, do you have
any suggestions about how the situation ;odd be eased?
-
11. We would like you to cunpare Universities (U), Colleges
of Advanced Education (C) and Technical Cclleges (7). Cn
each of tne following scales place T where you feel the
Technical Colleges fall, end U for the position of the
Universities.
-
For example: On a scale of size of institution, the
following shows you feel Universities ard CAEs are large
while the Technical Colleges are smaller.
Large U C T Small
1 2 3 4 5 6 7
Please complete the following scales:
Thwretical Practical (23) (30)
emphasis 1 2 3 4 5 6 7 emphasis (31)
Essential for No relevance (32) (33)
comun ity for cornunity (34)
need need
Academically Easy to pass (35) (36)
demanding 1 2 3 4 5 6 7 (37)
Good Lini ted ( 38) (33)
preparation
for career ,
1 2 3 4 5 6 7
(40)
52. Please indicate the extent of your agreeme:lt with the
following:
Strongly Strongly
(a)Thc quality of staff in large
Agree Disaqx
metropolitar. institutes (CAE.) is
equal to that of most universitaes. ... l...2. .. 3...4...5...(41)
ITI

32. (cont'd)
Strongly Strongly
Agree , Disagree
(b)There needs to be greater
activity in the collection and
dissemination of data upon which
effective advice on career
prospects can be given to
students ......................... 1...2...3...4...5.....(42)
(c)Any increase in the proportion
.
of fixed term appointments
(i.e. appointments for 2, 3,
etc. year term) is unjustified l...2. .. 3...4...5.....(43)
...
(d)Actonomous tertiary institutins
should be given full responsibility
for courses and not rely onoutside
bodies for course accreditation ... 1...2...3...4...5.....(44)
(e)Familiarity with and knowledge of
the contempcrary problems of
industry and comerce should be
a strong consideration in the
appointment of all college staff .. 1...2...3...4...5.....(45)
33.(a)Provided staff rights were fully
protected, would you approve or
disapprove plans by the Tertiary Approve ........ 1 (46)
Education Cormnission or by other
govermu.t bodies, to amalgamate ? isapprove-- - ' .2
Colleges of Advanced Education
vith nearby universities?
(b) Why?
(47-48)
34. CAE resources in the ensuing decade mqy be
insufficient to meet all claim made *Ipon them. Plaase
indicate where among the following areas of ufiiversity
expenditure you believe any proposed cutbacks should
be most vigorously resisted and where cutbacks will
most readily ba accommodated.
Occupies an
Should be intermediate Should be
among the position. if among the
last to cuts becane first to
> be cut necessary be cut
(.)Funds for libraries and
laboratories .............. 1............2..........3....[49)
(b)Acadcmic staff salariea ... 1.. .......... 2..........3 .... (50)
(c)Numb.r of senior
academic staff ............ 1............2..........3..,.(511
(d)NuPrbar of junior
acalenic staff ............ 1............2..........3....(52)
(el~umber of support staff
(secretaries, laboratory
assistants. etc.1 ......... 1 ............ 2..... ..... 3 . (53)
(f) General management
(administrative and
maiatenance staff) ........ 1.. .......... 2...... .... 3....64)
(g)Financial assistance
to students ............... 1.. .......... 2.-........3....(55)
(h)Funds directed primarily
to teaching ............... 1............2..........3....(56)
(i) Funds directed primarily
to research support ....... 1............2..........3....(57)
N W GO BACK AND UNDERLINE THE MOST IHPORTANT AREA
WHERE CUTBACKS SHOULD BE RESISTED.
35. Do you anticipate that you will be applying for any
position outside your college the next three,
six or nine years?
Definitely Yea.......................l......l......l
Probably Yes ......................... 2......2......2
" (58)
U
3 yrs 6 yrs 9 yrs
(59) (60) (61)
Uncertain ...................................
3 .3
Probably not.........................4......4......4
Definitely not.......................5......5......5
36. Would you support early retirement or half-rctirernent schcmos
if adequate superannuation arrangements w ra made?
-
Ye3 - NO .
early retirement ........... 1........2........(62)
half retirement ............ 1........2........k3)
Page 4
- - - - - - - - - - -
37. In general how satisfied very satisfied.......l FC
are you with your job?
satisfied .........,.. 2
very dissatisfied....4
38. If you were offered a position in anothnr CkE, univarsi
technical college, industry, or the public service, wou
you consider accepting it at the same salary, or at a
salary higher or lower than yows at presmt? Please
tick (4) each box which applies to you - you m y tick
mre than one par line.
acceptil'g
appointment at:
of these, please tick
higher lower
salary .I salary salary
another CAE.. .................. 0 (66) 1 (67) 0 (68
d University ................... 0 (69) 0 (70) 0 (71
A Technical College.. .......... 1' (72) 0 (73) 0 (74
Industry ....................... 0 (75) 0 (76) 11 (77
public service.. ............... 0 (78) 1 (79) L_1 (80
~ -
39. If you were to seek another position elsewhere, what
importance would you attach to the following:
same-
Very what
impor- impor- Not
Essential tant tant Imports%
(a)Tenure .................... 1.......2.......3.......4...( 9
(b)Less pressur* to yblish .. 1. ...... 2.......3.......4...(1C
....... ....
.... .... ..
(c) Time for research. .I.. .2.. .3.. -4. (11
(d)Opportunities to teach....l.......2.......3.......4...(U
i
(e)Good colleagues. .... :.....1.......2.......3.......4...(13
(f)Chance for promotion ...... l.... ... 2... .... 3.......4...(14
(g)A change in goographical
location (e.g. to another
city or country area) ..... 1.......2.......3.......4...(15
Finally, we would like to ask several questions to k used
in the cross classification of results.
40. What is the educational and occupational background
of your parents?
gighest educational
qualification Hain occupation
Father 116 (17-10
lbther (19 00-21
4l.(a)What vas the country of your birth and Degree
'where did you take your first degree Born etc
or diploma? (22) (23)
Aumtralia.................................l......l
Britain...................................2.......2
United States, Crnada.....................3......3
Other English Language Country ............ 4......4
Europa....................................5......5
Other.....................................7......7
(b)If born overseas h w many years have you lived in
Australia? years (24-25
42. What is your age nov? - years (26-27
43. What is your sax? male................l (ZB
Would you like to make any suggestions, or c-ents .bout
education and training? You may use the back of the
Camittee's letter for this as well if you wish.
hplk you for yow kZnd aesietancr

Dear Colleagu
--
National Survey of Post-Secondary Teaching Staff, 1977
The Connittee of Inquiry into Educati~n a d Training has been set up to advise the
Commonwealth Government on possible deve1opmer.t~ in post-secondary education between
now and the year 2000, and the relationship between the labour market and the
educaticn system. This means that much information must be gathered from the
students and staff of schools, colleges and universities as well as from the general
public, industry and commsrce .
Accordingly, we have decided to conduct a number of surveys to provide the information
needed by the Committee. This survey, in which we are asking you to piirticipate, is
being carried out on our behalf by the University of Sydney Sample Survey Centre, and
it will cover a sample of teaching staff in all sectors of post-secondary education
in Australia - the Universities, Colleges of Advanced Education, and Technical and
Further Education Colleges. It complements a sample survey of post-secondary students
in which we have asked a number of similar questions about issues common t.2 students
an2 staff. This is a unique research undertaking in Australian higher education and
after the Coimittee has reported next year, the data we collect will be made available
in an anonymous form to other scholars and students of higher education.
The surcrey seeks yo^ views about the education of students, your experience and role
as a post-secondary teacher, your feelings about the present post-secondary educati~r~
structure, and prospects for the future. You have been included in the sample
because your institution was one of those selected at random for the student survey.
In the larger institutions, teaching staff members have been randomly selected by
the ahinistration to participate in the survey, but in smaller institutions the
entire teaching staff has been included.
Your help is very important. The accuracy of the survey is largely dependent upon
'your willingness to answer the questions and we believe the importance of the survey
will justify the time you give to it.
We are aware that a survey of this kind has its limitations. But a questionnaire
which is carefully designed can make a considerable contribution to our knowledge.
To this end we have consulted a wide range of educational and survey researchers as
we13 as representative staff associations.
Most i.mportantly, we assure you that your answers will be held in the strictest
confidence. We are interested only in.the total distribution of responses and in
statistical relationships, and under no circumstances will we report responses on an
individual basis. We have split the organization of the survey between the selected
institution and the Sanple Survey Centre in such a way that the identifying number on
the questionnaire, which is needed for survey panagement purposes, can not be linked
to 17our name by the Centre., wnich alone will see the completed response.
We hope tnat you wi.il 5in3 thz questionnaire interesting to answer, and that you \:ill
complete and return it to us in the reply paid envelope while you have it at hand.
We will welcome any comiients you make. Please feel free to make these on the back
of this letter and return it with your completed questionnaire.
Thank you for your cooperation.
Yours sincerely,
Bruce Williams
Cha irman
Committee of Inquiry into
, Education and Traininq

' 4.49 Covering Letter - Wave 1 - Reverse side
For your guidance in answering Question 2 - Some examples of teaching fields within
the principal groups.
AgricuZture: (including farm management, rural management, forestry, horticultural
science, dairy technology, poultry technology)
~pptied sciences: (including computing studiedscience, food sciences, science (Education,
mathematics, operations research, quantitative methods, textile chemistry)
Art md design: (including art (education), advertising art, ceramic design, fashion
design and production, film and television, fine arts, graphic art)
Building, surveying and architecture : (including cartography, town plannirrg, urban
planning, civil construction, environmental design, interior design, 1a.ndscape design)
Comercia2 and business studies: (including data processing, school administration,
accounting, business administration, economics, home economics, legal practice)
Engineering and technology: (including metallurgy, textiles, mine surveying, mining,
minerals, communication engineering, electronics)
Liberal studies: (including physical education, recreation, social work, geography,
asian studies, general studies, psychology, counselling, language studies)
Music: (including music (education) )
Para-medical: (including dietetics, environmental health, nutrition, nursing (education),
medical technology, occupational therapy, speech pathology and therapy, dental therapy)
Teacher educction: (including early childhood, pre-school, primary, secondary, special
education)
YOUR ADDITIONAL COMMENTS ON EDUCATION AEiD TRAINING ARE WELCOME
i

The ti;l.iversity of Sydney
Sydney NSW 2006
National Survey of Post-Secondary Teaching Staff, 1377
You will recall that we invited you to participate in the National S~rvey
of Post-Secondary Teaching Staff, 1977, now bein? conduc-Led for the
Committee of Inquiry into Education and T'rsinii:g, and that we sent a copy
of our questionnaire to you.
The response to date from staff in the universities, colleges of advanced
education and technical colleges has been excellent but it is important '
that we receive a completed questionnaire from all persons selected in the
sample.
At the time of writing this letter we had not yet received your reply an2
we are sendin5 yo3 rnother copy of our questionnaire in case you have
mislaid the original. We would very much appreciate it if you could
return the co!nplereZ questionnaire as soon as possible in the reply-paid
envelope provided. Should our letters have crossed in the mail, thazk
you for your reply and please ignore this remirider.
I can assure you that under the arrangements we have made with the
University ok Sydney Ssmple Survey Centre and with your educational
institution, your identity and individual answers will remain strictly
confidential.
Thank you for your cooperation.
Yours sincerely
Bruce Willians
Chairman
Conunittce of Inquiry into
Education and Training

APPENDIX 5 (continued)
National Survey of Post-Secondary
Teaching Staff, 1977
Survey Instruments - T.WE Sector

NATIONAL SUWEY OF POST-SECOIDARS
TEACtllNG STAPF, 1977
Host of the questions can be answered by placing a circlc around the nwnber
given opposite a questior.. For example, if you are a male you answer the
question as follms:
What is your sex? ...... m le ............ 0
female ............ 2
m y questions ask for your opinion - if the alternatives givcn do not
correspond to your viev, circle the number of the onswcr a!~jch is closest
to your opinion. The bracketed numbers are for Office Use only. Some
questions ask you to yivc details. Please write your cornments clearly in tht
space provided. Throuahout this questicnnairc the word college means
'Technical and Further Education College (TAFE) . If you do not wish to answez
a question, omit it ard go to the next.
l.(a)For how long have you been a member of the full-time
teaching staff of a TAr-E college? years ( 9-10)
(b)Hw long have you bscn on the full-time teaching
staff of your present college? years (11-12)
2. Please state the official classification of the
position you nor hald. Include orade or class
where applicable.
3. (a) Ir; ytur present appoirrtnent Yes.. .......... .l (14)
qennanen t?
NO .............. 2
(b)If KO, what is the term of
ycur appintmcnt? years (15-1.6)
The next two questions seek the STRFAu. and FIELD in which
you now teach. Definitions of 'stream of study' an2
'field of study' are given on the reverse side of the
wittee's covering letter.
You are askc6 to indicate, in the boxes yovided, the
ONE strean afio ONE field in vhjch you apply the greatest
number of normal duty hours.
Strean shculd relate to tne ievel of the course(s) you
teach.
Fiald should relate to the subject(s) you teach, not to
the course(s) in which rhe subjects are taught.
In question 4 (Stream) please insert. in the box the
appropriate single digit number.
e.g. 13) (Apprenticeship Trades)
In question 5 (Field) please inmert in the box the
appropricte two digit number.
e.g. 1051 (Engineer] ng)
4. Please indicate the stream of study which occupies
most of your teaching time within normal duty hours.
-
Stream of study:
1 (Professionall
2 (Para-professional)
3 (Apprenticeship Trades)
4 (Other Skilled)
5 (Preparatory)
6 (~dult Education)
Insert your Stream (17)
number here \ 0
5. Please indicate the fielf of stuZy which occupies
- most of your tedcning time vithin normal duty hours.
Field of study:
01 (Applied Science)
02 (Art and Design)
03 (Building)
04 (Susiness Studies)
05 (Engineering) (18-19)
06 (Rural a d Hsrticultural) in"czt 'Our
number here \ n
07 (Music)
08 (Paramedical)
09 (Irrdustrial Services not
elsewhere classified)
10 (Personal Services not
elsewhere classifid:
11 (General Studics)
6. Piease indicate below what degrees, di.planas or
certificates you hold.
Namt of degree,
diploma or year
certificate AwaraeZ Institution
Degree(s). (25; (21) ---(22) diploma ( G) and
certif icat+
(23) (24) (25)
Office Une Onlx om T) 4.52
1 Response I
Update
N h e r
7. Please list the 3 most recent positions you have held
full-time for a period greater than 6 months.
include your current position).
List of sectors for use in answer grid:
(DO nc:
A College (CAE, Teachers, D School teaching
Institute) E Industry or commerce
B University F Public Service
C Technical b Further
Education College (TAFE)
G Other
Dates Sector
(years only) (insert
From To
- - (29-30) letter) Grade or Rank
...........
3. Are you at present enrolled or Yes 1 (41)
studying for a higher degree, a
bachelor's degree, diploma or
certificate?
N".' '' '..*."..2
If YES, for what eegree, dipluna or certficate, and at
which institution?
(42-43) (44)
(degree or diploma) (institution)
9. Approximately how many books or articles related ro
your area of teaching have you published? (Co not
include reports of conferences or seminars).
Articles (45-46) Books (47-ut of class contact with individual students hrs(58-59)
larking students work (including exasinations)-hs(6C-GU
&signing new courses and preparing lessons,
laboratory classes, teaching aids ............. hrs(62-63)
-
:omittee work ................................ hrs(66-67)
Xeseorch and writing papers, books, etc..... .. -- hrs(68-69)
?ublic or community activities relavan.: to
xofesrional uork ............................. - hrs(70-74
)ther, not specified above
-
hrs ( 72-79
-

12. How interesting do you find each of the following
activities? Circle onc number on each line.
Fairly Very Extremely
Very Rather Inter- inter- inter-
boring dull esting estinq esting
Administraticn ....... 1 ...... 2. ..... 3. ..... 4... ... 5. ..... (74)
Committee work ....... 1 ...... 2......3......4......5...... (7';)
Teaching ............. 1 ...... 2.....;j......4......5...... (76)
Non-classroom contact
with individual
students ............. 1 ...... 2......3......4......5...... (17)
Research and writing.1 ...... 2 ...... 3......4......5...... (78)
13. Please indicate your agreement or disagreement with
the following opinions. Circle 1 if you agree
strongly with the statement and 5 if you disagree
strongly. Otherwise circle 2 or 4 to show that you
tend to agree or disagree and circle 3 only if it
is impossible to decide.
Strongly Strongly
Agree Disagree
Everyone who desires to 30 to
college should have the chance .... 1...2...3...4...5.....( 9)
Attendance at college is a
privilege not a right ............. 1 ... 2...3...4...5..... (10)
The proportion of part-time
teachers in TAFE colleges is
too high .......................... 1...2...3...4...5.....(11)
The State departments coordinating
technical and further education
are too heavily involved in the
affairs af individual colleges .... 1...2...3...4...5.....(12)
14. With regard to incoming students would you say their
literary and numerical abiiity has improved,
deteriorated or remained unchanged in recent years?
Literary ability Numerical ability
(13) (14)
Improved ................ l... .............. 1
Dateriorated ............ 2 ................. 2
Remained unchanged ...... 3 ................. 3
15. Do you feel that the expar.sion that has taken place
in post-secondary education over the past decade has
affected the average level of ability of students
admitted to your college in your subject?
It has lowered the averase level of ability of my
atudents very considerably in recent years .......... 1 (15
It has lowered the average level of my students
to some extent in recent years ...................... 2
It hasn't changed the average level of my students
appreciably ......................................... 3
The average level of my students has risen in
recent years. ....................................... 4
16. In your opinion, how important are the following
reasons for young people to enrol in a college?
Very Not at all
Important Important
(a)To get training for a job.. ...... 1. ..2.. .3., -4.. .5.. .. (16
(b)To get a basic general education.1 ... 2...3...4...5....(17
(dTo please parents ................ 1. .. 2. .. 3...4 ... 5 (
(d)To fill in time until the
student decides what to do ....... 1...2...3...4...5....(19
(e)To study in a field that really
interests the student ............ 1...2...3...4...5....(20
1 8
(f)NOW GO EACK AND LWDERLINE WHAT YOU FEEL IS T U MOST
IMPORTANT XASON FOR YOST STUDENTS. 0 (21
17. How cary or difficult do you think it will be for a
student to get a job suitable for his or her training
whcn tie or she finishes a course in your field of study
Very easy ................... 1 (32
Fairly easy. ................ 2
Difficult ................... 3
Very difficult.. ............ 4
Page 2
18. Listed hclow arc some coments students sometimes make.
To what cxteht do you agrcc or disagrce with these
comments, in terns of the coursr?(s) you teach?
Strongly Strongly
Agree Disdqrcc
(a)General work pressure is too great .. 1...2...3...4...5...(23)
(b)There is not enough time for
private study ....................... 1...2...3...4...5...(24)
(c)There are too many hours in class ... 1...2...3...4...5...(25)
td)The:e is too much emphasis on
narrow vocational training .......... 1...2...3...4...5...(26)
(e)Course demands too much mechanical
learninq and not much individual
thinking ............................ 1...2...3...4...5...(27)
(£)Too mucl: like secondary school.. .... l...2 ... 3. .. 4...5. ..(28)
(g)Courses are'not relevant to careers.1 ... 2...3...4...5...(29)
10. In your experience how important is each of the foilowing
possibilities for a student's giving up a course?
Very Not at all
Important Impor rant
[aIInterference with study by
social life ....................... 1...2...3...4...5.....(30)
(b)Unfriendly atmosphere ............. 1...2. .. 3...4...5.....(31.)
(c)Course contents not what was
expected ........................... 1. .. 2...3...4...5.....02)
(d)Loss of financial support ......... 1...2...3...4...5.....(33)
(e)Failure in course work ............ 1 ... 2...3 ... 4...5..... (34)
(£)Decreasing job opportw~itica i
relevant to course ................ 1 ... 2...3...4...5..... (35)
(g)Too many distractions, such as
parties, callers, -oise, friends,
family, T.V ....................... 1...2...3...4...5.....(36)
(h)Not measuring up to student's own
standards of achievement .......... 1 ... 2...3...4...5 ..... (33
(i)Desire to do something more
useful in society ................. 1...2...3...4...5..--.(38)
(j)Discovery of new interest in
another field of study ............ l...2 ... 3...4...5.....(3%
(k)Course was boring ................. 1...2...3...4...5.....(40)
(1)Family responsibilities ........... 1...2...3...4...5.....(41)
(rn)Other, please state
(42) 1...2...3...4...5.....(43)
20. Would you say your college TOO large.. ........ 1 (44
is too large, too small or ~ o small.... o ...... 2
about right?
About right ........ 3
21. Think of a teacher at your college, perhaps in your
department or teaching area, who is neither the best nor
the worst in your experience. Indicate whether you agree
or disagree with the following statements about him/her
by circling the appropriate numSer opposite each item.
Strongly Strongly
Agree Disaqree
(a)Inspires confidence in hidher
knowledge of the subject.. ........ .l.. .2.. .3.. .4.. .5.. .. (45)
(b)Explains things ciearly at the
student's level .................... 1...2...3...4...5....(46)
(c)Has motivated the student to do
his or her best work ............... 1...2...3...4...5....(47)
(d)Displays enthusiasm for the
subject matter ..................... 1...2...3...4...5.... (49)
(e)Always carefully marks written
work (assignments, cxams, etc.) ... .I.. .2.. .3.. .4.. .5.. .. (49)
(f)Plays a major role in the
student's career plans.. ......... ..I.. .2.. .3.. .4.. .5.. .. (So)
(g)Plays a major role in tte
student's personal development ..... 1...2...3...4...5....(51)

- ---- -
2. you agree or disagree thrt co:l-:c,e cSucaticn
muld be improved if:
Agree Disagree 2
.)grading were ahlishsd..............l......I... ... 3 (52)
b)teachsre had more contact with the
mrk place .......................... 1. 2 3 (53)
..... ......
teachers were to avail
th.msalves of courses in teacher
training ... k................. ....... 1 ...... 2...... 3 (54)
-
3. In the last 10 years the proportion of young
people in the 17-22 years age group entering the
universities and colleges in Australia has doubled,
and is now expected to remain fairly steady. In
respect of ezch post-secondary sector, do you think
the nuubers of stuaents in the next decade should
be.. .
doublc tine present level? ........ 1....1.....1
increasad by about 50 per cent? .. 2. ... 2... ..2
increased by about 25 per cent?..3. ... 3.. ... 3
held at about the present levc17.4 .... 4.....4
decreased?. ...................... 5....5.....5
4. Do you think that the number of new places in
colleges in your subject should be expanded in
the next decade?
NO. ...................................... 1 (58)
Yes, but under 25 per cent................2
Yes, between 25 per cent and 75 per cent..)
Yes, over 75 -per cent ..................... 4
-
5. Should the no-ma1 standards of a&.ission at your
collcge be relaxed, tightened or left as they
are for,
Left as
Relaxed Tighte:.ed they are
alllature-aae students ........... 1 ....... 2.......3.. ... (59)
b: Members of di~ldvantaged
Groups, e.g. poor;
handicapped ................... 1.......2.......3.....(60)
c)All other students. ........... l... .... 2.. ..... 3 ..... (61)
6. Under the existing regulations it is often difficult
for students to transfer studies interstate from
one TAFE college to amther, or betveen TAFE
- colleges and Colle~es of Advanced Education, without
significant loss of czedit for work done. In
general, do you think this situation should be
eased, left unchanged or tightened?
between from TAFE from CAEs
TAFE colleges to TAFE
colleges to CPEs colleqes
(62) (63) (64)
(blleft unchanged ...... 2. ......... 2..... ... 2
(c)tightened ........... 3 .......... 3........ 3
7. If you answered (a) t o any part c: Q26 above, do
you have any su?gestions about hov the situation
could be eased?
8. We would like you to compare U:~j.versir.i.-s iU),
Colleges of Advanced Eiuzation (C; and Technical
Colleges (TI. On each of the follcw?ng scale*
place T where you feel the Tcck~ical

32. Do you anticipate that you vill pa appiying for any
position outside your college in the next three,
six or nine years?
Definitely Yes....,...............l......l......l
Probably Yas......................2......2......2
Uncertain.........................3......3......3
Probably not......................4......4......4
Definitely not....................5......5......5
3 yrs 6 yrs 9 yrs
(26) (27) (28)
33. Would you support carly retirement or halfretirement
schemes if adequate superannuation
arrangements vere made?
Yes
-
early retirement........l.... .. 2...(29)
half-retirement ......... 1......2...(30)
34. In genezal how satisfied very satisfied.....l (31)
are you with your job?
satisfied..........2
-
dissatisfied.......3
very dissatisfied..4
35. If you were to seek another position elsewhere,
what importance vould you attach to the following:
some-
Very what
impor- impor- Not
Essential tant tant important
(a)Permanent posting ...... 1......2......3......4.......(32)
(b)Good oqui-nt ......... 1......2......3......4.......(33)
(c)Libraries .............. 1......2......3......4.......(34)
(d)Opportunities to teach.1.. .... 2.... .. 3... ... 4 . ... (35)
(@)mod colleagues 1......2......3......4.......(36)
........
(f)Chance for promotion ... 1. ..... 2......3......4.......(37)
(g)A change in g8ographical
location (e.g. to
another city or
country area) 1.......2.....3......4.......(38)
..........
36. TAFE colleges throughout Australia have a strong
orientation to evening classes.
1. Do you find this (a) beneficial or (bl disruptive
in your personal life?
Vary Somevhat A little Not at a11
... .....
.....
(8)Beneficial 1.. 2.. 3........4..--.(39)
(b)Disruptive ... 1. ..... 2...... .. 3........4.....(40)
2. Do you find this (a) beneficial or (b) disruptive
in your professional life as a teacher?
Very Somevhat A little Not at all
(a)Benmficial...l. ...... 2.......3........4.....(4U
(b)Disruptiva ... 1.......2.......3........4.....(42)
37. If you vere offered a position in another college
(TAFE or W), a university, industry, or the public
-service, would you consider accepting it at the
mme salar , or at a salary higher or than at
present? :lease tick (4) each box which applies to
you - you may tick more than one per line.
any of these, please
Would consider accepting
appointment at:
Another technical college
higher lover
Z salary salary
0 (44) 1 (45) 0 (46)
A College of Advanced
Education................. n(47)
. A univermity....... ........ =(SO)
Industry ................... D(53)
o(48) C) (49)
O(51) 0 (52)
n(54) 1 ((55)
public service............. [7(56) 0 c s n 0 (58)
Cinally, w would like to ask several quastions to be
used in the cross classification of results.
Page 4
I. .fiat is the educational and occupational background of
your parcats?
Highest educational
qualification Hain occupation
).(a)What was the country of your birth and where did you
take your first degree, diploma or certificate?
Australia........ ................ 1 .1
United States, Canada............3............3
Other English Language country ... 4............4
EurO ............................. 5............5
Degree, Diploma
Other... ......................... 7............7
(b)If born overseas how many years have you lived in
Australia? (67-68
1. *at is your age n w? mars (63-70
1. What is your sex? mle................l (71
fsnule................2
llould you like to pake any aug5estions or comment; .bout
sducation and training? (You may use the back of the
:camittee's letter for this as vell if you wish).
Thcmk you for' your kind arsietcmcr

' Covering Letter ---- - Wave 1
Dear Colleague,
National Survey of Post-Secondary Teaching Staff, 1977
The University of Sydney
Sydney NSW 2006
The Committee of Inquiry into Education and Training has been set up to advise the
commonwealth Government on possible developments in post-secondary education between
now and Lhe year 2000, and the relationship between the labour market and the
education system. This means that much information must be gathered from the
students and staff of schools, colleges and universities as well as from the
general public, indastry and commerce.
Acc~rdingly, we have decided to conduct a number of surveys to provide the information
needed by the Conmittee. This survey, in which we are asking you to participate, is
being carried out on our behalf by the University of Sydney Sample Survey Centre, and
it will cover a sample of teaching staff in all sectors of post-secondary education
in Australia - the Universities, Colleges of Advanced Education, and Technical and
Further Education Colleges. It complements a sample survey of post-secondary students
in which we have asked a number of similar questions about issues cormon to students
and staff. This is a uniqze research undertaking in Australian higher education am3
after the Cornnittee has reported next year, the data we collect will be made available
in 3n anon:nr.ous form to other scholars and students of higher education.
The survoy seeks your views about the e3ucation of students, your experience and role
as a ycst-secondary teacher, your feelings about the present post-secondary education
structure, and prospects for the fut.ure. You have been included in the sample as z
result of a random selection process in which full-time technical educatioa teaching
staff have been siven an equal chance of selection.
Your help is very important. The accuracy of the survey is largely dependent upon
your willingness to answer the questions and we believe the importance of the survey
will justify the time you give to it.
We are aware that a survey of this kind has its limitations. But a questionnaire
which is carefully designed can make a considerable contribution to ocr knowledge.
To this end we have consulted a wide range of educational and survey resezrchers as
well as representative staff associations.
Most importantly, we assure you that your answers will be held in the strictest
confidence. We are interested only in the total distribution of responses and in
statistical. relationships, and under no circumstances will we report responses on an
individ1:a.l basis. We have split the organization of the survey between the State
asthority responsible for tecnl?ical education and the Sample Survey Centre in such
a way that the identifying nunber on the questionnaire, which is needed for survey
management purposes, can not be linked to your name by the Centre, which aJone will
see the completed response.
We hope that you,will find the questionnaire interesting to answer, and that you wili
complete and return it to us in the reply paid envelcpe while you have it at hand.
We will welcome any comments you make. Please feel free to make these on the back
of this letter and return it with ycur completed questionnaire.
Thank you for ycui- coop?ration.
2ours sincerely,
Bruce Williams
Chai.rman
Conunittee of Inquiry into
c chic at ion and Trainina
4'. 56

Covering Letter - Wave 1 - Reverse side
For your guidance in answering Questions 4 and 5 - Some examples of course streams and fields of study.
Stream of Study
Stream I (Professional) - Courses which lead to professional status (including teacher education) or which enable
professionals to up-date their technology or to specialise.
Strecfl 2 (Para-~rofestlicfza~) - Courses provided for those preparing to enter or progress within middle-level or
technician occupations. Includes a wide ranqe of 'certificate' courses and some 'special' courses which are
similar in complexity and purpose. Includes also short courses designed to enable para-professionals to up-date
their technoloqy and to specialise.
Strem 3 (Apprenticeship Trades) - Apprenticeship, pre-apprenticeship and pre-employment courses in apprenticeable
trades; post-trade and other courses for advanced skills of a non-technician nature.
Strean; 4 (Other SkiZZed) - All other skilled trade and vocational courses relevant to basic principles, skills or
knowledge but which are not included in Stream 3. Includes short training courses in additional on-the-job ski1
Stream 5 (Preparatory) - All courses which can be broadly described as preparatory (matriculation and diploma entran,
courses), remedial (Mathematics, English for migrants, etc.) and courses with vocational orientation not classif
elsewhere.
Stream 6 (Adult Education) - A11 courses in home handicrafts, hobbies, self-expression and cultural appreciation,
including language courses.
Field of Study
Field 1 (,lpplied Science) - Iricludes physics, chemistry, chemical technology, ecology and life sciences, meteorology
mathematics, materials technologies and laboratory services.
Field 2 (Art and Design) - Includes fine and graphic arts; architecture and town planning; materials and media studic
(art metalwork, gold and silver smithing, etc.); broadcasting, film making and photographic technology.
Field 3 (Building) - Includes building construction technologies; ,carpentry and woodwork and timber technolocry;
furniture and furnishings; plumbing, water supply and sewerage courses.
Field 4 (Business Stud-iesl - Includes accounting, banking and. financial studies, data processing; manaqement and
supervision, marketing and sales, secretarial services and other business studies.
.I
Field 5 (Engineering) - Includes air &onditioning; automotive technology; aircraft technology; civil and structural
drafting; communication technology; civil engineering; electrical and electronic enqineering and drafting; foundr
engineering and practice; hydraulic and pneumatic systems and enqineering; instrument enqineerinq and making;
mechanical engineering and drafting, etc.; mining technoloqy; marine technology and shipbuilding; non-ferrous met
technologies; production engineering; plant operation; refrigeration trades, surveying; and motor body building
and design.
Field 6 (Rmal and Horticulture) - Includes agriculture, farm manaqement and sheep and wool studies; horticulture an2
soil sciences; fisheries, wild life and veterinary services.
Field 7 IMus

Dear Colleague,
The University of Sydney
Sydney NSW 2006
National Survey of Post-Sncondary Teaching Staff, 1977
You wili recall that we invited you to participate in the Netional Survey
of Post-Secondary Teaching Staff, 1977, now bei.ng conducted for the
Committee of Inquiry into Education and Training, and that we sent a copy
of our questionnaire to you.
The response to date from staff in the universities, colleges of ac:vanced
education and technical colleges has been excellent but it is important :
that we receive a completed questionnaire from all persons selected in the
sample.
At the time of writing this letter we had not yet received your reply and
we &re sending you another copy of our questionnaire in case you nave
mislaid the original. tie would very much appreciate it if yau could
return the completed questionnaire as soon as possible in the reply-paid
envelope provided. Should oilr letters have crossed in tne mail, thank
you fcr your reply and please ignore this reminder.
I can assure you that under the arrangements we have made with the
University of Sydney Sample Survey Centre and with your educations1
institution, your identity and individual answers wiJ.1 rernai!: strictly
.con£ idential.
Thank you for your cooperation,
Yours sincerely
Bruce Williams
Chairma!)
Committee of Inq~iry into
Education ai~d Training

CONTENTS
Introduction to the Supplementary Codebooks
Supplements to the LIST FILEINFO Codebooks
Natlonal Educational Survey
Natlonal Survey of Post-Secondary
Teachlng Staff, 1977
Llst A Locations
Llst B School Leavlng Certlflcates
Llst C Tertlary Quallflcatlons
Llst D Occupations
Llst E Instltutlons
Llst F Courses - F~elds of Study
Page
11

1. INTRODUCTION TO THE SUPPLEMENTARY CODEBOOKS

The LIST FILEINEO codebooks for the Natlonal Educational Survey, 1977
(student survey) and the Natlonal Survey of Post Secondary Teachlng Staff,
1977 (staff surveys) were computer wrltten uslng the LIST FILEINFO optlon
avallable under SPSS. Thls optlon reproduces the data-deflnltlon descriptors
In the SPSS flle whlch lnclude varlable names and labels, and value labels
for each varlable.
For some varlables the value labels completely deflne the codmg frame used,
for others the LIST FILEINFO codebook provldes only a partlal deflnltlon
Incomplete deflnltlon in some cases is caused only by conventions and
constraints on vanable and value labels in SPSS Thls is particularly the
case for open-ended questions e.g. Q40FFD1 - the effect of flnanclal factors
on career development (student survey) where the LIST FILEINFO value labels
are too abbreviated to be used by others
In other cases varlables requlred lntermedlate classlflcatlon steps between
the respondent's nomlnatlon on the questlonnalre and the codes appearmg in
the LIST FILEINFO e.g. Q7TYPE - type of tertlary quallflcatlon held (student
survey) .
Sectlon 2 completes the deflnltlon of those varlables whlch are only
partially deflned in the LIST FILEINEO codebooks. As these supplements are
deslgned for use in conjunction wlth the Technical Report thelr format 1s
slmllar to that produced by the SPSS LIST FILEINEO optlon.
Sectlons 3-8 (Llsts A-F) descrlbe the lntermedlate codebooks currently avallable,
and outllne posslble modlflcatlons of these codebooks to meet varylng user
needs.

2 SUPPLEMENTS TO THE LIST FILEINFO CODEBOOKS

NATIONAL EDUCATIOIQL SURVEY, 1977 - ALL STUDENTS
REL
POS
14
17
20
23
24
25
28
29
34
35
36
VARIABLE
NAME
Q3CTOWN
Q3DDTAIL
Q3FCOURS
Q4DETAIL
QSDETAIL
Q5DETAMI
Q7TYPE
Q7INSTIT
Q9AINSTA
Q9AINSTB
Q9BMCNA
VARIABLE LABEL
LEAVE 2NDRY - TOWN
See Llst A - Locations
LEAVE ZNDRY - DETAILS OF CERTIFICATE
See Llst B - School Leavlng Certlflcates
FINAL YR 2NDRY - AREA OF SPECIALISATION
If 'Yes, speclallslng' 1s clrcled, refer to table and code
to left of col (22)
3. Sclence Sclence - Physlcs, Chemistry. Blology,
Geology
Maths
Agriculture
4. Soclal Studles Soclal Studles/Geography/Econormcs/
General Studles
5. Humanltles Anclent or Modern Hlstory/Art/Muslc/Englssh
6. Commerc~al Bookkeeplng/Accountlng/Typing/Stenography
7. Languages. Chlnese, Greek, French, etc
8. Technical Industrial Arts/Woodwork/Metalwork, etc.
If one subject only mentloned, code as group headlng If two
subjects in different groups, cross out 1 and re-code as
mxed to 2 If three subjects mentloned and two flt in one
group, code to that group.
LEAVE 2NDRY - PLANNED QUALIFICATIONS
See Llst C - Tertlary Quallf~catlons
LEAVE ZNDRY - SPECIFIC CAREER, JOB IDEA
See Llst D - Occupations
LEAVE 2NDRY - SPECIFIC CAREER, JOB IDEA
Re-code of varlable QSDETAIL by uslng the flrst of the
2 dlglts from the orlglnal vanable (See Lrst D).
3RY QUALIF - TYPE HELD
See ~ 1st C
3RY QUALIF - INSTITUTION
PRESENT COURSE - INSTITUTION
LAST COURSE - INSTITUTION
See Llst E - Instltutlons
PRESENT COURSE - MCATION

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL
POS
37
38
40
4 1
51
52
53
7 1
108
VARIABLE
NAME
Q9BLOCNB
Q9CCORSA
Q9CCORSB
Q9EQUAlA
Q9EQUALB
QlOAOCCN
QlOAOCMl
QlOBLOCN
QllLOTHR
Q18DPO
VARIABLE LABEL
LAST COURSE - LOCATION
See Llst A - Locatlons
PRESENT COURSE - FIELD
LAST COURSE - FIELD
See Llst F - Courses Flelds of Study
PRESENT COURSE - QUALIFICATION
LAST COURSE - QUALIFICATION
See Llst C - Tertlary Quallflcatlons
CURRENT OCCUPATION
See Llst D - Occupatlons
CURRENT OCCUPATION
Re-code of varlable QlOAOCCN by usmg the flrst of the
2 dlglts from the orlglnal varlable. (See llst D).
CURRENT EMPLOYMENT LOCATION
See Llst A - Locatlons
CHANGE STUDY - OTHER REASONS
Cross off any clrcled here and re-code as follows.
1. Discovery of new Interest in work or llfe experience
generally
2. Personal problems, e.g depression, tensions, cultural
alrenatlon and Illness
3. Personality clash or lack of cooperatmn wlth staff
4. Negatlve attltude to course or study generally, e.g
boredom, general drsmterest
5. Negatlve qualltles of course, e.g. drsorganlsed, poor
acadenuc standard, poor facllltles
6. Workload too heavy, lncludes not enough tlme
7 Job and/or other conunltments dldn't flt in wlth course
8. Practical contlngencles, e g dlstance and/or cost of
travel, moved interstate, etc.
9. Hates clty llfe
10. Dld not have sufflclent grounding in relevant sublects
11. Newbetter course became avallable, or was able to get
Into flrst preference
12. Next course ln sequence was not avallable
RETRAINING - PREVIOUS OCCUPATION
See Llst D - Occupatlons

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL
POS
109
110
111
112
113
114
122
12 3
124
VARIABLE
NAME
Ql8DPOMl
QlBDEO
QlBDEOMl
Q191STPF
Q19INPREF
Q19RDNEP
VARIABLE LABEL
RETRAINING - PREVIOUS OCCUPATION
Re-code of varlable QlBDPO by uslng the flrst of the
2 dlglts from the orlglnal varlable. (See llst D).
RETRAINING - EXPECTED OCCUPATION
See llst D - Occupatlons
RETRAINING - EXPECTED OCCUPATION
Re-code of the varlable Q18DEO by uslng the flrst of the
2 dlglts from the origlnal varlable. (See hst D)
1ST PREFERENCE - WANTED COURSE
See Llst F - Courses Flelds of Study
1ST PREFERENCE - WANTED INSTITUTION
See Llst E - Instltutlons
1ST PREFERENCE - REASON DID NOT ENROL
1. Aggregate or marks not hlgh enough
2. Dld not obtaln entrance/not accepted
3. Lack of flnance influenced declslon
4. Not enough lob opportunltles/advlsed not to
speclallse in narrow fleld
5. Acceptance arrlved too late
6. No external/part-tlme course available
7. Employer dld not glve chance to enrol In course
of flrst preferencehad to do course as part
of lob
8. Quota restricted entry
9. Changed preference
10. Dld enter 1st cholce, but farled
11. Declded to do course to get lob or Improve lob
12. Too dlfflcult to do course due to lecture tlmes, etc.
13. Parents/frlends advlsed agalnst 1st cholce
14. Sexlst ~nfluence, e g. no glrls allowed on course
15. Other
16. Irrelevant reason
Q26JOBPR AFTER FORMAL EDN - PREFERRED OCCUPATION
See Llst D - Occupatlons
Q26JOBMl AFTER FORMAL EDN - PREFERRED OCCUPATION
Re-code of varlable Q26JOBPR by uslng the flrst of the
2 dlglts from the orlglnal varlable. (See llst D)
Q27JOBEX AFTER FORMAL EDN - EXPECTED OCCUPATION
See Llst D - Occupatlons

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
RE L
POS
VARIABLE
NAME VARIABLE LABEL
AETER FORMAL EDN - EXPECTED OCCUPATION
Re-code of varlable Q27JOBEX by uslng the flrst of the
2 dlglts from the orlglnal varlable (See Llst D)
CAWER RESTRICTED DUE SCHOOL - DETAILS
1. Subjects or levels were not available (e.g small
school, timetable clashes, etc
2 Took wrong fleld of study at school/forced lnto wrong
f~eld (e g Sclence mstead of Arts)
3. Subjects or levels taken dld not glve hlgh enough
mark for entry to tertlary educatlon
4. Dldn't know or wasn't lnformed of sub~ects or levels
needed for further tertlary studles (e g. bad
counselling)
5. Dldn't know course or career wanted to follow at tlme
of sublect cholce, so made wrong cholce
6. Subjects or levels taken narrowed area of employment
or area of course wanted
7. Lack of subjects or level taken restricted later
cholce (e g tech draw~ng needed for englneerlng,
etc )
8. Secondary educatlon too general
9. Other
10 Restricted by subjects taken, but qulte happy wlth
present course
11 Irrelevant reason
12 Secondary educatlon too narrow (includes sexlst
influence)
14. Answer lnsuffrclent to code
FATHER'S OCCUPATION
See Llst D - Occupatlons
FATHER'S OCCUPATION
Re-code of varlable Q310CCNF by uslng the frrst of the
2 dlglts from the orlglnal varlable (See llst D).
MOTHER'S OCCUPATION
See Llst D - Occupatlons
MOTHER'S OCCUPATION
Re-code of varlable Q310CCNM by uslng the frrst of the
2 dlglts from the orlglnal varlable. (See llst D).
HIGHEST QUALIFICATION WISH TO ACQUIRE
See Llst C - Tertlary Quallflcatlons

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL
POS
169
to
17 3
174
to
178
VARIABLE
NAME
Q40FFD1
to
Q40FFD5
Q41CET1
to
Q41CET5
VARIABLE LABEL
EFFECT FINANCIAL ON CAREER DEVELOPMENT - 1 to 5
TEAS related responses
1. TEAS lndlspenslble (e g couldn't have done course
wlthout it)
2. TEAS madequate (e g. TEAS should be increased -
various reasons)
3. TEAS restrlctlve (e.g. unable to buy necessary books
due to lack of money, lnablllty of parents to help
further, means tested, should be avallable to
part-tlme students)
Dependence on other money sources
4. Parental support essential
5. Allowances should be scrapped, or made harder, parents
should support chlldren untll worklng full-tlme (e.g
educatzon 1s parents' responslblllty, not government's)
6 Other money sources lndlspenslble (e.g such sources as
P/T jobs, cadetshlps)
7. Would llke to be able to supplement lncome ln some
other way (e g. P/T job)
Impact of lack of money sources
8. Has caused temporary cessatlon/postponement of study
9. Has caused permanent cessatlon of study
10. Is contemplating elther temporary or permanent
cessatlon of study
11. Dlsruptlve (e.g. the need to work, flnanclal need,
reduced tlme avallable for study, part-tlme work
has affected soclal llfe or course taken)
- Other
12. Concessions for travel, etc. should be avallable to
P/T students
13. Flnance lmportant but reason not speclfled, or
causes hardshlp
14. Undertaking education for flnanclal reward (e.g. to
get a better job)
15. Everything O.K. Personal flnanclal factors not
Important, or TEAS adequate
16. Other N E.C.
17. Irrelevant
COMMENTS ON EDUCATION AND TRAINING - 1 to 5
Courses
Job and world orlentatlon of course, lncludlng manpower
plannlng
1. Unrelated
2. Too vocational
Practical content
3 NO^ enough
4. Too much

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL VARIABLE
POS NAME VARIABLE LABEL
Theoretical content
5 Not enough
6 Too much
7 Should be more emphasls on l~teracy/numeracy/bas~c skllls
Temporal aspect
8. Course too long
9 Course too short
Guldance/Counselllng needed (secondary school frequently
mentioned)
10. About vocational aspects
11 About study techniques and courses
12. Work load too heavy
Education Structure
Openness
13. Not enough
14 Too much
15. Not enough
16. Too much
Entry crlterla/selectlvlty
17. Too dlfflcult
18 Too easy
19. Inapproprlate, generally unsatisfactory
20. Not enough relevance to personal development
21. Status of unlversltles/CAEs/TAFE5 not hlgh enough,
not enough fundlng, some dlsadvantaged
22 Secondary/Post-secondary mterface, e.g recommends
lntermlsslon year, secondary education madequate
23. Reject whole system
24. Happy wlth system
-
Student Related
25. Concern for mature age students
26. Concern for women students, e.g. chlld care,
dlscrlmlnatlon
27. Concern for dlsadvantaged, e.g. handicapped,
part-tune students, ethnlc groups
28. Adequate
29 Inadequate
Teachrng Staff
30 Dlssatlsfactlon wlth teachlng ablllty, teachlng
methods, educational admlnlstratlon and course
teachlng generally

NATIONAL EDUCATIONAL SURVEY, 1977 - ALL STUDENTS
REL VARIABLE
POS NAME VARIABLE LABEL
Labour Market
31. Employers and soclety put too much emphasls on
certlflcates
32 Bnployment prospects causlng worry
- Other
33. Constructlve comment
34. Negatlve comment

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
REL
SECTOR POS
UNI 7
8
9
10
CAE 7
8
9
10
VARIABLE
NAME VARIABLE LABEL
FIELDS OF TEACHING
2.8
The questions on fleld of teachmg were pre-coded in each of
the three staff questlonnalres. These codes correspond to those
used for Courses Flelds of Study in the Natlonal Educational
Survey of students For a descrlptlon of these codes and thelr
source see Llst E - Courses Flelds of Study
The orlglnal varlables were suppressed to malntaln the anonymity
of respondents Redefined varlables were created by grouplng
the orlgmal categories
Q2AOTFLD VARIABLE SUPPRESSED
Q2AOTFMl OTHER MAIN FIELD OF TEACHING
Q2BFIELD VARIABLE SUPPRESSED
Q2BFLDMl WHAT IS YOUR MAIN FIELD OF TEACHING
Orlqlnal
Recodes codes
-
1. Archrtecture, bulldmg, Engmeerlng, 1,6
technology
2 Medlclne, Dentlstry, Veterlnary Sclence 10,3,13
3. Economics, commerce, government, Soclal 4,12
and Behavloural Sclences
4. Education, Law. Flne Arts. Humanltles, 5,9,7,8,
Other 14
5 Natural Sclence, Agrlculture, forestry 11.2
Q2BFIELD VARIABLE SUPPRESSED
QZBFLDMl WHAT IS YOUR MAIN FIELD OF TEACHING
QZAOTFLD VARIABLE SUPPRESSED
Q2AOTFM1 OTHER MAIN FIELD OF TEACHING
Recodes
1. Agrlculture, Applled Sclences,
Para-medlcal
2. Art and Desrgn, Muslc, Other
3. Bulldlng, Surveymg and Archltecture,
Englneerlng and Technology
4. Commercial and Buslness Studles
5. Llberal Studles
6. Teacher Educatlon
Orlgmal
codes
--
1,2.9

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
SECTOR
TAFE
UNI
CAE
TAFE
UNI
CAE
TAFE
UNI
CAE
TAFE
UNI
CAE
UNI
CAE
UNI
CAE
REL
POS
13
14
20
20
15
2 3
2 3
18
26
26
2 1
29
29
3 2
3 2
35
35
VARIABLE
NAME VARIABLE LABEL
Q5 VARIABLE SUPPRESSED
Q5N2 WHAT IS YOUR YAIN TEACHING FIELD OF STUD
Recodes
1 kt and Design, Muslc, Personal
Servlces n e c., General Studies
2 Englneerlng, Industrial Servlces n e.c
3 Bulldlng
4 Business Studles
5. Applled Sclence, Rural and
Horticultural, Para-medlcal
Orlginal
codes
-
TERTIARY QUALIFICATIONS
See List C for the following variables common to all 3 Instruments
(hlgher degrees were not separated from 1st degrees in the
TAFE ~nstrument)
Q6ADEGNA) 1ST DEGREE, DIPLOMA OR CERTIF NOW HELD
)
Q6ADEGNA)
)
Q6ADEGNA)
Q6ADEGNB) 2ND DEGREE, DIPLOMA OR CERTIF NOW HELD
)
Q6ADEGNB)
)
Q6ADEGNB)
Q6ADEGNC) 3RD DEGREE, DIPLOMA OR CERTIF NOW HELD
1
Q6ADEGNC)
)
Q6ADEGNC)
Q6AHDEGA) 1ST HGHR DEG, POSTGRAD DIP OR PROF QUAL
1
-
Q6AHDEGA)
Q6AHDEGB) 2ND HGHR DEG, POSTGRAD DIP OR PROF QUAL
)
Q6AHDEGC) 3RD HGHR DEG, POSTGRAD DIP OR PROF QUAL
1

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
REL VARIABLE
SECTOR POS NAME VARIABLE LABEL
UNI 48 QBBDEGRE) DEGREE OR DIPLOMA NOW STUDYING FOR
I
CAE 48 Q8BDEGRE)
I
TAFE 34 QBBDEGRE)
WI
CAE
TAPE
WI
CRE
TAFE
UNI
CAE
TAFE
mi1
CAE
UNI
CAE
UNI
CAE
UNI
CAE
TAFE
Q8CINSTN)
)
QBCINSTN)
)
QBCINSTN)
INSTITUTIONS
See Llst E
INST 1ST DEGREE, DIPLOMA OR CERT OBTAINED
INST 2ND DEGREE, DIPLOMA OR CERT OBTAINED
INST 3RD DEGREE, DIPLOMA OR CERT OBTAINED
INST 1ST HR DEG, PGRAD DIP, PROF QUAL OBTN
INST 2ND HR DEG, PGRAD DIP, PROF QUAL OBTN
INST 3RD HR DEG, PGRAD DIP, PROF QUAL OBTN
The followmg varlables were suppressed and the nel
varlables created by recodmg the categories i n
Lrst E to sector groupings
VARIABLE SUPPRESSED

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
RE L
SECTOR POS
UNI 50
CAE 50
TAFE 36
UNI 123
CAE 121
TAFE 91
VARIABLE
NAME VARIABLE LABEL
INSTITUTIOIi WHERE NOW ENROLLED
Recodes
1. Unlverslty
2. CAE
3. TAFE
4. Other
RSN CRS GIVN UP - OTHER RE?.SONS
Orlglnal
codes
-
Domestlc or personal problems, e.g.
depression, cultural allenatLon or
lllness
Inablllty to cope, lack of self-confidence,
munaturlty, psychologically prone to
f allure
Lack of motrvatlon/sense of purpose,
unclear objectives
Workload too heavy/course too dlff~cult
Negatlve qualltles of course/dlfflcultles
wlth or poor staff and/or resources
Practical contlngencles, e.g. dlstance
and/or cost of travel, moved interstate, etc.
Flnanclal reasons, e.g. hardshlp due to lack
of funds
Job and/or other comtments don't flt in
wlth course, unsulted to course*
Lazlness
Other
*Includes, particularly in TAFE sector: employer
gong out of basmess, loss of lob, lack of
employer support, unable to contmue apprentlceshlp
as tled to job and lob termrnated.
UNI 149 Q30SUGGN) ANY SUGGESTIONS, HOW SITUATION EASED
)
CAE 150 Q30 1
)
TAEE 114 Q27 1
A.
B.
Ticked 'eased' but offered no suggestions
More sympathetic evaluation of and/or credlt
for, courses taken, and more flexlblllty
on pre-requlsltes
Indlvldual cases to be judged on merlt, takmg
Into conslderat~on standards of other
instltutlons

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
REL VARIABLE
SECTOR POS NAME VARIABLE LABEL
D. Standardlse credlts/courses, devlse common
quallflcation system
E More co-operation and co-ordlnatlon between
lnstltutlons and staff
F Make 1st year sublects slmllarenough for
transfer credlt
G. Tertiary/Adrmsslon Board/Commlttee to
adrmnlster credlt rssues
H. Credlt for courses passed, plus exam
I. Other
UNI 168 Q33BWYA REASON - AMALGAMATING LJNIS .t CAES
CAE 169 Q33B REASON - AMALGAMATING CAES + UNIS
TAFE 132 Q30B REASON - AMALGAMATING TAFE + CAES
Approve
2 12
A Practical necessity, more efflclent/economy
of teachers and resources ->
B Too many CAEs, all wlth separate adnunlstratlons
C. Would achleve better balance, break down
dlstlnctions
D. If each had speclallsed courses, provrded
standards protected
E. Too many post-secondary instltutlons in
Australla
F. Useful lnteractlon or general approval
J. Other
Disapprove
K. Alms and needs dlffer, all have dlstlnct roles
to play, better served by belng separate
L. Differences in standards and quallflcatlons
M. Lower standard of acadermc staff in CAEs/TAEEs,
problems of staff mlxtures
N. Dlfflcult to adrnlnlster
0. Tradltlons or unlque nature of instltutron'
would be dlluted or lost
P. CAE courses not of Unl standard/leads to
lowermg of Unl standard/course work dlfferent
Q. CAEs should remaln vocational, serve dlfferent
needs of community
R. Unlversltles/CAEs already too large, or
amalgamated body would be too large, varlous
reasons
S. Amalgamatlon would be for flnanclal (or
polltical) reasons and mst~tutlons* would
suffer
T. General comment indlcatlng satlsfactlon wlth
own instltutlon* type and/or crltlclsm of
other lnstltutlons

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
SECTOR
UNI
CAE
TRFE
UNI
CAE
TAFE
UN I
CAE
TAEE
UNI
CAE
TAEE
REL
POS
208
209
176
211
212
178
209
210
177
212
213
18C
VARIABLE
NAME
QQOAFEDU)
)
Q40AFEDU)
1
Q38AFEDU)
Q40BMEDU)
)
Q40BMEDU)
)
Q38BMEDU)
Q4OC?KC)
1
QZOC?OCC)
1
Q38POCC)
QGOD'.'XC)
)
Q4OD"XC)
)
G33D''3CC)
VARIABLE LABEL
W Other
Y. Nelther - varlous comments, or Elther -
depend~ng on circumstances
*Instltbtlon In each case means the lnstltutlon
sampled ln sector
EDUCATIONAL QUALIFICATIONS OF PARENTS
The codmg frame was based on that used ln the Career
Development Project
FATHERS HIGHEST EDUCATIONAL QUAL
MOTHERS HIGHEST EDUCATIONAL QUAL
No prlmary school at all
Some prlmary school
Less than 4 years secondary educatlon
Four years secondary educatlon
Technical trade certlflcate or other
speclal tralnlng after secondary school
(~ncludlng nurslng)
Flve or slx years secondary school (e.g
Leavlng, Matrlc, or HSC cert)
Some unlverslty subjects or smllar
college level study after matrlc
A tertlary level dlploma (e g Senlor
Tech College, Teachers' College)
Completed unlverslty degree
Un~dentlflable
OCCUPATIONS
See Llst D
FATHERS OCCUPATION
MOTHERS OCCUPATION
-
Recodes of the above varlables by usmg the flrst
of the 2 dlglts from the orlglnal varlables
(See ~1st D)

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
W L
SECTOR POS
UNI
CAE
TAFE
UNI
CAE
TAFE
UNI
CAE
TAFE
VARIAR'LE
NAME VARIABLE LABEL
Q40CFOMl) FATHERS OCCUPATION
)
Q40CFOMl)
1
Q38CrOM1)
QdODMOMl) MOTHERS OCCUPATION
1
Q40DMOMl)
1
(138DMOMl)
Q44ACOMM 1ST SUGGESTN, COMMNT ON EDUCATN-TRAINING
944BCOMM 2ND SUGGESTN, COI4lYNT ON EDUCATN-TRAINING
Q44ACOMM 1ST SUGGESTN, COMMNT ON EDUCATN-TRAINING
Q44BCOMM 2ND SUGGESTN, COMMNT ON EDUCATN-TRAINING
Q44CCOMM 3RD SUGGESTN, COMMNT ON EDUCATN-TRAINING
Q42A 1ST SUGGESTN, COMMNT ON EDUCATN-TRAINING
4428 2ND SUGGESTN, COMMNT ON EDUCATN-TRAINING
G42C 3RD SUGGESTN, COIWNT ON EDUCATN-TRAINING
Instltutlons
2 14
1. Need to reorganlse courses, mcludes more
student involvement
2. 1st year students need courses in learnlng
skrlls, systems of analysls etc/need for
probatlonary 1st year
3 Need for interface between school and
tertlary educatlon/or inslde tertlary
4 Education should be slgnlflcant part of
~ndlvldual's llfe/need for development of
~ndlvldual
5. Cutbacks in tertlary educatlon should be reslste2/
fundmg base wrong/need to spend more/educzt~on
should be avallable to all
(In TAFE sector, the need for funds for resources
was constantly mentioned and rncluded in Code 5)
7. Student movement between lnstltutlons and states
should be easler
8 Llberal educatlon and vocational tralnlng not
lncompatlble
9 More cooperation and lnformatlon needed between
lnstltutlons and industry/more on-lob tralnmg/
survey needed to defme needs of lndustry and
best tralnlng avallable
10 Roles of different lnstltutlons should be kept
separate across and wlthln sectors, all
provlde Important functlon

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
REL VARIABLE
SECTOR POS NAME VARIABLE LABEL
11 More emphasls and/or flnance to be glven to
mature age/part-tlme/sandwlch/dlsadvantaged/
re-tralnlng of students
12. Tradltlonal Unl not relevant to AustralIan
llfe/not part of or meetmg needs of
comun~ty/Open Unl needed
13 Role of lnstltutmns need deflnlng/hlgher
education should be ratlonallsed and/or
co-ordmated/more lnformatlon should be
available about instltutlons and courses
15. Too much spent on research/too much research
16 Not enough research/lmportant to malntaln
research/more funds needed for research
17 Too many students/too much belng spent on
hlgher educatron/re-introduce fees or
provlde loans
22. Varlous crltlclsm of CAEs
- Staff
Need for lmprovernent - varlous areas, rncludes
vocational ac?vlce madequate
Crltlclsm of teachers and/or dlsclpllne
Complalnts of decreasing standards of
llteracy and/or numeracy
Quallty of students has dropped/lack of
student effort/educatlon seen as rlght,
not prlvllege/rrgld entry standards needed
Need to cut adnun costs/admln tune spent by
staff/lmprove admln procedures/lack of adnun
sklll amongst academcs
Need for staff moderation, accountablllty,
and/or tralnlng
Short term secondment between sectors and/or
lnstltutlons would ald staff performance
and methods
Complalnts of salary scale, promotion chances,
sexlst blas
Promotlon/appolntment too dependent on research
and publlcatlon (and quallflcatlons in TAFE
area) rather than competence/guaranteed tenure
promotes mcompetence
Recognltlon needed of overseas quallflcatlons/
need for interchange of Info overseas/study
leave essential
Superannuatlon rnadequate (and/or should be
portable)/terms and condltlons for llmlted
tenure staff unsatisfactory and other staff
cornplalnts

NATIONAL SURVEY OF POST-SECONDARY TEACHING STAFF, 1977 - ALL SECTORS
REL VARIABLE
SECTOR POS NAME VARIABLE LABEL
Other
-
Other comments
Other cornplalnts on questlonnalre/crltlc~sm
of survey
Letter attached to questlonnalre, not yet
coded
Crltlclsrn of llnk between educatlon and
tralnlng (includes more attention should
be pald to quallty of educatlon)
Crltlclsm of questions due to amblgulty/blas/
or respondents lack of knodledge in
particular areas/questlons rnlsleadlng
Crltlclsrn of lack of reference to ernplrlcal
data already avallable/doubt of valldlty
of data gamed by survey
Cornpllrnents on questlonnalre

LIST A - LOCATIONS
The codlng frame deslgned for the rz'llllans Co~nmlttee surveys comprises two
or three populatlon slze classlflcatlons wlth~n each State, vlz capltal
clty, other major urban centres (for NSW and Vlc. only), prlnclpal urban
centres, and other centres. Major urban covers urban centres wlth a populatlon
of 100,000 or more Prlnclpal urban centres are those wlth a populatlon of
10,000 or more
For the codmg of locatlon questions three llsts of postcode names and
numbers, and locatlon codes were prepared alphabetlcally sorted for all
Australla (see attached example), alphabetlcally sorted wlthln States, and
numerlcally sorted
The mappmg of postcodes to the flnal codes was achleved in two stages.
The flrst stage mvolved mapplng each postcode to a Local Government Axea
(LGA). For thls stage a llstlng from the Australian Bureau of Statlstlcs
(ABS) 1976 Census Master flle, whlch showed LGAs and Collector Dlstrlcts
wlthln postcodes, was used The mapplng was done uslng the SPSS RECODE
faclllty.
Where more than one LGA was shown wlthln a postcode the flrst LGA llsted
was arbltrarlly selected Such postcodes were flagged in the data file to
facllltate alternatlve assignments to LGAs of these postcodes by other users
of thls resource.
At the second stage the IGA codes were mapped to the flnal locatlon codes
The reference sources for thls mapplng were llsts of localltles and LGA
numbers wlthln urban centres, and a hst of IGA numbers and names numerlcally
arranged wlthln each State. Agam a set of SPSS recodes were created whlch
asslgned groups of LGA codes to each of the fmal locatlon codes.
Postcodes whlch dld not appear on the 1976 Census Master Flle llst were not
mapped across to locatlon codes As a f~rst step these postcodes have
slmply been deleted from the computer flle used to create the codebooks.
However, the codebooks wlll eventually be updated to lnclude these mlsslng
postcodes
Other resources for codlng geographical locations
The data base created for producing the locatlon codebook can also be used
to produce a number of other resources Those outlmed below are not
currently available, the SSC wlll proceed wlth thelr development depending
II

on demand
1 Sets of SPSS recodes and value labels
The ~nformatlon in the locatlon codebooks can be provlded ln the form of
SPSS RECODC speclflcatlons whlch perform the transfonatlon of postcodes
to LGA codes, or LGA codes to elther urban centres or the locatlon
categories used in the Commrttee's surveys
Sets of SPSS VALUE LABELS for each postcode, LGA or urban centre may be
useful to other researcl~ers in documenting output from data analyses.
2 LGAs wlthln locatlon codes or urban centres
The lnformatlon contalned in the SPSS RECODE speclficatlons can also be
provlded in a more descriptive format, llstlng LGA names in alphabetical
order wlthln each locatlon code or some other classlflcatlon of urban
centres
3. Postcodes spannlng LGA boundaries
A llst of postcodes in more than one LGA. for each postcode the number of
LGAs lnvolved and the LGA to whlch it was assigned.

LIST B - SCHWL LEAVING CERTIFICATES
Thls llst is composed of names of secondary educational quallflcatlons
(current an? obsolete) wlthln each State, and thelr codes A second list
was used to classliy overseas quallflcatlons The llst was obtamed from
the Admlsslonb Unlt, NSW Department of TAFI: It glves quallflcatlons in
a number of other countries 2nd thelr apprournate equivalents in NSW
examlnatlons Code lnierpretatlon
1 12TH YR CERTIF
2 lOTH IR CERTIF
3 llTH YR CERTIF
4 9TH YR CERTIr
5. OTHER YR CERTIF
33 UNIDENT EQUIV

LIST C - TERTIARY PUALIFICATIONS
Thls list was manually pleppred and is a composite of two codlnq frames
Codes 1-7 were uscd for TAF'E quallflcatlons Codes 8-17 were used for
both Unlvercld~y end CAE quallflcatlons
TAFE ADULT ED
TAIT PREP ARAT
TAFI: OTH SKILLED
TAFE APPRENTC
TAFC PARAPROF
TM'E PROF DIP
U,C 1YR TERTCERT
U,C 2YR DIPLOMA
U,C 3YR DIPLOMA
mI, CAE BACHLOR5
UN1,CAE MISC
HONOURS, M. QUAL
POSTGRAD DIPLOFA
2ND BACHEMRS
MASTERS DEGREE
DOCTORT PH D
The classlflcatron of TAFE quallflcatlons corresponds to the TAFE Comrmsslon's
defrnltions of Streams of Study whlch are used by all State TAFE Departments
to classlfy thelr courses The TAFEC descr~ptlons of these streams formed
the codebook used
The classlflcatlon of Unlverslty and CAE quallflcatlons was based on that
used in t he Career Development Project

LTST D - OCCUPATIONS
The llst wes manually prepared and is a modified version of that used in the
Career Development Prolect
Thls occupat~onal classiiicatlon can be recoded to a number of occupational
status scales

LIST E - INSTITUTIONS
The codlnq frame 1s based on the stratlflcatlon of instltutlons, wlthln
each of the three sectors of tertlary cducatlon, whlch was employed ln the
sample decqn and selection Appendlx 3 in the Technical Report lists
lnstltutlons by sector and stratum
The codchooh used comprised a separate 1st for Unlversltles and a llst for
CAE aqd WWI: colleges combmed.
Future optlons alpha sorted llsts of lnstltutlons can be provlded for -
- all sectors cornblned lnd~vldual sectors
. all sectors by state . states wlthln sector
Unlverslty Sector
1 Very old, large scale
2 Old, capltal clty
3. Post-war, large scale
4 Falrly recent, outer suburban
and Canberra
5 "Provlnclal"
6. Very recent
CAE Sector
7. Central Institutes
8. Metropolltan multi-school
colleges
9. Reglonal multi-school
colleges
A. Slngle school colleges
(esp Teacher Education)
B. Other (incl speclal purpose
colleges)
THE CODES
TAFE Sector
New South Wales
C Metropoll tan
D Balance of NSW
E Evenlng classes in Hlgh Schools
F Metropolltan
G. Country
South Australla
H. Metropolltan and Elizabeth Community
College
I country
peensland
J. Metropolltan
K. Country
L Correspondence
Western Australla
M. Technrcal Colleges
N Technlcal Centres
Tasmanla
0 Hobart Technlcal College

LIST F - COURSCS TIELDS OF STUDY/TEACHTNG
TIUS llst 1s a composite of three codlnq frames, one for each tertlary sector.
Codes 1-3 were used to classify TAFC courses or flclds of teachlng Codes 12-21
were used to classify LAC courses or flelds of teachlng Codes 22-35 were used
to classli~ UnlverSltY courses or flelds of teachlng
TAFC APPL SCI
TAFI: ART DrS
TATC BLDG
TAFC BUSSTLID
TArE ENG
TL"E RUR HORT
'APE ElUSIC
'I'AFE PAPAPIED
TAFE IND PCRS NC
TAFE GEN STUD
CAE AGRICULTURE
CAE APPL SCI
CAE ART DESIGN
CAE BLDG ARCH SV
CAE COP!< BUS
CPE ENG TECH
CAE LIBERAL STUD
CAE MUSIC
CAE PAPAMED
CAE TEACHER ED
UNI ARCH BLDG
m1 AGRIC FOREST
I CCON C01111
UNI EDUCATION
UNI ENG TECH
UNI HUMANITIES
UNI FINE ARTS
UNI DENTISTRY
UNI L4W
UNI MEDICINE
UNI NAT SCIEI CC
UNI SOC BEHAVSC
UNT VET SCIENCE
UNI OTHER
The classlflcatlon of TAEE course and teaching flelds corresponds to the
TAFE Comrmsslon's deflnltlons of Flelds of Study whlch are used ln all
states ln the classlflcatlon of ThFE college courses The list produced
for the codlng of student courses in the TAFE sector was computer wrltten
and consisted of an alphzbetlcel llst of course names and then codes.
The 1976 StatlStl~al collectlo- £0-ms (Form Al) submitted by each state
Department of TAPE to TAFZC >,ere the startlng polnt for the creatlon of
thls llst From these forms ccxse names and thelr flelcis of study ln each
state were entered Onto a con,--rer flle vla punched cards

The unlverslty ancl CAE codlng frames correspond to deflnlilons of Flelds of
study used in ABS publlcatlons of Unlverslty and CAE statlst~cs The
source materlal used for these two codebooks was obtalned from the ABS and
consisted of l~sts of course names wlthln each fleld of study for each oi
the two sectors.
The ABS llst for CAE courses was used wlthout alteration For Unlvcrslty
flelds course nxnes and fleld codes were enteied onto a computer fllc and an
alphabetlcal llst of all course names and t hen codes was produced.
These three lists are avallable in the form in whlch they were used for the
Corrmttee's surveys. However, a number of modlflcatlons of these llsts
can be undertaken if there 1s a demand for them
The exlstlng ThFE courses codebook contalns numerous duplicated course names,
In many cases wlth dlfferent codes. Thls arlses because ~dentlcal course
names are sometimes used by a number of state TAFE Departments and are
allocated to dlfferent Flelds of Study. These lnconslstencles were manually
edlted from the codebook - all multlple mentlons of a course name were
deleted Alternative edltlng strategies may be applicable depending on other
researchers'requlrements Other optlons for TAF'E courses are
1 separate Flelds of Study llsts for each state
2 a hst for all Australra wlth State name shown for
each course
For Unlverslty end CAE courses lrsts could be provlded in alphabetlcal
order across all flelds of study or in alphabetlcal order wlthln flelds.