Research Report Prepared For:

Department of Planning and Community Development

Reference No. 18129 • April 2009

Table of Contents

Table of Contents.........................................................................................................................1Background..................................................................................................................................2Research Objectives....................................................................................................................3Research Methodology................................................................................................................4Executive Summary.....................................................................................................................6The Main Report...........................................................................................................................8Pre-migration: Attitudes and Experiences....................................................................................9Perceptions of Universities.........................................................................................................15Pressures to Attend University...................................................................................................18The Story: Segment A................................................................................................................21The Story: Segment B................................................................................................................26The Story: Segment C................................................................................................................32Post University Intentions..........................................................................................................35What can the Government do to entice you to stay?.................................................................38

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Background

The Spatial Analysis and Research unit (SAR) of the Department of Planning and Community Development (DPCD) has an ongoing research interest in regional migration. Quantitative migration research is currently being undertaken by ABS Census to assist with population projections. While this provides evidence of migration patterns, it does not provide insight into the reasons people move or the barriers that prevent them from moving to another location.

Of specific interest is understanding the motivations behind the migration trends of young adults. Young adults are the most mobile group in the population; therefore, their migration decisions are significant in determining and predicting population outcomes.

There is a long standing trend for this age group to migrate from regional Victoria to Melbourne for the purposes of education or employment. Similar patterns are found at a sub-regional level, with young adults migrating from rural Victoria to regional cities for similar reasons.

This raises the following important question…

Do regional cities with educational opportunities attract and retain adults over the long term or is their role more of a staging post for holding young populations for a few years before they migrate to larger metropolitan cities?

To gain insight into the motivations, aspirations and drivers behind migration patterns amongst young adults, the SAR decided to conduct qualitative research – the findings of which must ultimately assist in making demographic and regional policy decisions.

The SAR appointed Sweeney Research to conduct the project.

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Research Objectives

The key objective of this research was to add insight and understanding behind the current migration trends of young adults identified by quantitative research. More specific research objectives were to…

Understand the series of decisions involved in the migration process and identify barriers that may prevent migration to particular locations

Provide insight into the motivations and aspirations that lie beneath the decision to move Understand the role and impact of educational and career opportunities in both regional

Victorian cities and metropolitan cities on migrations patterns

The outcomes of this research should enable SAR to…

Enable the development of informed population projections Better inform policy makers

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Research Methodology

In light of the objectives, three respondent segments were identified. These were as follows…

SEGMENT A: Respondents who normally live in regional Victoria and who have migrated to Melbourne to study at a Melbourne institution.

SEGMENT B: Respondents who normally live in regional Victoria and currently study at a Regional Victorian Institution. These respondents either attend an institution in the town they live in, or have migrated from one regional city/town to another to attend university in that city/town.

SEGMENT C: Respondents who normally live in Melbourne and who have migrated to regional Victoria to study at a regional Victorian institution.

It was hypothesised that the availability of courses offered at particular universities would heavily influence migration decisions.

Groups were split between ‘Vocational’ and ‘Professional’ course streams to gain a range of insights and greater understanding.

VOCATIONAL: includes respondents studying nursing and primary teaching.

PROFESSIONAL: Includes respondents studying law, science or engineering.

Furthermore, there were four geographical areas included in the study:

Metropolitan Melbourne – covering a range of institutions and campuses Latrobe Valley – focussing on Monash’s Churchill campus Geelong – focussing on the Deakin campus Bendigo – focussing on Latrobe’s campus.

Eleven focus groups were conducted with current university students. Prior to attending their assigned groups, respondents were invited to participate in a 5-day online discussion forum. Three online discussion forums took place (one for each Segment), and respondents were asked questions surrounding the following topics…

Pros and cons of living where they are currently versus their hometown/city Reasons they chose the university they currently attend Considerations they took into account when choosing their university institution Positive features of their current university institution Post university intentions

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The group structure was as follows…

11 Focus Group Discussions with University Students

SEGMENT

Course Type

Location Date

Total Number

of Groups

‘Vocational’‘Professional

’Mixed

ANormally live in

regional Victoria and currently studying at

a Melbourne institution

1 - -Albert Park

Monday 30th March

3- 2 - Tuesday

7th April

BNormally live in

Regional Victoria and currently studying at a Regional Victorian

Institution

1 1 - Geelong Wednesday 8th April 2

1 1 - Bendigo Tuesday 7th April 2

1 - - Churchill Monday 6th

April 1

CNormally live in Melbourne and

currently studying at a Regional Victorian

Institution

- - 1 Geelong Wednesday 8th April 1

- - 1 Bendigo Tuesday 7th April 1

- - 1 Churchill Monday 6th

April 1

TOTAL 11 GROUPS

The groups were moderated by Peter Hennessy, Jessica Incledon and Monique Slevison.

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Executive Summary

Among the different segments of students included in this research project, there were different perceptions of country and city life, which impacted students’ university choices and post university intentions.

The positive aspects of country life were seen to be: serenity, space and privacy, and strong, tight-knit communities. In the country, kids have freedom and independence growing up, which they believe shapes their character for later in life. The limitations associated with country life were seen to include a lack of entertainment, educational facilities, employment opportunities, health care and political and cultural diversity. These limitations mean that young people living in the country often reach a point where they feel that they have ‘grown out’ of their regional hometowns and crave new stimulation.

According to the respondents, the benefits of the city include the nightlife, endless entertainment options and cultural richness. In Melbourne, everything is within close proximity and is easily accessible by public transport. It was perceived by Segment A and C that Melbourne also offers superior educational facilities and career opportunities. Segment B had a different perspective of Melbourne, viewing Melburnians as ‘impersonal’ and ‘cold.’ This segment was not willing to trade the comfort of their country life for the traffic, noise and perceived fast-paced lifestyle of Melbourne living.

Perceptions of Universities

The research revealed that perceptions around the quality of university campuses differed based on where the respondents grew up and their parental influence…

Segment A, Segment C and respondents who grew up in Geelong were found to be the most sensitive to the perceptions surrounding university prestige. Geelong-based students reported that they were strongly encouraged to attend a Melbourne university.

Segment B appeared to be aware of the prestige placed upon particular universities by others, but this didn’t seem to factor into their choice of a university. There was less pressure on students in Segment B to attend university at all.

University Considerations

There were differences between the segments regarding their motivations behind their university choices…

The main driver for Segment A was a change of lifestyle, and the majority of these students were considering moving to Melbourne prior to choosing their course. A secondary reason was university prestige.

Segment B were not concerned with prestige, and therefore did not feel like they had to move to Melbourne to go to university. ENTER score was also a factor preventing this segment from attending a Melbourne university.

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Students in segment C had no option but to attend a regional university, as their ENTER score meant that they were not able to get in to a city campus.

For all students who relocated to attend university, gaining independence from Mum and Dad was a motivation for which university became the excuse.

Post University Intentions

For all segments, the main factor impacting post university intentions was the degree to which their lives became established in their new place of residence...

The majority of Segment A have moved out into share houses after a year of living at one of the colleges on campus and most also report being employed on a part time/casual basis. They are heavily settled into their new city lives, and are happy to stay in Melbourne to pursue employment opportunities.

Although Segment B in general didn’t appear willing to move to Melbourne for university, nursing students would consider moving to Melbourne to broaden their nursing experience.

Segment C students appeared most likely to move back to the city. They feel no attachment to their university towns and those that live on campus don’t feel integrated into the communities. The majority will eventually complete their degree in Melbourne, and therefore see their regional living arrangement as temporary.

All students who grew up in the country have intentions to eventually settle down and raise children in the country.

The research revealed that the greatest challenges for the Government will be to help establish students’ lives in regional towns and entice country kids to return home following a period of study. Some recommendations for doing this include… increasing employment opportunities, upgrading transport and entertainment facilities, and improving university facilities in regional areas. Furthermore, some participants suggested that the Government provide financial assistance and casual employment opportunities for students while they are at university. Another suggestion was to set up standards restricting ‘on-res’ living to a year, forcing students to live in share houses with friends in a bid to let them experience ‘real life’ in a regional area. These various initiatives are worthy of consideration.

Each of these findings will be discussed in detail in the main body of the report.

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The Main Report

Constraint

Constraint: Qualitative research evolves creative ideas and generates hypotheses. It is not intended to be a precise and definitive index of what happens in the marketplace. This document should be interpreted with this constraint in mind.

This report includes a combination of findings from the online forums and the group discussions.

Throughout the report, a range of verbatim comments drawn from the research – both the online forum and group discussions have been included to reflect the way research participants talked about the particular issues.

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Pre-migration: Attitudes and Experiences

The Upsides and Pitfalls of Country versus City Life

Among the different segments of students included in this research project, there were different perceptions of country and city life. While there was some general agreement as to how Melbourne and regional Victoria differ, there was variation in how these differences were interpreted – what some students love about the country is what drove others to move to the city. Attitudes towards country life versus city life have a strong impact on students’ university choices and post university intentions.

Regional Victoria

The beautiful countryside, space and the serenity of regional Victoria were viewed as some of the greatest advantages to a regional lifestyle. With space comes privacy and the freedom to escape. Life is considered slower-paced and relaxing.

“You can relax in the country. We lived on a really large property so I could easily just get away.”

“The main difference is the speed if the lifestyle - in the country things are slow, but here there is never a spare moment.”

“I’m a farm girl and there was really nothing where we lived, tennis courts and a fire station and a highway and that’s about it. I liked the open space and my parents didn’t have to worry about us getting hit by cars on Swanston Street.”

There was an overwhelming feeling that country people are more friendly and genuine than city folk. Respondents from the country appreciate the familiarity and comfort of a community atmosphere where ‘everyone knows everyone’. The recent bush fire devastation in regional Victoria confirmed the importance of community spirit for these respondents, who acknowledged the amazing support communities provided to fire victims and their families.

“The other day I was in the supermarket and spilled one of those 24 cans of coke cartons and the cans went everywhere. I had 5 people I didn’t know helping me pick them up and carry them to my car. That would have never happened in the city.”

“I think seeing a familiar face is a comfort. You know everyone. You’ll walk into a shop and you’ll know the owner, whereas in Melbourne, it’s hard to strike up a conversation.”

Proximity to family and friends was another bonus for those who grew up in Regional Victoria. However, it must also be noted that for some respondents, University choice was as an excuse to gain independence and move away from their parents.

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There is a perception that when growing up, young people are given more freedom in the country than the city, largely because the country is perceived to be safer. Despite reporting having little to do, country respondents claimed not to need much besides sport to entertain them, and the space and freedom from their parents allowed them to make their own fun, contributing to fond childhood memories.

It was recognised, however, that a country lifestyle also has its downsides. The majority of country kids reported that close country communities are conducive to small town gossip, which limits individual privacy and anonymity.

“Everyone back home knows your entire family and history, which can be nice, but I’m really enjoying being my own person down here and getting to know different people.”

The respondents noted other limitations of regional Victoria, which exist in the following areas… Educational facilities… The majority of respondents claimed that there were a limited number

of schools and universities for them to choose from. We heard of several instances where students’ university course options were restricted by the limited range of subjects available to them in their later years of secondary school – in one case, one student had to complete a subject by correspondence, which she believed put her at a disadvantage.

“I’m glad I grew up in the country but maybe the schools may have been better to go to in Melbourne.”

Employment… regardless of where they were born, raised and educated, there was a general consensus among the students that full time careers and opportunities for ‘professional’ university students are almost non-existent outside Melbourne. The only noted exception was Environmental Engineering, where students are able to work in both regional and metropolitan locations. Many respondents also expressed concerns over the limited number of work experience or placement options in regional Victoria. This was the case for professional and vocational students alike, with many nursing and teaching students having to complete placements away from their university.

Entertainment… Besides sport, options for entertainment are reportedly scarce. Country kids claim that there is little or no nightlife and the limited number of shops provide insufficient stimulation.

“There isn’t much to do as a kid, but you have the space and freedom to explore.”

Social networks… Smaller towns have fewer people to socialise with. Respondents who grew up in regional Victoria – particularly those from rural areas - claimed that they frequently spent

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time with people they didn’t necessarily want to, as there was no other choice. For some, country life is ‘isolating’ and ‘lonely.’

Public Transport… In most regional towns public transport is virtually non-existent. Consequently, when in their secondary schooling years most students relied heavily on parents to drive them to social gatherings. Transportation issues are magnified by the fact that everything in the country is spread out, meaning that it takes longer to travel between destinations.

Health Care… Facilities in regional Victoria are deemed limited by respondents who grew up in the country, with the quality and scope of health care considered to be inferior.

Diversity… Described as ‘mono-cultural’ and ‘culturally static,’ regional Victoria is considered conservative and less accepting of diversity. Respondents claim this conservative view can lead people who don’t fit into the mould to be cast as ‘outsiders.’

Specifically for Segment A (students from a regional rural background and studying in Melbourne), there was an overwhelming sense of them having grown up and out of the country lifestyle. Many felt that being granted freedom by their parents at such a young age lead to a premature ‘out growing’ of their hometowns, as they experienced all there was to experience early in their lives. Despite acknowledging that their regional towns were ideal for their childhood, there was a sense that once they had reached mid-teens, they had experienced all that the town had to offer and felt the need to escape and gain independence – a need to ‘move on.’ These respondents were critical of the fact that regional towns often “close their doors at 7pm” and that there is often only one pub to drink at (which is likely to be the same one their parents frequent), which is not their idea of fun.

“It’s a nice place to grow up, but once you’re grown up you need to leave.”

“I think in your teen years, you don’t appreciate the quietness, you just want to go to the bigger towns and go to the parties.”

“By the time you are a teenager, you have done everything nine times.”

Alternatively, for Segment B - particularly for Bendigo and Churchill students – the freedom they were given to explore their town reinforced their love for regional Victoria in general, further cementing its place as their comfort zone. Many felt that regional towns offer greater security, something many said they needed at this stage of their life.

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Metropolitan Melbourne

What regional Victoria lacks, metropolitan Melbourne offers. Time and time again the group discussions centred around what most referred to as ‘the buzz’ of Melbourne – the endless entertainment opportunities Melbourne provides, including pubs, clubs, concerts, events, festivals, restaurants, shops and museums.

“There are so many things to do in Melbourne. There are things to do at all hours. There is always something to do.”

“I love that you have to go and queue for a coffee at 2am in the morning. At home, the town is asleep by 7.”

The proximity and easy access to everything were also seen as major benefits of living in Melbourne. For Segment A, the ‘concrete jungle,’ was considered to be exciting to explore, with endless opportunities to discover new places. Melbourne’s superior public transport system was seen to make exploration and socialising a lot easier, giving young people more freedom and independence.

“I can just about walk to everything and all my friends are walking distance from me too.”

The common belief is that Melbourne offers superior employment and education opportunities. Schools, universities and employers are abundant - both for work experience and career development. Melbourne universities in particular are said to offer more degrees as well as more streams within courses to choose from. Students migrating to the city appear to be more aware of the importance of a well-rounded education, consisting of both academic and practical experience, and they feel that Melbourne houses first-class facilities to assist them in achieving academic excellence.

All respondents felt that there is a sense of competitiveness in the city that doesn’t exist in the regional towns. For the majority of Segment A, this was seen as a motivator, pushing them to excel and become high achievers.

“I find studying a lot easier in Melbourne. I like to use the State Library and museums, so that makes a big difference. I tried to study back at home and really struggled.”

Unlike regional Victoria, the city is said to be more culturally diverse, making the general Melbournian population more accepting of diversity. For this reason, those who recently moved to Melbourne expressed their satisfaction in feeling that they could completely be themselves. Melbourne gives them license to start afresh, with no one possessing preconceived images of them. This sense of anonymity is greatly appreciated by the more self-confident and assured regionally-born respondents.

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“You can be whoever you want to be. I love that about Melbourne.”

However, the sheer size of the city and the sense of anonymity felt by being a part of Melbourne was described as ‘cold’ and ‘impersonal’ by some respondents – more so by those who where less confident in themselves.

“Self-expression is not frowned upon. You can be completely who you are and not feel pressured to conform.”

Interestingly, this impression was also shared by most of Segment B (born and raised regionally and studying regionally), who are yet to experience living in Melbourne. They often described Melbourne as ‘daunting’, ‘fast-paced’ and ‘intimidating,’ and there was a perception of constant pressure to meet invisible expectations.

“Walking around your neighbourhood, you know lots of people but you don’t talk.”

“You know everyone at home but in Melbourne, everyone is a stranger.”

“You don’t have that level of connection with people. You have your friends and that’s it. That’s a massive cultural difference between city people and people from the country.”

All respondents saw traffic, noise, pollution, lack of space and safety concerns as the pitfalls of Melbourne. They also acknowledged the trade-off between the lifestyle Melbourne offers and the impact this has on the hip pocket – that nothing comes for free (this perception came from personal and second-hand experience).

“I’m suspicious of everyone, I have to lock my windows and doors all the time, and I’m used to a large property where I get heaps of privacy, so it’s hard to adjust.”

“I had 5 friends that moved to Melbourne and most of them have moved back now because it’s just too expensive. They had no life because they couldn’t afford it.”

“Its more expensive, it’s really hard to make rent. There are so many more places to spend my money.”

Those who had moved from regional Victoria to the city were generally missing family and friends back home, and sometimes felt lonely. Being close to open spaces and isolated areas in the country, many respondents in Segment A expressed that they missed not having that escape route in the city.

So, many in this segment admitted a conundrum – on the one hand, Melbourne is escapism and freedom, on the other it is lonely.

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It is because of this that some deliberately choose to study away from home but at a regional institution. They felt that this was a better option for them than moving to the city – it is akin to a half-way step, freedom from home but still relatively friendly, secure and spacious.

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Perceptions of Universities

Perceptions regarding the quality of different university campuses were related to where in Victoria respondents grew up, and influence from parents and teachers. We observed that respondent perceptions surrounding this issue also differed based on whether they studied a vocational or professional discipline.

Students who had moved to the city from regional Victoria for university and Geelong-based students were generally more sensitive to the perceptions of ‘prestige’ surrounding Melbourne based universities, specifically Melbourne and Monash University. This was particularly the case for those undertaking professional degrees.

“It was thought that if you were a high achiever then you’d go to Melbourne.”

“Prestige of the uni is a big factor – you want to get the most out of your degree after all.”

There was a genuine belief amongst professional students in Segment A that attending a more prestigious university would increase their opportunities in terms of networking, work experience and placements, and would increase job prospects upon the completion of their degrees. The quality of lecturers was also anticipated to be superior. For these reasons, students completing professional degrees in Segment A only considered attending Melbourne or Monash.

“If I wasn't doing law then I’d be open to the other unis but with Law, you just get told to go to one of the 2 or you won’t make it.”

Although recognition of the prestige associated with Melbourne-based universities was still evident, students undergoing vocational degrees in Melbourne appeared less caught up in the ‘name’ of the university, placing more importance on the reputation of the course at a particular university. There was a general consensus that for vocational courses, regional campuses and institutions were on par with Melbourne-based universities.

This said, the majority of these students have future intentions to work overseas for a few years after they graduate and - aware of the internationally ranked positions of Melbourne University and Monash University - they believe that attending one of these institutions will give them an edge over their competitors when applying for positions overseas.

Compared to the other two Segments, students in Segment A were less aware of how ENTER scores are calculated. While those attending regional campuses understood that ENTER scores are based on course demand, the majority of students in Segment A believed that ENTER scores are an indicator of degree quality. For those completing degrees regionally, it seemed obvious that regional campuses would have lower ENTER scores, as regional towns have vastly smaller populations than Melbourne. Therefore, these students were not deterred if the course they were interested in had a low ENTER requirement.

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“I think people who don’t go to regional Uni’s see it as a lower ENTER score and so it must be a worse course.”

“Yeah people don’t realize the ENTER is only the demand for the course, it’s not actually representative of the course, it’s just the demand for it.”

Having said that, there was recognition by some regional students that Melbourne and Monash held prestigious reputations. However, for most in Segment B attending Churchill and Bendigo campuses, this factor wasn't taken into consideration when deciding which institution to attend. While some respondents in Churchill claimed to be oblivious to any prestige attached to universities, others were observably keen to dismiss associations of prestige with Melbourne universities, taking a defensive stance on this matter.

“People think Churchill is the dumb-ass uni that you go to if you can’t get into Melbourne uni… it’s not the case.”

The group discussions revealed that the majority of Geelong students in Segment B had been strongly encouraged by their teachers and parents to attend a Melbourne university rather than Geelong’s Deakin campus, due to the prestige and opportunities associated with Melbourne institutions. Despite this influence, however, university prestige was not valued highly by this group – rather, many in Segment B placed more emphasis on the individual course reputation at particular campuses. For example, Monash Churchill was regarded as having a good name for Nursing, while Deakin Geelong has a good reputation for Engineering.

“I went to a school in Geelong and they were all trying to get me to go to a Uni in Melbourne, telling me there’s better opportunities to do teaching and travel etc. I just prefer it here.”

“I didn’t care, and I think it’s stupid to be snobby about Universities.”

Those originally from Melbourne claimed that their teachers and parents had similar views on universities and status to those of the Geelong teachers and parents, with both Melbourne and Monash perceived as superior to all other universities in terms of prestige and opportunities available to students.

“I was trying to get into Law and I put Geelong, and all the career advisors were saying to me, no go to Melbourne to do Law and then I got into Law in Melbourne and changed my mind.”

There was an overwhelming consensus from Segments B and C that it doesn’t matter which campus a degree is completed at, if the institution is the same, the degree is of equivalent merit.

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This idea stems from the fact that lectures are often streamed live from Melbourne campuses to regional campuses, providing regional students with evidence that they are being given the same course material.

“It’s really odd because they are going to come out with the same degree and they are going to come out with the same thing.”

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Pressures to Attend University

There were distinct differences between the Segments regarding the expectations and pressures surrounding university choice and attendance.

Segment A

In recruiting students to participate in this project, we encountered difficulty finding country-based students who had moved to Melbourne to undertake a vocational degree. We believe this reinforces the comments made earlier that university status and prestige is not as important for students in vocational degrees compared to those in professional degrees, meaning that there is less of a need for them to move to Melbourne to attend university.

While there was no report of extreme pressure on Year 12 students to attend a specific university or campus, there was a definite expectation from teachers and parents that the student should attend a Melbourne university if financial circumstances and academic performance makes this possible.

“They don't openly pressure you but you can just feel the pressure.”

This was more evident for those enrolled in professional degrees, given that regional and city-based vocational degrees are seen as reasonably equivalent.

It is evident that the pressure to attend a Melbourne university is greater in families where the parents or older siblings had attended a city campus. In these instances, the student becomes more likely to consider attending a Melbourne university themselves.

Segment B

Vocational students in this segment face less pressure to attend a Melbourne-based university and, in many cases, there is more of an expectation that they will go to the local university (if there is one in their town). Having said that, if a student is accepted into a Melbourne based university, it is assumed that they would take up this offer (provided that it is financially viable).

In general, parents of students in Segment B were reluctant to let their children leave home and move to Melbourne; rather, they encouraged them to enrol in campuses close to their home and their support network. This was especially the case for families who had little or no exposure to city living, with parents and students sharing fears about the dangers and pitfalls of the ‘big smoke’. In instances where the parents had lived in Melbourne themselves or had other children who had already moved to the city, there was a greater inclination to encourage their children to decide for themselves.

Some of the students we spoke to had moved from a regional/rural part of Victoria to their new ‘university town.’ For many of these, studying in a regional location was far preferable to moving to Melbourne. They found the thought of the latter too daunting, and instead chose what they perceived to be a half-way stage - getting out of the family home yet remaining in a relaxed regional environment, often attending university with long-term friends.

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“Because we’re from a pretty small town, moving to Melbourne was a bit daunting and I didn’t want to do that anyway. My parents shared my fears about moving to the big smoke. Being in a large city 4 hours from home would have been a bit much.”

“It really depends on your parents. They went to uni and heaps of my family are lawyers and doctors, so for my family, Melbourne uni is ‘the uni’.”

“For my family, I'm the first one to go to uni, so in my family just the fact that you are going to uni is a big thing.”

Many of the Churchill respondents we spoke to were the first of their family to attend university. For these respondents, there was no pressure regarding which university to attend – just attending a university was enough to make their parents and teachers proud.

Some respondents in Segment B who grew up in the Geelong region had different experiences. Many were faced with a constant ‘aim higher’ mentality. Several (particularly those in professional degrees) were heavily encouraged by teachers and parents to attend a Melbourne campus over the Geelong Deakin campus, and most had friends or family who went to university in Melbourne. Furthermore, Geelong’s proximity to Melbourne means that it is possible for students to commute to university, thus removing the financial barriers associated with moving to Melbourne.

There was a degree of scepticism surrounding teacher’s motives for encouraging students to attend Melbourne campuses, with some respondents suggesting that this comes from a desire to boost the reputation of the school (through claims of the number of students attending Melbourne universities).

Segment C

For many young people attending school in Melbourne, attending university is an expectation. Many respondents maintained that it is not a question of whether you are attending university; it’s which university you are going to. There was also some mention of the fact that that attending TAFE instead of university and leaving school early to undertake an apprenticeship is frowned upon. While TAFE and apprenticeships appear to be equally regarded options in regional Victoria, they appear to be of an inferior status to tertiary education in Melbourne.

This group reported that attending a Melbourne campus is expected. They acknowledged that it is virtually unheard of to voluntarily choose a regional university. As one respondent put it…

“We had our whole lives in Melbourne – family, friends, a job… and we were lucky enough to have the best universities and best job opportunities right on our doorstep. Why would you want to leave?”

It was felt that parents shared the same view point and encouraged their kids to remain at home and attend a Melbourne university.

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For those that moved away to a regional campus, there was a genuine feeling that they had to justify their decision to friends.

For a few respondents in this Segment, moving to regional Victoria had proved to be expensive. Parents of these students had become the life lines, supporting them financially. There was a sense of overwhelming pressure for these respondents to succeed academically and make their parents proud to compensate for their financial burden.

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The Story: Segment A

Why did they choose the City for University?

A desire for a lifestyle change is the main driver for choosing a Melbourne-based university. As mentioned previously, the majority of this segment experienced a sense of ‘growing out’ of their regional hometown.

“At this stage and age, Melbourne is better. Colac is fine when I was younger then Geelong in my teens but now Melbourne is better. I never need to go home.”

It appears that when these students begin to feel the limitations of their country town they start to contemplate the possibility of moving to Melbourne. University in Melbourne serves as a means of fulfilling their desire for excitement and stimulation.

“I don’t really care about the uni itself, I just care about the social aspect.”

The majority of these students reported that the idea of moving to Melbourne had entered their mind prior to them deciding which university degree to undertake. When the time came to decide on a degree, the fact that they were willing to make the move to Melbourne opened up many doors in terms of the degrees and options within these degrees that were available to them.

“I think I always found it exciting to move to Melbourne. It was something I always wanted to do even before I knew I wanted to do Law.”

“I didn’t really decide on my course until the start of Year 12, but I’d always wanted to go to a university in Melbourne.”

It was also acknowledged by this segment that Melbourne’s prestige and status has opportunistic benefits for their careers as well. This was the case for both professional and vocational students. Although there was the overriding perception that vocational courses are of equal quality regionally and in the city, it was felt that Melbourne provides superior facilities, increased opportunities for work experience and broader career options following course completion.

“At my uni, we are right across the road from a hospital and we are right near a mental hospital as well for psych nursing, so I guess that’s something you wouldn’t ever get in the country.”

“I have much more freedom, independence and opportunities here, both social and academic.”

While the majority of students in this segment were determined to attend university in Melbourne, some respondents (particularly those in professional disciplines) chose their preferred course first and then decided that a Melbourne-based university offered them the best opportunities.

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“I think it was working out what I wanted to do, and doing everything I could to get that. I knew I wanted to do Law so I had to go to Melbourne.”

Melbourne University was praised by all who attended it for its location in the heart of the city. This was a major drawcard for this university, and something that allows this Segment to fulfil their desire to absorb all Melbourne has to offer. Melbourne University was also recognised as having the best on-campus atmosphere.

Monash, in comparison, lacks these benefits, especially for those attending the Clayton campus and living in that vicinity.

Students in segment A were more likely to have parents and/or siblings who had gone to Melbourne for further study, and the insights they gained from their family member’s experiences had given them more confidence to make the move to Melbourne – they didn’t feel like they were going into the great unknown.

“Because I had two sisters who did medicine, the community expected big things from me and because all my siblings went to Melbourne I was expected to as well.”

“I saw my older brother and sister go to Melbourne and I saw the fun they were having. I couldn’t wait.”

The excitement of the city - the endless exploration of bars and nightclubs and the shopping – was what really appealed to this Segment. They claim that there is always something for them to do, and that Melbourne’s public transport network makes it easy for them to get around the city. Most importantly, Melbourne offers them the chance to broaden their horizons and gain their independence from Mum and Dad.

Considerations Taken into Account When Deciding Upon a University…

When choosing a university, students in Segment A took the following factors into consideration…

Course structure… Some respondents reported that they considered attending the regional university closest to home; however, due to a lack of resources, their campus only offered the initial years of the degree and students wishing to finish the degree must complete it at the Melbourne campus. Most students questioned the benefits of relocating to Melbourne mid-way through their degree and preferred the option of moving pre-degree. They predicted that a few years into the degree, friendships would already be established and they would have to re-familiarise themselves with a new campus, all of which would be disruptive to their already established routine.

Campus reputation and size… The Melbourne and Monash brands, particularly in the areas of Law and Commerce, are perceived to have the best reputations and thought to be the most attractive to employers.

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Awareness… This segment was most familiar with the University of Melbourne and Monash University prior to entering their university and course preferences. They felt that this familiarity made them more inclined to choose these universities.

Location… The main driver for moving to Melbourne was to experience the excitement of the city –students in this segment wanted a lifestyle change. This was particularly pronounced among those respondents who didn’t live near a university and would have had to move regardless; they had the mentality that if they were going to move, they may as well move where all the action is – to Melbourne. Location of the university within Melbourne was also important, which is why Melbourne University and ACU were popular universities amongst this Segment.

College… It appears that colleges have reputations which assist students in choosing a university to suit their needs. The University of Melbourne colleges have a reputation for being the most fun, and are therefore a clear winner for most first year undergraduates.

Look and feel… The atmosphere of the university was a decision factor for a few respondents in this segment, generally in relation to the historic buildings of Melbourne University. One respondent claimed that the beautiful buildings of Melbourne University reminded her of home.

Laziness… For a small minority of this segment, just attending a Melbourne University is enough. Little research is undertaken and only the familiar universities are part of their consideration set. As long as the course they want to undertake is offered, these respondents are happy to go with a familiar option.

“I was lazy and that made the decision really easy for me.”

With lifestyle change, university prestige and career opportunities being the main drivers influencing university choice, it was rare for this Segment to consider a regional campus.

“When you move, you may as well move to the city properly.”

“I didn’t consider a regional university, it didn’t interest me.”

“I wanted to experience a new lifestyle and try something new, so regional universities can’t offer that.”

“No I didn’t consider a uni close to home. The factors for me were the closeness to the city and the uni’s reputation.”

Vocational students were more likely to place regional campuses at the end of their preference lists as back ups, in case their ENTER was not high enough to get them into their desired Melbourne degree.

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Current Experiences…

Many students in Segment A felt that living on campus (or ‘on res’ as it was commonly referred to) was a highlight of their Melbourne experience. Living on campus acts as a buffer zone, helping students in the transition from country life to city life. It provides them with a support network of people – all of whom don’t know anyone, are of similar age, and are predominately from the country and new to Melbourne. Their fellow college inmates become instant family and instant friends.

One respondent noted that people living on campus make up a mini community within the city. Students bump into each other at the shops and know everyone in the area, resulting in a community atmosphere that they are familiar with. Another respondent suggested that college life is reminiscent of school camp…

“College is up there with being one of the greatest times in my life! Moving from the country you meet 200+ people and it alleviates the pressure of finding friends during the first weeks.”

“We eat, sleep, go to uni and socialise together. Its just like school camp I guess.”

“I think 80% of people staying at the college were from the country.”

Having said that, according to the group consensus, a school camp-like living arrangement isn’t something that can be tolerated for more than a year, and residents of the college reportedly move out into share houses after their first year of university is complete.

“I could only stay a year maximum.”

Once they start living in the real world, away from the comfort of the college community, the students really begin to establish their lives in Melbourne. The groups reported that their trips home on the weekends became less and less frequent because they never really had to go home – jobs, social networks, weekend sport and Melbourne’s never ending festivals and events meant that there was always a reason to stay.

“I think I lost my independence a little bit going to college because you don’t have to do anything yourself…just the fun stuff.”

On the occasions that this Segment does venture back home, it is fully appreciated. Home cooked meals, the serenity and space and family and friends is something Melbourne cannot offer them.

“I love Melbourne but I’ll always love the country.”

“If I’m home for the holidays I’ll get bored but it’s nice to have the option to go back if I want to.”

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We observed a strong sense of pride present within this Segment. They are proud of themselves for having successfully taken up the challenge of moving to the big smoke - a step which has changed the direction of their lives. Also evident is a feeling of smugness that they are better off for making the move to Melbourne. They viewed their friends back home who are yet to move out as ‘naïve’ and ‘narrow-minded’. They reported that these friends have different priorities now; they are settling down, saving for houses and thinking about marriage. The group reported that although their friends aren’t resentful of them, they predict that there are feelings of jealousy towards their lifestyle.

“I reckon there’s a bit of pride caught up there too moving to Melbourne. You feel like you have a big move under your belt.”

“I think moving away makes you grow and develop as a person. Many of my friends still live back home and still seem very naïve because it’s such a sheltered environment.”

“The change is what makes life exciting.”

It should be mentioned that when asked about their current university experiences, this segment spoke very little about their experiences in actually attending university, but spoke a great deal about the university lifestyle and the social aspect Melbourne living. There is some irony in this as it was reported by Segment A that one of the main drivers for attending a Melbourne-based university was for the academic prestige and opportunities.

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The Story: Segment B

Why did they choose Regional Victoria for University?

We observed an overwhelming contentedness within this segment. The majority of these students saw no reason to move from their comfortable and familiar hometowns to Melbourne for university.

“I didn’t choose to go here because it was regional; it’s more about it being close to home.”

Most students in Segment B acknowledged the prestige placed on Melbourne-based universities, but unlike Segment A they didn’t feel that there was much advantage to be gained from this prestige. There was a strong belief that regardless of campus, everyone comes out with the same degree at the end of the course. This was particularly evident for the LaTrobe Bendigo and Geelong Deakin campuses, where lectures from the Melbourne campuses are streamed live to the regional campuses.

“I have seen plenty of evidence that if you get past the hype of Melbourne unis they are all the same. Look at the accreditation of the course and how well it’s received by the regional employers and Melbourne doesn’t really compare at all.”

The majority of those commuting to a regional university felt lucky to already be set up in the country, and saw no reason to move – they have a job, their friends and family are close by, and they are able to live at home, save money and live in a community they are familiar with. Generally, they were glad to live within commuting distance from a ‘good’ university, and for this reason felt no motivation to move to Melbourne.

“In the city you don't have that level of connection. You have your friends here.”

“If Monash (Churchill) didn’t have such a good reputation then I’d have considered Melbourne but because Monash is good, I just went here.”

Those who made the move from one regional Victorian town to attend university in another expressed that moving regionally gave them the opportunity to gain independence from Mum and Dad and start afresh – they emphasised that they didn’t have to go to Melbourne to achieve independence. A key trend emerged when these respondents were asked how they decided upon a university: the majority of these respondents had exposure to the area first via friends or family members currently living in the vicinity.

“I was going to go to the Canberra Uni and then my parents moved to Canberra, so I wanted that break away from them… I’m the only boy, so they’ve stuck into my business a lot, and growing up in a small town doesn’t make it any easier.”

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For a select few, their chosen degree was specialised and therefore only offered regionally. An example of this is Rural Health Nursing, which is only offered at Monash Churchill. For others, the expense of Melbourne living made moving to Melbourne unfeasible and unattainable.

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Some respondents mentioned having friends who took gap years to save to be able to afford a Melbourne lifestyle, while others spoke about friends who had moved to Melbourne but were forced to move home because of the expense. A few members of this group also admitted that they didn’t achieve the ENTER score required to attend a Melbourne university. Some of these students are using a regional campus as a launching pad to get accepted into a Melbourne campus, as it is commonly perceived that once you are registered with the University, transferring campuses and courses is easy.

“The (financial) support I was getting was just enough for the train and my books.”

Despite the few who chose a regional university for lack of any other option, on the whole, this Segment (particularly those respondents from Bendigo and Churchill) was quite negative towards Melbourne and its people. Melbourne itself was perceived to be ‘busy’ ‘fast-paced’ and ‘stressful’, and the people were regarded as ‘cold’ and ‘impersonal.’ Although Melbourne was recognised as having benefits such as shopping, events and public transport, these elements weren’t considered tempting enough to warrant a move to Melbourne. Geelong, Bendigo and Ballarat were deemed more attractive for some, providing the excitement of a new place with the much loved community and slower-paced lifestyle of regional Victoria.

“Geelong is a good transition town. I don't think I was scared, I just liked something a bit smaller than Melbourne.”

“You can almost fool city people like you can fool foreigners. They would think that I went home and put on overalls and shovelled hay at the end of the day.”

Conversely to Segment A, all students in this segment were keen to advocate the academic and work-related benefits of attending a regional campus, placing little emphasis on the lifestyle they experience at the university. These benefits were seen to include…

Smaller class sizes… The bulk of respondents believe that smaller classes make them feel valued as opposed to being merely ‘a number’. There was an overwhelming consensus that lectures are more intimate than they imagine lectures at city universities to be, and respondents claimed to have a better student-teacher relationship with more personalised teaching methods and flexibility.

“My sister’s at Melbourne Uni and she said she will sit next to a different person everyday. It’s hard to get to know people. If I was in a room of twenty or forty people I wouldn't talk.”

“I suck at Chemistry and my lecturer sits with me for two hours to go over the lecture with me. You wouldn’t get that in Melbourne – the help just isn’t there.”

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University values students… This notion was frequently raised. Some respondents maintained that when attending university open days they felt a significant difference in the atmospheres of regional and city campuses. They felt that some Melbourne campuses don’t care whether students choose their university or not, whereas regional campuses make students feel like they are important to the university.

“Melbourne is very high achieving and impersonal. It’s big and students tend to fall off the radar and through the system.”

“When I went to Melbourne unis to talk about course credits and stuff they didn’t care about me, whereas when I came to the open day here they were so friendly and they were really willing to help me out.”

Peaceful atmosphere… Some respondents perceived regional Victoria as having a more appropriate environment for studying, considering it more peaceful and less distracting, with less pressure on students to become high achievers.

Superior hands-on experience… Regional universities have a reputation for valuing vocational work experience and academic excellence equally. Placements reportedly begin in the first few months of a degree in regional campuses, whereas they commence in the third year of a degree at Melbourne based campuses.

“We go on teaching rounds in the first couple of weeks of our course. Melbourne unis only go out in their third year.”

Educational opportunities… Some respondents claimed to have utilised DOTS, a program whereby students who haven’t achieved a sufficient ENTER score can undertake a course (similar to that of a general TAFE course) to assist them in being accepted into their desired degree. This system is said to only be offered to regional students. Others had utilised SARS, a special consideration program which recognises the educational disadvantages some regional students face during VCE and compensates them by adjusting their ENTER score accordingly.

Employment advantages… Benefits to completing a degree regionally were seen to be educational scholarships from regional employers (in return for contracted employment on degree completion) and government incentives for regional employment.

“In Melbourne you would work for such big companies it would be just like being on an assembly line in a factory, whereas here you get more personal interaction.”

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Considerations Taken into Account When Deciding Upon a University…

There was a split between those respondents in Segment B who considered a Melbourne university and those who didn’t. Those that did consider a Melbourne-based university claimed to be turned off after attending an open day – either by the volume of people or by the impersonal nature of the university.

It was rare for respondents who lived within commuting distance from a regional university to consider moving to another regional university town. The reason for this is that country towns are usually very well established and students predict that relocating to another regional town would be very difficult and isolating. One respondent claimed that she would rather move to Melbourne than move to another regional town.

“I’d rather go to a Melbourne uni than another regional one. We are isolated here but at least we have our family and friends base.”

“It’s predicted to take 20 years to really integrate into a new country town.”

“In terms of friends, social networks are already established so it can be hard to make friends.”

For Geelong students who said they were strongly encouraged to attend a Melbourne university, commuting was a consideration due to the high Melbourne living costs. Much of this segment anticipated that maintaining the motivation to frequently commute long distances would be difficult, especially when Deakin University – which is regarded as a reputable university - is on their doorstep. One student within this group had an older sibling who dropped out of his course at a Melbourne university because of the effort involved in commuting; another respondent had attempted a semester at a the University of Melbourne dropped out for this reason.

“If I had gotten into Monash, I don't think I would have gone, I probably would have ended up going into a trade.”

There were several other considerations this segment took into account when choosing to study at a regional university…

Familiarity with the university… Students were most inclined to attend the university closest to home, as it was the one they knew most about.

Practical experience… Students considered the amount of contact hours as well as the level of practical experience that their course would entail.

Living costs… Students weighed up potential out of home living costs (in both regional and metropolitan locations) versus commuting to university and remaining at home.

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Course reputation… Faculty and course reputations at different universities were a consideration - for example, Engineering at Deakin University’s Geelong campus is said to be well regarded by students and employers.

Atmosphere… The look and feel of the university was somewhat of a consideration, as was the friendliness of the staff.

Current Experiences…

While the majority of students in this segment feel that campus location doesn’t impact on the quality of the degree itself, they felt that there were some ways in which they were disadvantaged by attending a regional campus, primarily in relation to how courses are taught. Examples include…

Video lectures… There was an overwhelming feeling that city universities (particularly LaTrobe Bundoora and Monash Clayton) saw their regional counterparts as inferior. An example of this was perceived to be the fact that for some subjects, regional students receive their lectures in the form of live streams of lectures taking place in the city campuses.

Although this confirmed to regional students that they were receiving equivalent course material to city students, it was recognised that the quality of teaching was in no way equal, despite having to pay the same amount per subject as city students. The lectures were proclaimed to be difficult to hear and interaction with lecturers is reportedly impossible. Most students felt that this was highly unfair.

“It’s hard to hear the lectures and we’re still paying $1500 for a subject. They want everyone to have the same standard of education, but it’s not the same.”

“We’ve been told that some lectures have been videoed in Melbourne and we have to watch it in our own time, so that makes us feel a bit inferior.”

Discontinuing subjects… Cancelling subjects at regional campuses due to lack of resources was revealed to be a frequent occurrence. This resulted in students having to take up subjects that were not relevant to their degrees, or commuting to Melbourne to continue their original subjects. Some students also expressed disappointment as to the number of practical classes that had recently been cancelled.

“We don’t have prac classes now we have to do a debate which is 40% of our overall mark. Before we did actually get to do a lot in pracs though, more than Melbourne people would.”

“They cancelled the subject then made us do Pharmacy subjects which have nothing to do with Applied Science degrees.”

“They take our classes away and they just think that if we have a problem with it we should transfer to Bundoora.”

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Incomplete courses... It was also revealed that a number of degrees cannot be completed on a regional campus, forcing students to transfer to the city campus to complete their degree. It was rumoured that this will become increasingly frequent as universities continue to struggle with resourcing issues.

“We do 2 years in Bendigo and one at Bundoora. It’s because they don’t have the numbers and the staff.”

“It just annoys me though those if they’re not going to offer it in Geelong then don’t enrol me in Geelong.”

Disorganised degrees… The newer degrees at regional campuses were said to be disorganised and lacking in structure. Some students felt they were at a disadvantage, particularly those who must finish their degree at a city campus and will therefore be competing with Melbourne students.

Seminars not available… While seminars are advertised to all university students enrolled in a degree, some students feel that they are only aimed at city campus students. This belief is grounded in the fact that seminars frequently clash with regional students’ timetables.

“They send these emails directed towards Bundoora students about these seminars to attend that clash with out timetables. How do they even expect us to get there if it clashes with the timetable and its 2 hours drive away? It’s not fair.”

University facilities… A few respondents considered regional facilities to be substandard in comparison to Melbourne’s facilities. This was particularly mentioned in relation to on-site facilities enhancing practical experience, such as ‘wet labs’ for nurses and ‘mooting’ for law students.

“For Law in Bundoora they do things like Mooting and they get together and have a court and things and they got in the top 4 universities in the world.”

Lack of sufficient Government and university financial support… Regional areas were seen to be limited in terms of their capacity for placement positions, meaning that students are often required to travel to other regional towns to complete their placement. Students who had experienced this expressed that they struggled to pay for accommodation without government or university assistance.

“I had placement in regional places and some of them I didn’t have any family, so I had to find accommodation there and pay for it. They didn’t put me anywhere near my own town, even thought they say they are going to take that into account. We get travel grants but you only get a small grant in your second year.”

“They try and put you somewhere where you have family or friends but that’s not always possible. I had to end up paying $150 a night for 10

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weeks accommodation as well as my rent back home. It’s just too hard.”

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The Story: Segment C

Why did they choose Regional Victoria for University?

For the majority of students in this Segment, moving from Melbourne to attend university in regional Victoria was not a choice – rather they had no other option if they wanted a university education.

As mentioned previously, Melbourne-born respondents reported there being a great deal of emphasis and expectation on students to attend university. Because of this pressure, the majority of respondents felt that they had to attend university, even if it meant moving regionally to do so. An insufficient ENTER score to be accepted into a Melbourne institution was the most common driver to attend a regional campus.

“For me my parents probably expected me to stay in Melbourne and study because it was just easier, yeah from where I’m from.”

For a select few respondents in this segment, their course was only available at regional campuses. For others, they chose a regional campus for a change of scenery and a new lifestyle.

“I wanted to leave Melbourne. I’ve always loved the country so this gives me a good excuse to leave.”

“Yeah I didn’t really want to stay in Melbourne I wanted to get out and different things and do something different like a change of lifestyle and my parents were happy for that to happen.”

Considerations Taken into Account When Deciding Upon a University…

With the majority of this segment feeling that they had no other option but to attend a regional campus, few factors were considered when selecting a university.

Those who did not receive the ENTER score necessary to get into their desired course investigated options around transferring courses and campuses. Some respondents then accepted a regional course with the intention of using it as a launching pad to get into their preferred course and campus in the future.

In choosing a regional university, respondents in Segment C also took into consideration the perceived ‘countryness’ of the town in which it was located. For them, the degree of ‘countryness’ was an indicator of how hard they felt it would be for them to adjust to their new setting. In this vein, Geelong was considered to be a happy medium – it is not as large as Melbourne but not as ‘country’ as Bendigo and Churchill.

Proximity to home, the costs of on-campus living and the costs of returning home to visit were all mentioned as additional considerations in choosing a regional university.

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Current Experiences…

Most of the respondents in Segment C felt that they were in some way forced to attend a regional institution because of their ENTER score. The benefits of attending a regional campus were therefore only recognised and acknowledged after the students began attending the university, and were not anticipated prior to beginning classes and living the university life. According to Segment C, the benefits of a regional campus are similar to those mentioned by Segment B, including…

smaller class sizes more placements and hands-on experience scholarships and employment opportunities peaceful atmosphere

Additional benefits of regional universities as noted by Segment C include the following…

Independence… Quite a few respondents reported feeling genuine excitement once they had made the decision to relocate regionally – even those who were initially reluctant to attend a regional university. Most treated the move as a good excuse to gain independence from Mum and Dad.

“I decided to make a change because I was so dependent so I thought this was a good way to start earning my independence so I decided to stay here.”

Like students in Segment A, the majority of Geelong students were very happy about the lifestyle change they had made. Bendigo students, however, felt very differently. There was an overwhelming sense of resentment towards their friends in Melbourne who were still able to live at home whist they attended university. They compared their struggling financial situation to their Melbourne friends, proclaiming that they ‘had it easy.’

This resentment was fuelled by the fact that students living in Bendigo experienced difficulty in obtaining a part time job to fund their new independent lifestyle. It seems that the influx of new university students to Bendigo each year seeking part time and casual employment cannot be satisfied - the country town is rumoured to close down at 7pm, making it difficult for students to find jobs outside university hours. With many claiming they are ineligible for Centrelink, most students are therefore forced to rely on their parents for financial support. A few respondents have chosen to keep their Melbourne jobs, commuting to work on weekends.

“They need to offer more student discounts at places to eat because studying is such a big thing when you’re studying you’re so poor all the time, can’t afford to eat why wouldn’t you study at a place where you can afford to do nice things as well.”

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“In hospitality because restaurants aren’t open that late they don’t need that many staff. I only got a job after a year because my friend recommended me.”

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“I can’t afford to go home – it’s $50 that I don’t have. I can’t afford to eat at the moment.”

Like Segment B, students in Segment C recognised the limitations associated with attending a regional campus – including inferior facilities, a lack of financial support, cancellation of subjects and insufficient resources.

Segment C was very similar to Segment A in terms of perceptions of the benefits of living on campus - It is seen to create a buffer zone to newly-relocated students, assisting in the adjustment from city life to country life. However, those not living on campus revealed that they felt left out and disadvantaged socially, finding it difficult to make friends in the country given that social networks are so fixed.

“You guys are all so close because you all live together and then I’m at uni on Monday and you are talking about your parties and they ask me what I did, and I’m like nothing!”

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Post University Intentions

On the whole, regional students in professional disciplines are more willing to live in the city than vocational students, despite personal preferences to reside regionally. They recognise that the city is where the majority of job opportunities are, and they know that in the current economic environment they cannot be choosey when it comes to employment.

“I have become comfortable with the city and would be willing to live here if that’s where my career was.”

“Career drives location more than location driving career.”

“I’d love to live in the country but job prospects aren’t good. But I’d rather live in the country.”

“I can’t see myself going back to Castlemaine, there are no jobs there.”

Students in Vocational disciplines are generally more willing to put their lifestyle preference before their career. Overall, they understood that their occupation could take them anywhere in Australia, which means that they can be more flexible in where they choose to reside.

Vocational students see Melbourne as having a superior number of positions and - particularly in nursing - more job variety. For this reason, the majority of nursing students intend to live and work in Melbourne at some point in their lives (potentially in their graduate year) to broaden their nursing experience. Even those respondents in Segment B who had negative attitudes towards Melbourne did not eliminate the possibility of working in Melbourne in the future.

“Everyone I know that does nursing says to definitely do your placement there or work there for a year or so, because you see a lot more different kinds of things.”

“When the shit really hits the fan [patients] go to Melbourne, so if you want to see the really bad stuff you have to go there.”

“I think after five years of doing midwifery here you would want to go to Melbourne for some variety.”

While nursing students acknowledged the upsides of a career in the city, they also mentioned some advantages in working regionally. More hands on experience for graduate nurses and more opportunities for promotions and pay rises were seen as the main incentives to a regional nursing career.

Segment A appear to be the most likely to remain in Melbourne. They have new friends, they have moved out of college and they have part time jobs, and Melbourne’s events and entertainment offerings are reasons not to go home. As time goes on, their connection with their regional/rural hometown becomes weaker and weaker. Some in Segment A claim to be so accustomed to their new lifestyle, they can’t imagine going back to regional life.

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“I can’t see myself ever returning to the country or a small country town.”

“The farm which I grew up on I still love but I no longer feel any connection to the town where I grew up. The only reason I really go back is to see my family.”

The possibility of completing further study was a common theme for students in Segment B. All were under the impression that Honours, Masters and Doctorate degrees can only be completed in metropolitan universities. Therefore, these respondents were open to the possibility of moving to Melbourne.

“I want to Nurse and keep going with my Psychology and do my Honours but the thing that really shits me is I have a friend who is doing her Honours and they have to travel to Burwood to the lecture.”

In the months following the completion of their degrees, many students plan to travel and/or work overseas prior to settling down into a long-term career. Plans to travel were slightly more prevalent among students in Segment A.

“My plan has always been to work and move overseas. My course has been engineered for a career overseas.”

Both Segments who grew up in regional Victoria (Segments A and B) spoke about how enjoyable their childhood was. There was an overwhelming consensus among these respondents that once they reach their thirties they will settle down in regional Victoria to raise children of their own. They are not committed to living in their original hometowns; rather they are willing to relocate to a new regional area. A few students in Segment A claimed that they would find it very difficult to re-adjust to the country lifestyle, believing that Melbourne’s leafy outer-suburbs or a large regional town like Geelong would give them the best of both worlds.

“I’m enjoying Melbourne now but I wouldn’t want to stay.”

“Long term I would have to say I’ll probably live and work in a more regional area, not a tiny town but never inner-city… I want to build on my career and raise a family in an area like I grew up in, because I think that environment shaped me better as a person.”

“I don’t see Melbourne as a place to live with a family or settle down.”

“It’s funny that we all talk about it being boring but we still want to go back there because it’s was good grounding.”

Respondents in Segment C who are living in regional Victoria purely to attend university are most likely to move home to Melbourne. However, after experiencing the slower-paced country lifestyle, a few claimed that they would consider moving to outer-Melbourne suburbs as well.

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The few Segment C students who consciously wanted a change of lifestyle could envisage spending the rest of their lives in the country – if not in the university town, then in another town of a similar size.

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What can the Government do to entice you to stay?

There is potential for the Government to increase the likelihood that students will stay in regional Victoria following the completion of their course by addressing the limitations associated with regional life. We have outlined some potential opportunities for doing so…

Increase employment opportunities… the main barrier to living in regional areas is the lack of job opportunities, particularly for those with professional degrees. If the Government could encourage corporations, departments and agencies to re-locate or establish offices in regional areas (e.g. Mars in Ballarat, SRO in Ballarat, the TAC in Geelong), this would increase the feasibility of relocating to regional Victoria permanently.

“It’s a catch 22, because to have more opportunities in the country, more unis and more shops, they need more people.”

“Mental health placements were impossible in Geelong last year. There’s a place in Geelong that offered one spot only and there’s 200 students doing this course so there’s just not the incentive to keep going.”

All students were very positive about the idea of introducing additional schemes into the system to keep people in regional Victoria. Initiatives such as scholarships from employers in return for contracted work and government grants for working regionally were seen to be incentives which could potentially convince students to stay in the country following the completion of their degree. There is a lack of awareness of schemes that currently exist; therefore, it is recommended that these programs be heavily promoted.

“I was considering med because they have this scheme that you have to promise that you’ll stay for the first seven years. It was free education and I was seriously considering that. It is still contracted so it made me apprehensive about it.”

“It would definitely help to bring people to rural areas on placement and give them more experience if they gave grants.”

“I know there’s $40-50,000 incentives to do Dentistry in rural communities so I don’t know if I’d stay up here or go straight back to Melbourne.”

“If they paid for my uni and I had to go work for them afterwards – that would be a sweet ride.”

An additional barrier related to employment is the widespread perception that regional Victorian positions don’t pay as well as equivalent positions in metropolitan areas. While most understand living costs are lower in regional areas, the larger pay packet offered by city employment is still is attractive. A few respondents also mentioned considering relocating to Western Australia because of the higher incomes available.

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Requiring all vocational students to undergo placements in regional and rural Victoria was suggested as a way of exposing them to these regions and giving them a taste for different lifestyles. This could also double as a way of introducing students to prospective employers in regional and rural Victoria, which could lead to employment/scholarship schemes. Supporting students financially for these placements may make the experience more enjoyable and less of a burden for students.

Improve public transport… It was suggested by some that improving the public transport network would make living in regional Victoria and commuting to Melbourne for work a more viable option. While rail travel from the main regional centres has improved recently, it is still too long a trip for many to consider undertaking on a daily basis.

Improve university facilities… Increasing the number of courses offered by regional campuses is helping to bring Melbourne students to the country, with some of them intending to stay on in the country after they complete their degree. Continuing to broaden the range of courses offered in regional Victoria will further increase the number of people relocating to the country.

A few suggested that making university ‘hubs’ in regional Victoria, similar to the UK system, would entice more students to attend regional universities by providing a better university overall as well as a better night life, which in turn could encourage students to stay over the weekends as opposed to going home. In turn, this could mean students become more established in their new location, and they would hopefully become more likely to remain after the completion of their degree.

“I wouldn’t care if I went to the ACU in Ballarat, as long as it had the social life that Melbourne does.”

It is also recommended that the government encourage and supply funding to regional universities to enable them to teach courses from beginning to end. Currently, for some degrees, regional universities only offer subjects for the initial years, forcing regional students to relocate to Melbourne. Taking into consideration the post university intentions of Segment A, it is important that regional universities keep their students to increase the chance that they will set up their lives in regional Victoria.

“I know with Physio’s, there are a lot of people who are wanting to stay down in Bundoora after they study down there. I think if they have to study for 4 years here then Bendigo will feel home now…”

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Assist students with establishing their lives in new towns… Some students claimed that on campus living was reminiscent of a mini-community to the degree that living at college means the students doesn’t feel like a part of the local community – rather, they feel like a temporary visitor. At the same time, many students also believe on-campus living helps them settle into university life and develop a social network. Maybe the ideal would be the development of a system that limits the amount of time students can live on campus- say, for the first year only - before they move into share accommodation with friends and integrate into the ‘real’ community. This would ideally create a situation that is similar to what happens in Melbourne – where it is common for university students to move out of residence and into share houses after first year university.

As mentioned earlier, of all the respondents these students (Segment A) were most established in their new location, this was the Segment we observed to be most established in their new location, possibly for this reason.

“I felt like you’re sort of not part of the Bendigo community, that the residential community is its own little world. I wasn’t aware of that until I moved out.”

“Having a job helps because you get to know people outside of your course and it’s a way of integrating into the community.”

In Bendigo in particular, some students reported that they are struggling financially (due to an inability to find part time employment) and finding it difficult to enjoy their independent lifestyle, and consequently they don’t appear to be enjoying regional university life. Assistance in this area could very well lead to an improved lifestyle which could, in turn, help them to assimilate into the Bendigo community.

Upgrade entertainment facilities… The influence that exposure and familiarity to an area has on the susceptibility of people to move to that area came out very strongly in this research. It was suggested by some Geelong students that building more entertainment facilities and holding an increased number of events in regional Victoria would draw people to towns who wouldn’t necessary have travelled there otherwise; thereby increasing awareness of what regional Victoria has to offer and maximising the chance that people would consider moving to regional towns.

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