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Demand-driven higher education provision was adopted in Australia in response to recommendation 29 of the 2008 ‘Review of Australian higher education’. The aim of this recommendation was to address the need ‘to achieve better attainment of higher education qualifications’, considered necessary due to two key factors: predicted shortfalls in the supply of and demand for people with higher education qualifications over the coming decade; and slippage in Australia’s attainment rates relative to other OECD countries. A phased approach was taken to implementation, with restrictions on bachelor level enrolments eased in 2010 and 2011, and removed entirely from 2012.

This paper examines the impact of demand-driven funding on enrolments by low [socioeconomic status] SES and regional/remote students two years into full implementation. Key messages are that: (1) demand-driven funding was implemented in conjunction with a national target to have 20 per cent of undergraduate higher education enrolments from low SES students by 2020; (2) while the share of both commencing and total undergraduate enrolments from low SES students increased by around one percentage point between 2008 and 2012, the majority of growth (80 per cent) during this period still came from students of medium or high SES background; and (3) the proportion of domestic undergraduate remote and regional students declined slightly over the same period.

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The introduction of the demand driven system and the removal of almost all caps on undergraduate places appears, on balance, to have been a positive reform for both students and the nation. All indicators suggest that maintaining the demand driven funding system will bring profound benefits for national productivity, social equity, institutional quality and students. There has been much speculation around the claim that increased enrolment numbers is leading to a decline in graduate quality. In the absence of any evidence to support such a claim the relationship, whether positive or negative, between the demand driven system and educational quality in the short term is difficult to establish. In the longer term, however, the establishment of a more competitive market and increased student numbers is likely, perhaps paradoxically, to lead to more innovation and higher quality offerings as universities are forced to compete in a fee-capped system on features other than price. The full demand driven system has only been in existence for two years, and a deeper review of the system should be planned for a later date once the evidence on its impact becomes clearer.

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In 2012, the Australian Government lifted previously imposed limits on the funding of bachelor-degree students at public universities. This new system was called ‘demand driven’ because it allowed universities to respond to student demand and allowed more students to benefit from higher education. On 12 November 2013 the Minister for Education appointed a review panel to look at and make recommendations in relation to the demand driven funding arrangements. The panel looked at the impacts of the demand driven system and whether it is increasing participation, improving access to students from poorer backgrounds and rural and regional areas, and meeting the skill needs of the economy. It explored whether there were any adverse impacts on quality and considered the long term sustainability of the system.

The report found that public universities have responded well to changes under the demand driven system and improved access for all students. It found the new system has allowed universities to be more responsive to student needs, driven innovation and lifted quality. The reviewers made 19 findings and 17 recommendations, including extending the demand driven system to diplomas, advanced diplomas and associate degrees, and to private universities and non-university higher education providers such as TAFEs. The reviewers believe that extending the demand driven system will expand opportunities for students, and lead to further innovation in courses and modes of delivery, and in the quality of teaching and graduates.

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Demand-driven funding was implemented in Australia with the aim of increasing the proportion of the population with a bachelor level (or higher) qualification, driven by predicted shortfalls in demand for university educated graduates over the coming decade. While the easing of previous enrolment restrictions was welcomed by some, concerns were expressed over whether student choice would be sufficiently reflective of employer demand. This paper examines the areas of study in which the growth in admissions has occurred and the implications for graduate outcomes and skills supply.

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The move to a demand-driven approach to undergraduate higher education provision has seen a noticeable increase in the number of students entering universities over the last few years. As noted in the 2008 'Review of Higher Education', increased participation is likely to bring with it more enrolments from students from traditionally under-represented groups, such as those from low socioeconomic backgrounds. It has also seen the introduction of new approaches to university admission practices, with some institutions choosing to enable growth by relaxing minimum [Australian Tertiary Admission Rank] ATAR requirements and expanding intake from non-traditional pathways. This paper explores commencing, undergraduate and commonwealth supported place (CSP) data over the last five years to see whether students with low ATARs, or who were admitted through non-traditional pathways, are predominantly also from low [socioeconomic status] SES backgrounds.

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Ten years ago in May 2009, the then Government's 2009 Federal Budget announced the uncapping of the number of funded places for undergraduate study. The uncapping of places became known as the 'demand driven' system of higher education funding. The demand driven system ended in late 2017 when the Commonwealth Grant Scheme was frozen at 2017 levels, effectively capping the number of students that can now enrol. To mark 10 years since the introduction of a demand driven funding system for university places, the Innovative Research Universities (IRU) group has released new analysis that illustrates key achievements of the demand driven system and its benefits for Australians.

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In 2008, the 'Review of Australian Higher Education' recommended the move to a demand-driven model of higher education provision, with the aim of expanding participation and attainment within the Australian population. A phased introduction of uncapped places for bachelor level courses commenced in 2010, with full implementation following two years later. As has often been noted, it cannot be simply assumed that quality will keep pace with rapid expansion, though the two are not necessarily mutually exclusive. Concern regarding the potential impact of the demand driven system on quality has been noted by both sides of politics, underlining the need for close monitoring of student performance data under the new system.

This paper examines trends in domestic commencing bachelor student success and retention rates between 2005 and 2011, to identify any early signs of impact from the phasing in of demand driven funding. Analysis will need to continue over the next few years due to the lagged nature of the data.

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This research paper documents what happened during the demand driven university system before it ceased in 2017. The study explores what happened to young Australians during the demand driven system using administrative, population and longitudinal survey data. The study addresses two research questions: (1) Who are the 'additional students' who enrolled in university under the demand driven system who would not have had the opportunity in earlier periods, and what are the academic and labour market outcomes they achieved?; (2) To what extent was the demand driven system more accessible to people from under-represented 'equity groups'? And what factors predict the under-representation of these groups?

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In 2012, Australia removed student number controls or, in the local terminology, introduced a 'demand driven system' based on student choice. In 2015, England followed suit. In both places, entry to higher education was opened up but non-completion rates rose. In Australia, the demand driven system ended in 2017, despite a coming demographic bulge. England remains at an earlier point in the policy cycle, but there are growing fears that student number controls could also be on the way back despite the coming increase in school leavers. This paper looks closely at the debate in Australia to find general lessons arising from the current drift towards greater political control over how many people make it to higher education.

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Context: Vocational training is viewed as a significant tool that increases employment outcomes and provides potential career advancement opportunities for individuals. Many countries are witnessing a shift from supply-driven to demand-driven approaches. The demand-driven approach in vocational training is often explored at the macro level and is associated with the perspectives of employers and labour markets. In contrast, this article explores the demand-driven approach at the micro level by focusing on the perspectives of individual learners within the context of their localities in order to position them at the centre of the skill development process.

Methods: This study used a qualitative exploratory research method and a mixture of focus group and face-to-face semi-structured interviews to obtain data to identify the practical problems that arise in real life contexts when attempts are made to prioritise vocational training demands in line with the needs of all the stakeholders. Based on the demand from the targeted learners, a competency-based vocational training course especially for women was designed, tested and evaluated in selected villages.

Findings: The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process.

Conclusion: The findings illustrate that demand-driven approach should be context specific, responsive to individuals’/learners’ demands, relevant and flexible.

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