Linking school and work: Student Satisfaction with the NSW Industry 
Studies course






R. J. Braithwaite
School of Education 
University of Tasmania









Paper presented at AARE 25th Annual Conference
Hobart, November 1995





Educational systems throughout Australia are currently debating the 
most effective ways of combining general and vocational education in 
their senior secondary curriculums. There are many competing forces 
that are influencing these determinations. These include political 
pressures on schools to ensure that students complete at least twelve 
years of education (Braithwaite, 1988), curriculum pressures generated 
by students to have courses which are 'relevant' to their future 
employment needs (Adams, Ball, Braithwaite, Kensell & Low, 1991), 
employers' requests for schools to produce students who are more likely 
to be accepted into the workforce ( Business Council of Australia, 
1993) and political pressure from governments for schools to cooperate 
in the production of students who are highly educated, flexible and 
able to adapt to competing workplace demands (NBEET, 1994). The recent 
comments of the Commonwealth Minister for Employment, Education & 
Training, Simon Crean, who Òforecast a dramatic expansion of the 
school's traditional rolesÓ (Australian, 10/11/95) illustrates the type 
of pressures being placed on schools and their systems to continue the 
reformation of their senior secondary curriculums.

Significant reforms have been made to senior secondary curriculums in 
all educational systems, arising in part from the initiatives of 
individual state agencies as well as the policies adopted by the AEC, 
DEET, Schools Council and MOVEET. One initiative was the adoption of 
'pathways' as a concept designed to articulate the relationships among 
school education, training, tertiary education and economic development 
(Carmichael, 1992). These reforms have provided students with increased 
opportunities to diversify their schooling outcomes so that a broader 
range of studies can be undertaken in the senior secondary years. The 
previously narrow range of academic studies that prepared students for 
subsequent university studies is being replaced by programs that meet 
the needs of a wider range of senior secondary students. 


Within this range of senior secondary studies clearly defined pathways 
are being constructed that allow students to begin their studies in 

particular areas in the senior secondary school and have these studies 
accredited when they enrol in future tertiary studies. As Dwyer (1995) 
and Pepper (1995) have pointed out there has been little research that 
has examined how these 'pathways' policies are implemented in schools. 
This paper presents data collected from part of a study that evaluated 
one pilot curriculum initiative developed under the framework of the 
Australian Vocational Certificate Training System - the NSW Industry 
Studies course. It examines specifically student outcomes and 
satisfaction with  the course at the end of their senior secondary 
studies.

 Background to the Industry Studies syllabus

The Industry Studies syllabus was developed by the NSW Board of 
Studies (BOS) as a positive response to the need to provide a 
wide range of learning opportunities to students in the post-
compulsory years in a broad, flexible system that provides an 
important balance between vocational and general educational 
opportunities. In so doing the syllabus incorporates many of the 
key principles enunciated in the Finn, Mayer and Carmichael 
reports and introduces competency based assessment as an 
important feature of its teaching and assessment practices.

The Industry Studies syllabus also translates into practice one of the 
key emphases of the Directions policy announced in 1992 by the then NSW 
Minister for Education & Youth Affairs by maximising the  pathways 
available to secondary students. Students enrolling in Industry Studies 
can gain dual accreditation for their vocational education studies from 
the BOS through the Higher School Certificate (HSC) and from the NSW 
Vocational Education & Training Accreditation Board (VETAB).

Industry Studies is one of the vocational education options that are 
available to NSW secondary students under Pathway 2 of the Directions 
Policy statement. In broad terms,  Pathway 2 seeks to provide "for a 
HSC delivered by schools that includes both general education and 
recognised vocational education and training components".  

The Industry Studies course provides students with an opportunity to 
study the world of work and develop employment related general and 
specific skills in one of three focus industries; Retail, Hospitality 
or Metal And Engineering. A key element in the course is an 80 hour 
work placement component which enables students to practice and apply 
skills learnt in the classroom in a real work setting. Thus one third 
of course time is devoted to on-the-job training.  In this sense the 
structure of  the Industry Studies course reflects the on-the-job and 
off-the-job elements of industry training that underscore the 
apprenticeship and traineeship system.

Aim of the Study

The study reports student outcomes from the Industry Studies  in terms 
of Higher School Cetificate results and completion of the modules that 
form the competencies prseented in the syllabus. Data summarising 
overall student satisfaction with the course are then presented.

Data Sources

In February 1995 Student  Final Destination surveys were mailed to all 
students who were part of the NSW Board of Studies' (BOS) Industry 
Studies  candidature for the 1994 examination as at March 1994. This 
list contained 384 candidates. However, 383 students actually sat for 
the written HSC examination in Industry Studies . 180 surveys were 

returned representing a return rate of 48% of those students who 
actually sat for the HSC written examination. Based on wide experience 
with mailed voluntary surveys this return rate is regarded as an 
exceptionally good return rate for this type of survey. Table 1 details 
the source of the surveys by strands and, where known, by locality.

HSC data were provided by the Board of Studies and the TER rankings 
obtained from the Universities Admission Centre.

Table 1 - Return of Student Surveys - February 1995
(N= 180, Percentages shown)

Results

Student outcomes

Student outcomes are presented by presenting an analysis of the HSC 
results for Industry Studies then examination the completion rates for 
the modules that are presented in the course.

a) HSC outcomes

Students presenting for the HSC examination in Industry Studies sit for 
a written and a practical examination. The written paper consists of 
two sections - the first worth 70 marks examines the content of Core 
modules 1-3 and the second worth 30 marks examines the content of the 
two compulsory modules in the three strands. The practical examination 
is worth 30 marks. In addition to being awarded a HSC mark for their 
performances in the written and practical examination, students who 
complete all the requirements of the 2 unit course are eligible for a 
Certificate in Industry Studies. Those students who complete only part 
of the course are eligible for a Statement of Competency detailing the 
modules they have completed. The following sections present analyses of 
the students' performances in the HSC examination and their completion 
of the Industry Studies modules leading towards the award of either a 
Certificate of Industry Studies (CIS) or a Statement of Competency 
(SOC).

A total of 383 students sat for the HSC examination in Industry Studies 
in the three industry strands. Two hundred and eighty-three students 
enrolled for the Hospitality strand, 70 for the Metal & Engineering and 
75 for the Retail strand. Consistent with its policy that no students 
should 'fail' the HSC the BOS awarded a mark for Industry Studies 
irrespective whether or not the students completed all three compulsory 
Core modules. In the Retail strands all the students completed the 
compulsory Core modules but this was not the case with students 
studying the Hospitality and Metal & Engineering strands of the course. 


Successful completion of the compulsory industry modules is a 
requirement for credit transfer to TAFE, the issue regarding the 
successful completion of compulsory industry modules is an issue that 
merits further exploration in the light of RPL and Pathways models of 
curriculum articulation.

Table 2 presents the marks obtained by all the students for the HSC. 
While no item statistics are presented, the data in Table 2 indicate 
that the students in the three industry strands performed similarly in 
the examination. In saying this it should be remembered that the BOS 
standardises students' marks to a mean scores of 30/50. In so doing the 
standardisation 'smoothes' out any aberrant distributions of marks.

Table 2 - Students' Industry Studies HSC Marks

The distribution of the students' marks for the HSC is illustrated in 
Figure 1 where it may be seen that the overall pattern of marks is 
similar for each of the three strands and the HSC overall.


Figure 1 - Distribution of HSC Marks Overall and by Industry Strand

The distribution of students' TER rankings is shown in Table 3. Of the 
383 students who sat for the HSC, 291 students were  awarded a TER 
ranking. The TER of the students who were awarded a rank is illustrated 
in Figure 2. Eighteen and a half per cent of Hospitality students, 21% 
of Metal & Engineering students and 44% of Retail students were not 
awarded a TER. In the latter case proportionally more of the Retail 
students were not awarded a TER rank compared with students in the two 
other strands. 

Table 3- Industry Studies Students' TER Rankings

The distributions in Table 3 for the three strands are quite similar 
except for the lower maximum TERs for the Metal & Engineering students. 
The overall distribution of TERs for the Industry Studies students is 
best illustrated by examining the distributions graphically illustrated 
in Figure 2. It is apparent that the distribution is negatively skewed 
with the mean around 30. Given the reality that so few Industry Studies 
students sat for three unit subjects, such an outcome is to be 
expected.

There was no relationship between the number of modules completed and 
the students being awarded a TER or not.

Examining the above data there is nothing to suggest that the student 
learning outcomes as assessed by the HSC were in any way unexpected. 
There were no significant differences among the mean scores of the 
students' performances in the three strands beyond noting that the 
maximum score of students in the Metal & Engineering strand was 
considerably lower that the maximum scores of students in the two other 
strands.


Figure 2 - Distribution of Awarded TER Rankings for Industry Studies 
Students
(N=291)

b) Completion of modules by HSC students

In addition to the HSC examination students are progressively assessed 
throughout the course by the completion of specific competencies 
contained in the Student Log. Successful completion of all the 
competencies for each module enables the school coordinator, industry 
supervisor, TAFE teacher, or industry trainer as appropriate, to sign 
that the student has completed the various modules. The completed 
modules indicate that the student has completed the competencies listed 
for a particular module. For credit transfer purposes the student's 
record of completed modules is the most important outcome from the 
Student Log. The BOS supplies the student with a Certificate in 
Industry Studies(CIS) if he/she has completed  the five compulsory 
modules for the course. If not, the BOS supplies students with a 
Statement of Competency (SOC) document which details the modules that 
were successfully achieved. In doing this the BOS issues certification 
on behalf of VETAB.


The following analyses examine the completion of modules by students 
for the HSC. Being a competency-based subject the syllabus is developed 
in a modular format where each module is a discrete package of 
learning. Each student has to complete the five modules within the 
compulsory Core component of the course. In addition he/she has to 
complete four selected modules from the range offered in the three 
industry strands. Two of the four industry strand modules are 
compulsory.

Table 4 illustrates the number of modules completed by the Industry 
Studies students. Overall, 70% of students attained a Certificate in 
Industry Studies and 30% a Statement of Competency.

Table 4  - Total Number of Modules Completed by Students
(N of students = 383,  Percentages shown)

The breakdown of completed modules by Core and industry strands is 
shown in Table 5 .

Several issues become apparent from an examination of the data in 
Tables 4 and 5. First, more Retail students than other students 
completed the required number of Core modules. Second, more of the 
Metal & Engineering students completed the required number of industry 
modules than students in the two other industry strands. Third, the 
proportion of Hospitality students completing the required number of 
industry modules was a comparatively low 70%. The fact that 27% of 
Hospitality students sitting for the HSC examination completed less 
than the required nine modules raises some concerns about the module 
completion rate. The reasons for the lower completion rate for 
Hospitality modules is a difficult issue to  explore. It may be that as 
the teachers develop increased familiarity with the content of the 
modules, delivery will be improved. Given that there is no significant 
difference among the mean HSC scores for students in the three industry 
strands it is unlikely that the completion rate of Hospitality modules 
is tied in with the academic outcomes of the three groups of students 
as measured by the HSC examination.

In reviewing the completion rates of the modules there are a number of 
other issues that merit examination. These include whether the contents 
of the modules were:

¥ affected by the site for the delivery of the modules;
¥ too difficult for students; 
¥ not motivating for students;
¥ too much for the time available.

Table 5 - Number of Modules Completed - Core and Industry Strands
(N of students =383, Percentages shown)

In terms of site delivery the BOS data were examined to determine 
whether there were any examination centres where all the students did 
not complete the compulsory modules. There did not appear to be any 
consistent pattern for the 43 students who did not complete the five 
compulsory Core modules beyond saying that 23 of these students came 
from three centres. 

Again the data were explored to see whether there were any consistent 
patterns in terms of the students were concentrating on the Industry 
strand modules at the expense of the Core modules. The data did not 
reveal any such completion patterns. 

One other comparison that it was judged to be valuable to undertake was 
the completion rate of modules between school delivery and TAFE 
delivery*. Of the 238 Industry Studies students who obtained a CIS 
Hospitality strand, 22% attended TAFE for instruction in the industry 
specific strands and 78% were instructed in secondary schools. A closer 
analysis of the pattern of student attainment by delivery site (See 
Table 6) reveals that a higher proportion of students who studied 
Industry Studies Hospitality modules at TAFE obtained a CIS 
(Hospitality) compared with those who studied these modules at school.

Table 6 shows that for each student who completed the Hospitality 
modules at TAFE and obtained a SOC, ten students who were taught at 
TAFE obtained a CIS. In comparison, for each 12 students who were 
taught at school and obtained a SOC, 13 who were taught at school 
obtained a CIS. Thus it would be fair to say that based on the data 
presented in Table 6, students who were taught Hospitality modules at 
TAFE may be more likely to obtain a CIS (Hospitality) than students who 
were taught at school. Such an outcome may reflect the TAFE teachers 
greater familiarity with the content area of the Hospitality modules 
than the teachers in the schools. Further work  is needed to determine 
whether delivery sites affect student achievement in Industry Studies.

Table 6 - Pattern of Student Attainment in Industry Studies Hospitality 
Modules by Delivery Site

Most students reported that the activities in the competencies were 
interesting to do, particularly those in the Industry modules, 
suggesting that student motivation was not an issue that affected 
module completion rate. Time to complete the competencies did not pose 
problems for students, for again the data suggest that the students 
found there was adequate time to complete the competencies and that 
there was not a significant amount of re-testing of competencies within 
schools.

Another way to examine whether there was any relationship between 
module completion rate and HSC is to examine the HSC marks of students 
completing less than five compulsory modules compared with those who 
complete five compulsory modules. Successful completion of the learning 
outcomes required for each module should in theory mean that the 
students have mastered the content and accompanying skills. While there 
can be an argument advanced that the assessment of the modules and the 
HSC examination are based on different modes of assessment, there 
should be a positive correlation of some magnitude between the students' 
performances on the two assessments.

To determine if there is a relationship between the successful 
completion of the Core modules and the students' HSC and TER ranks the 
data presented in Table 7 are explored.

While it is not possible to test for any significant relationships 
because of the small numbers in some of the cells in Table 7, the data 
suggest that for the Hospitality strand the students completing less 
than five Core modules gained lower mean HSC/TERs than the students who 
completed five. The reverse is true of the Metal & Engineering students 
in terms of the HSC scores but not too much attention should be paid to 
this result because of the small number of students in this cell.


Table 7 - Average Mark in HSC and TER by number of Compulsory Modules 
Completed

Equally important is the percentage of students who did not complete 

the compulsory modules for the Industry Studies  course. Table 8 
reveals that 33% of Hospitality, 16% of Retail and only 7% of Metal & 
Engineering students failed to complete them.  

Table 8 - Students Completing the Compulsory Modules and the Type of 
Award Given (Percentages)

Surprisingly all the Retail students who received the lesser Statements 
of Competency (SOC)  completed the compulsory modules but had not 
successfully completed sufficient modules to be awarded the CIS by the 
BOS. This was not the situation with the two other strands. 
Furthermore, 18% of the total number of students who obtained a 
credential were studying the Metal & Engineering strand, 62% were 
studying the Hospitality strand and 20% were studying the Retail 
strand. Table 9 shows the distribution of overall student achievement 
by focus industry and credential obtained.


Table 9: Student Credential Outcomes by Focus Industry

Proportionally more students studying the Metal & Engineering and Retal 
strands as their focus industry obtained a CIS, compared to those 
studying the Hospitality strand. This result may be linked to the 
results of the workplace supervisors survey which showed that more 
structured industry training occurred in the Metal & Engineering 
industry than in Hospitality where students were often given tasks in 
the workplace that were unrelated to the syllabus. For example, 
students being asked to do house keeping duties during Hospitality 
industry work placements rather than kitchen duties. 

The fact that students in the three different strands completed 
different numbers of modules is an issue that merits further 
monitoring. As mentioned previously greater teacher familiarity with 
the content of the strands may overcome the differential rate as 
similarly the differential rate between schools and TAFE delivery may 
be lessened.

HSC students' perceptions about the value of Industry Studies

Students were asked a series of questions in the 1995 student survey 
that addressed their perceptions about the relative value or otherwise 
to them of enrolment in the Industry Studies course. Their responses 
are shown in Table 10.

One of the objectives of the Industry Studies course is to develop in 
students a knowledge of the specific career structures available within 
a focus industry and develop strategies to seek and attain a chosen 
career path. The students responding to the 1995 survey have indicated 
that for 43% of them this goal was achieved. In many ways it would be 
unrealistic to expect a higher proportion given the reality that career 
choices are influenced by a wide range of interactive factors operating 
in the home, school and local community environments (Davis & 
Braithwaite, 1991). There were differences when the answers to this 
issues are examined by industry strands. Significantly more Metal & 
Engineering students (67%) indicated that studying Industry Studies 
helped them find a job than was the case for Hospitality (41%) and 
Retail (40%) students. Causality is difficult to test in such analyses 
as equivalent comparison groups are difficult to establish and there is 
a significant difference in the numbers of students enrolled in the 
three industry strands. However, there is no doubt that the overall 
percentage (43%) of students who claimed that studying Industry Studies 
 helped them 'find a job' represents a significant proportion who would 

have been helped by their studies in the specific focus industry.

Table 10 - Students' Perception of the Value of the Industry Studies 
Course
(N=180, Percentages)

While general knowledge of a focus industry, and workplace practices in 
particular, are worthwhile outcomes for students, the value of such 
information is greater when this knowledge influences students' career 
choices. The data in Table 10 suggest that this was the case for 49% of 
the respondents. Here workplace experience assisted students' decisions 
to choose to work in the industry they studied. Equally important for 
26% of students such experience convinced them that the focus industry 
they studied for Industry Studies was not the career path they wished 
to follow. There were some differences among students studying in the 
three industry strands with more Hospitality students (29%) benefiting 
from studying this strand and deciding that the did not wish to work in 
this industry than was the case in the two other industry strands 
(M&E=11%; R=24%).

If getting a job in the industry was not the outcome for all students 
there is no doubt that the students benefited from studying Industry 
Studies as the data about building up self-confidence about gaining 
employment in Table 10 indicate. Seventy-one per cent of students 
responding to the survey indicated that they believed that completing 
Industry Studies helped them in this regard. There were significant 
differences among students in the three strands with 100% of the Metal 
& Engineering students arguing that this was the case compared with 80% 
of the Retail students and 64% of Hospitality students. Importantly, 
while only 64% of the Hospitality students agreed that Industry Studies 
 helped them in this regard, only 18% claimed it did not. It was not 
possible from the data to determine whether it was the quality of the 
structured work placements the students undertook or whether it was 
syllabus content that fostered this view among this 18%. It is an issue 
that merits further consideration. 

Part of the workplace experience the students obtained assisted 64% of 
them adjust to the workplace. The 14% who claimed not to have benefited 
from the experience tended to be the same Hospitality students who 
believed that Industry Studies  did not help them build up their self 
confidence. Analyses of their Industry Studies HSC marks indicated that 
they covered the whole range of marks and were not confined to the 
lowest band of scores.

While getting a place in TAFE or university was not listed as an 
objective of the Industry Studies course there is the likelihood that 
the knowledge and confidence that students tended to acquire as a 
result of completing the subject could assist in this regard. 
Twenty-nine per cent of students claimed that Industry Studies helped 
them get into a TAFE course though it is not possible to verify how 
Industry Studies helped in this regard. A similar percentage claimed 
that their Industry Studies experiences helped them fit into TAFE with 
more Metal & Engineering students (56%) claiming this to be the case 
than students in the two other strands (H= 29%, R=20%). The reality 
that proportionally more of the Metal & Engineering students than 
students in the two other strands may have undertaken some of their 
modules in a TAFE environment makes this outcome understandable. Far 
fewer students (6%) claimed it helped them gain entry into a 
university. This is understandable given that the majority of Industry 
Studies  students did not see this as their main priority.

The students were asked to rate the aspect of the course they enjoyed 

the most. Table 11 displays the data obtained from this question.

Table 11 - Students' Ratings of the Part of the Industry Studies Course 
They Enjoyed Most
(N = 180, Percentages)

Predictably the data in Table 11 reveal that 43% of students enjoyed 
their work placements more than other sections of the course, though 
their enjoyment of their industry strand was not far behind (33%). The 
Metal & Engineering students enjoyed their work placements 
significantly more than students in the two other strands. 

When asked what was the most important benefit they gained from 
Industry Studies the students responded as shown in Table 12. Again it 
may be seen from the data in that table that the students valued Work 
Placement most from their enrolment in Industry Studies. The 
Hospitality and Metal & Engineering students claimed proportionally 
more benefit than Retail students in this regard. The next most 
important benefit was the confidence they gained in terms of looking 
for future employment followed by specific industry skills and 
techniques. There were no significant differences between the 
proportion of responses in the categories listed in Table 12 and 
whether the students had obtained a job since leaving school.

Again the responses suggest that the outcomes of the syllabus were 
achieved by a substantial proportion of students completing Year 12.


Table 12 - Students' Views About the Benefits They Gained the Most From 
Industry Studies
(N = 180, Percentages)

The above findings confirm the initial positive expectations held by 
the students entering the course in Year 11 were fulfilled. The 
teachers and syllabus developers can feel reasonably pleased with these 
outcomes.

Conclusion

There are many philosophical issues that have to be addresses by 
courses such as Industry Studies which are beyond the scope of a 
brief paper such as this to address. Leaving such issues aside 
for the moment the above data suggests that the Industry Studies 
course has achieved many of its intended student outcomes.  
Student satisfaction with the course was very high with over 80%  
of the students expressing positive outcomes associated with 
their Industry Studies experiences. The syllabus objectives are 
comprehensive and are likely to be achieved over a longer time 
period than usually covered by the two years of post-compulsory 
education. Nevertheless the HSC outcomes and the student data 
presented above suggests that attainment of these objectives in 
the case of the majority of HSC students, is well under way. This 
is a positive outcome that should please all associated with the 
development and implementation of the course. 

When the course was first introduced emphasis was placed on the fact 
that students completing the course were eligible for a TER rank. As 
the data indicate, the majority of students enrolling in Industry 
Studies did not see that the attainment of a TER was a significant 
outcome following successful completion of the course. The majority of 
the students were more concerned about the pathways potential of the 
course to link in with industry training in TAFE or other settings. We 

would suggest that this benefit should be stressed  when students are 
counselled into the course.

Yet in terms of student outcomes there are a number of issues that 
should be examined or monitored as the syllabus is implemented in other 
schools. Paramount among these is ensuring that the issues of quality 
control which are an essential component of course delivery are 
maintained at a high level. The pilot schools had supports available to 
them during their implementation that may not be available to 
subsequent schools seeking to offer the syllabus to its students. While 
there is no doubt that the quality of support available to schools at 
the regional level has improved since the syllabus was implemented, 
student outcome variability based on site delivery identified above 
needs to be carefully monitored. There is always site variability in 
student outcomes in assessment systems such as the HSC due to a range 
of factors readily identified in the research literature. However, this 
syllabus because of its competency based approach and provision of 
structured work placements has greater possibilities for variability in 
student outcomes because many of the delivery systems are in sites 
beyond the school site. No doubt constant monitoring of the quality of 
the school placements could lessen the variability in the quality of 
work placement delivery in industry settings. Such monitoring requires 
extra time beyond that generally available school coordinators.

There is a need to review the variability in the completion rate of the 
Hospitality modules. The previous discussion has outlined a number of 
possible reasons but from the viewpoint of syllabus developers and 
implementers there is an need for BOS and the systems to monitor the 
situation quite closely. 



References

Adams, M., Ball, S., Braithwaite, J., Kensell, H., & Low, B. (1991) The 
Challenge of Retention , Canberra: Curriculum Development Centre

Braithwaite, J, (1988) Disadvantaged students and their parents' 
perceptions of education and schooling in the post-compulsory years, 
Curriculum Perspectives, 8, (2) pp 20-29

Business Council of Australia (1993) Flexibility in Training , 
Melbourne: The Council

Dywer, P. (1995) Pathways in Post-compulsory Education - From Metaphor 
to Practice,  Australian Journal of Education, 39, (2) pp 146-162

Employment and Skills Formation Council,  Carmichael, L. - Chair (1992) 
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N.B.E.E.T.

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Pepper, L. (1995) Today's Curriculum : Tomorrow's Worker- Are we 
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 The study was conducted for the NSW Ministry of Education & Youth 
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reports produced by Braithwaite, Cooney & Smit (1993-5).

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