professionals and further study: findings from market research centre for innovation in professional...
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PROFESSIONALS AND FURTHER STUDY:Findings from market researchCentre for Innovation in Professional Learning
Professor Bob Hendy
Allison Arnold
© The University of Queensland
CRICOS Provider No 00025B
Welcome
• UQ’s first benchmarking survey to characterise marketplace for professionals engaged in further study.
• 69% of professionals have engaged in further study in the last 12 months.
• 40% have changed careers – and 53% of these required further study to do so.– Most of these changed careers in the
first 10 years.
© The University of Queensland
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The “third” marketplace
• Four marketplaces for UQ’s education offerings.
1 2
3 4
School leavers• Conventional
audience
Internationalstudents
Adult and community education
Professionals• Improving their
career or to change careers
3© The University of Queensland
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Professional Learning Benchmark Survey
Characterise formative view of professional learning marketplaceExtent of participationMotivators, barriers and drivers
Definition of (formal) professional learning (CPD)Short courses, postgraduate courses, undergraduate courses and TAFE/VET sector courses
How does it relate to the evolution of their life as a professional?Professional career progressionTheir current career stageTheir next career
Professional market research company, Colmar Brunton implemented both survey mechanics and analysed the resulting data.
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Career progression model
Our original hypothesis
Award Programs
ShortCourses
Articulationinto AwardPrograms
Nextcareer
Currentcareer
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Who did we survey?
UQ Alumnin = 789
General professionals‘Non-alumni’
n = 130
CATI methodology
Onlinemethodology
Reflected on data - behaviours and profiles from both samples…
Combined into one samplen = 919
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Gender Male 56% Female 44%
Age20-29 Years: 34%30-39 Years: 35%40-49 Years: 31%
Location
Australia: 78%QLD: 65%NSW: 19%VIC: 10%Other: 6%
(n=919)
Demographic breakdown
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Industry
Business Services: 18%Education: 13%Health and Community Services: 13%Finance and Insurance: 10%Mining: 9%Government Administration and Defence: 7%Construction: 4%Science - Research: 3%Other: 23%
(n=919)
Demographic breakdown
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Profession
Management and Administration Professionals: 22%Engineers: 14%Business Services Professionals: 13%IT: 10%Educators: 9%Health Professionals: 7%Research Science Professionals: 7%Finance Banking Professionals: 6%Communications: 3%Community Services: 3%Social Services Professionals: 2%Other: 4%
(n=919)
Demographic breakdown
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Less than 6 months
Approximately 1 year
Approximately 2 years
Approximately 3 years
Approximately 4 years
Approximately 5 years
Between 5 to 10 years
Between 10 to 15 years
Between 15 to 20 years
More than 20 years
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
9%
10%
9%
8%
6%
9%
17%
12%
8%
11%
Time in current career
Proto-professional19%
Less than 1 year in current career N=177
Early career49%
1 to 10 years in current career N=454
Mid-career12%
10 to 15 years in current career N=112
Learned/Elder19%
more than 15 years in current career N=176
Current career ‘stages’
More than half of the interviewed professionals are in their early career stages…
Career path breakdown
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Demographic data
One
Two
Three
Four or More
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
33%
40%
20%
7%
Number of Bachelor / Post-graduate degree qualifications
More than half of the interviewed professionals are in their early career stages… and most of them have multiple degrees.
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Do professionals engage in professional learning?
How much time do they spend?Q:
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Total CPD - 69%
69% of professionals engaged in further study
Did not engage in any formal professional
development31%
Short courses60%
Postgrad courses
16%
TAFE8%
Undergrad courses3%
CPD = Continuing Professional Development
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Short course activity across different professions
ProfessionCurrent Behaviour
% Average # Days
Total 60% 9.5
Management and Administration 49% 7.3
Engineers 55% 11.4
Business Services 74% 9.3
IT 49% 8.4
Educators 62% 13.9
Research Science 58% 10.6
Health 79% 7.2
Finance Banking 63% 10.3
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An average of 10 days/year on short courses
Total participation Past 12 months
Next 12 months
TOTAL CPD% 69% 80%
Average # Days 32.4 33.2
Professional development short courses
% 60% 71%
Average # Days 9.5 10.3
Formal university postgraduate award courses
% 16% 21%
Average # Days 76.3 72.9
Formal university undergraduate award courses
% 3% 3%
Average # Days 93.7 54.5
Formal TAFE or other vocational education
% 8% 11%
Average # Days 21.6 22.9
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Why are professionals engaging in professional learning?Q:
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N= 635 103 325 77 130
Improve knowledge / skills 38% 37% 39% 40% 36%
Personal growth / professional development
21% 11% 21% 29% 24%
Career progression / Career development
20% 20% 26% 14% 8%
Requested by my employer / compulsory
15% 18% 12% 17% 19%
Keeping up with current practice / skills up to date
13% 10% 10% 17% 21%
Relevant to my work 6% 7% 4% 10% 8%
Professional accreditation 6% 9% 6% 3% 2%
Find a better job / better career opportunities
5% 6% 7% 1% 2%
Challenging myself to the next level 4% 6% 3% 5% 3%
Facilitate career change 2% 3% 2% 4% 2%
None / nothing 1% 4% 1% 1% 0%
Proto-professional(Less than 1 year in
current career)
Early career
(1 to 10 years in current career)
Mid-career
(10 to 15 years in current career)
Learned/Elder
(more than 15 years in current career)
Total
Professionals are undertaking professional development because they want to grow
• CPD is about personal and career progression. More than 50% undertake professional development courses because they want to improve knowledge and personal growth.
• For learned/elder professionals, CPD is an important tool to keep them up to date with current practice and skills.
Improve knowledge/skills 38% Personal growth/professional development 21%Career progression/career development 20%
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How many professionals have changed careers?Did they require education to change careers?Are they planning to change again?
Q:
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Career progression and further study
40% changed careers overall
35% changed in first 10 years
25% changed in first 5 years
Previouscareer
TAFE Courses
8%Undergrad Courses
3%
Postgrad Courses
16%
ShortCourses
60%
AwardProgram
Career Changers
53% required formal
education
Nextcareer
AwardProgram
Considering change
45% believe they’ll require
formal education
Have you ever made a career change into a different profession?
Currentcareer
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- 69% of professionals engaged in further study
- Average of 10 days/year- Improve knowledge/skills- 35% changed careers in first 10 years
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Why did people change careers?
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New challenges
New career opportunities
Better income
More stability
Other
0% 10% 20% 30% 40% 50% 60% 70%
61%
54%
37%
22%
11%
Reasons for changing profession
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Career changes across career paths• Even Learned / Elder professional are also changing careers.• 46% of Learned / Elder professionals who have made a career changed were
in previous career between 6 to 15 years.
(n=365)
Less than 2 years 37% 30% 20% 15%
3 to 5 years 36% 30% 36% 39%
6 to 15 years 21% 36% 41% 35%
More than 15 years 6% 3% 2% 11%
Proto-professional(Less than 1 year in current career)
Early career
(1 to 10 years in current career)
Mid-career
(10 to 15 years in current career)
Learned/ Elder
(more than 15 years in current career)
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Using education to enable change• Over half of professionals who changed careers in the past required formal education
and 45% considering a career change think education will be required.• And, 26% of professional who are considering changing career don’t know if re-
education will be required for this process.
No47%
Yes53%
Formal education was required in career change
Believe education will be required when changing career
No29%
Yes45%
I don’t know26%
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Who makes the decision about what to study?Who funds it?Q:
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Who made the decision?
- 85% made the decision to participate themselves
- Significant proportion of business services professionals undertake mandatory courses
- For engineers, it is more likely a supervisor made the decision to undertake a course
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Who funded?
- 64% of professionals courses were funded by the employer.
- Higher proportion of IT professionals who have enrolled in free professional development courses.
- Higher proportion of health industry professionals self-funded their enrolment.
© The University of Queensland
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Value proposition has two audiences:The participant- 85% made the decision themselves
about what to studyThe employer- 64% of courses were funded by their
company/employer
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What are the important factors when selecting a professional learning course?Q:
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What’s important?
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Content, topics or coursework covered
Quality of instructors/ presenters
The reputation of the provider of the courses (e.g. a university, TAFE, private provider)
Accreditation with relevant professional body
Length of time commitment
Cost of the course
Whether the course was delivered ‘face to face’
Course was offered close to home or to my workplace
Whether the course was delivered online
The course was mandatory (either by my employer or is mandatory in the industry/sector in which I work)
Course was self-directed (I manage the pace)
0% 20% 40% 60% 80% 100%
82%
78%
77%
64%
55%
54%
45%
45%
36%
35%
33%
Those who have completed or intend to complete University or TAFE/Vocational Education Courses (n=455)
Content, topics or coursework covered
The reputation of the provider of the courses (e.g. a university, TAFE, private
provider)
Accreditation with relevant professional body
Cost of the course
The course is mandatory (either by my employer or in the industry/sector in
which I work)
Course credit/ pathway to further study (e.g. a Graduate Certificate or Masters
degree)
Course is self-directed (I manage the pace)
0% 20% 40% 60% 80% 100%
86%
78%
69%
56%
54%
48%
46%
44%
33%
31%
28%
26%
22%
Those who have completed or intend to complete short courses (n=750)
Short Courses University/TAFE/Vocational Courses
What’s important…. Short Courses Uni/TAFE Content and topics 86% 82% Quality of the instructors/presenters 78% 78% Reputation of the provider 69% 77% Accreditation (for University/TAFE) 64%
© The University of Queensland
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Professionals are time poor• For 30-39 year olds, family responsibilities is a considerably larger barrier than for other
age groups
20-24 years
25-29 years30-39 years
40+ years
Time commitment / time required to undertake a course / lack of time
50% 49% 55% 47% 51%
Cost 26% 29% 31% 26% 23%
Other commitments 14% 14% 11% 17% 13%
Family responsibilities 6% 1% 0% 10% 8%
None/ nothing 5% 5% 5% 4% 5%
Accessibility / Location 5% 3% 6% 4% 4%
I already have the knowledge that I need / not real need 4% 4% 3% 5% 5%
No relevant courses available 3% 1% 1% 3% 6%
Difficult finding an appropiate course 2% 1% 1% 2% 2%
I am already learning new things in my job 1% 0% 2% 1% 2%
Uncertainty about career aspirations 1% 0% 2% 0% 1%
Total
- Time is the main barrier to enrolment in CPD courses.
© The University of Queensland
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It’s about form factor.
Three vital ingredients: content, quality of instructions/presenters, reputation of the provider are seen as very important
But, time commitment is the most significant barrier.
So, the design challenge is…
Working within the time budget to deliver education value.
!
© The University of Queensland
CRICOS Provider No 00025B