The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

You are reading: The private rate of return to a university degree in Australia

Written by Anne Daly, Phil Lewis, Michael Corliss and Tiffany Heaslip, Centre for Labour Market Research, University of Canberra

ABSTRACT
This article presents estimates of the private monetary benefits in Australia associated with the completion of Bachelor degrees for a range of fields of study under a range of different assumptions. For the average person, results show strong monetary incentives to complete these degrees and the private rate of return compares favourably with the real long-term bond rate. However, differences can be observed in rates of return according to gender and discipline of study with, generally, lower returns for women and for those holding degrees in the humanities. The results are calculated on varying assumptions which provide evidence of the robustness of the conclusions. Finally, implications for policy, such as university financing and increases in university places, are discussed.

Continue reading…

Daly, A., Lewis, P., Corliss, M. and Heaslip, T. 2015. “The private rate of return to a university degree in Australia.” Australian Journal of Education, 0(0). 1-16. DOI:10.1177/0004944114565117.

Featured publications
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
A Nuanced Understanding of Regional, Rural and Remote Students’ Tertiary Participation in Australia.
This report outlines policy options in relation to parity targets for four priority equity groups in Australian higher education – students from low SES backgrounds, First Nations Australian students, students with disability, and students from regional and remote Australia.
More publications