The Student Experience Survey (SES) is designed to capture key aspects of the student experience in Australian higher education. It is structured around five core focus areas:
Data for the SES is collected through the Student Experience Questionnaire (SEQ). This instrument targets elements of the student experience that are:
The SEQ includes 46 individual questionnaire items that collectively inform the focus area scores. These scores are calculated based on the percentage of students who gave positive responses to the relevant items, rather than using average or summated scores. This method provides a clear, consistent, and easily interpretable measure of student experience across institutions. See Production of scores in the SES for information on the calculation of the scores in the SES.
In addition to the core items, the SEQ includes:
A full list of the items included in the SEQ is provided in Table 1 to Table 10.
There were no changes to the SEQ items between 2023 and 2024 surveys.
The SEQ items used in 2023, and earlier years, can be found in the Appendices of each year’s SES National Report.
Table 1 Skill Development items
| Stem | Item | Response scale |
|---|---|---|
| To what extent has your course developed your… | a) critical thinking skills? b) ability to solve complex problems? c) ability to work with others? d) confidence to learn independently? e) written communication skills? f) spoken communication skills? g) knowledge of the field(s) you are studying? h) development of work-related knowledge and skills? |
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Table 2 Peer Engagement items
| Stem | Item | Response scale |
|---|---|---|
| Thinking about your course in <SURVEY YEAR>, how frequently have you… | a) Contributed to class discussion? (e.g. in-person discussions, online chat forums, discussion boards) b) Worked with other students as part of your course? (e.g. group assignments, in-class collaboration) c) Interacted with other students to give or receive help with your study? (e.g. study groups, informal conversations about your study) d) Interacted socially with other students outside of your study? e) Interacted with a diverse range of students? |
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Table 3 Teaching Quality and Engagement items
| Stem | Item | Response scale |
|---|---|---|
| Thinking about your course, | a) overall how would you rate the quality of your entire educational experience this year? |
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| Thinking of this year, overall at <higher education institution>, | a) how would you rate the quality of the teaching you have experienced in your course? |
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| During <SURVEY YEAR>, to what extent have the lecturers, tutors and demonstrators in your course: | a) engaged you actively in learning? b) demonstrated concern for student learning? c) provided clear explanations on coursework and assessment? d) stimulated you intellectually? e) commented on your work in ways that help you learn? f) seemed helpful and approachable? g) set assessment tasks that challenge you to learn? |
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| In <SURVEY YEAR>, to what extent has your course been delivered in a way that is… | a) well structured and focused? b) relevant to your education as a whole? |
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Table 4 Student Support and Services items
| Stem | Item | Response scale |
|---|---|---|
| How helpful have you found the following supports and services provided by your institution during <SURVEY YEAR>? | a) enrolment processes and support b) induction/orientation activities c) online learning platform (i.e. Learning Management System) d) career development services (including employability skill development, careers advice and planning) e) study or learning support services f) counsellors and/or health services g) financial and/or legal advisors |
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Table 5 Learning Resources items
| Stem | Item | Response scale |
|---|---|---|
| Thinking of this year, overall how would you rate the following learning resources provided for your course? | a) Teaching spaces (e.g. lecture theatres, tutorial rooms, laboratories) b) Student spaces and common areas c) Online learning materials d) Computing/IT resources e) Assigned books, notes and resources f) Laboratory or studio equipment g) Library resources and facilities |
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Table 6 Considered leaving items
| Stem | Response scale |
|---|---|
| During <SURVEY YEAR>, have you seriously considered leaving <institution>? |
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| Please indicate your reasons for seriously considering leaving your current university in <SURVEY YEAR>. Select all that apply. |
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Table 7 Open-response items
| Stem | Response scale |
|---|---|
| What have been the best aspects of your course? | Open response |
| What aspects of your course most need improvement? | Open response |
Table 8 Demographic and contextual items
| Stem | Item | Response scale |
|---|---|---|
| Which of these best describes how you participated in your classes in <SURVEY YEAR>? This may include lectures, tutorials, seminars, practicals, laboratories and workshops. |
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| In <SURVEY YEAR>, what proportion of all your classes did you participate in online? This may include lectures, tutorials, seminars, practicals, laboratories and workshops. |
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| In <SURVEY YEAR>, which best describes your online course? |
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| In <SURVEY YEAR>, what proportion of your course involved activities such as placements, internships or work integrated learning? |
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| In what year did you first start your current course? |
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| When do you expect to complete your current course? |
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| At <higher education institution> during <SURVEY YEAR>, to what extent have… | a) Your living arrangements negatively affected your study? b) Your financial circumstances negatively affected your study? c) Paid work commitments negatively affected your study? |
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Table 9 Freedom of expression items
| Stem | Item | Response scale |
|---|---|---|
The following statements are about freedom of expression on campus at <higher education institution>. Freedom of expression can be part of the academic and social aspects of your student experience. | a) I am free to express my views at <higher education institution> b) Academics are free to express their views at <higher education institution> c) I am free from discrimination, harm or hatred at <higher education institution> |
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Table 10 International student items
| Stem | Item | Response scale |
|---|---|---|
| When deciding to study in Australia, how important was…. | a) The reputation of Australia’s education system? b) Your personal safety and security? I) The cost of living? c) The ability to work part-time? d) The opportunity to study in an English-speaking country? e) Having friends and family already in Australia? f) The chance to experience a new culture/lifestyle? g) The possibility of migrating to Australia? h) The weather/climate? |
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| When you were deciding to apply to <higher education institution>, how important was… | a) The reputation of the education provider? b) The reputation of the qualification? c) <higher education institution> offered the course I wanted to study? d) The course fee? e) Employment opportunities after completing the course? f) <higher education institution> had a partnership with my local institution? g) The location of the institution? |
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| How satisfied are you with each of the following aspects of living in Australia? | a) Employment while studying b) Improving your English skills c) Getting work experience in your field of study d) Transport e) Personal safety on campus f) Personal safety off campus g) Making friends h) Overall living experience in Australia |
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| When coming to Australia, did you use an agent to help you with your visa application or to enrol at <higher education institution>? |
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| How would you rate the overall service provided by the agent? |
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| Which of the following best describes your current living arrangements? |
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| Overall, how satisfied are you with your current living arrangements? |
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| Why are you dissatisfied with your current living arrangements? |
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