Research site
The Faculty of Economics and Commerce, University of Melbourne, Australia
The Faculty of Economics and Commerce at the University of Melbourne is among the largest faculties, boasting the highest international student enrollment In 2005, the faculty had a total of 5,463 students enrolled in both undergraduate and postgraduate programs, with 2,585 of those being international students.
Participants
1 Senior academic and administrative (‘professional’) staff within the Faculty of Economics and Commerce and across the wider university
2 Admissions officers within the university’s international admissions office and selection officers within the faculty itself (professional staff in both instances)
3 Selected students enrolled in undergraduate and postgraduate courses in the Faculty of
General approach
The study employs a case study approach to investigate the research question Merriam (1988, pp 9-10) provides the following definition of a case study:
A case study involves a detailed analysis of a particular phenomenon, which can include programs, events, individuals, institutions, or social groups This bounded system is often chosen due to its relevance to a specific concern, issue, or hypothesis.
A case study is a unique form of empirical research characterized by its holistic examination of a 'bounded system' within its context According to Yin (1989), it is an empirical inquiry that investigates contemporary phenomena in their real-life settings, particularly when the boundaries between the phenomenon and its context are not clearly defined A key distinguishing feature of case study research is its reliance on multiple sources of evidence, incorporating both qualitative and quantitative data to thoroughly explore the issues at hand.
Stake (1994, p 237) differentiates between intrinsic and instrumental case studies An intrinsic case study centers solely on the specific case itself, while an instrumental case study examines a particular case to illuminate a broader issue or theory.
This article examines a specific case to enhance our understanding of a broader issue or theoretical refinement While the case itself is of secondary importance, it serves a crucial supportive role in facilitating our comprehension of the main topic By analyzing the case in depth, exploring its contexts, and detailing its ordinary activities, we gain valuable insights that contribute to our pursuit of the external interest at hand.
This research presents an instrumental case study that examines the utilization of IELTS for selection purposes within the Faculty of Economics and Commerce at the University.
Melbourne, the study aims to shed light on the use and impact of IELTS in university selection as an educational and administrative practice.
Data collection
Selection policy and procedure documents
A comprehensive review of university selection policies and procedures was conducted to identify the English language requirements for international undergraduate and postgraduate students in the Faculty of Economics and Commerce This analysis focused on the necessary IELTS entry scores and the role of these language requirements within the overall selection process.
In 2005, the University of Melbourne provided publicly accessible documents outlining its English language entry requirements for international students The data collection began with the information available for prospective students, focusing on the Faculty of Economics and Commerce's specific undergraduate and postgraduate requirements Additionally, more restricted documents regarding selection procedures and the use of English language proficiency evidence in the admissions process were obtained from the Manager of International Admissions This research was conducted from May to July 2005.
Questionnaires
Different versions of the questionnaires were then developed for staff and student participants, as described below
Staff Questionnaires contained a combination of forced-choice and open-ended items These items were designed to elicit information about:
! participants’ roles in international student selection
! their self-rating of their knowledge of English language proficiency requirements for admission of international students to the university and faculty
! their understanding and opinions regarding the use of IELTS in selecting prospective international students into programs in the Faculty of Economics and Commerce
! their opinions about the use of IELTS in selection
Participants were given the chance to share their thoughts on their experiences with the IELTS Test and other English language proficiency assessments, allowing for a comprehensive understanding of their perspectives.
Student Questionnaires also contained a combination of forced-choice and open-ended items
The items were designed to elicit information about:
! the participants’ personal and academic identity
! their English language abilities at the time they were accepted into their courses at the university
! their experience as international students, in terms of the English language demands of their courses
The final item in the Student Questionnaire provided an opportunity for participants to make further comments about the matters addressed in previous items (see Appendix 2).
Interviews
The researcher and research assistant conducted semi-structured staff interviews with a selected group of participants These interviews were designed based on the participants' questionnaire responses, utilizing a staff interview template that closely mirrored the questionnaire sections.
Semi-structured interviews were conducted with a sample of students, similar to the staff interviews These student interviews utilized a template closely aligned with the Student Questionnaire responses, ensuring consistency in the data collection process (see Appendix 4).
Two informal interviews were held with experienced academic staff from outside the Faculty of Economics and Commerce, who provided valuable insights into the challenges surrounding international student admissions at the university.
Procedures
Pilot study
In August 2005, a pilot study was conducted with staff and students to develop and refine the instruments for the main research, which included the Staff and Student Questionnaires, as well as Staff and Student Interviews This pilot took place in the Faculty of Education, where the researcher and assistant were based Participants completed the questionnaires as a simulation of the main study, providing valuable feedback on their format and wording Their responses were analyzed, and constructive suggestions led to further revisions of the questionnaires, ensuring they were well-prepared for the main study.
The revisions to the Staff Questionnaire were crucial, focusing on enhancing clarity and precision, particularly in questions about faculty policies and procedures The questionnaire's format was redesigned to include mandatory sections for both professional and academic staff, while optional sections were tailored for relevance to each group This redesign was informed by feedback from pilot study participants and addressed concerns from a senior professional staff member regarding the appropriateness of soliciting opinions on IELTS usage in selection, as their role is to implement rather than develop university selection policies.
Short interviews with staff and students were conducted to refine the data collection process from questionnaires Significant revisions were made to the interview structure based on participant feedback, streamlining both staff and student interview sequences to focus on specific sections and items from the questionnaires This approach enhanced the focus of the interviews while allowing participants to provide detailed responses in a conversational manner Additionally, it helped manage time effectively, particularly for staff participants Pilot interviews indicated that pairing junior and professional staff in small groups yielded beneficial insights.
The extensive effort invested in developing participant-friendly instruments for the main study resulted in valuable feedback, particularly on the Staff Questionnaire This feedback enhanced the clarity and precision of the items included in the study Additionally, optimizing the interview process established a clear and sustainable focus on the issues surrounding the use of IELTS in selection.
Main study
The main study began in September 2005 and continued through until early December 2005
The recruitment of participants occurred in two main phases, beginning with the compilation of a list of administrative staff, referred to as 'professional staff,' who are directly involved in the selection of international students within the Faculty of Economics and Commerce This list was expanded to include associate deans, heads of departments, and program directors An email invitation to participate in the research project was sent to each individual on the list, and those who agreed received a staff participant package containing a cover letter, plain language statement, consent form, Staff Questionnaire, and a return envelope Ultimately, eleven professional staff and nine academic staff completed the questionnaire.
Following the initial analysis of Staff Questionnaires, interviews were conducted by the principal researcher and a research assistant with a diverse sample of staff participants A total of six professional and four academic staff members participated, chosen to represent a range of roles and responsibilities in the selection process The sample included individuals from various levels of seniority within the university and faculty Interviews were conducted both individually and in small groups, depending on the participants' roles in teaching and supervising international students Academic and senior professional staff were interviewed one-on-one, while junior professional staff participated in group interviews, ensuring a comprehensive understanding of their perspectives Both the researcher and the research assistant attended all interviews.
The interviews were structured using a staff interview template and tailored questionnaires for selected participants To jog their memories, participants reviewed their completed questionnaires at the outset This format facilitated clarification and elaboration on their responses The researcher conducted the interviews, while the research assistant took detailed field notes, and audio recordings were made for later analysis.
Two senior academic experts in student selection at the University of Melbourne were interviewed to gather a comprehensive historical overview of IELTS usage in admissions and to assess its role as a measure of English language proficiency within the institution Each expert was interviewed separately, with recordings made and detailed notes taken by a research assistant to ensure accuracy and depth of information.
Student participants were recruited through various methods, including presentations by a research assistant during scheduled undergraduate and postgraduate lectures, where interested students could collect participant packages containing essential information and consent forms Additionally, the research assistant attended economics and commerce tutorials at a residential college with senior staff approval and engaged with the university’s overseas students’ association to promote the project, resulting in a newsletter feature and availability of participant packages at their reception desk.
10 postgraduate international students completed the questionnaire
Student interviews mirrored the staff interviews, involving both undergraduate and postgraduate participants from the faculty A total of ten students—five from each category—were selected based on their questionnaire responses to ensure a representative sample from the 20 respondents The interviews utilized a structured student interview schedule, focusing on clarifying and expanding upon their questionnaire answers, particularly regarding their initial English language proficiency, the language demands of their courses, and the support available to them Most interviews were conducted individually, accommodating the participants' schedules and academic levels Participants reviewed their questionnaire responses at the start of the interviews to aid recall Field notes were recorded, and interviews were audio-taped for later analysis.
Participant information
A total of eleven professional and nine academic staff members completed the Staff Questionnaire, which gathered essential bio-data and insights into their roles in the selection of international students The analysis indicated that all participating professional staff were directly engaged in the selection process, with most possessing over a year of relevant experience, and several senior administrators boasting five or more years in this capacity In contrast, only four academic staff were directly involved in selection as directors of academic programs, while the remaining five included lecturers in specific undergraduate subjects and members of the faculty’s Teaching and Learning Unit.
Table 1 summarizes key information about 20 students from the Faculty of Economics and Commerce Nineteen out of the 20 participants reported using their most recent IELTS test scores for their current course applications, while one student utilized her scores for admission into the undergraduate program and is now pursuing postgraduate studies within the faculty.
UG PG Female Male Nationality First Language Other
Indonesian (5) Malaysian (3) Bangladesh (1) Colombian (1) Nepalese (1) Thai (1) Sri Lankan (1)
(5) English (2) Bengali (1) Hindi (1) Spanish (1) Thai (1)
Chinese English French German Hindi Malay
Table 1: Student participants – background data
Methods of analysis
The University of Melbourne outlines its selection policy and procedures for English language requirements in undergraduate and postgraduate studies within the Faculty of Economics and Commerce, focusing on IELTS entry scores Detailed policy documents regarding the use of IELTS for international student selection can be found on the university's official website These documents serve as a reliable source of up-to-date information about the university's English language requirements.
The Staff and Student Questionnaire data were systematically coded and entered into distinct databases, encompassing both categorical data (such as sex and country of birth) and continuous or ordinal data (including years of involvement in selection and IELTS proficiency levels) Additionally, some data included narrative responses, such as optional comments on specific questionnaire items Each relevant item from both questionnaires was recorded as discrete elements within the respective databases, with a comprehensive breakdown of results provided for each question.
The research process began with running summaries of themes and issues from staff and student interviews, which were then cross-referenced with field notes taken during the interviews Key themes were identified for comparative analysis across different interviews To ensure reliability, both the principal researcher and research assistant independently reviewed the interview summaries against the field notes, followed by a meeting to address any discrepancies Selected direct quotes from staff and students were transcribed for inclusion in the report, with the summaries provided in Appendices 7 and 8.
Following analysis of the different data collected, the results were grouped into three broad themes:
1 how IELTS is used to select international students and to plan for their future language learning
2 what knowledge professional and academic staff as well as students have about
IELTS, English proficiency and the selection process
3 what beliefs staff and students have about IELTS, English proficiency and the selection process.
How IELTS is used to select international students and to plan for their
English language requirements
The university accepts various forms of English language evidence for undergraduate and postgraduate studies, detailed in Appendix 9 Local students can meet requirements through Year 12 English subjects from Australia and New Zealand or the International Baccalaureate International students may provide proof via IELTS, TOEFL, secondary school English studies in English-speaking countries, or by completing one year of university study in English within the last two years, or two years within the last five years, at an institution where English is the medium of instruction and assessment.
In exploring the English language requirements for the Faculty of Economics and Commerce, it was essential to determine the percentage of students who utilized IELTS results for admission compared to other accepted forms of evidence Data from the Faculty revealed that in 2005, international students submitted four types of evidence for undergraduate or postgraduate entry: IELTS, TOEFL (both computer and paper-based), and secondary school qualifications.
English or English as a Second Language and previous study in an English-medium tertiary institution (including Foundation Studies for the undergraduate cohort) The results are summarised in Table 2
IELTS remains the predominant evidence of English proficiency, particularly at the undergraduate level, where its usage is only slightly ahead of other forms Additionally, a considerable number of students meet the English language requirements by having completed one year of study at an English-medium institution in Australia or another country within the past two years, or two years within the last five years.
Previous study in an English-medium tertiary institution 18 15 136 33
Table 2: Type of English language evidence used to enter the Faculty of Economics and
Table 3 outlines the minimum IELTS entry scores required for admission to the university and specifically for the Faculty of Economics and Commerce Each faculty interprets university guidelines to meet their unique requirements, with some faculties, unlike the one in this study, specifying different IELTS minimum scores for individual postgraduate courses It is important to note that applicants must achieve the listed scores on the Academic module of the IELTS Test within the last 24 months.
The faculty policy highlights key features, particularly the significant impact of a collective understanding of English standards and market demands on the establishment of IELTS entry levels An academic expert emphasized that the Overall Band Score of 6.5 serves as the benchmark for undergraduate admissions, reflecting these influences.
The prevailing standards among Australian universities suggest that a minimum IELTS score of 6.5 has become the norm, reflecting both the cultural climate and market demands of the time This consensus implies that such a requirement is deemed reasonable for admission into undergraduate programs.
The university has a provision for a lower undergraduate entry requirement with an Overall Band Score of 6.0, but this has not been utilized recently due to high demand for places, as noted by the faculty's General Manager When this provision is applied, students must complete an ESL credit subject in their first year, marking the only instance where an IELTS score influences future learning Additionally, the same minimum IELTS scores are mandated for all postgraduate programs, including PhD courses.
University Faculty of Economics and Commerce
UNDERGRADUATE Overall Band Score of 6.5, with 6.0 in
If a faculty has a lower IELTS requirement, students may be required to enrol in, and pass 'English as a Second Language' subjects as part of their degree program
Overall Band Score of 6.5, with 6.0 in Writing
Students may be admitted with an Overall IELTS score of 6.0 provided they enrol in Advanced ESL 1 or 2 in the first year of study (not currently applied)
POSTGRADUATE Vary for individual courses from an
Overall Band Score of 6.5 (with 6.0 in Writing) to 8.0 (with no Individual Band less than 7.0) according to individual courses
Some faculties may accept students with a slightly lower score These students will be required to undertake additional English as part of their academic programs
Overall Band Score of 6.5, with no Individual Band less than 6.0 for all courses of study
No provision for lower entry scores
Table 3: Minimum IELTS scores used by the university and the Faculty of Economics and Commerce in 2005
The selection process
The undergraduate selection process at the university's International Admissions office is managed by a team of professional admissions officers who have delegated authority to evaluate applications based on well-known secondary qualifications For applicants with less familiar qualifications, their applications are forwarded to the Faculty of Economics and Commerce for assessment by the Undergraduate Selection Committee Similarly, the selection process for international postgraduate applicants mirrors that of undergraduates, with all evaluations conducted at the faculty level by the Postgraduate Selection Committee.
In the admissions process for undergraduate and postgraduate courses, the focus primarily lies on the applicant's academic qualifications, with English language proficiency, demonstrated through IELTS scores or other evidence, being a secondary consideration Typically, admissions officers do not need to interpret or make judgments during this stage, as applicants are simply assessed as either meeting or not meeting the academic and language requirements However, if there is uncertainty regarding an applicant's academic record, the case may be escalated to a more senior staff member for further evaluation.
The three possible recommendations made at this stage of the selection process are “accept”, “make a conditional offer” or “reject” The recommendations made by the admissions officers in the
The International Admissions office, along with application officers, reviews applications which are then approved by senior administrative or academic staff on the selection committee Applicants are accepted if they fulfill both academic and English language criteria, receive a conditional offer if they do not meet all requirements, or are rejected if they clearly fail to meet academic standards Conditional offers cannot be accepted until all specified requirements are satisfied, which may include certain academic and English language qualifications The letter of conditional offer directs applicants to relevant websites for guidance on fulfilling these requirements.
An application cannot be rejected solely due to insufficient evidence of English language proficiency, as conditional offers are commonly extended to applicants who meet academic criteria but not English requirements Rejections occur only when an applicant's academic qualifications are evidently insufficient.
University admissions and faculty selection officers typically evaluate applicants' English language proficiency, especially at the postgraduate level, while academic staff focus on assessing academic records This process maintains a consistent approach to language requirements, as neither professional nor academic staff can alter these standards for individual applications An exception may occur for research higher degree applicants with exceptional academic performance who narrowly miss the English language criteria.
One anomaly noted during this study was that the assessment checklist used by International
Undergraduate admissions require an overall band score of 6.5, but do not explicitly state a minimum Writing score of 6.0 An admissions manager acknowledged this oversight, suggesting it was common knowledge among officers, yet recognized the need for clarity This lack of explicit requirements may lead to inconsistent checks on individual band scores compared to the overall score.
Interviews with two senior academic staff at the University of Melbourne highlighted the ongoing challenges associated with the selection of international students Both experts noted that the increasing number of international applicants has created substantial pressure on the university to define suitable English language proficiency entry requirements Expert #1 emphasized that the selection process for international students has emerged as the most serious and controversial issue faced by the institution.
Committee, Student Pathways, and will forever remain the…most controversial issue
Experts emphasize the critical issues surrounding the university's mission to select students who are "most likely to succeed" and the preparedness of international students for English studies in Australia Expert #1 highlighted that the Selection Committee prioritizes English language preparation, focusing on both the readiness to begin studies and the ability to successfully complete them This is essential for maintaining the university's status as an English language institution that teaches, assesses, and graduates students capable of thriving in English.
Expert#1 also raised the dilemmas created by the multiple pathways that the university allows applicants to use to establish their English language proficiency:
Recruiting from diverse student pathways presents a challenge due to the absence of a common indicator for assessment While standardized tests like IELTS and TOEFL are utilized, questions arise regarding their equivalence and benchmarking accuracy Additionally, it's crucial to understand how these tests compare to other significant educational frameworks, such as the International Baccalaureate (IB) and the various English language subjects offered under the Victorian Certificate of Education (VCE).
The issue of comparability of measures used to gauge English language proficiency is fundamentally related to the principle of equal access for applicants to the university:
…given the plethora of pathways…it will always be difficult to ensure that we treat applicants from possible entry streams equitably (Expert Interview 1)
Expert #1 positioned this concern for equal access against the expressed commitment of the university to select the most able applicants:
The dominant principle of selection here at Melbourne [University] is that we must select from those students who are most likely to succeed in the course (Expert Interview 1)
Expert#1 highlighted that the debate over minimum IELTS scores for university admission is being eclipsed by questions regarding the validity of alternative methods for proving English language proficiency He specifically raised concerns about the effectiveness of the ESL subject within the Victorian Certificate of Education (VCE) as a reliable indicator of English skills.
Fee-paying overseas students at the University, particularly those who entered through the VCE ESL program and are native Chinese speakers, tend to be the least academically prepared among the student body.
Both experts noted that IELTS has become an increasingly popular means of establishing English language proficiency during their tenure within the university
Both experts affirmed their confidence in the consistent and fair application of policies and procedures concerning the use of IELTS scores for selection Regarding the university's minimum IELTS score requirements for admission, Expert #1 highlighted the importance of these standards.
The belief that a 6.5 IELTS score represents a true comfort zone for entry is not widely accepted among professionals, as it is considered high by both national and international standards This cautious benchmark is maintained to prevent admitting individuals who may struggle with language proficiency, acknowledging that IELTS scores are not perfect indicators of a candidate's capabilities.
Experts confirm that universities can adjust minimum IELTS scores for program entry and grant English language proficiency waivers to individual applicants For instance, the Faculty of Music may accept talented applicants who do not meet the standard English requirements Additionally, it is recognized that different fields of study may necessitate varying entry criteria.
In the field of Computer Science, particularly in coursework, a high IELTS score of 7 may not be necessary for postgraduate studies However, in disciplines that require strong linguistic skills, such as the Arts, a score of 7 is justified due to the demanding nature of the language involved.
How the use of IELTS is monitored and evaluated
This section examines the monitoring and evaluation of IELTS usage by the university and the Faculty of Economics and Commerce According to Chalhoub-Deville and Turner (2000), conducting local investigations is crucial for test-users to determine appropriate minimum scores for English language tests required for academic program entry This practice is essential for ensuring the valid and ethical application of test scores Setting entry requirements too low can lead to unprepared students being admitted, while excessively high scores may unjustly exclude capable candidates from courses.
Recent email communications from relevant professional staff highlighted that the faculty has not formally tracked the academic performance of international students concerning their IELTS entry scores or other English proficiency evidence in recent years However, a 2002 English Screening Test developed by the Language Testing Research Centre at the University of Melbourne indicated that international students who completed secondary school in Victoria, including the VCE ESL subject, underperformed significantly in their first semester of undergraduate studies compared to their peers from other international backgrounds.
Economics and Commerce (Hughes, 2002) The report concludes that:
It is by no means obvious that all students who barely meet the criterion relevant to their application have equivalent competency [in English] (Hughes 2002, p 65)
The report recommends that the minimum score for VCE ESL be increased until “suitable changes
…are made to improve their relevance to selection into university and performance into university” (Hughes 2002, p 10)
This study highlights the lack of recent research on the different forms of English evidence accepted for entry into the faculty, including IELTS.
How IELTS scores are used to guide future learning
The use of IELTS extends beyond assessment, influencing students' future learning pathways According to responses from the student questionnaire, specifically questions 16 and 19, none of the participants indicated that the University mandated additional English studies prior to or during their course based on their IELTS entry scores.
An interview with staff from the Teaching and Learning Unit (TLU) revealed that IELTS scores and other English language proficiency evidence are not utilized to inform students' future language learning at the university Students typically seek support from the TLU through referrals from lecturers and tutors or by self-selection Additionally, the university offers resources through the Language and Learning Skills Unit (LLSU), which provides diagnostic testing and supplementary language support for both individual and group students.
The IELTS Handbook advises that students with an Overall Band Score of 6.5 or lower, especially those entering linguistically demanding courses, should pursue additional English study Most faculty courses fall into this category Currently, university policy mandates that faculties adhere to this guideline only for students with a score of 6.0 or below, not 6.5 This is the sole instance in the university's policy where an IELTS score influences future English language learning.
Academic Expert#1 advocates for a "two strand entry arrangement" at the university, allowing students with below minimum English language proficiency to enroll in postgraduate programs, provided they commit to additional diagnostic testing and ESL remediation He emphasizes that this approach is only viable in programs with elective studies that can accommodate "remediation for credit." The expert warns that admitting students who are struggling and expecting them to manage additional coursework is not a sustainable solution.
Knowledge about IELTS, English proficiency and the selection process
Staff knowledge
Section B of the Staff Questionnaire examined how staff rated their own knowledge of particular aspects of IELTS, English proficiency and the selection process as follows:
6 The university’s English language proficiency entry requirements
7 The use of IELTS test scores in the selection of international students None Limited Good Extensive
8 How the IELTS Overall Band Score is calculated None Limited Good Extensive
9 The IELTS scores that are set for entry into the
University None Limited Good Extensive
10 The IELTS scores that are set for entry into the programs of the Faculty of Economics and
11 Evidence other than IELTS scores that can be used to satisfy the faculty’s English language proficiency entry requirements (eg TOEFL)
None Limited Good Extensive © IELTS Research Reports Volume 8 20
Respondents were required to rate their knowledge about each topic as either Extensive, Good,
Limited or None Table 4 below shows the results for this section for the 20 respondents in terms of raw frequencies
Question no None Limited Good Extensive
Table 4: Frequency distribution of responses, Staff Questionnaire, Items 1-11
In response to Question 6 regarding the university's English language entry requirements, 17 out of 20 participants reported possessing a 'good' or 'extensive' understanding of these requirements Notably, professional staff demonstrated a more consistent self-assessment of their knowledge compared to academic staff While only one professional staff member rated their knowledge as 'low' or 'none,' two academic staff members expressed a similar assessment.
The findings related to Question 6 are mirrored in participants' assessments of their understanding of IELTS scores for international student selection (Question 7), the specific IELTS entry requirements for the University (Question 9), and the Faculty (Question 10) Notably, ratings of 'good' or 'extensive' knowledge were consistently reported across these areas.
16, 15 and 17 of the participants respectively Again, professional staff participants tended to rate their own knowledge as ‘good’ or ‘extensive’ more often than did the academic staff participants
On the other hand, only nine respondents rated their knowledge as ‘good’ or ‘extensive’ for how the
IELTS Overall Band Score is calculated (Question 8) and only 12 rated their knowledge as ‘good’ or
‘extensive’ for other evidence that can be used to satisfy English language proficiency requirements (Question 11)
The findings from Section B of the questionnaire indicate that staff members rated their understanding of the university's English language proficiency requirements positively Notably, professional staff demonstrated a higher level of knowledge compared to their academic counterparts.
In Section C of the Staff Questionnaire, respondents answered questions that specifically assessed their understanding of the role of IELTS in the selection process.
12 Are the minimum level IELTS Overall Band Scores and/or Individual
Band Scores required for entry into the Faculty different for undergraduate and postgraduate students?
13 Are applicants with lower than the minimum required IELTS Overall
Band Score sometimes accepted into undergraduate programs in the
14 Are applicants with lower than the minimum required IELTS Overall
Band Score sometimes accepted into postgraduate programs in the
15 Are applicants with lower than the minimum required IELTS Individual
Band Scores sometimes accepted into undergraduate programs in the
16 Are applicants with lower than the minimum required IELTS Individual
Band Scores sometimes accepted into postgraduate programs in the
17 Are applicants admitted to the Faculty with scores lower than the minimum IELTS scores usually required to enrol in additional English language credit subjects? Yes No Unsure
18 Is the date of the applicant’s last IELTS test taken into account in the selection process? Yes No Unsure
19 Is the particular module of the IELTS test (ie Academic or General
Training), which an applicant has taken, checked in the selection process?
20 Is the IELTS test more commonly used than other recognised measures of English language proficiency (eg TOEFL) by applicants for entry to Faculty courses?
Participants were asked to respond with Yes, No, or Unsure to each question and provide explanations for their answers While Section B showed strong self-assessments regarding selection matters, Section C highlighted significant uncertainty and potential inaccuracies regarding the use of IELTS scores in selection, especially among academic staff A summary of the results, including frequencies, is presented in Table 5 below.
Response Total no of respondents Question no
Yes No Unsure No response
Table 5: Frequency distribution of responses, Staff Questionnaire, Items 12-20
In response to Question 12 regarding whether the minimum IELTS Band Scores differ for undergraduate and postgraduate entry into the Faculty, six participants answered 'Yes,' indicating the correct response, while seven answered 'No,' six were 'Unsure,' and one did not respond Notably, most professional staff participants affirmed 'Yes,' whereas academic staff tended to respond with 'No' or 'Unsure.'
Similarly, in response to Q13 (Are applicants with lower than the minimum required IELTS Overall
In a survey regarding the acceptance of Band Scores into undergraduate programs within the Faculty, eight participants confirmed 'Yes,' while four answered 'No,' seven expressed 'Unsure,' and one did not respond Notably, a higher number of professional staff indicated 'Unsure,' whereas academic staff displayed a diverse array of responses, including 'Yes,' 'No,' and 'Unsure.'
In a survey regarding the acceptance of applicants with IELTS scores below the minimum requirement for postgraduate programs in the Faculty, the majority of respondents (11 out of 20) answered 'No,' indicating that such applicants are not typically accepted Only two participants, comprising one professional staff member and one academic staff member, responded 'Yes,' while seven participants (four professional staff and three academic staff) expressed uncertainty about the issue.
The pattern of mixed responses (see Table 5 above) is also evident in relation to:
! Question 15 (Are applicants with lower than minimum required IELTS Individual Band
Scores sometimes accepted into undergraduate programs in the faculty?
! Question 17 (Are applicants admitted to the faculty with scores lower than the minimum required IELTS usually required to enrol in additional English language credit subjects?)
! Question 20 (Is the IELTS test more commonly used than other recognised measures of
English language proficiency by applicants for entry into Faculty courses?)
In all three cases the correct response is ‘Yes’
In response to Question 16 regarding the acceptance of applicants with lower than the minimum required IELTS Individual Band Scores into postgraduate programs in the Faculty, over half of the participants answered 'No,' indicating the correct response Additionally, seven participants expressed uncertainty Conversely, for Question 18, more than half of the participants responded 'Yes,' which is also the correct answer.
In the selection process, the date of the applicant's last IELTS test is a significant factor; however, five academic staff participants expressed uncertainty regarding its impact.
In response to Question 19 (Is the particular module of the IELTS test – academic or professional training – which an applicant has taken, checked in the selection process?), nine participants recorded
‘Yes’ (the correct response), but eight participants recorded ‘Unsure’ These participants included both professional and academic staff
Analysis of staff interview data revealed a strong understanding among both professional and academic staff regarding the selection rules and processes, particularly in confirming applicants' English language proficiency Professional staff demonstrated a clear grasp of these issues, often referencing university policy documents and guidelines Their knowledge of IELTS requirements stemmed from their experiences as admissions officers and insights gained from university resources and colleagues For instance, professional staff participant P10 highlighted the importance of these documents in shaping their understanding of the selection process for international students.
Our Policies and Procedures Guide on Selection outlines the approval process for IELTS and other English language scores, which are validated by our academics and require final approval from our Faculty Board This comprehensive documentation is integral to our Selection process, ensuring that all criteria are clearly defined and accessible.
To effectively navigate your search, it's essential to thoroughly review relevant documents and gather as much information as possible about what to look for and where to find it Everything you need is available; there's no need to fabricate any details.
Similarly, professional staff participant P4 explained:
My journey of knowledge began with guidance from others, leading me to explore the web and understand Selection Procedures and relevant Regulations I have discovered the necessary resources, which are well-documented in our office and available on our website.
All interviewed professional and academic staff agreed on the consistent application of university and faculty rules for selecting international students, particularly concerning English language entry requirements and minimum IELTS scores They described their approach as operating on a 'need to know' basis, as highlighted by professional staff participant P3.
We’re not required to know specifically how the test is conducted, we just need to know the score (Staff Interview 4)
Despite this, many participants also indicated that they were interested in learning more about IELTS and the consequences of setting different entry levels for different courses
Student knowledge
Analysis of the responses to Question 12 of the Student Questionnaire (Please list your most recent
The IELTS Overall and Individual Band Scores demonstrate a diverse range of proficiency levels among participants, as summarized in Table 6 This variation highlights the differing abilities of students during their IELTS Tests It is important to note that one student mistakenly reported a score of 6.5 on the Speaking sub-test, as increments of 0.5 were not assigned to the Speaking or Writing sub-tests prior to July 1, 2007.
Table 6: Student participant responses to Question 12, Student Questionnaire, (Please list your most recent IELTS Overall and Individual Band Scores)
The responses from students regarding the minimum IELTS scores needed for their courses revealed a lack of consistent knowledge about the test Out of 20 participants, only nine accurately identified the required Overall and Writing Band scores for their respective undergraduate or postgraduate programs Eight participants expressed uncertainty about the requirements, while two provided incomplete answers, and one reported scores higher than the minimum needed Additionally, two participants only mentioned either the Overall Band Score or the Writing Band Score, highlighting gaps in understanding among students.
Beliefs about IELTS, English proficiency and the selection process
Staff beliefs
In Section D (Questions 21-30) of the Staff Questionnaire respondents were asked to give their opinions on a range of issues about the use of IELTS as follows:
21 I believe that the current IELTS entry levels are adequate for students entering the Faculty’s programs
22 I believe that IELTS scores provide accurate evidence about an applicant’s English language proficiency Yes No Unsure
23 I believe that some undergraduate courses of study should require higher IELTS entry scores than others
24 I believe that some postgraduate courses of study should require higher IELTS entry scores than others Yes No Unsure
25 I believe that postgraduate courses of study should require higher
IELTS entry scores than undergraduate courses
26 I believe that an applicant’s IELTS scores should be considered in relation to factors such as age, motivation and language learning history
27 I believe that a selection interview (face-to-face and/or by phone) would be a useful addition to IELTS scores, if resourced adequately
28 I believe that IELTS scores are good predictors of academic success Yes No Unsure
29 I believe that all staff involved in selection have a good understanding of IELTS test scores
30 I believe that an applicant’s English language proficiency is as important as their academic record in making selection decisions Yes No Unsure
The questionnaire included an optional section, as some professional staff expressed reluctance to complete it, believing their opinions on the Test were not pertinent to their roles.
Table 7 reveals that most participants were willing to complete the section, with only four individuals declining—two from professional staff and two from academic staff The academic staff noted in their questionnaires that their limited involvement in selection processes hindered their ability to provide meaningful opinions Additionally, one academic staff member consistently recorded 'unsure' responses, suggesting a similar hesitance to engage.
Response Total no of respondents
Yes No Unsure No response
Table 7: Frequency distribution, Staff Questionnaire, Items 21-30
The analysis of Section D revealed a divided response pattern among participants regarding specific statements For instance, in Question 21, which asked if the current IELTS entry levels are adequate for students entering the Faculty’s program, responses were split with six participants answering 'Yes', six saying 'No', and four indicating 'Unsure' Similarly, Question 23, which inquired whether some undergraduate courses should require higher IELTS scores than others, showed a comparable trend with five participants responding 'Yes', six 'No', and four 'Unsure'.
Question 24 (I believe that some postgraduate courses of study should require higher IELTS scores than others) with six ‘Yes’, five ‘No’ and five ‘Unsure’ responses and Question 25 (I believe that postgraduate courses of study should require higher IELTS scores than undergraduate courses) with seven ‘Yes’, five ‘No’ and three ‘Unsure’ responses
Questions 22, 26, 27, 28, 29, and 30 demonstrated a significant consensus among participants Specifically, in Question 22 regarding the accuracy of IELTS scores as evidence of an applicant's English proficiency, 10 out of 16 respondents disagreed In Question 26, which addressed the consideration of IELTS scores alongside factors like age, motivation, and language learning history, nine participants expressed similar sentiments.
A survey revealed that 15 respondents disagreed with the notion that certain factors should be considered in the selection process, despite the IELTS Handbook (2005) advocating for their inclusion Conversely, a majority of 12 out of 16 respondents supported the idea that a well-resourced selection interview could enhance IELTS scores Additionally, 11 respondents expressed skepticism regarding the effectiveness of IELTS scores as predictors of academic success.
Research indicates strong support for the 'No' response regarding the predictive validity of the IELTS Test, raising questions about whether respondents expect high predictive power from the Test and are critical due to its shortcomings In Question 29, which asked if all staff involved in selection understand IELTS test scores, 10 out of 16 respondents expressed agreement, highlighting a perceived need for better comprehension among selection staff.
Finally, in response to Question 30 (I believe that an applicant’s English language proficiency is as important as their academic record in making selection decisions), 11 of the 16 respondents recorded a ‘Yes’ response
A small number of participants in Section E of the Staff Questionnaire expressed significant concerns regarding the alignment between the requirements of the IELTS testing and the actual English language proficiency of applicants Specifically, they questioned whether those who achieve the minimum IELTS scores possess the necessary skills to meet the demands of studying at an English-medium university Out of the total respondents, eight individuals—five from professional staff and three from academic staff—provided additional insights, highlighting these reservations.
We are concerned that although some applicants meet our IELTS requirements, they may still face challenges in understanding the language used in the classroom, which could lead to difficulties in their studies.
In our postgraduate programs, we have encountered students who enter with an IELTS score of 7, yet their English comprehension remains inadequate This highlights the critical importance of genuine English proficiency for achieving academic success While prospective students may utilize various schemes to improve their test scores, it is essential that these results reflect their true abilities.
P16 (Academic Staff): I am very confident that our Faculty adheres to the protocols (for
As a teacher of postgraduate students, I have noticed that some international students exhibit what I consider to be inadequate oral and written English skills This raises an important question: Are the IELTS scores utilized for selection truly reliable indicators of English proficiency, or could the written evidence provided by applicants be misleading?
During staff interviews, participants questioned the accuracy of IELTS scores and the minimum levels required for university entry across various programs Concerns were raised regarding the administration and scoring of IELTS in different countries, as well as the perceived disparity between the actual and theoretical English proficiency of some international students at the start of their courses For instance, one staff member highlighted doubts about the reliability of students' IELTS scores.
Well, if they [the students] score 6 on Speaking and in a conversation with you they cannot…really speak, then the score must be inaccurate (Staff Interview 2)
Professional staff participant P5 expressed further concerns about the accuracy of IELTS scores, and the possible variations in how IELTS Tests were conducted:
Standardized test scores can be misleading, as two students with identical scores may demonstrate vastly different levels of understanding during discussions This inconsistency raises important questions about the testing process, including the administration and grading methods involved.
In a recent interview, a participant asserted that students with identical IELTS scores displayed significantly varied English language proficiency during their interactions with faculty, highlighting this discrepancy as a critical issue for the Faculty of Economics and Commerce This concern raises important questions regarding the reliability of IELTS results, a sentiment shared by other academic staff members, including participant P15.
There is minimal variation in IELTS scores among applicants, with most achieving no better than four 6s and a 6.5 This observation is surprising, as individuals with identical scores often demonstrate significant differences in their language abilities upon arrival.
Another academic staff participant, P20, noted that she was:
…not sure what [the IELTS scores] tell us about their ability to cope with academic type language requirements (Staff Interview 5)
One staff participant (P19) raised the possibility that students’ results on their IELTS Test might be attributable in some way to coaching:
There’s anecdotal [evidence] – I don’t know whether it’s true or not – that there’s a lot of support or coaching for IELTS (Staff Interview 5)
Student beliefs
Student participants generally had a positive view of how accurately their IELTS scores captured their English proficiency
In response to Question 13 regarding the accuracy of their IELTS results, 16 out of 20 student participants confirmed their results were accurate, while four expressed uncertainty about this issue.
‘Yes’ response ‘No’ response ‘Unsure’ response
Table 8: Frequencies of responses to Question 13, Student Questionnaire (Do you think all your IELTS scores were accurate?)
Five student participants responded to a question, each providing detailed comments that elaborated on their answers For instance, participant SP1 affirmed their response with a 'Yes' and added a thoughtful comment to justify their answer.
I think they were accurate in the sense that they reflected my performance on that day
My performance was affected not only by my English skill but also other factors such as anxiety on the day
Similarly, student participant SP 18 recorded ‘Yes’ and then explained:
I guess they were relatively accurate My grasp of the English language is not fantastic but not too bad either © IELTS Research Reports Volume 8 32
By comparison, student participant SP9 recorded an ‘Unsure’ response and then commented:
I am not sure cause (sic) I thought my writing and reading was quite good The score didn’t come out as I expected
Most participants (16) believed that the IELTS scores required for entry into their course were appropriate, while three disagreed and one was uncertain about the appropriateness of these scores.
‘Yes’ response ‘No’ response ‘Unsure’ response
Table 9: Frequencies of responses to Question 15, Student Questionnaire (Do you think the IELTS scores required for entry into your course are appropriate?)
In response to Question 17 regarding their confidence in the adequacy of their English skills for academic success, 15 student participants affirmed their belief that their English was sufficient In contrast, two participants expressed doubt about their language proficiency, while three were uncertain about their capabilities.
‘Yes’ response ‘No’ response ‘Unsure’ response
Table 10 Frequencies of responses to Question 17, Student Questionnaire (At the start of your course, did you think your English was good enough to succeed in your studies?)
Some students, especially those who recently met the IELTS entry requirements, may have had unrealistic expectations regarding their English proficiency for successfully completing their courses This is evident in their responses to Question 18, which highlights their anticipation of the challenges they would face.
English to improve while you are completing your course?), the overwhelming majority of students believed that their English proficiency would improve during their course (see Table 11 below)
‘Yes’ response ‘No’ response ‘Unsure’ response
Table 11: Frequencies of responses to Question 18 (Do you expect your English to improve while you are completing your course?) © IELTS Research Reports Volume 8 33
None of the respondents reported being required to take additional ESL subjects since beginning their courses However, a majority expressed a need for extra English language support during their studies, indicating a gap between institutional requirements and students' perceived needs for language assistance.
‘Yes’ response ‘No’ response ‘Unsure’ response
Table 12: Frequencies of responses to Question 20, Student Questionnaire (Have you felt that you needed other English language support this year?)
In response to Question 21 regarding additional English language support, only 10 participants—comprising five undergraduate and five postgraduate students—indicated that they had sought assistance from the university's Language and Learning Skills Unit (LLSU) or the faculty's Teaching and Learning resources.
Students have actively sought assistance from the Learning Unit (TLU) for various academic challenges, including writing assignments, grammar, listening, speaking, and presentations For instance, one student, SP4, highlighted the significant support received from the TLU, stating that it has greatly aided her in improving her academic writing skills.
Similarly, student participant SP1 explained that it helps me with my writing assignments, just to check the grammar, not to change the idea
Student participant SP7 explained that he had sought help with: listening, public speaking, presentation and writing
The analysis of responses to Questions 17, 18, 20, and 21 indicates that most students developed a more accurate understanding of their English proficiency and recognized the importance of support for improvement throughout their course Despite this awareness, only 50% of the respondents utilized the available services to enhance their skills and successfully complete their studies.
In Section E of the Student Questionnaire, eight participants expressed critical feedback regarding the use of IELTS in selection processes, highlighting concerns about the "trustworthiness" of IELTS results For instance, student participant SP3 shared specific apprehensions related to the reliability of these assessments.
The IELTS exam serves as a valuable tool for universities to assess students' English proficiency; however, its effectiveness is compromised by manipulation Many candidates memorize answers without truly understanding the language, particularly in the speaking section For instance, during my IELTS test four years ago in China, I relied on well-crafted responses provided by my tutor, which helped me achieve a score of 6 despite my limited English skills After three years of undergraduate study in Australia, my English improved significantly, boosting my confidence in conversations and presentations Yet, when I took the IELTS again for migration purposes, I scored the same 6, despite having a strong dialogue with the examiner This suggests that my lack of adherence to the test's structure, due to not memorizing fixed answers, hindered my performance.
In a similar vein, student participant SP4 explained that:
The IELTS test is an effective way to assess your English proficiency However, many people in Colombia believe that taking the exam in Australia yields higher scores This raises the question of why the scoring criteria for the test differ globally and whether it should be standardized across all locations.
Student participant SP9 expressed his concern as follows:
I think IELTS is misleading sometimes I can’t say why Cause people with decent scores sometimes don’t show as much aptitude in the application and understanding of the language
Exam cramming may enable students to pass the IELTS, but it often fails to foster a deep, lasting understanding of the language This raises the question of whether the issue lies with the test itself or the students' approach to preparation.
Several student participants spoke of being ‘drilled’ in practice IELTS test items As postgraduate student participant SP2 explained:
In some countries, the effectiveness of test administration can be questionable, leading students to feel that they are merely shown how to pass rather than being adequately prepared for the assessment.
Participants indicated that language difficulties during their initial study weeks may stem from widespread practices in certain regions One postgraduate student, SP4, questioned whether test results could vary based on the testing location (Student Interview 7) Additionally, several students noted that their performance, particularly in Speaking and Listening, was influenced by their emotional state on test day For instance, student participant SP19 expressed feeling "quite nervous" about the Speaking test and found the Listening test challenging (Student Interview 1).
Messick’s (1989) unified model of validity
Recent discussions on "validity" and "ethicality" largely reference Messick's unified model of test validity (1989), as outlined in Table 13 This study specifically focuses on the evidential basis of test use, the consequential basis of test interpretation, and the consequential basis of test use, which are essential components of this model.
Evidential basis Construct validity (CV) CV+ relevance/utility (R/U)
Consequential basis Value implications Social consequences
Table 13: Facets of validity (Messick, 1989)
The second cell emphasizes the importance of ensuring that test scores are relevant and applicable within their specific testing context The third cell highlights the value implications of test interpretation, indicating that the understanding of test scores is influenced by subjective values and that different stakeholders may interpret and respond to these scores in diverse ways As noted by Messick (1995), the interpretation of test scores is inherently value-laden.
The value implications of score interpretation play a crucial role in understanding the significance of scores, as they often prompt score-based actions and connect the measured construct to practical applications and social policy These implications are essential to the overall meaning of scores, rather than being secondary considerations.
McNamara (2006) highlights that the social consequences of test use, as outlined in Messick’s (1989) progressive matrix, have received less attention than they deserve This has resulted in two distinct perspectives within the language testing community One perspective advocates for ethical language testing practices, emphasizing the responsibility of test developers to uphold ethical standards In contrast, the opposing view posits that tests are sociopolitical constructs, serving as tools of power and control, and therefore require critical examination akin to other political structures in society (McNamara, 2006, p 43).
In both cases the foci of analysis are the test and, more particularly, the test developer or test agency which provides it © IELTS Research Reports Volume 8 38
Ethical language testing, accountability and the test user
A very neglected stakeholder in discussions around responsibility in language testing, especially in
Ethical language testing emphasizes the critical role of local test users in ensuring that test scores are relevant and useful within their specific context These users not only interpret scores but also determine the subsequent actions and influence the overall impact of the tests This concept of accountability extends beyond the traditional view of responsibility held by test developers and agencies towards test-takers; it recognizes that test users also bear responsibility towards both test-takers and developers/ agencies The American Educational Research Association's "Standards for Educational and Psychological Testing" further underscore this shared accountability.
“the ultimate responsibility for appropriate test use and interpretation rest lies predominantly with the test user” (AERA et al, 1999, p 112) Referring to this excerpt Chalhoub-Deville and Turner (2000, p 537) argue that:
Test-users must understand the characteristics of the tools they utilize and accurately interpret the test scores obtained It is essential for them to conduct local assessments to ensure that their admission criteria are grounded in a thorough analysis of their academic programs and the language proficiency levels required for success in these programs.
The International Test Commission (ITC 2000) has also published guidelines on test use
Competent test users are essential for ensuring that results are interpreted correctly and communicated clearly and accurately to relevant stakeholders Additionally, they must evaluate the suitability of the test and its application.
The language testing profession is currently developing a code of practice, building upon its established code of ethics According to Section E, "Responsibilities of Users of Test Results," in the Draft Code of Practice (Version 3) by the International Language Testing Association (ILTA), specific responsibilities for test result users are outlined.
Persons who utilise test results for decision making must:
1 Use results from a test that is sufficiently reliable and valid to allow fair decisions to be made
2 Make certain that the test construct is relevant to the decision to be made
3 Clearly understand the limitations of the test results on which they will base their decision
4 Take into consideration the standard error of measurement (SEM) of the device that provides the data for their decision
5 Be prepared to explain and provide evidence of the fairness and accuracy of their decision-making process (ILTA 2005, p 4)
The main focus on the ensuing discussion is on the University of Melbourne in general and the Faculty of Economics and Commerce in particular as users of the IELTS.
The selection of international students
The study reveals that the University of Melbourne primarily considers two factors in selecting international students: the applicant's academic record and English language proficiency While the academic record is deemed more important, applicants who meet the academic criteria but fall short on English proficiency receive a "conditional offer," which requires them to fulfill the English language requirements to secure their place in the course.
Applicants who fail to meet the faculty's academic requirements face rejection, regardless of their English language proficiency While IELTS scores were not typically utilized to inform future English learning, it is assumed that meeting the faculty's English language standards indicates readiness for academic success without the need for further English studies Although students can access the faculty's Teaching and Learning Unit and the university's Language and Learning Unit, participation is voluntary, and the support provided may be limited to specific assessment needs.
Despite guidance from various professional organizations, the Faculty of Economics and Commerce has failed to monitor or evaluate its IELTS requirements in recent years This absence of empirical evidence may hinder future understanding of the test among key policymakers and threaten the integrity of the university's use of the IELTS.
The selection process for verifying English language proficiency is primarily managed by professional staff who adhere strictly to minimum requirements for both undergraduate and postgraduate studies However, there is a noticeable lack of thorough checking of individual band scores compared to overall scores, leading to an arbitrary application of these standards While English language proficiency scores, such as IELTS, are viewed as definitive indicators of a student's readiness for English-medium study, factors like the standard error of measurement and personal attributes—such as age, motivation, and language learning history—are often overlooked The IELTS Handbook suggests considering these factors, but the current system favors clear, objective decisions with minimal knowledge of language proficiency nuances This perspective is supported by most staff, who resist incorporating subjective elements into score interpretation, fearing that more complex procedures could lead to perceived unfairness, especially if admissions officers lack adequate training in evaluating multiple criteria.
The selection process for international postgraduate students at the University of Melbourne is distinct from that at Lancaster University, where Banerjee (2003) highlights a holistic approach At Lancaster, admissions rely heavily on subjective recommendations from informed academic staff, considering a diverse range of criteria such as academic background, intellectual capacity, English language proficiency, work experience, and personal characteristics like motivation and adaptability Additionally, factors like the offer-acceptance ratio and recommendations from colleagues play a role in decision-making, categorizing applicants as “clear accept,” “safe bet,” or “risk.” Those deemed as risks are more likely to have language proficiency concerns rather than issues with their academic or professional history, suggesting a nuanced approach to evaluating potential students.
The selection process outlined by Banerjee, while complex and time-consuming, is designed to prevent any single factor, such as academic records or English language proficiency scores, from overshadowing others in the evaluation This approach allows for a more flexible interpretation of English proficiency test scores, balancing them with additional indicators of success, thus enhancing their validity and ethical application However, Banerjee (2003, p 235) cautions against potential pitfalls in this methodology.
Making admissions decisions is a complex process that requires careful consideration of conflicting evidence and nuanced judgment Each component of an application interacts uniquely with others, making it insufficient to rely solely on a checklist approach Instead, while the criteria establish fixed parameters, applicants present diverse evidence of their qualifications, often falling short in one area while excelling in another.
The practical implementation of selection criteria for a large number of applicants raises concerns about reliability While it is theoretically expected to have a positive washback effect, as academic staff would need to be well-informed about various selection criteria, including English proficiency test scores, Banerjee (2003, p 245) questions its effectiveness.
Admissions personnel may struggle to accurately assess a student's English proficiency based solely on test scores, indicating a potential misunderstanding of what these scores represent Instead, they often depend on additional application materials and supplementary information, such as telephone interviews, to form their final judgments on a student's language capabilities.
The selection methods employed by the two universities, relying on English proficiency test scores, are flawed; one approach is overly arbitrary and reductive, while the other is excessively subjective and inclusive It is essential to find a balanced solution that addresses the shortcomings of both strategies.
Knowledge and beliefs about English language proficiency and IELTS
The study reveals that IELTS is the predominant English language assessment utilized by students applying to the Faculty of Economics and Commerce at both undergraduate and postgraduate levels It serves as the key reference for academic and administrative staff when evaluating the English proficiency of international students However, as highlighted in Sections 5.3 and 5.4, there is often a lack of comprehensive understanding among both staff and students regarding the nature, purpose, and predictive capabilities of proficiency tests, particularly the IELTS Test.
While staff generally rated their knowledge of IELTS highly, responses revealed significant variability in their understanding, particularly among academic staff who showed more uncertainty than professional staff This is not surprising, as professional staff are responsible for verifying English language proficiency in course applications The critical question is how much knowledge is necessary for effective performance The current approach, where staff acquire only the knowledge needed for their roles, is reasonable, especially for professional staff who do not make flexible decisions about applicants However, these staff members may also need to guide students on meeting course requirements and preparing for the Test, necessitating additional knowledge Furthermore, academic staff involved in selection policy must possess a deeper understanding of IELTS and other English proficiency measures Notably, even senior academic staff regarded as "experts" displayed a limited grasp of English language proficiency, IELTS scores, and their implications for future learning.
A set of misconceptions about English language proficiency and the IELTS Test has emerged among professionals and academics, leading to skepticism regarding the validity and reliability of IELTS scores Many mistakenly believe that meeting the minimum IELTS score guarantees sufficient English proficiency for academic success, overlooking that it only indicates readiness to begin courses This belief often leads to the IELTS Test being used as a scapegoat for broader concerns about international students' English skills Interestingly, staff opinions on whether IELTS entry scores should be raised are divided, indicating that dissatisfaction with student proficiency is not universal Additionally, some experts view English language development solely in terms of deficits, emphasizing the need for "remediation" for students with lower proficiency, suggesting that proficiency is something to be corrected rather than cultivated.
Students, despite having firsthand experience as test-takers, showed varied understanding of IELTS requirements for course entry, as revealed in questionnaires and interviews They expressed a more favorable opinion of the IELTS compared to staff, particularly regarding its ability to accurately reflect their English proficiency and the university's score criteria However, concerns about the reliability and trustworthiness of test results were shared by both students and staff Additionally, students held diverse opinions on the need for flexibility in interpreting IELTS scores, the significance of English language proficiency for academic success, and the most effective methods to enhance their social and academic language skills.
The relationship between IELTS and other recognised measures of English language proficiency41
IELTS scores are the primary benchmark for assessing English proficiency required for university admission, leading to widespread discussion and critique While many applicants rely on IELTS to meet language requirements, this focus has overshadowed awareness of alternative proficiency measures among students and staff Despite this, the university's selection policies continue to recognize and accept various other English proficiency assessments without negative impact.
The primary concern regarding English language proficiency measures in university admissions is the absence of empirically validated equivalence between IELTS and other accepted assessments This issue has intensified recently, as various faculties have adjusted their IELTS requirements for different courses, especially at the postgraduate level Additionally, the university has developed alternative measures, such as the TOEFL, to address these discrepancies.
The current IELTS score equivalencies have not been updated to reflect the minimum requirements for other forms of English language proficiency evidence, including VCE ESL, Foundation Studies, and academic programs from other English-medium institutions This discrepancy highlights the need for future adjustments to ensure consistency across all assessment methods.
This study investigates the role of IELTS in selecting international students at a major Australian university, highlighting the necessity for further research in diverse institutional contexts globally Such studies are essential to establish valid and ethical selection procedures that can guide policy and practice Methodologically, the research underscores the importance of thoroughly piloting data collection tools, like questionnaires and interview schedules, to address the complex and sensitive nature of using IELTS for high-stakes decisions Future research should prioritize the careful trialing of these instruments.
Institutions must ensure that student selection is rational, transparent, and equitable IELTS test partners should inform universities about the significance of test scores and their application in the selection process To achieve this, it is recommended that they actively develop training programs—both in-person and multimedia—for academic and administrative staff involved in interpreting test results Additionally, universities and governments should be held accountable to IELTS partners and test-takers regarding the interpretation and use of test scores This accountability could be explored in future research studies.
I am grateful to IELTS Australia for funding this study and to the staff and students of the
The University of Melbourne contributed to this project, and I would like to express my gratitude to Dr Merle Iles for her invaluable support in designing the questionnaires and interview schedules, as well as her assistance with data collection and analysis.
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The study by Coleman, Starfield, and Hagan (2003) explores the perceptions of IELTS stakeholders, focusing on students and staff in tertiary institutions across Australia, the UK, and China Published in IELTS Research Reports, Volume 5, this research highlights the varying attitudes towards the IELTS examination, providing valuable insights into its impact on academic environments The findings, detailed on pages 160-207, underscore the importance of understanding stakeholder perspectives in enhancing the effectiveness of IELTS as a language assessment tool.
Coley, M, 1999, ‘The English language entry requirements of Australian universities for students of non-English speaking background’ in Higher Education Research & Development vol 18, no 1, pp 7-17
Cotton and Conrow (1998) conducted a study on the predictive validity of the IELTS exam among international students at the University of Tasmania Their research, published in the first volume of IELTS Research Reports by IELTS Australia Pty Ltd, spans pages 72 to 115 The findings contribute valuable insights into the effectiveness of IELTS as a measure of students' academic success in an English-speaking environment.
Deakin, G, 1997, ‘IELTS in context: issues in EAP for overseas students’ in EA Journal, vol 15, no 2, pp 7-15
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In their 2007 study published in IELTS Research Reports, Rea-Dickins, Kiely, and Guoxing Yu explore the influence of the IELTS exam on the identities and learning experiences of successful candidates The research highlights both the emotional and academic effects of IELTS, emphasizing how it shapes student progression The findings provide valuable insights into the relationship between language assessment and learner outcomes, underscoring the significance of IELTS in the educational journeys of candidates.
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Staff questionnaire
In this section, we request details about your role in the international student selection process to enhance our understanding of the information you provide Please include your name, as it is essential for us to reach out for any necessary follow-up.
Please write your responses in the spaces provided
1 Your title (Miss Mrs Mr Dr etc) and full name -
2 Your position in the University or
3 Your role(s) in the University and/or
Faculty international student selection process -
4 If you are a Professional Staff member, how many years have you been involved in international student selection?
5 If you are an Academic Staff member, what responsibilities do you have in relation to international students? - © IELTS Research Reports Volume 8 46
SECTION B: In this section, we are interested in how you rate your knowledge of English language proficiency requirements for admission of international students to the University and the Faculty
Please indicate the extent of your knowledge about the following topics by circling one of the response options
6 The University’s English language proficiency entry requirements None Limited Good Extensive
7 The use of IELTS test scores in the selection of international students None Limited Good Extensive
8 How the IELTS Overall Band Score is calculated
9 The IELTS scores that are set for entry into the
University None Limited Good Extensive
10 The IELTS scores that are set for entry into the programs of the Faculty of Economics &
Commerce None Limited Good Extensive
11 Evidence other than IELTS scores that can be used to satisfy the Faculty’s English language proficiency entry requirements (eg TOEFL) None Limited Good Extensive
SECTION C: In this section, we are seeking information about the use of IELTS scores in selecting prospective international students into programs in the Faculty of Economics and Commerce
Please respond to the following questions by circling one of the response options, and then providing an explanatory comment
12 Are the minimum level IELTS Overall Band Scores and/or Individual
Band Scores required for entry into the Faculty different for undergraduate and postgraduate students?
13 Are applicants with lower than the minimum required IELTS Overall
Band Score sometimes accepted into undergraduate programs in the
Please explain: © IELTS Research Reports Volume 8 47
14 Are applicants with lower than the minimum required IELTS Overall
Band Score sometimes accepted into postgraduate programs in the
15 Are applicants with lower than the minimum required IELTS
Individual Band Scores sometimes accepted into undergraduate programs in the Faculty?
16 Are applicants with lower than the minimum required IELTS
Individual Band Scores sometimes accepted into postgraduate programs in the Faculty?
17 Are applicants admitted to the Faculty with scores lower than the minimum IELTS scores usually required to enrol in additional
18 Is the date of the applicant’s last IELTS test taken into account in the selection process?
19 Is the particular module of the IELTS test (i.e Academic or General
Training), which an applicant has taken, checked in the selection process?
20 Is the IELTS test more commonly used than other recognised measures of English language proficiency (eg TOEFL) by applicants for entry to Faculty courses?
Please explain: © IELTS Research Reports Volume 8 48
SECTION D (OPTIONAL): In this section we are seeking your opinions about the use of the
IELTS If you believe your opinions are not relevant to your role in the University, please go straight to SECTION E
Please circle the option that best matches your response to the statement
21 I believe that the current IELTS entry levels are adequate for students entering the Faculty’s programs Yes No Unsure
22 I believe that IELTS scores provide accurate evidence about an applicant’s English language proficiency Yes No Unsure
23 I believe that some undergraduate courses of study should require higher IELTS entry scores than others Yes No Unsure
24 I believe that some postgraduate courses of study should require higher IELTS entry scores than others Yes No Unsure
25 I believe that postgraduate courses of study should require higher
IELTS entry scores than undergraduate courses Yes No Unsure
26 I believe that an applicant’s IELTS scores should be considered in relation to factors such as age, motivation and language learning history Yes No Unsure
27 I believe that a selection interview (face-to-face and/or by phone) would be a useful addition to IELTS scores, if resourced adequately Yes No Unsure
28 I believe that IELTS scores are good predictors of academic success Yes No Unsure
29 I believe that all staff involved in selection have a good understanding of IELTS test scores Yes No Unsure
30 I believe that an applicant’s English language proficiency is as important as their academic record in making selection decisions Yes No Unsure
SECTION E: In conclusion, we would welcome any other comments about the use of the IELTS test and other measures of English language proficiency
THANK YOU FOR YOUR ASSISTANCE © IELTS Research Reports Volume 8 49
Student questionnaire
SECTION A: In this section, we are interested in finding out about you
Please write your responses in the spaces provided
9 Current program and year level: _
10 Date of most recent IELTS test: _ © IELTS Research Reports Volume 8 50
SECTION B: In this section we are interested in finding out about your English language abilities at the time you were accepted into your course at the University
Please circle the appropriate response option or write your response in the spaces provided
11 Did you use your most recent IELTS results in your application for admission to the Faculty?
12 Please list your most recent IELTS Overall and Individual Band scores
13 Do you think all of your IELTS results were accurate? Yes No Unsure
14 What are the minimum IELTS scores required for entry to your course?
15 Do you think the IELTS scores required for entry into your course are appropriate?
16 Were you required by the University to successfully complete additional English language studies before you started your course?
If ‘yes’, list the English language studies you completed © IELTS Research Reports Volume 8 51
SECTION C: In this section we are interested in finding out about how you are coping with your current course
Please circle the appropriate response option or write your response in the spaces provided
17 At the start of the year did you think your English was good enough to succeed in your studies?
18 Do you expect your English to improve while you are completing your course?
19 Has the University required you to complete English language subjects this year?
If ‘yes’, a) what English language subject or subjects? b) how have these subjects helped you with your English (e.g, listening and taking notes in lectures, reading, writing your assignments)?
20 Have you felt that you needed other English language support to cope with your course this year (e.g help with your assignments)?
21 Have you been given any additional English language support this year?
If you answered 'yes', consider who proposed this idea, whether it was a lecturer, tutor, or yourself Reflect on the sources of support you received and how this assistance has enhanced your English skills, particularly in listening and note-taking during lectures, as well as in reading and writing assignments.
SECTION D: In this section we would like you to add any additional comments you have about the issues covered in this questionnaire
Please make further comments on matters relating to your English language abilities, the IELTS test, your IELTS results, and/or selection into your course and success in your studies
Thank you for your assistance © IELTS Research Reports Volume 8 53
Staff interview schedule
Participants given own completed questionnaires to peruse
(i) your individual questionnaire responses (ii) key issues in the use of IELTS in Selection Length of interview
Access to transcripts of interview?
2 CORRECTION/ELABORATION OF INDIVIDUAL RESPONSES
Is there anything in your responses to the items on the questionnaire that you would like to change/correct or elaborate on?
(see over) © IELTS Research Reports Volume 8 54
A Roles/responsibilities of the range of staff involved in Selection a policy making; b assessing and determining conditional and/or ‘unusual’ entry; monitoring/checking applications and/or documentation; c ‘front counter’ administration
B Selection staff’s (self-rated) knowledge of English language proficiency requirements for admission
• levels of knowledge of general University requirements, Faculty requirements,
• differences between Overall and Individual Band Scores,
• differences between General Training and Academic Modules,
• other means by which students might meet English language proficiency requirements
• reasons for level of knowledge
• operation of ‘need to know’ principle © IELTS Research Reports Volume 8 55
C Opinions about the use of IELTS
• Value of other measures of an applicant’s English language proficiency
• Impact of use of IELTS on use of other measures of English language proficiency
• Impact of use of IELTS on course/subject design, teaching and assessment
• Reliability/validity of IELTS scores
• Suitability of current IELTS requirements
D Opinions about the use of IELTS
• Value of other measures of an applicant’s English language proficiency
• Impact of use of IELTS on use of other measures of English language proficiency
• Impact of use of IELTS on course/subject design, teaching and assessment
• Reliability/validity of IELTS scores
• Suitability of current IELTS requirements
Other © IELTS Research Reports Volume 8 56
Student interview schedule
Participants given own completed questionnaires to peruse
(iii) your individual questionnaire responses
(iv) key issues in the use of IELTS in Selection
Access to transcripts of interview?
2 CORRECTION/ELABORATION OF INDIVIDUAL RESPONSES
Is there anything in your responses to the items on the questionnaire that you would like to change/correct or elaborate on?
(see over) © IELTS Research Reports Volume 8 57
A Course/level of study; use of IELTS in application
• Confirmation of course/year level
• Confirmation of use of IELTS in application
B Perceptions of your English language abilities at the time you were accepted into your course at the University
• Accuracy of your IELTS results
• Probe participant’s responses to Q’s 13, 14, 15 and 16
C English language demands of current course
Other comments © IELTS Research Reports Volume 8 58
Staff questionnaire results
Roles in selection General Staff Academic Staff
Participant Years involved in selection
Responsibilities in relation to international students P1
Delegated Authority has been given by
Faculty Approve all university offers to international students
P2 Assessing international student applications and signing off 2.5 years N/A
Co-ordinating all incoming exchange applications; managing all law applications; assessing some u/g applications
P5 Member of Selection Committees, advising applicants, Selection Officers and University
P7 Responsible for u/g international selection 6 years N/A
P8 Review and select students for undergraduate Bachelor of Commerce course
P9 Assess all local and international applications for postgraduate Economics and
Represent Faculty /University at overseas and local marketing events for postgrad programs
P12 No direct role in selection N/A Overall responsibility for all international academic matters
P14 Director, Master of International Business
(MIB) N/A Selection officer for MIB
P15 Director, Master of Accounting (MAC) N/A (Those associated with role as a
P16 Director, Master of Business and IT (MBIT) N/A
Program Director, Course Planning and Advice, Admission, selection and Scholarship Awards
P17 Director, Master of Human Resource
Management (HRM) N/A Recruiting and selecting, teaching, administering
P18 None N/A Lecturer of compulsory 1 st Year subject for BComm
Learning Skills support; research in international students’ learning needs
Providing support programs - lectures, workshops, individual consultations, support for academic staff © IELTS Research Reports Volume 8 59
STAFF – SECTION B: QUESTION 6 Knowledge of the University’s English language requirements
Participant None Limited Good Extensive
SECTION B: Q 7 Knowledge of the use of IELTS test scores in the selection of international students)
Participant None Limited Good Extensive
STAFF – SECTION B: QUESTION 8 Knowledge of how the IELTS Overall Band Score is calculated
Participant None Limited Good Extensive
SECTION B: QUESTION 9 Knowledge of the IELTS scores that are set for entry into the University
Participant None Limited Good Extensive
STAFF – SECTION B: QUESTION 10 Knowledge of the IELTS scores that are set for entry into the programs of the Faculty of Economics and Commerce
Participant None Limited Good Extensive
SECTION B: QUESTION 11 Knowledge of evidence other than IELTS scores that can be used to satisfy the Faculty’s English language proficiency entry requirements eg TOEFL
Participant None Limited Good Extensive
STAFF – SECTION C: Question 12 Are the minimum level IELTS Overall Band Scores and/or
Individual Band Scores required for entry into the Faculty different for ugrad and pgrad students?
Participant Yes No Unsure Comment
P1 ! UG overall score 6.5 with written band of 6.0
PG overall score 6.5 with no band less than 6.0
P2 ! UG overall score 6.5, written band of 6.0
PG overall score 6.5, no band less than 6.0
P3 ! PG students require 6.0 in all bands; UG students only the written band is specified
P4 ! Overall score is the same Written score is the same PG stipulate all bands must be 6.0
P5 ! PG requires overall of 6.5, with no band lower than 6.0
P8 ! I am only involved in selection for undergraduate students
P14 ! I only deal with postgraduate applicants
P15 ! It is my understanding that this is the case
P17 ! This is the basic standard for effective learning
P18 ! I have no direct knowledge of this
P20 ! 6.5 average with nothing under 6 for both ugrad and postgrad © IELTS Research Reports Volume 8 63
STAFF – SECTION C: Question 13 Are applicants with lower than the minimum required IELTS Overall Band Score sometimes accepted into undergraduate programs in the faculty?
Participant Yes No Unsure Comment
The Principles of Selection for Entry to Courses permit the Faculty to extend an unconditional offer to undergraduate applicants who achieve an IELTS score of 6.0, provided they successfully complete the AESL course in their first semester.
P2 ! The regulations provide for the following: students can be accepted with an
Overall Score of 6.0 provided they enrol in AESL 1 or 2 in the first year of study
In practice, this rarely happens for Econ & Comm students
P3 ! If they achieve an Overall Score of 6.0, they can be admitted on the condition that they undertake ESL subjects
P4 ! Can be as low as 6.0, The student must enrol in ESL subject in their 1 st year of study
P6 ! Very rarely - conditional on completion of an ESL subject
P8 ! Only exception will be if they have met English requirements some other way - perhaps by completing recent education at another University that uses English as medium of instruction
P9 ! Don't know - only assess postgraduates
P10 ! I don't have anything to do with u/grad selection, but normally if I am marketing and have a u/grad question, would refer them directly to the u/grad expert
P14 ! I only deal with graduate applicants
P15 ! It is my understanding that this is the case
P17 ! They can improve it quickly
P18 ! I presume that other factors might be taken into account, but I don’t know
P20 ! They have not been for several years but I think there may be provision to do so, with conditions eg that they take AESL 175-125
SECTION C: Question 14 Are applicants with lower than the minimum required IELTS Overall Band Score sometimes accepted into postgraduate programs in the faculty?
Participant Yes No Unsure Comment
P1 ! Unless an English language waiver has been granted by the President of the
P2 ! There is no provison for this in the regulations
P5 ! Must meet scores set in all cases
P7 ! Not involved in PG selection
P8 ! Not involved in PG selection
P14 ! Conditional offers made if IELTS below admission requirements
P15 ! Selection officers in Faculty routinely and automatically reject any such application © IELTS Research Reports Volume 8 64
P17 ! PG program has short-term (1 or 1.5 years) so not enough time for improvement
P20 ! I am not involved with the PG program an so am not sure of policy
STAFF – SECTION C: Question 15 Are applicants with lower than the minimum required IELTS Individual Band Score sometimes accepted into undergraduate programs in the faculty?
Participant Yes No Unsure Comment
P1 ! The only Individual Band Score taken into consideration is the written score
If a student achieves a written score slightly below 6.0 then an offer can be made as per Q13
If a student has an overall score of at least 6.0 but has not achieved the required written score of 6.0, the Faculty may admit them conditionally to AESL 1 or 2 in their first year.
P3 ! As long as it isn't the writing score
P4 ! As long as it's not writing or total scores (see Q13)
P9 ! Don't know - only assess postgraduates
P20 ! They have not been for some time but I imagine there is provision to do so
SECTION C: Question 16 Are applicants with lower than the minimum required IELTS Individual Band Scores sometimes accepted into postgraduate programs in the faculty?
Participant Yes No Unsure Comment
P1 ! Unless an English language waiver has been granted by the President of the
P3 ! The Faculty may seek a waiver on the applicant's behalf
P5 ! Must meet scores set in all cases
P14 ! Conditional offers made if IELTS below admission requirements © IELTS Research Reports Volume 8 65
P15 ! (Selection officers in Faculty routinely and automatically reject any such application.)
STAFF – SECTION C: Question 17 Are applicants admitted to the faculty with scores lower than the minimum required IELTS scores sometimes usually required to enrol in additional English language credit subjects?
Participant Yes No Unsure Comment
P1 ! This is an Academic Board requirement that they enrol in and pass AESL
(or equivalent) in order to progress to the following semester
P3 ! UG students must undertake subjects upon commencement of the program
P4 ! Can be as low as 6.0, The student must enrol in ESL subject in their 1 st year of study
P6 ! Very rarely - conditional on completion of an ESL subject
P9 ! Don't know - only assess postgraduates
P10 ! Students need to meet the IELTS requirements so this is not an issue Also p/grad courses in the Faculty are not set up for additional English subjects
P14 ! IELTS scores must meet admission requirements for a conditional offer to be converted to a full offer
P15 ! I do not believe that the Faculty would allow such a candidate to enrol
P17 ! For improvement and sufficient preparation
P20 ! AESL for Econ and Comm 175-125 © IELTS Research Reports Volume 8 66
STAFF – SECTION C: Question 18 Is the date of the applicant's last IELTS test taken into account in the selection process?
Participant Yes No Unsure Comment
P1 ! IELTS scores are only valid for 2 years for selection purposes
P2 ! Must be within last 24 months
P3 ! The result must not be more than 2 years before the date of commencement of the course
P4 ! Must be within the past two years
P5 ! Must be within previous 24 months
P9 ! It must have been taken in the last two years If any longer ago than that they must sit IELTS again
P10 ! IELTS must have been taken within a 24 month period of commencement of the program
P15 ! Statement on the application form that test should have been taken in last two years
P17 ! It is one of the requirements
SECTION C: Question 19 Is the particular module of the IELTS test (ie Academic or General Training), which an applicant has taken, checked in the selection process?
Participant Yes No Unsure Comment
P1 ! The University only accepts Academic IELTS results
P5 ! Must be academic for pg selection
P9 ! Don't know - only assess postgraduates
P10 ! I don't have anything to do with u/grad selection, but normally if I am marketing and have a u/grad question, would refer them directly to the u/grad expert
P15 ! It is my understanding that this is the case
P17 ! They can improve it quickly
P20 ! They have not been for several years but I think there may be provision to do so, with conditions eg that they take AESL 175-125 © IELTS Research Reports Volume 8 67
STAFF – SECTION C: Question 20 Is the IELTS test more commonly used than other recognised measures of English language proficiency (eg TOEFL) by applicants for entry to Faculty courses?
Participant Yes No Unsure Comment
P1 ! Unsure without doing a database check Students from some countries may favour one test over another They may need to sit an IELTS to meet DIMIA requirements
P2 ! TOEFL and IELTS both popular Depends on country student is coming from and which test is more available
P4 ! Have processed a good proportion of students with IELTS, TOEFL and previous English-medium study
P7 ! We get applications with IELTS and TOEFL but IELTS is usually required for visa purposes
P10 ! The University does offer pre-English courses for students who do not have their IELTS at Hawthorn English Language Centre
P14 ! Occasionally we see TOEFL where students are also applying for US schools
P15 ! Faculty encourages use of IELTS
P17 ! IELTS is required by Uni and Australian government
P20 ! (no comment) © IELTS Research Reports Volume 8 68
STAFF – SECTION D (OPTIONAL): Question 21 I believe that the current IELTS entry levels are adequate for students entering the Faculty's programs
Participant Yes No Unsure NO RESPONSE
SECTION D (OPTIONAL): Question 22 I believe that the IELTS scores provide accurate evidence about an applicant's English language proficiency
Participant Yes No Unsure NO RESPONSE
STAFF – SECTION D (OPTIONAL): Question 23 I believe that some undergraduate courses of study should require higher IELTS scores than others
Participant Yes No Unsure NO RESPONSE
SECTION D (OPTIONAL): Question 24 I believe that some postgraduate courses of study should require higher IELTS scores than others
Participant Yes No Unsure NO RESPONSE
STAFF – SECTION D (OPTIONAL): Question 25 I believe that postgraduate courses of study should require higher IELTS scores than undergraduate courses
Participant Yes No Unsure NO RESPONSE
SECTION D (OPTIONAL): Question 26 I believe that an applicant's IELTS scores should be considered in relation to factors such as age, motivation and language learning history
Participant Yes No Unsure NO RESPONSE
STAFF – SECTION D (OPTIONAL): Question 27 I believe that a selection interview (face-to-face or by phone) would be a useful addition to IELTS scores, if resourced adequately
Participant Yes No Unsure NO RESPONSE
SECTION D (OPTIONAL): Question 28 I believe that IELTS scores are good predictors of academic success
Participant Yes No Unsure NO RESPONSE
STAFF – SECTION D (OPTIONAL): Question 29 I believe that all staff involved in selection have a good understanding of IELTS test scores
Participant Yes No Unsure NO RESPONSE
SECTION D (OPTIONAL): Question 30 I believe that an applicant's English language proficiency is as important as their academic record in making selection decisions
Participant Yes No Unsure NO RESPONSE
STAFF – SECTION E: In conclusion, we would welcome any other comments about the use of the IELTS test and other measures of English language proficiency
P4 I have spoken to students who have passed the required IELTS band scores and have found it difficult to communicate with them (only a small number though)
We are concerned that although some applicants fulfill our IELTS requirements, this does not adequately equip them to understand the language in a classroom setting, leading to potential struggles in their studies.
P9 It concerns me that someone has actually been tutored in how to study for and sit the IELTS exam
I am concerned that current assessments do not accurately reflect a person's language proficiency, as some students who meet our minimum requirements struggle with basic conversation skills even after starting their courses It is our responsibility to ensure that all applicants, including local candidates with overseas tertiary qualifications, meet the necessary English language standards, as they appear to be overlooked in this evaluation process.
In the MAC programs, some students have enrolled with an IELTS score of 7, yet their English comprehension is significantly lacking English proficiency is crucial for achieving successful outcomes in the program While prospective students may utilize strategies to improve their test scores, it is essential to acknowledge that some have not achieved these results through honest means.
In my experience, IELTS scores do not accurately reflect a student's true English proficiency During my time working at universities abroad, I observed that some students with limited English skills were able to attain respectable IELTS scores through dedicated preparation.
Many students focus solely on passing the IELTS exam rather than genuinely improving their English skills As a result, I am increasingly relying on interviews to aid my admission decisions However, this approach is time-consuming and does not effectively assess their written English abilities.
I am confident that our Faculty follows the protocols for English proficiency assessment However, as a teacher of postgraduate international students, I have noticed that some students exhibit what I consider to be inadequate oral and written skills This observation raises an important question: Are the assessment protocols effectively identifying students' language capabilities?
IELTS scores used for selection poor indicators of English proficiency or is the written evidence tendered by applicants for their English proficiency "misleading"?
P18 I have very limited knowledge of the IELTS and how it is used in the Faculty © IELTS Research Reports Volume 8 74
Student questionnaire results
Participant Sex DOB County of birth
Current program and Year Level
Date of most recent IELTS test
SP1 F 11/11/77 Indonesia Indonesian Indonesian English Masters
SP2 F 06/04/79 Hong Kong Hong Kong
SP4 F 13/02/78 Colombia Colombian Spanish English Masters
SP5 F 12/09/80 Indonesia Indonesian Indonesian English Masters
SP6 F 16/08/81 China Chinese Mandarin English Masters
SP7 M 29/01/77 Indonesia Indonesian Bahasa English Masters
SP8 M 21/11/80 Nepal Nepalese Hindi English Masters
SP9 M 13/10/74 Bangladesh Bangladesh Bengali English,
SP10 M 17/10/78 Indonesia Indonesian Indonesian English Masters
SP11 M 01/10/86 Indonesia Indonesian Indonesian English Bachelor
SP12 F 22/07/86 Thailand Thai Thai English Bachelor
SP14 F 25/11/84 China Chinese Cantonese English Bachelor
SP15 F 18/03/86 Sri Lanka Sri Lankan English Hindi Bachelor
SP16 F 15/02/85 China Chinese Mandarin English Bachelor
SP17 F 20/04/85 China Chinese Mandarin English Bachelor
SP18 F 06/06/85 Malaysia Malaysian English Mandarin,
SP19 F 20/01/86 Malaysia Malaysian Mandarin Malay,
SP20 M 31/12/84 Malaysia Malaysian Mandarin Malay,
(2 nd Year) Apr 04 © IELTS Research Reports Volume 8 75
11 Did you use your most recent IELTS results in your application for admission to the Faculty?
12 Please list your most recent IELTS Overall and Individual Band Scores
*Has taken an IELTS recently; completed an IELTS to gain ugrad entry; repeated IELTS for immigration purposes
# Student incorrectly recorded this score © IELTS Research Reports Volume 8 76
STUDENTS – SECTION B: QUESTION 13 Do you think all of your IELTS results were accurate?
Do you think all of your IELTS results were accurate?
My performance on that day was accurately reflected, influenced not only by my English skills but also by factors like anxiety.
SP5 ! I think the method and the measurement of the result is reliable
SP9 ! I am not sure cause I thought my writing and reading was quite good The score didn’t come out as I expected
SP18 ! I guess they were relatively accurate My grasp of the English language is not fantastic but not too bad either
SP20 ! I suppose the judges were able to judge on my English proficiency © IELTS Research Reports Volume 8 77
14 What are the minimum IELTS scores required for entry to your course?
15 Do you think the IELTS scores required for entry into your course are appropriate?
16 Were you required to successfully complete additional English language studies before you started your course?)
Required IELTS Score Appropriate? Additional English language studies
Writing Unsure Yes No Unsure Yes No Unsure
17 At the start of the year, did you think your English was good enough to succeed in your studies?
18 Do you expect your English to improve while you are completing your course?
19 Has the university required you to complete English language subjects this year?
20 Have you felt that you need other English language support this year?
Yes No Unsure Yes No Yes No Yes No
SP20 ! ! ! ! © IELTS Research Reports Volume 8 78
STUDENTS – SECTION C: QUESTION 21 Have you been given any additional English language support this year?
Participant Yes No Whose idea? Who gave support? How has it helped?
It helps me with my writing assignments, just to check the grammar, not to change the idea
LSU; TLU Writing my assignments: The LLS and TLU have helped me a lot guiding me how to write good academic assignments
TLU Improve my grammar mistake
SP7 ! Tutor of myself International
Listening, public speaking, presentation and writing
In Section D, students are encouraged to provide additional insights regarding their English language proficiency, experiences with the IELTS test, their IELTS results, and how these factors influence their course selection and academic success.
The SP1 IELTS test aims to assess English proficiency; however, it may not accurately reflect true language skills Many educational centers provide short courses that prepare students specifically for the test format, leading to potentially high scores that do not necessarily indicate genuine English ability.
For non-native English-speaking students, TLU serves as an essential resource, aiding in the comprehension of Australian essay writing conventions and providing valuable grammar checks to enhance their academic success.
While IELTS serves as a basic entry requirement for university admissions, it is not the sole determinant; factors such as work experience and academic qualifications also play a significant role Although I possess a sufficient level of English for my course, having been an English teacher in Hong Kong, I believe that universities should enhance support for international students whose first language is not English.
SP3 IELTS is a good tool in helping the unis to make decisions on the basis of students English capacity
However, there is a problem I believe the test is manipulated Some candidates prepared very well by memorizing some part exam answers without really acquiring the knowledge Especially spoken test
I still remember that I took one 4 years ago when I was still in China and didn’t speak much English
My English tutor provided me with spoken text topics along with well-crafted answers for recitation, which proved to be effective in my studies After three years of undergraduate education in Australia, I achieved a score of 6.
My English skills have significantly improved, boosting my confidence in conversing with locals and delivering presentations in class I recently took another IELTS exam for my migration application, but my overconfidence led me to neglect preparation for the speaking topics, resulting in the same score of 6.
I had a really good conversation with the examiner, but I believe the problem was I didn’t follow the structure of the test which was because I didn’t recite the fixed answers
This is only my personal opinion, may be not right
The IELTS test serves as an effective measure of English proficiency However, there is a common belief in Colombia that taking the exam in Australia yields higher scores compared to taking it in Colombia This raises the question: shouldn't the scoring criteria for the IELTS be consistent across all locations worldwide?
Taking the IELTS test is a valuable way to assess my English proficiency and identify areas for improvement While the results provide a general overview of my abilities, they may lack specific feedback Enhancing my English skills and achieving better IELTS scores will significantly benefit my future academic and career opportunities.
SP6 No further comments recorded
SP7 No further comments recorded
SP8 No further comments recorded
The IELTS exam can be misleading, as individuals with good scores may not demonstrate strong language skills in practical applications This raises questions about the effectiveness of the test itself and whether it accurately reflects a student's true language proficiency While exam preparation might help students pass the IELTS, it often fails to foster a deep, lasting understanding of the language.
SP10 No further comments recorded
SP11 No further comments recorded
SP12 No further comments recorded
SP13 No further comments recorded
SP14 No further comments recorded
SP15 No further comments recorded
SP16 No further comments recorded
SP17 No further comments recorded
SP18 I feel frustrated sometimes because I have many ideas but I do not know how to express myself
At times, I believe my essays could convey ideas more effectively and eloquently I often felt self-conscious when speaking in class or similar settings, which impacted my confidence in expressing my thoughts clearly.
I was afraid that people would not understand my accent
SP19 No further comments recorded
My English language proficiency is at a standard level of band 6.5, which I believe reflects my knowledge adequately for the IELTS test However, I argue that the IELTS requirement for course entry should be applied more leniently, allowing students with scores of Band 5.5 or 6 to be considered if they can later demonstrate their English proficiency through equivalent tests In my experience, while IELTS is a crucial requirement for my course, it has not significantly aided my studies at the university, leading me to question its necessity.
Staff interview summaries
Time Content/Topic Response/Issues raised
014 Faculty standards and operation of the Selection Committee
024 Chinese students/requirements for visa/overall English language proficiency standards
035 Knowledge of IELTS Appeared to misunderstand and/or resist responding to question of how he had built up his knowledge of IELTS
045 Raised questions regarding the relative value of 6.5 as a min requirement compared to 7.5 Argued that participation in the pgrad programs enhanced English language proficiency
Argued for a more ‘equitable’ balance between appropriate entry English language levels and opportunities for and expectations re language improvement during course of study
058 Noted that he was in a good position to argue this, as he was an overseas student himself
068 Explained that he rated his knowledge as ‘good’ because his philosophy is that “nothing is excellent”
080 Expressed the belief that accent masks/affects performance in IELTS
087 Knowledge of other pathways to demonstrate English language proficiency
096 Basis for variation in entry levels Argued that there is little time to develop further English language proficiency in the pgrad program (18mths) compared to ugrad program (3/4 years)
140 Need for additional English language studies Identified Hawthorn Language Centre prior to program courses as appropriate
Indicated that he believed that that there is a bias against EFL students in western universities as a “legacy of colonialism”
Argued that language is “just a tool”
Argued that international students’ English language proficiency will improve, as a function of participation in their studies in the Faculty
205 Argued that international students’ ideas are “so wonderful”; by comparison, local students’ ideas are “boring”
Identified the importance of the interplay between language proficiency and the ability to think
231 Value of a selection interview Identified the value of F2F interaction in assessing ‘actual’ English language proficiency
242 Argued the need for a discipline specific writing task in the IELTS test schedule
# Knowledge/opinions well developed and well defended, with reference to particular examples
# Raised the colonial/hegemonic status of English vis a vis Asian languages
# Commented on the interplay between cognition and language
# Argued that university/faculty needs to use a test that is discipline specific © IELTS Research Reports Volume 8 81
Time Content/Topic Response/Issues raised
015 Role in selection Explanation of the ‘delegated authority’ clause, covering all undergraduate programs
Clear specification of IO’s role in processing applications, giving advice to Faculty Selection Officers and Committess; and providing advice to prospective applicants.(KG)
045 Noting of the changing of roles over time, with General Staff taking more and more responsibility for processing applications and providing advice to both academic staff and students.(P7)
060 Identification of overlap between marketing and selection roles, for staff who meet face-to-face (here and overseas) with potential applicants (P5)
With years of experience in processing IELTS applications and university documents, our team operates on a "need to know" basis, actively seeking expert advice when faced with challenges While we acknowledge that a deep understanding of score calculations isn't essential for our work, we have observed significant variations between individual and overall band scores, highlighting the complexities of the assessment process.
125 Minimum IELTS requirements Again, the ‘ntk’ principle Some need to know requirements for both ugrad and pgrad, while others need to know only about ugrad or pgrad
165 Variations from min IELTS requirements Variations from ‘rules’ are seen as inappropriate, for both students and the university, even though there is provision for this
Some offers have been made in the past, with considerable consequences for student progress and staff time
Market forces influence undergraduate applications, but significant variations are seldom accepted However, the Faculty retains the option to implement changes as needed.
For postgraduate students, a Conditional Offer is often utilized, requiring them to quickly demonstrate their English language proficiency It is important to note that the duration of postgraduate courses is limited, making it challenging for students to achieve the necessary language skills within that timeframe.
Waivers are possible, but only very rarely used Only once in recent history (P5)
Could be informative to ask ALL students to take IELTS or DELA, as many local students also struggle to communicate
250 Conditional offers Reiterated that conditional offers must address the English Language requirements (NOT ignore or replace them)
Concerns regarding the validity and reliability of the IELTS test have been raised, particularly in relation to its administration in various contexts and countries These concerns are substantiated by observations of students who, despite meeting the IELTS requirements and being enrolled in programs, exhibit significant difficulties in English communication.
These concerns were also based on anecdotal evidence from lecturers and tutors that international students were experiencing difficulties in understanding lectures and participating in tutorials
375 Taking into account other factors Something approaching ‘panic’ that Selection Officers be required to make judgements about language proficiency and/or aptitude or motivation to learn!
000 Use of a selection interview These strategies were seen as making the Selection process even more complicated and perhaps unreliable
Resourcing was seen as ‘impossible’
015 Reiteration that Selection Officers know the ‘rules’, but don’t necessarily understand their basis or their implications © IELTS Research Reports Volume 8 82
025 Discussion regarding the relative merits of academic qualifications and English language proficiency, in ensuring a students success in their studies
040 General discussion of the relative merits of IELTS and TOEFL
There is a clear distinction between the roles of General Staff Selection Officers and Academic Staff; however, some senior and experienced General Staff members are open to sharing their opinions on the use of IELTS in the selection process.
# Significant concerns about the ‘accuracy’ and ‘reliability’ of the test/levels, given the difficulties some international students present with in the early stages of their course
# Sense of precision and solidarity in the application of the IELTS requirements in the Selection process
Time Content/Topic Response/Issues raised
000 Role in selection Selection Officer and Program Director, thus acts as a ‘gatekeeper’ who needs to hold a strong line on academic qualifications AND English language proficiency
Checks the IELTS scores for each application; rejects any application where min IELTS levels are not met
Holds the view that in fact the IELTS bar is set too low
The expertise in IELTS has been developed through practical experience in the role, complemented by insights from others This encompasses the thorough review of all application forms for the Faculty, as well as the policy documents set forth by both the university and the Faculty.
Not entirely sure about how the OBS is calculated Given that it is an average, this implies that some scores are in fact lower than others and the OBS
While 99% of applicants to the Faculty utilize IELTS to demonstrate their English language proficiency, there is an awareness of alternative pathways available It is commonly believed that the Faculty requires IELTS as the standard measure for assessing language skills.
Conditional offers are extended solely to applicants planning to take the IELTS test, rather than those who have previously taken the test and did not achieve the minimum entry requirements.
Assumes that applicants complete the Academic Module Aware that there are two modules Passively assumes the IO staff check this
When applying for various programs, signing off rights are distributed differently, with undergraduate applications typically routed through the International Office (IO), while postgraduate applications may vary by faculty or department The Associate Dean of Graduate Studies oversees postgraduate programs and considers recommendations from staff and selection officers The faculty structure for postgraduate programs is complex, with responsibilities for coordination and management varying across different departments and the faculty as a whole.
125 Reiterates that the Faculty encourages the use of IELTS, as a result of concerns about the reliability of other tests and pathways © IELTS Research Reports Volume 8 83
138 Linguistically demanding courses/Level of minimum requirements
Graduate programs vary in language intensity, with more rigorous programs requiring higher IELTS scores for entry Students with lower IELTS scores often opt for less language-intensive courses due to the challenges presented in more demanding programs These intensive courses necessitate advanced conceptual reasoning and expression, relying on diverse life experiences and social knowledge Low English language proficiency and limited cultural perspectives make it particularly difficult to understand and articulate abstract notions and complex concepts.
Concerns have been raised about the reliability and validity of the IELTS, particularly regarding its ability to assess advanced language proficiency Critics argue that students may develop only a superficial understanding of English, enabling them to pass the test without fostering deeper cognitive skills necessary for effective reasoning and critical thinking in English-language contexts It is believed that IELTS primarily evaluates surface-level language features, failing to capture the nuanced discourse and cultural competencies required for true language mastery.
The loss of market share for international students in business degrees, particularly at universities like Melbourne, raises concerns about the impact of stringent IELTS requirements As Asian universities enhance their business education offerings, many students may prefer to pursue more affordable and appealing options closer to home.
205 Ugrad and Pgrad levels Notes that some undergraduate course might be more language intensive than pgrad courses, eg philosophy, some management subjects cmp to accounting and finance
While a 220 IELTS score is often seen as a benchmark for academic success, students with identical scores can experience vastly different outcomes in their courses This raises questions about the reliability of the IELTS as a predictor of success Previous experience in related disciplines can significantly impact a student's ability to thrive, either exacerbating or easing language challenges Additionally, immersion in an English-speaking culture plays a crucial role in enhancing a student's chances of success.
245 Value of a ‘overseas’ experience for students
Considerable discussion of the motivation for international educational experiences, in terms of language and cultural development for individuals
270 Acknowledgement of the ‘bravery’ of international students in attempting pgrad study in 2 nd language
# Clear use of IELTS as a mechanism for sorting ‘able’ from ‘unable’ applicants, BUT concerns about whether IELTS is a reliable instrument: significant tension!
# View of language intensive subjects being equivalent with higher-order thinking/complex reasoning
The article explores the concept of language functioning as a social semiotic platform, emphasizing the unique demands faced by international students in their respective fields of study It highlights that these demands are influenced by students' experiences within their specific academic disciplines and the languages associated with them, presenting a perspective that is not widely recognized in existing literature.
Time Content/Topic Response/Issues raised
Dedicated Applications Officers play a crucial role in the selection process for undergraduate and postgraduate programs, representing the Faculty of Economics and Commerce in international marketing efforts They provide valuable advice to prospective applicants and engage in direct interactions with students, ensuring a personalized approach to the admissions process.
Student interview summaries
Time Content/Topic Response/Issues raised
015 Accuracy of IELTS results OBS of 7.5 surprised her, as she didn’t think she was “that good”
She rarely uses English outside of her course assignments and primarily socializes with Asian friends Last year, she lived with an English-speaking family in New Zealand and attended a New Zealand high school, completing Year 13.
025 Unsure of the minimum requirements for the Faculty
030 English language demands of current course
Didn’t really expect speaking/listening to improve, as she spends most of her time with Asian friends, and she already can understand most of what lecturers and tutors say
Doesn’t speak very much in some tutes, but asks questions in Maths tutes Doesn’t contribute to discussion in Economics tutes – conversation too fast
055 Need for English language support Would have liked help with proof reading of assignments, not so much for spelling or grammar but for overall expression
Many students seek assistance to better grasp the complex topics in Economics The substantial reading load often requires repeated review of the material to achieve a deeper understanding and retention of key concepts.
Despite spending a year in New Zealand, 090 feels that the course did not significantly enhance her English skills However, she acknowledged notable improvements in her speaking, reading, and writing abilities during that time.
Despite feeling very confident about taking the IELTS test, she experienced anxiety specifically regarding the speaking section, as she was unprepared for the rush to complete it after spending a year studying in New Zealand.
Many individuals find that their IELTS test results align closely with their self-assessment of language skills However, there are instances where surprising outcomes occur, such as when a friend unexpectedly 'failed' the test, leaving others puzzled about the discrepancy.
# General confidence in the IELTS test as an indicator of English language proficiency Clear evidence of
‘settling in’ difficulties in university classes and assignments, but nothing major
# Evidence of the enclave model of international student experiences at ‘foreign’ universities © IELTS Research Reports Volume 8 90
Time Content/Topic Response/Issues raised
010 Accuracy of IELTS results Thought they were probably accurate, but felt that they also depended on the day, and the person doing the testing, to some extent
020 English language demands of current course
He feels that taking the IELTS test did not significantly benefit his course experience, suggesting that even a lower score would have sufficed for him to succeed in his subjects.
The necessity for English language support is evident, as many students express a desire for assistance in preparing assignments, checking spelling and grammar, and structuring reports and essays Although some feel they have managed without this support, the importance of effective communication skills in academic success cannot be underestimated.
The importance of the IELTS exam is often underestimated, with some believing that students should rely solely on their performance in assignments, lectures, and tutorials to gauge their English proficiency However, the IELTS serves as a crucial benchmark for assessing language skills, providing a standardized measure that goes beyond classroom evaluations.
# Not convinced that scores are appropriate
# Sense that the content not the language is the issue in academic success
Interview 3: Student Participants SP1 and SP5
Time Content/Topic Response/Issues raised
020 Accuracy of IELTS results Very confident that their IELTS results were an accurate reflection of their English language skills “on the day”
Faith in the IELTS, because they have a good self-awareness of their own language skill, and the IELTS results matched this
Both students had high expectations for enhancing their English language skills during their course, anticipating that extensive reading would significantly improve their comprehension They believed that residing in Melbourne would positively influence their language abilities Initially, they found listening to lectures and tutors challenging due to unfamiliar accents, vocabulary, and pace, but they gradually adapted They reported a similar experience with listening to the radio, noting that it became easier over time.
Reading course materials and preparing for assignments was identified as a major factor in improving reading skills, but also increased writing skills (more ideas and better flow)
To enhance their speaking and listening skills, international students should engage with English-speaking peers, neighbors, and friends SP5 expressed ongoing difficulties in comprehending Australian slang, noting that many English speakers tend to communicate in what they consider "proper English" with her.
085 Need for English language support SP1 indicated that she didn’t know about the Teaching and Learning
Initially, she struggled to find the right support for grammar and spelling in her assignments but eventually discovered the LLSU, which she has since used extensively After exploring various options, she found the assistance that met her specific needs Although she reports using the LLSU to enhance her writing, she questions the value of the advice received She plans to try the T&L Unit, hoping it will offer feedback that aligns better with what she gets from her Faculty lecturers.
While some lecturers prioritize flawless spelling and grammar, the majority focus more on the content and substance of students' writing and assignments.
The IELTS test serves as an introductory assessment, but university courses present even greater challenges Writing requirements in both contexts are comparable, while speaking during lectures and tutorials is more focused on specific content Reading skills are essential in both scenarios for grasping main ideas, and listening in academic settings emphasizes understanding specific meanings and fields.
SP1 contended that the requirements of university differ significantly from those of the IELTS exam They emphasized that reading academic journals cannot be equated with the IELTS reading test and questioned the necessity for a specialized IELTS assessment tailored for postgraduate students or various subjects SP1 believes there is a substantial gap between the expectations set by the IELTS and those encountered in university studies.
SP5 agreed, but made the point that IELTS is really just about language, while uni is about content
Both noted the difference in the length of texts to be read and written
170 Pre-university English language courses
SP5 discussed the intensive five-week language course at the Horwood Language Centre, highlighting that students were organized into specific 'disciplines.' The curriculum was designed to focus on relevant fields of study, incorporating research strategies and providing valuable tips for effective studying and delivering oral presentations.
185 Value of previous ‘content’ experience Both argued that language issues were less important than having a background undergraduate degree in the same field as their postgraduate degree
English language entry requirements
English language entry requirements, University of Melbourne (as at August 2005)
To qualify, applicants must successfully complete secondary education in a country where English is the official language and achieve a satisfactory score in an approved final-year English subject Those from countries with multiple official languages may need to fulfill TOEFL or IELTS requirements.
• Obtain a grade in one of the following General Certificate of Education subjects: General Paper (AO Level), or AS Level General Studies, English Language, English Literature,
English Language and Literature; which is deemed by the Academic Board to be at least the equivalent of applicants for the course who have completed the VCE
To meet educational requirements, students must successfully complete the last two years of secondary education at an accredited school where English is the medium of instruction, and achieve a satisfactory passing grade in English during their final year.
To meet the English language proficiency requirements of an institution where English is the primary medium of instruction and assessment, students must have successfully completed at least the first year of a tertiary course within the past two years.
OR at least a two year tertiary degree within the last five years
Formal advice from the institution to support claim to have satisfied this requirement
Obtain the following grade in English:
Sweden: Avgangsbetyg VG or grade 4
• Meeting the University’s TOEFL or IELTS (academic test) requirements within the
Paper based test - a score of 577 or more including a score of 4.5 in the Test of Written English
Computer based test - a score of 233 or more including an Essay Rating score of 4.5 Internet based test - a score of 90 or more including a Written score of 21
To achieve a successful outcome in the International English Language Testing System (IELTS), candidates must obtain an overall band score of 6.5 or higher This includes passing the Academic Reading and Academic Writing modules, with a minimum score of 6.0 required specifically in the Academic Writing section.
To be eligible, applicants must successfully complete secondary education in a country where English is the official language and achieve a passing grade in final year English Those from countries with multiple official languages may need to fulfill TOEFL or IELTS requirements.
To successfully meet the requirements for secondary education, students must complete the final two years at an accredited school where English is the primary language of instruction and achieve a passing grade in English during their final year.
To meet the language proficiency requirements of an institution where English is the primary language of instruction and assessment, students must satisfactorily complete at least the first year of a tertiary course within the last two years.
OR at least a two year tertiary degree within the last five years
To qualify for the course, applicants must achieve a grade in the General Paper, General Studies, English Language, English Literature, or English Language and Literature at the AO/AS level, which the Academic Board considers equivalent to those who have completed the VCE.
• Obtain a pass of VG (grade 4) in English in the Norwegian Vitnemal or the Swedish
• Satisfactorily complete additional English Language Studies which, in the opinion of the Selection Committee, is the equivalent of the other tests specified above
To apply, candidates must meet the University’s TOEFL or IELTS requirements, with tests taken within the last 24 months It is essential to include the original test report form with the application, as certified copies and TOEFL examiner score records are not accepted Note that the required scores for IELTS and TOEFL differ by faculty, as detailed in the accompanying table.
International undergraduate admissions process
nternational Postgraduate Admissions Process Flowchart
Data Entry and Processing of Application Fee
Letter of Offer (conditional or unconditional)
Conditional Offer Reject Applications Unconditional Offer
Electronic Confirmation of Enrolment (eCoE)
Delegated Authority Assessment © IELTS Research Reports Volume 8 98