Trends in fields of study of bachelors degree graduates in New Zealand

2. Bachelors degree graduates

2.1 Bachelors graduates in 2006

Nearly 26,000 people gained a bachelors degree in New Zealand in 2006. Eighty-three percent of these students gained their degree at one of the country’s eight universities, while the remaining 17 percent gained their degree from one of 35 non-university providers. Almost one in five (or 19 percent) was an international student.

Field of specialisation can be categorised at either the broad, or the narrow, or the detailed levels of the NZSCED classification. There are 12 categories at the broad level, 71 at the narrow level and 376 at the detailed level.¹ Most of this report describes trends at either the broad or the narrow level.

A graduate can have more than one specialisation, and throughout this report they have been counted in each field they specialised in. For example, 83 percent of bachelors graduates in 2006 had one specialisation at the broad level of NZSCED, while almost all of the remainder had two. At the narrow level of NZSCED, 69 percent had one specialisation, 29 percent had two, and two percent had more than two. At the detailed level of NZSCED, 60 percent had one specialisation, 33 percent had two, and seven percent had more than two.

Figure 1: Bachelors degree graduates in 2006 by broad field of specialisation

Notes: The figure next to each bar is the percentage of all graduates studying in that field. Students with specialisations covering more than one broad field have been counted in each broad field they specialised in.

Figure 1 shows the distribution of 2006 bachelors degree graduates across the 12 broad fields of education. Students graduating in the broad fields of society and culture, and management and commerce made up 57 percent of all graduates (both domestic and international).

These broad fields, however, often include a diverse range of specialties. Table 1 shows the most common fields of specialisation in 2006 across the 71 narrow fields of education. With international graduates included, business and management was the most common field of study. For domestic students, teacher education was the most common field of study. Trends for domestic students only are discussed further in section 2.4.

Table 1: The 10 most common narrow fields of specialisation for bachelors degree graduates in 2006

Notes: Includes both domestic and international students. Students can be counted in more than one field.
Narrow field	Number of graduates	Percent of total graduates
Business and Management	2,790	10.8%
Teacher Education	2,130	8.2%
Sales and Marketing	2,000	7.7%
Studies in Human Society	1,650	6.4%
Accountancy	1,560	6.0%
Banking, Finance and Related Fields	1,430	5.5%
Nursing	1,430	5.5%
Law	1,410	5.5%
Language and Literature	1,280	5.0%
Biological Sciences	1,270	4.9%
All fields	25,820	100%

2.2 Which fields where?

Students gained bachelors degrees at 43 tertiary education providers in 2006. This included the eight universities and the then two remaining colleges of education, 16 of the 20 institutes of technology polytechnics (ITPs), all three wānanga, and 14 private training establishments (PTEs).

Of the nearly 26,000 domestic students gaining a degree in 2006, 83 percent graduated from universities (including the colleges of education), 15 percent from ITPs, one percent from wānanga, and one percent from PTEs. Table 2 shows the distribution across provider types.

Table 2: Bachelors degree graduates and qualifications by type of provider in 2006

Notes: All bachelors qualifications, including those that share the same title, are treated as separate local qualifications, and therefore are counted separately for each provider that offers them. Colleges of Education have been included with universities.
Type of provider	Number of providers with students gaining bachelors	Number of graduates	Number of bachelors qualifications	Number of narrow fields gained in (maximum is 71)
Universities	8	21,300	223	61
Institutes of technology & polytechnics	16	3,800	120	44
Wānanga	3	380	21	16
Private training establishments	14	360	18	13
All provider types	43	25,800	384	61

Figure 2 below shows the distribution of broad fields for 2006 bachelors graduates by type of provider. While ITP graduates made up 15 percent of bachelors graduates across all fields, their share was higher in the broad fields of health, creative arts, information technology, and architecture and building and lower in all other broad fields, in particular in the natural and physical sciences, and education.

Figure 2: Percentage of bachelors degree graduates in 2006 by broad field of specialisation and type of provider

These broad fields, however, often comprise a diverse range of disciplines, and a mix of differing academic and vocational foci. Table 3 looks at the narrow level, showing the 10 most common fields for domestic ITP graduates in 2006.

In the broad field of health, ITPs dominated the supply of bachelors graduates in nursing and radiography. Over three-quarters of all nursing graduates were from ITPs, and nursing graduates made up a third of all ITP bachelors graduates. ITPs also produced 22 percent of graduates in rehabilitation therapies (specifically occupational therapy, chiropractic and osteopathy).However, in the fields of medicine, dental studies, pharmacy and optical science, universities continued to be the only, or just about the only, supplier of bachelors-level graduates.

ITPs were an active supplier of graduates in human welfare studies and services, in particular in social work and counselling, where about half of all graduates in these fields came from ITPs. ITPs had a strong focus in the creative arts fields, in particular, in graphic arts and design studies, and fine arts. In total, 29 percent of all creative arts graduates were from ITPs. ITPs also dominated the supply of bachelors graduates in dance and photography. ITPs also had a strong focus on information technology degrees. Over 20 percent of all bachelors degrees in information technology were from ITPs, and information technology graduates made up 12 percent of all ITP degree graduates.

Table 3: The 10 most common narrow fields of specialisation for ITP bachelors degree graduates in 2006

Notes: Includes both domestic and international students. Excludes fields with less than 10 graduates. Also excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details.
Narrow field - By highest number of graduates	Number of graduates - By highest number of graduates	Percent of total sector graduates - By highest number of graduates	Narrow field - By highest percentage of total sector graduates	Number of graduates - By highest percentage of total sector graduates	Percent of total sector graduates - By highest percentage of total sector graduates
Nursing	1,080	76%	Radiography	90	78%
Information Systems	360	31%	Nursing	1,080	76%
Graphic and Design Studies	320	37%	Human Welfare Studies and Services	210	49%
Business and Management	280	10%	Building	50	46%
Human Welfare Studies and Services	210	49%	Visual Arts and Crafts	210	44%
Visual Arts and Crafts	210	44%	Graphic and Design Studies	320	37%
Computer Science	190	24%	Information Systems	360	31%
Accountancy	190	12%	Computer Science	190	24%
Communication and Media Studies	170	20%	Rehabilitation Therapies	100	22%
Sales and Marketing	170	9%	Veterinary Studies	30	20%
All fields	3,800	15%	All fields	3,800	15%

There are around 1,500 students enrolled each year in bachelors degrees at the country's three wānanga. Wānanga offer around 25 to 30 bachelors degree qualifications. These have a focus on teacher education, health, Māori studies, business administration, and creative arts. Wānanga degrees have a strong Te Reo (Māori language) and tikanga (Māori culture and customs) component.

There were 360 bachelors graduates from wānanga in 2006. Of these, 28 percent were in teacher education, mainly primary education, Māori education, bi-lingual teacher education. Nearly a quarter of graduates specialised in community health, and hauora (Māori health). A further 17 percent of graduates studied business and management, while 15 percent specialised in studies in human society (including history, and tikanga, or Māori customs. Māori performing arts, and visual arts and crafts made up a further 13 percent. Together, these nine fields were studied by 96 percent of wānanga graduates.

Similarly, there were around 1,800 students enrolled in around 20 different bachelors degrees at 15 private training establishments (PTEs) in 2006. 360 students gained a bachelors degree from a PTE in 2006. PTEs often provide education in particular niche or specialty areas. For example, 22 percent of PTE bachelors graduates gained a degree in religious studies (such as the Bachelor of Ministries, and the Bachelor of Theology). Teacher education and business and management made up another 17 and 14 percent respectively of 2006 graduates. Also popular were degrees in music, drama and theatre studies, and fine arts, such as the Bachelor of Music (Contemporary Christian Music) from ATC New Zealand, and the Bachelor of Fine Arts from Whitecliffe College of Arts and Design. Specific bachelors degrees were also provided in chiropractics, massage, acupuncture, as well as counselling, hospitality and tourism management. One of the degrees with the highest enrolments and number of graduates was in the Bachelor of International Studies provided by the International Pacific College.

2.3 Domestic and international

New Zealand has one of the highest rates of participation by international students in the OECD.²Nearly one in five (or 4,870 out of 25,820) bachelors graduates in 2006 was an international student). The choice of what to study for international students can be driven by a different set of factors from those influencing domestic students. Many (but not all) international students are likely to leave New Zealand after study, so may be seeking fields where the skills and credentials gained can be readily transferred and recognised outside New Zealand. Because of the significant extra tuition costs faced by most international students, the choice of study for some is also more likely to be influenced by future economic returns, ie which degree will earn most. Other factors such as English language content are discussed further below.

As a result, there are marked differences in what fields domestic and international students study. Figure 3 compares the specialisations of domestic and international bachelors degree graduates across 11 broad fields of study.

Figure 3: Percentage of bachelors degree graduates in 2006 by broad field of specialisation and whether domestic or international

A higher proportion of international graduates specialised in management and commerce or information technology. In fact, more than half of all international bachelors graduates were in management and commerce, compared with 20 percent for domestic graduates. There were nearly two international graduates for every three domestic graduates in management and commerce or information technology. Skills and credentials in information technology and management are likely to be more easily transferable to a student's home country. Information technology may also appeal to some non-native English language speakers, because its courses will rely less on English and more on internationally-compatible or recognised computing skills.

Table 4: The 10 most common narrow fields of specialisation for domestic and international bachelors degree graduates in 2006

Note: N.E.C. is 'not elsewhere classified'. N.F.D is 'Not further defined'. Students can be counted in more than one field. See Section 3 for more details.
Narrow field - Domestic students	Number of graduates - Domestic students	Percentage of domestic graduates - Domestic students	Narrow field - International students	Number of graduates - International students	Percentage of international graduates - International students
Teacher Education	2,100	10.0%	Business and Management	980	20.1%
Business and Management	1,810	8.6%	Banking and Finance	880	18.1%
Studies in Human Society	1,550	7.4%	Sales and Marketing	670	13.8%
Sales and Marketing	1,330	6.3%	Accountancy	610	12.5%
Law	1,300	6.2%	Economics and Econometrics	510	10.5%
Nursing	1,290	6.2%	Information Systems	510	10.5%
Biological Sciences	1,150	5.5%	Computer Science	250	5.1%
Language and Literature	1,100	5.3%	Other Society and Culture (N.E.C., mixed or N.F.D.)	220	4.5%
Behavioural Science	1,000	4.8%	Communication and Media Studies	190	3.9%
Accountancy	940	4.5%	Language and Literature	170	3.5%
All fields	20,950	100%	All fields	4,870	100%

Table 4 shows differences between domestic and international students at the narrow level. The top five fields for international students were within the broad field of management and commerce, while the next two were in information technology. Relatively few international bachelors graduates can be found in education. Just one percent of international graduates were in teacher education. International graduates were also under-represented in health. Seven percent of health graduates were international students, compared with 19 percent over all fields. Of those who do graduate in health, more are likely to do so in nursing, rather than in fields such as in medicine, dentistry, veterinary, and pharmacy, which, in general, have limits on the numbers of new entrants each year, including those from overseas.

Table 5 below shows the 10 fields of specialisation with the highest proportion of international graduates, and the 10 fields with the lowest proportion of international graduates. Banking and finance, and economics were the two most highly represented specialisations for international graduates. In fact, graduates from overseas outnumbered domestic graduates in these two fields. One in 10 international students graduated with economics as their specialty. The field of economics is classified under the broad field of society and culture, rather than management and commerce. International graduates in society and culture are therefore dominated by its economics graduates more so than other fields such as the humanities or law. In fact, with economics removed just 14 percent of international bachelors graduates were in society and culture compared with 29 percent for domestic graduates. Courses with higher English language content such as English literature, history or law may act to discourage some non-native English language speakers from pursuing these fields.

Table 5: The most and least common narrow fields of specialisation for international bachelors degree graduates in 2006

Notes: Excludes fields with less than 10 graduates. Also excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details.
Field of study (narrow level)	Domestic and international graduates	Percent of all graduates that are international
Banking, Finance and Related Fields	1,430	62%
Economics and Econometrics	1,010	51%
Tourism	270	50%
Aerospace Engineering and Technology	80	49%
Information Systems	1,180	43%
Accountancy	1,560	39%
Business and Management	2,790	35%
Sales and Marketing	2,000	33%
Computer Science	790	32%
Mathematical Sciences	420	31%
All fields	25,820	19%
Agriculture	130	4%
Visual Arts and Crafts	490	4%
Optical Science	20	4%
Public Health	190	4%
Rehabilitation Therapies	460	3%
Earth Sciences	320	3%
Teacher Education	2,130	2%
Sport and Recreation	430	2%
Human Welfare Studies and Services	440	1%
Radiography	110	1%

 

2.4 Changes in the last five years

The numbers of bachelors graduates grew by 22 percent between 2002 and 2006, increasing by 4,700 to reach 25,820 in 2006. However, this figure masks two markedly different underlying trends. The number of domestic bachelors graduates grew by just 4 percent over this period, with most of this growth between 2005 and 2006. By contrast, the number of international bachelors graduates more than quadrupled, rising from just over 1,000 in 2002 to nearly 4,900 in 2006. In contrast to domestic numbers, most of this growth occurred between 2002 and 2005, reflecting the increases in participation that began around 2000.

To better understand trends in the supply of skills for the New Zealand labour market, this section focuses on domestic graduates only. While the overall growth in the number of domestic bachelors graduates has been modest in recent years, growth in some fields has been significant, while in other fields, the number of graduates has declined. Table 5 below shows how the 10 most common specialisations for domestic bachelors graduates have changed between 2002 and 2006.

Table 6: The 10 most common narrow fields of specialisation for domestic bachelors degree graduates: 2002 to 2006

Field of study (narrow level)	Number of graduates	As a percentage of all graduates	Ranking - 2002	Ranking - 2003	Ranking - 2004	Ranking - 2005	Ranking - 2006
Teacher Education	2,100	10.0%	1	1	1	1	1
Business and Management	1,810	8.6%	3	2	2	2	2
Studies in Human Society	1,550	7.4%	2	3	4	3	3
Sales and Marketing	1,330	6.3%	9	8	7	7	4
Law	1,300	6.2%	10	7	5	5	5
Nursing	1,290	6.2%	4	4	3	4	6
Biological Sciences	1,150	5.5%	13	13	12	9	7
Language and Literature	1,100	5.3%	6	9	6	6	8
Behavioural Science	1,000	4.8%	11	10	11	10	9
Accountancy	940	4.5%	8	11	10	12	10
All fields	20,950	100%
Note: Students can be counted in more than one field.

The three most common fields have remained unchanged over the last five years – teacher education, business and management, and studies in human society. Biological sciences, law, and sales and marketing have become more common, while curriculum and education studies and information systems have dropped out of the top ten.

Table 7: The fastest growing narrow fields of specialisation for domestic bachelors degree graduates (Increase in graduates between 2002 and 2006)

Note: N.E.C. means not elsewhere classified. N.F.D. means not further defined. Students can be counted in more than one field. See Section 3 for more details.
Field of study (narrow level)	By Number - Number	By Number - Percentage increase	Field of study (narrow level)	By percentage increase - Number	By percentage increase - Percentage increase
Biological Sciences	310	36%	Public Health	120	230%
Law	290	28%	Justice and Law Enforcement	110	151%
Communication and Media Studies	230	54%	Other Management and Commerce	90	106%
Human Welfare Studies and Services	210	92%	Human Welfare Studies and Services	210	92%
Business and Management	200	12%	Dental Studies	40	68%
Sales and Marketing	190	17%	Pharmacy	70	58%
Other Natural and Physical Sciences (N.E.C., mixed or N.F.D.)	160	56%	Other Natural and Physical Sciences (N.E.C., mixed or N.F.D.)	160	56%
Graphic and Design Studies	150	25%	Building	30	56%
Other Health (N.E.C., mixed or N.F.D.)	140	46%	Veterinary Studies	40	55%
Public Health	120	230%	Communication and Media Studies	230	54%
All fields	840	4%	All fields	840	4%

Table 7 shows the 10 fastest growing fields of specialisation for domestic bachelors graduates since 2002. In numerical terms, the greatest increases were seen in biological sciences, where there are now 300 (or 36 percent) more graduates a year than in 2002. Law, and communications and media studies (including journalism) have also seen large increases of more than 200 graduates. The fields with the largest percentage gains were public health, and justice and law enforcement where the number of graduates in 2006 was more than double their 2002 level. Trends for other fields, including dental studies, pharmacy and veterinary studies are discussed later in this section.

Table 8 below shows the 10 fastest declining main fields of specialisation for domestic bachelors graduates since 2002. Information technology (comprising the narrow fields of computer science and information systems) has experienced the greatest decline over the last five years. There were 660 fewer graduates in 2006 than in 2002, a 40 percent decline across both narrow fields.By contrast, the number of international graduates in information technology quadrupled between 2002 and 2005, but declined in 2006. While growth in international student numbers has slowed noticeably, information technology was the only broad field to show a decline in international graduates in 2006. In contrast to the decline in information technology, there has been a 25 percent increase in graduates in graphic and design studies, much of which has been due to growth in computer-based multimedia and design courses.

Table 8: The fastest declining narrow fields of specialisation for domestic bachelors degree graduates

Notes: Students can be counted in more than one field. All of the decrease in Studies in Human Society was between 2002 and 2003. Numbers have been steady since 2003. Almost all of the decrease in Nursing was between 2005 and 2006.
Field of study (narrow level)	By Number - Number	By Number - Percentage increase	Field of study (narrow level)	By percentage increase - Number	By percentage increase - Percentage increase
Information Systems	-490	-42%	Information Systems	-490	-42%
Teacher Education	-380	-15%	Manufacturing, Engineering and Technology	-20	-41%
Curriculum and Education Studies	-360	-28%	Computer Science	-360	-40%
Computer Science	-360	-40%	Forestry Studies	-10	-30%
Accountancy	-230	-20%	Curriculum and Education Studies	-360	-28%
Studies in Human Society1	-200	-12%	Tourism	-40	-23%
Nursing2	-190	-13%	Mathematical Sciences	-80	-22%
Language and Literature	-110	-9%	Optical Science	-10	-21%
Mathematical Sciences	-80	-22%	Accountancy	-230	-20%
Medical Studies	-70	-16%	Environmental Studies	-20	-18%
All fields	840	4%	All fields	840	4%

These trends are now discussed in more detail.

Society and Culture

Society and culture covers the most diverse range of subjects of all the broad NZSCED fields – with 12 narrow fields, and 58 distinct detailed fields. With 6,700 (or one in every three) domestic graduates in 2006, more New Zealanders graduate with a bachelors degree in society and culture than any other broad field of study.

Figure 4: Domestic bachelors degree graduates in society and culture: 2002 to 2006

Law had 1,300 graduates in 2006, nearly 300 more than in 2002, the second largest increase after biological sciences. Justice and law enforcement also increased significantly, up by 100 graduates, or 150 percent.

There were 1,100 graduates in language and literature in 2006, slightly down from 2002. Degrees in literature make up half of this group, while foreign languages make up a third.

Figure 5: Domestic bachelors degree graduates in studies in human society: 2002 to 2006

The humanities and social sciences subjects ('studies in human society') remain the largest narrow field within the broad field of society and culture. Numbers in this field have been stable since 2003, with around 1,500 graduates a year.

Within this narrow field, history remains the largest detailed field with 470 to 500 graduates a year. Sociology has increased in 2005 and 2006, while anthropology has been declining.

Degrees in human welfare studies and services have also increased noticeably, up by over 200 or 92 percent since 2002. Three-quarters of these are in social work, while 30 percent are in counselling.

Economics graduate numbers rose by 20 percent since 2002. Behavioural science (or psychology) has been steady around 1,000 graduates a year. The ‘Other’ group contains the common field of cultural studies, steady at around 230 graduates a year.

Health

Health graduate numbers have been relatively constant since 2003. At around 3,200 a year they made up around 15 percent of all domestic students gaining bachelors degrees.

Nursing degrees dominated this group. Over 40 percent of all health degrees were in nursing. The number of nursing graduates decreased by nearly 200, or 13 percent, in 2006. While this decline occurred over several providers, other providers saw increases in their nursing graduates. Within nursing graduates, there are just over a 100 graduates a year in midwifery. This number remained relatively constant between 2002 and 2006.

The number of domestic graduates with bachelors degrees in medical studies remained relatively constant at between 420 and 450 each year. A temporary fall in 2006 of around 100 (or 20 percent) was due to a change in the way Auckland University structured its medical degrees. Previously prospective doctors had to complete a three-year Bachelor of Human Biology first, followed by a three-year Bachelor of Medicine, Bachelor of Surgery. Since 2005, students enrol in one six-year Bachelor of Medicine, Bachelor of Surgery. Medical studies can also be undertaken at Otago University. Annual enrolment intakes to both these degrees are capped.

Figure 6: Domestic bachelors degree graduates in health: 2002 to 2006

Pharmacy numbers have grown from around 120 graduates in 2002 to around 190 in 2006 (up 60 percent). Otago University and University of Auckland's Bachelor of Pharmacy qualification accounted for all of the graduates in pharmacy, with most of the increase in graduate numbers occurring at the University in Auckland.

Dental Studies numbers have increased from 60 in 2002 to around 100 in 2006 (up 68 percent). This increase was driven entirely by the allied dental professions (dental therapy, dental hygiene, etc), and at least in part by a change that has seen full degree programmes rather than diploma programmes become the main means of training for these people. Graduate numbers in dentistry (which has capped intakes) have remained relatively constant at around 60 a year.

Veterinary numbers rose by 34 percent in 2006, to number 120, after being constant between 70 and 80 a year between 2002 and 2005. This comprised around 90 graduates in veterinary science and around 30 graduates in veterinary assisting. The country's only degree in veterinary science from Massey University has a capped intake.2005 saw the country's first bachelors graduates in veterinary assisting (from Unitec's Bachelor of Applied Animal Technology).

The majority of the growth in public health in 2006, was specifically due to courses that have been coded to community health within Te Wānanga o Aotearoa's Bachelor of Social Work (Biculturalism in Practice). Within the public health field, there has also been growth in health education, promotion and counselling, largely due to more graduates in the Bachelor of Applied Social Science at Waikato Institute of Technology.

Rehabilitation therapies numbers have grown by 60 or 16 percent. Within this group, physiotherapy and occupational therapy numbers have remained flat (190 and 110 a year respectively), but speech pathology, chiropractic and osteopathy are up. Between 10 and 20 students a year gain degrees in massage therapy, specifically Southland's Institute of Technology's Bachelor of Therapeutic and Sports Massage. 

Management and Commerce

In terms of graduate numbers this is the second largest broad field after society and culture. One in five (4,200) domestic graduates were in this group in 2006, up 9 percent since 2002.

Figure 7: Domestic bachelors degree graduates in management and commerce: 2002 to 2006

Business management graduate numbers rose steadily – up 12 percent to 1,800 in 2006, with main gains in hospitality, farm, and organisation management, and international business.

Accountancy is declining, down 240 or 20 percent since 2002.

Marketing rose noticeably in 2006, up 120 or 13 percent to number more than 1,000 for the first time. 

Information Technology

Figure 8: Domestic bachelors degree graduates in information technology: 2002 to 2006

Information technology domestic graduate numbers have declined rapidly since 2002: 660 fewer (40 percent) domestic graduates compared with 2002. They now make up 5.0 percent of domestic graduates, down from 9.6 percent five years earlier.

This was the only field where international graduate numbers declined in 2006, after massive growth to 2005.

Whilst graduate numbers in information technology have reduced, information technology-related courses in other fields have grown. For example, computer-based multimedia and design courses.

Natural and Physical Sciences

Figure 9: Domestic bachelors degree graduates in natural and physical sciences: 2002 to 2006

Science graduate numbers have shown moderate to high growth, up by 300 graduates or 16 percent in last 5 years. This broad field now makes up 10 percent of bachelors graduates (up from 9 percent).

The biggest gains have been in biological sciences (up 300 or 36 percent). Specifically, these gains were in human biology (up 100 or 76 percent), ecology and evolution (up 70 or 37 percent) and neuroscience (up 60 or 130 percent). Biochemistry and botany numbers have remained relatively constant, while zoology numbers have fallen since 2002. In most cases, graduates in biological sciences were not associated with other specialisations in other broad fields, such as health.

There were also big gains in the 'other' sciences group (up 160 or 56 percent). The main contributors were pharmacology (up 70 or 94 percent) and biotechnology (up 40 or 75 percent).

Mathematical sciences graduate numbers have decreased since 2002 (down 80 or 22 percent).

Engineering and Related Technologies

Figure 10: Domestic bachelors degree graduates in engineering and related technologies: 2002 to 2006

The number of engineering graduates was relatively stable between 2002 and 2005, with around 1,000 domestic graduates a year. There was a marked increase in 2006 of 19 percent or 200 graduates, spread across several specialties.

The largest group – electrical and electronic rose in nunbers up to 2005, before falling in 2006. These falls were in most disciplines, with the biggest falls in computer engineering.

Mechanical and industrial graduate numbers also increased up to 2005 before falling in 2006, specifically in industrial engineering. Mechanical engineering numbers have risen each year, and are up 60 or 46 percent on 2002 levels.

After steady gains since 2002, the number of manufacturing engineering graduates fell sharply in 2006 – by 70 percent back to its 2002 levels.

Process and resources (which includes chemical), civil, geomatic (which includes surveying), and aerospace engineering have largely gone up and down around their 2002 levels.

The first 30 students in mining engineering graduated in 2006.

Education

Figure 11: Domestic bachelors degree graduates in education: 2002 to 2006

This is the most vocationally focused group. Nearly 80 percent or 2,100 of the 2,700 graduates were in teacher education.

Graduate numbers in both teacher education and curriculum and education studies have declined since 2002. Teacher education is down 380, or 28 percent, with only information technology numbers down more. Much of the decline was between 2002 and 2003, there was a drop again in 2005 and a slight pick up between 2005 and 2006 graduates. Data for 2007 and 2008 graduates is not yet available to confirm current tends. Over the period of analysis, two of the then four colleges of education merged with their local university, while the remaining two followed in 2007. Reported enrolments and graduations showed small to moderate declines around the time of the mergers.

At other (non-bachelors) levels, graduate numbers have all either stayed the same or increased. In particular, diplomas in teacher education increased steadily between 2002 and 2006.

Despite this, teacher education remains the most common specialisation for domestic graduates. 

Creative Arts

Figure 12: Domestic bachelors degree graduates in creative arts: 2002 to 2006

Numbering 2,200 a year, there are now more graduates in creative arts than in the sciences.

One of the fastest growing areas has been communication and media studies, up by 230, or 54 percent, since 2002. Specifically, this includes growth in journalism and media studies, as well as computer-based media studies, such as website or multi-media design.

Graphic and design studies remain the largest narrow group, with 780 domestic graduates a year. Within this group, degrees in fashion design have nearly tripled, up from 40 in 2002 to 110 in 2006. In part, this was due to AUT’s Bachelor of Design with its first students completing in 2004.

Architecture and Building

Figure 13: Domestic bachelors degree graduates in architecture and building: 2002 to 2006

Architecture and building graduates made up less than 3 percent of all domestic bachelor graduates in 2006. Numbers were steady up to 2005, but up significantly in 2006 (by 100, or 32 percent).

This growth was mainly in architecture. Graduates in building are small in number – just 80 in 2006 or 16 percent of all graduates in this broad field. 

Agriculture, Environmental and Related Studies

Figure 14: Domestic bachelors degree graduates in agriculture, environmental and related studies: 2002 to 2006

Graduates in agriculture and environmental studies are a small group, just 1 percent of all domestic bachelors graduates.

Main growth has been in agriculture, up by 30, or 28 percent since 2002. Specifically, in agricultural science and animal husbandry.

Horticulture, viticulture, and forestry, numbers have remained flat, or up and down around their 2002 levels. 

Graduate numbers in environmental studies, maybe surprisingly, have not increased, despite being an area which has gained more public interest in recent years.

2.5 Men and women

Historically, there have been differences between what men and women study. More men than women graduate in engineering and information technology, while more women graduate in health and education. Figure 15 shows these differences at broad NZSCED level, while Table 9 shows these at the narrow NZSCED level.

Figure 15: Percentage of domestic bachelors degree graduates in 2006 by broad field of specialisation and gender

Table 9: The 10 most common narrow fields of specialisation for domestic bachelors degree graduates in 2006 by gender

Note: Students can be counted in more than one field.
Women - Field of study (narrow level)	Women - Number of graduates	Women - Percentage of all females	Men - Field of study (narrow level)	Men - Number of graduates	Men - Percentage of all males
Teacher Education	1,820	13.9%	Business and Management	830	10.5%
Nursing	1,220	9.3%	Sales and Marketing	560	7.1%
Studies in Human Society	1,060	8.1%	Law	500	6.3%
Business and Management	980	7.5%	Studies in Human Society	490	6.2%
Law	810	6.2%	Information Systems	490	6.2%
Language and Literature	810	6.2%	Computer Science	450	5.7%
Behavioural Science	800	6.1%	Accountancy	430	5.5%
Curriculum and Education Studies	800	6.1%	Biological Sciences	430	5.5%
Sales and Marketing	770	5.9%	Electrical and Electronic Engineering	370	4.7%
Biological Sciences	730	5.6%	Banking and Finance	330	4.2%
All fields	13,060	100%	All fields	7,890	100%

The two traditionally female-dominated professions of teacher education and nursing remain the most common fields for women. One in five female bachelors graduates was in nursing or teacher education. By contrast, the two most common fields for male graduates were business and management, and sales and marketing. Nearly one in five male bachelors graduates was in one of these two fields. The information technology fields, while the fifth choice for men, rank 38^th for women. Despite the differences in preference, each of the top four fields for men had more women graduates.

Table 10 below shows the top and bottom 10 narrow fields in terms of the proportion of graduates who were women. Again we see health and education preferences amongst females against the engineering and information technology preferences amongst males.

Table 10: The 10 most and least common narrow fields of specialisation for domestic female bachelors degree graduates in 2006

Notes: Excludes fields with less than 10 graduates. Also excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details.
Most common - Field of study (narrow level)	Most common - Number of female graduates	Most common - Percentage of graduates in this field who were female	Least common - Field of study (narrow level)	Least common - Number of female graduates	Least common - Percentage of graduates in this field who were female
Nursing	1,290	94%	Mechanical and Industrial Engineering and Technology	260	9%
Teacher Education	2,100	87%	Electrical and Electronic Engineering and Technology	410	11%
Curriculum and Education Studies	930	86%	Civil Engineering	240	14%
Human Welfare Studies and Services	430	85%	Physics and Astronomy	90	15%
Radiography	110	83%	Computer Science	540	16%
Behavioural Science	1,000	80%	Building	80	25%
Rehabilitation Therapies	440	77%	Forestry Studies	20	25%
Veterinary Studies	120	77%	Information Systems	680	28%
Public Health	180	76%	Process and Resources Engineering	140	30%
Visual Arts and Crafts	470	74%	Aerospace Engineering and Technology	40	32%
All fields	13,060	62%	All fields	13,060	62%

The proportion of domestic bachelors graduates who were female remained about the same between 2002 and 2006 at about 62 percent. However, within certain specialisations there have been changes. Figure 16 shows changes in the gender distribution of graduates between 2002 and 2006. Women increased their share of graduates in dental studies, agriculture, and justice and law enforcement, while their share of graduates decreased in most engineering disciplines, information technology, tourism, and the performing arts. There were two fields where females increased their share of graduates from under 50 percent to over 50 percent between 2002 and 2006. In agriculture, women are now 51 percent of graduates compared with 32 percent in 2002, while women now make up 62 percent of graduates in dental studies (includes both dentistry and allied dental professions) compared with 35 percent in 2002.

Figure 16: Percentage of domestic bachelors graduates who were female in 2002 and 2006, by narrow field of specialisation

Notes: Some labels have been shortened for display purposes. Excludes fields with less than 10 graduates. Also excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details. 

2.6 Ethnic differences

As with gender, there are different patterns of field of study amongst different ethnic groups. This is shown in Figure 17 below.

Figure 17: Percentage of domestic bachelors degree graduates in 2006 by broad field of specialisation and ethnic group

At broad level, domestic Asian graduates are more likely to be found in the sciences, information technology, engineering, and management and commerce. Māori and Pasifika graduates are more likely than European or Asian graduates to be found in education, or society and culture. There are significantly fewer Asian graduates in education, or society and culture.

Table 11 shows these differences at the narrow level. While teacher education is the most common field for Māori, Pasifika and European graduates, it does not even make the top 10 fields for domestic Asian graduates. On the other hand, banking and finance, economics, computer science, information systems, and electrical engineering are in the top 10 list for Asian graduates only.

Table 11: The 10 most common narrow fields of specialisation for Māori, Pasifika, European and Asian domestic bachelors degree graduates in 2006 - Part 1

Notes: Excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details.
Māori	% of all Māori graduates	Pasifika	% of all Pasifika graduates
Teacher Education	16.4%	Teacher Education	13.5%
Studies in Human Society	10.8%	Studies in Human Society	10.2%
Business and Management	8.9%	Business and Management	8.1%
Nursing	6.4%	Law	6.9%
Language and Literature	6.0%	Language and Literature	6.2%
Law	5.6%	Nursing	5.4%
Curriculum and Education Studies	5.6%	Curriculum and Education Studies	5.2%
Human Welfare Studies and Services	5.5%	Human Welfare Studies and Services	4.9%
Sales and Marketing	4.2%	Sales and Marketing	4.9%
Behavioural Science	4.0%	Behavioural Science	3.5%
Public Health	3.6%	Biological Sciences	3.3%
Biological Sciences	3.2%	Accountancy	3.3%

 

Table 11: The 10 most common narrow fields of specialisation for Māori, Pasifika, European and Asian domestic bachelors degree graduates in 2006 - Part 2

Notes: Excludes 'not elsewhere classified', 'mixed', and 'not further defined' categories. Students can be counted in more than one field. See Section 3 for more details.
European	% of all European graduates	Asian	% of all Asian graduates
Teacher Education	10.8%	Accountancy	10.5%
Business and Management	8.3%	Business and Management	9.9%
Studies in Human Society	8.1%	Sales and Marketing	7.0%
Sales and Marketing	6.7%	Biological Sciences	6.9%
Law	6.5%	Banking, Finance and Related Fields	6.7%
Nursing	6.4%	Electrical and Electronic Engineering	6.2%
Biological Sciences	5.6%	Information Systems	6.0%
Behavioural Science	5.3%	Law	5.9%
Language and Literature	5.1%	Computer Science	5.8%
Curriculum and Education Studies	5.1%	Language and Literature	5.8%
Graphic and Design Studies	4.2%	Economics and Econometrics	5.0%
Biological Sciences	3.7%	Nursing	4.0%

One way to measure how different or similar ethnic group preferences are is to correlate these rankings. A correlation value of 1 indicates that the rankings being compared are the same, while 0 indicates no relation. Figure 18 shows the correlation for each of the ethnic groups compared with the others. Māori and Pasifika show the most similarity, while Asian and Māori show the least.

Figure 18: How different are the fields of specialisation of domestic bachelors degree graduates between ethnic groups?

Note: The vertical axis figures represent the Spearman rank-order correlation coefficient between the rankings of each pair.