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Five Questions with Ali Radloff

Australian Council for Educational Research (ACER), Australia

Photo of Ali Radloff

Connect with Ali

Ali chose to be interviewed in Chair #1

1. What is your job title?

Research Fellow

2. Briefly, how would you describe your role in terms of your place in your institution?

I work in the Tertiary Education Research Program at Australian Council for Educational Research (ACER). ACER is an independent, not-for-profit research organisation whose mission is to create and promote research-based knowledge, products and services that can be used to improve learning across the lifespan.

Most of the work that I do involves leading and contributing to a range of commissioned research projects for a range of different clients, including individual universities, government and intergovernmental agencies, both in Australia and overseas.

Much of the work that I do focuses on survey research, and includes developing and administering surveys, analysing data and preparing reports for clients based on survey research. Some examples of recent projects that I have been working on have involved developing a customised graduate survey for an Australian university, running a survey of doctors in a training program about their training experience, conducting an adaptation of the SES with a partner in Japan – the Japan University Experience Survey, and analysing data on student pathways between VET and higher education sectors. The work is always diverse and interesting!

 

3. From your perspective, what are the emerging areas of interest in institutional research?

I think that one area of interest that’s been around for a while but seems to be strengthening is measuring outcomes from higher education and post-secondary training. Although there’ve been mechanisms to measure graduate outcomes for decades in Australia, I think there’s been increasing interest in measuring graduate outcomes more broadly, rather than focusing on employment outcomes alone, exploring other ways of measuring graduate ‘success’.

There also appears to be quite a bit of interest in exploring longer-term outcomes of higher education, such as the work being done in the UK using the Longitudinal Education Outcomes (LEO) database and the Graduate Longitudinal Study New Zealand (GLSNZ). There also appears to be ongoing interest in improving assessment practices and developing fit-for-purpose assessment to better measure education and training outcomes.

4. What do you believe will be the future priorities for institutional research?

More thoroughly mapping and understanding student pathways and outcomes, from secondary schooling, through to VET, higher education and other post-secondary training or work, to graduation and beyond and back again to further understand the pathways that people are taking across their lifetime.

5. Complete this statement: In my role, I can’t operate effectively without…

…my colleagues at ACER. I’m really lucky to be able to work with such a great team in Tertiary Education Research, and also across ACER we have such a range of expertise, including in psychometrics, assessment development, and sampling, as well as support from our librarians, and staff in marketing, design and IT.

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April 2017 Newsletter

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  • About
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