Learning Commons at UNSW

The University of New South Wales is one of the largest universities in the Sydney area with over 45,000 students. As with other institutions of higher education in Australia, international students make-up a significant percentage of the study body with just about 25% of the population. The school is located in the eastern suburbs of Sydney, not far from the seaside including the world famous Bondi Beach.



I met with Annie Andrews, Director of the University’s Counselling and Psychological Services center. We talked about the delivery of student services on the campus, which did not differ much from the other schools I had visited around the country. However, on my tour of the spacious grounds and facilities I did receive an extensive look at their main library building. Annie explained the shift in emphasis the library was taking--from a staid, uninviting structure to a more welcoming and appealing place for students to gather, study and conduct research. Their Learning Commons, not unlike many libraries in the United States, consisted of various work-stations, study rooms and off-beat areas to just hang out.


Even though libraries are not part of student services, I want to highlight, through pictures, what the University of New South Wales had accomplished to make this vital focal point of the school more pleasing and functional.

Support for Indigenous Australian Students

On a beautiful, but hot day, I (along with other visitors) toured the Nathan Campus of Griffith University. Located just 15 minutes outside of downtown Brisbane, the campus is situated among trees and native bushland and adjoins the Toohey Forest Conservation Park. As we lunched a Kookaburra, up in the trees, mischievously eyed our meals hoping for an opportunity to swoop down for a tasty morsel.

During our stay we spent a good amount of time at the GUMURRII Student Support Unit which is “staffed by Indigenous Australians to provide cultural, academic and personal support for Indigenous Australian students.” Ms. Maureen Ah Sam, the head of GUMURRII, took time out from preparing for the student holiday celebration, to be held later in the day, to speak to us about the Center and its importance in assisting Aboriginal and Torres Strait Islander students. As with many such Centers (departments) at U.S. institutions that work with underrepresented populations, the GUMURRII unit works with students in such areas as academic support programs (such as tutoring), retention efforts, and personal and career counseling.

One of the unique aspects of the GUMURRII unit was the importance the students’ cultural heritage played in the Center’s rhythmic flow. This was brilliantly displayed in the specially designed graduation stoles Aboriginal and Torres Strait Islander students receive at commencement. Designed by local artists the stoles, in one respect, represent the indigenous Australian student’s success at university and their passage to the next phase of their life.



The patterns and objects radiating from these vibrant garments all have meaning. For example, the Dhari (a dancer’s headdress) at the top of the Torres Strait Islander stole signifies unity to this group. They integrate colors from each group’s adopted flag (black, red and yellow for the Aborigine flag; blue, green and white for the Torres Strait Islander flag) and tell a story incorporating the traditions and culture of both peoples.

For a more detailed description of both stoles, click here.

The Higher Education Contribution Scheme

The University of Canberra, located in the nation’s capital city, is “a haven of clean air, tall trees and native wildlife, including parrots, honey-eaters, cockatoos and a mob of resident kangaroos who live near the Student Residences.” While I did not see any kangaroos during my visit to the campus (a medium sized institution of 11,000 students) I was assured by my host, Dean of Students, Michele Fleming, that they were quite visible, especially in the early morning. The University was the smallest institution I visited during my stopovers at Australian universities. The staff I met from disability services, career services, international students, and student equity and support were enthusiastic, ebullient, and very gracious in providing me with a snapshot of their role and function. Best of all, their dining facility in the student union served the best barramundi I had in Australia.

During my wide-ranging discussion with Dr. Fleming, one of the areas we talked about was the Higher Education Contribution Scheme (HECS) and its impact on making higher education more attainable for tertiary students. In Australia the federal government developed the HECS so a student can defer their entire yearly tuition via a loan from the government. The program is only open to Australian students and New Zealanders, if they will spend the duration of their educational studies in Australia. There are no other criteria such as the level of family income, assets, student savings, etc. Any student can simply complete the Commonwealth Assistance Form to participate. International students (who make up approximately 30% of the student body studying in the country) are not eligible. The HECS debt would not need to be repaid until the student graduates and reaches a designated income threshold. At that point the federal government steps in and an automatic deduction, through the tax system, is withheld from a person’s take home pay.

For 2009-2010 individuals do not have to begin repaying their tuition obligation until their income reaches $43,151. The complete repayment schedule is:

Below $43,151	Nil
$43,151–$48,066	4% of Income
$48,067–$52,980	4.5% of Income
$52,981–$55,764	5% of Income
$$55,765–$59,943	5.5% of Income
$59,944–$64,919	6% of Income
$64,920–$68,336	6.5% of Income
$68,337–$75,203	7% of Income
$75,204–$80,136	7.5% of Income
$80,137 and above	8% of Income

A student choosing not to participate in the HECS, by paying their bill in full, can receive a substantial discount. One Director of Student Services I spoke with said her daughter received a 25% reduction in her tuition fee.

The HECS has allowed qualified Australian students access to higher education. The total cost is still a factor, but the most significant portion—tuition—is delayed until, financially, students can begin to repay their obligation. Unlike in the U.S.. where Stafford and Perkins loans start their repayment cycle after a six or nine month break in registration (or after graduation) regardless of earnings or employment, in Australia the government allows students to be making a good wage before the automatic deduction kicks in. This could begin their first year out of school or ten years later, whenever they reach the prescribed threshold. While costs are still significant for Australian students the Higher Education Contribution Scheme has proved beneficial in providing access to Australian universities.

Voluntary Student Unionism in Australia

The 2009 ANZSSA Conference was held at the Gardens Point campus of the Queensland University of Technology (QUT), aptly described on their website as: "Located on the Brisbane River in the city centre, next to the Botanic Gardens and Parliament House. It is within easy walking distance to shops, restaurants, theatres, galleries, and public transport including buses, trains and ferries." In other words, a beautiful setting for an urban institution of higher education. The QUT has a number of campuses, most notably in Kelvin Grove, a short shuttle bus ride from Brisbane’s city-centre.

Chris Hepperlin, Director of Student Support Services at the school, presented a good overview of some of the important issues and policies affecting students attending universities in Australia. In this entry, I will look at one—the Higher Education Support Amendment (Abolition of Compulsory Up-front Student Union Fees).

First, a quick primer of student activities in the United States--at schools in the U.S. undergraduates pay mandatory fees in addition to tuition and room and board (if in residence). These fees can cover a number of areas such as infrastructure, transit costs, and student activities. The student activities portion is then redirected to, possibly, a campus programming board, student government, and student media outlets (with or without input from advisors or student personnel administrators). Campus programming is augmented by a cadre of professional staff from such offices as Student Activities, Leadership, Programming Board, Club Sports, Service Learning, Family Weekend and Community Involvement. Whatever the configuration on a college or university campus, student activities is always a mix of student and staff time and resources.

In Australia student activities revolve around the student union and the sports association (or union). These bodies, composed entirely of current students, receive most, if not all, of the student union and sports association fees collected each year. They would then allocate the funds to the various groups, clubs, and services under their jurisdiction. All students would then be able to participate in student union sponsored activities. As in the U.S., the fees are a required part of a student’s overall bill. The unions are an entity unto themselves with almost no administrative oversight. Their governing body is elected in campus-wide elections. Members will serve on university policy-making boards and regularly consult with top administrators.

Most student unions also take on an advocacy role and student support services that would be almost unthinkable in the U.S. (a look at the student union at the University of Sydney will be in a future post). The Bond University Student Union declares students can get involved in "clubs and societies, social and sporting events and external activities. We also provide academic and support services to Bond students who need advice or extra assistance in settling in to university life." Universities provide little, if any, monetary support for these student groups.

In December 2005 the fee structure changed dramatically. The Australian government banned mandatory university fees to student unions. There were many reasons for this action, with the primary one being a university cannot require a student to be a member of a student association, union or guild. A 2006 Discussion Paper published by the Australian Government’s Department of Education, Science and Training, entitled, Voluntary Student Unionism Transition Fund for Sporting and Recreational Facilities, states:

The Australian Government is opposed to compulsory union membership because it hinders freedom of association and forces students to pay for services they may not want. Students should not be forced to join a union, or be a member of an organisation that they do not wish to join, in order to further their education. They should have the right to choose the goods and services they want and the causes and organisations they are prepared to support.

The post-December 2005 system did allow for students to voluntarily join their student or sports unions, but the effect of the law has been a significant decrease in the actual number of students signing up. At every university I visited the impact of Voluntary student unionism (VSU) has produced between a dismal 10% - 15% participation rate which means up to a 90% drop in their income. The policy has forced these groups to cutback on their support of activities and relies on more direct assistance from a university’s central administration.

Recently, legislation has been introduced to turn back the 2005 Higher Education Support Amendment that abolished the compulsory up-front student union fees. It is too early to know whether there will be enough support for such a measure at the federal level.

Applying to Australian Universities

The University of Queensland is one of the Sandstone Universities. These six schools are the oldest and most prestigious institutions of higher education in Australia. They have a strong research focus and curricula which emphasizes theory over practice. In some circles they are deemed elitist. Why the Sandstone designation? Many of the older buildings on campus are constructed with sandstone and provide an eye-catching, picturesque showcase for visitors.

The University of Queensland is a vast, beautiful campus with lush greenery and wide-open spaces among the sprawling network of sandstone buildings, large academic structures, student service offices, all manner of shops (pharmacy, dry cleaners, hair salons, eateries, etc.), and an extensive collection of playing fields, all nestled along the Brisbane River. Bicycle paths along the river as well as a city ferry service connect the school to Brisbane, just a few short kilometers away.


Attaining admission to the school, as with every institution of higher education in Australia, is based on a high school student’s OP (overall position) score from their final two years of study. This number—a single or double-digit figure depending on how the score is calculated in a region—dictates what and where you will be able to study. Unlike the United States, where a number of factors are calculated during the admissions process and can include such variables as high school grades, class rank, standardized test score, geographic location, recommendations, and entry essay, in Australia it is the student’s OP score.

So, how does the process work for a student to enter an Australian university? To understand the system there are a number of factors that must be understood. First, as I’ve stated throughout this blog, Australian students will, for the most part, stay local. They do not “go away” to university. They “go” to university. Therefore, easy access to a school plays a significant part in their selection process. Second, entering students cannot enroll with an Undecided major classification. They must choose a course of study (which possibly can be changed later on once entering a university). Third, the federal government (which finances all institutions of higher education in the country, except the two private universities, and dictates policy) allocates funding to schools for only a set number of slots per major. If universities matriculate over the designated figure they will not receive extra funding in order to offset the cost of educating that student. The trick, as with admissions at American institutions, is to know how many to admit in order to reach the preset, government target. So, entry into a discipline of choice is based on having the right OP score for your intended major and school of choice. Fourth, unlike American higher education where high school seniors send out admissions applications to a multitude of schools, in Australia the student sends out one application with their choice of school(s) and major(s). They will only be admitted to one school for one specific major.

What does this all mean? Let me illustrate with an example by taking a student living in Brisbane. I’ll call him Simon. Simon wants to enter a University studying law (a popular course of study which can be very competitive to enter), but is thinking of business as a back-up. He is looking at one of the three primary universities in Brisbane—the University of Queensland (UQ), Queensland University of Technology (QUT) and Griffith University. He has ruled out Griffith because of both the distance and traffic he would have to deal with. He has reviewed the minimum OP score for law that each university published from the previous year to give him an idea of how he rates this year. He is confident his score is high enough for the University of Queensland. He wants to hedge his bets so he applies for law at QU as his first choice, and law at QUT as his second choice. Simon knows that the Business program at QUT can be cutting edge so he chooses that location as his third choice and Business at QU as his fourth choice.

The one aspect of the process which Simon shares with his American counterparts is the waiting process. His OP score arrives about ten days before Christmas, his notification of which school/course of study comes a few months later.

Bond University Along the Gold Coast

Bond University, located in the beautiful suburbs of Robina, along Australia’s Gold Coast (just over an hour south of Brisbane), is the oldest private institution of higher education in Australia. The University celebrated its 20th anniversary in May 2009.

The campus is spacious with striking architectural features. The facilities exude a newness and vitality. A well-equipped student gym and Olympic size pool are just some of the amenities for students.

During my visit to Bond I spoke with Mark Stringer, Student Services Coordinator about a number of student services areas, concentrating on how residence life (what is referred to as “accommodations”) is structured at the school as well as student activities. The configuration of these two functional areas at Bond are similar throughout Australian institutions. For this blog entry I will just be discussing residence life. Student Activities will be part of a separate post.

Most students attending university do not live on campus. As I stated in my previous post there are a number of reasons why students live off-campus or commute from home. A major reason is the math. There are simply very few beds at Australian institutions of higher education. Bond University, with approximately 4,200 students, has 650 spaces for undergraduates. The University of Queensland has 37,000 students, but only 3,000 live in the school’s residential colleges. Outside providers, usually in conjunction with schools, have been filling the gap, but most are little more then leased rental units with little or no staff or services for undergraduates.

Staffing in the residence halls are similar, but different, then their American counterparts. At Bond, for example, there are Senior Resident Fellows who are…”University staff members and/or postgraduate students who live in Student Residences.” They are not trained residence life professionals. In fact, most student service administrators in Australia—whether in residence life or other areas--have no graduate preparation in their background. Many Senior Resident Fellows have been in their position for a number of years. Turnover is low. Their role is comparable to a resident hall director in the U.S. They are charged with generating community spirit, enforcing rules and regulations and following a weekly duty schedule.

Resident Fellows are akin to undergraduate resident assistants who are “generally senior students who have experience living in Student Residences.” While assisting Senior Resident Fellows in hall activities they are more charged to be “available to help with any issues relating to life on campus.” Unlike a highly structured team environment prevalent in American colleges and universities, that include weeks of training on a multitude of areas, the Resident Fellows are basically available for students. Training is minimal (as is with the Senior Resident Fellows).

Lastly, they are Tutor Fellows, students with high marks that provide an academic support system to residents. This is usually on one-to-one sessions.

My time was limited at Bond University, as with my subsequent visits to other Australian universities, so I could not ask all my questions; seek all my answers. At Bond, there were also delegates from the ANZSSA Conference so many people also had queries. I do hope to follow-up with one other aspect of accommodations which is the selection process for Resident Fellows. Stay tuned.

Stay-at-Home Culture

A koala has been hugged, a kangaroo petted so now on with the 2009 Australian New Zealand Student Services Association (ANZSSA) Conference in beautiful, warm Brisbane, Australia. As I stated at the onset of this blog I will be discussing my visits to Australian universities over the next few weeks. Yet before my visitations take place there is the opportunity to speak with delegates from institutions all over Australia and New Zealand. At an ANZSSA Conference this is quite easy. With less than 175 attendees you can actually meet and talk, unlike a national conference in the United States with thousands and thousands of participants. How many people do you actually meet—really meet—at, for example, a NASPA National?

An interesting discussion I had with a few Australian colleagues focused on the stay-at-home nature of most Australian students. I first heard about this on my New York City to Los Angeles leg of my flight, sitting next to a woman from Melbourne, who during the course of our conversation, told me this was just what Aussie students do. They do not “go away” to school, but stay local, for the most part. This is embedded within the culture. Going off to university revolves more around academic studies than getting away from home. There are some contributing factors to this predisposition. First, there are few residence halls at most Australian schools. A school with, for example, 20,000 students may have a bed capacity of 900. It is easier for students to live at home and then, as they progress, move to apartments nearby. Second are the exam scores which give students access to universities in their state or territory such as New South Wales, Queensland, Victoria, etc. Each state has different requirements and scoring systems which can make it harder to enroll outside a student’s region. Therefore, staying local is an easier option.

Tomorrow—a visit to Bond University, in Robina, along the Gold Coast. Bond was the first private institution of higher education in Australia.