govcms - proportion of domestic undergraduates … · web viewtogether with revitalisation of ict...

2014-16 Mission-based Compact

Between:

The Commonwealth of Australia

and

Murdoch University

CONTENTS

Context 4

A. Policy Setting 4

B. The Purpose and Effect of this Compact 4

C. Establishment of the Compact 4

D. The Principles of Commonwealth Funding Support 4

E. The Structure of this Compact 5

Part One: Focus & Mission 6

Part Two: Aboriginal and Torres Strait Islander Access and Outcomes 12

Part Three: Innovation and Engagement 16

Part Four: Teaching and Learning 25

Part Five: Research and Research Training 37

Part Six: General Provisions 45

This compact is between

The Commonwealth of Australia (Commonwealth) represented by and acting through:

The Minister for Tertiary Education, Skills, Science and Research

Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE)

ABN 77 599 608 295

Of

Industry House

10 Binara Street

Canberra ACT 2601

And

Murdoch University

ABN 61 616 369 313

A body corporate under the Murdoch University Act 1973

Of

90 South Street

Murdoch WA 6150

(University)

CONTEXTPolicy Setting

The Australian Government believes all Australians are entitled to a productive, fair and prosperous life and our higher education system is crucial to achieving this. Universities impart the skills and knowledge Australians need to realise their personal and professional aspirations and contribute to the broad economic and knowledge base of our society including the cultural, health and civic wellbeing of the community.

Over the term of this mission-based compact (compact), Australian universities will confront a range of opportunities and challenges in fulfilling their social and economic remit. These opportunities and challenges include, but are not limited to, changing national and international educational markets, dynamic global financial arrangements including the rise of the Asian Century, new approaches to teaching and learning, rapidly changing information technologies and evolving priorities for research and innovation.

Australia’s universities are well equipped to harness the opportunities and meet these challenges that lie ahead. The 2014-16 compact supports this process by articulating the major policy objectives and the diverse approaches and commitments universities will adopt to achieve these strategic goals over the term of the agreement.

The Purpose and Effect of this Compact

This compact is an agreement between the Commonwealth and the University. Entering into a compact is one of the quality and accountability requirements which a higher education provider must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in respect of each year for which a grant is paid to the provider under HESA, enter into a mission based compact with the Commonwealth for a period which includes that year.

The compact demonstrates the Commonwealth and the University have a shared and mutual commitment to provide students with high quality educational experiences and outcomes and to building research and innovation capabilities and international competitiveness.

The compact recognises the University is an autonomous institution with a distinctive mission, operating within a state or territory, national and international higher education environment.

The purpose of this compact is to provide a strategic framework for the relationship between the Commonwealth and the University. It sets out how the University’s mission aligns with the Commonwealth’s goals for higher education, research, innovation, skills development, engagement and Aboriginal and Torres Strait Islander access and outcomes.

The Commonwealth and the University agree this compact will be published on Commonwealth websites and may be published on the University website.

Establishment of the Compact

The Commonwealth and the University agree the Term of this compact is from 1 January 2014 until 31 December 2016.

The Principles of Commonwealth Funding Support

The Commonwealth articulates its vision for the higher education sector, through Transforming Australia’s Higher Education System (available at the DIICCSRTE website), and the role of universities in driving our national innovation system, through Powering Ideas (available at the DIICCSRTE website).

In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy; a diverse and sustainable higher-education sector; opportunity for all; access to university based on merit; world-class teaching and learning that advances the international standing of Australian education; world-class research and research training that advances knowledge, critical thinking and Australia’s

international standing; and responsiveness to the economic, social and environmental needs of the community, region, state,

nation and the international community through collaborative engagement.

To ensure Australia’s higher education system remains robust and of high quality in a globally connected and competitive world, the Australian Government has adopted and implemented a number of system-wide quality measures including establishing the Higher Education Standards Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).

The Structure of this Compact

Part One provides for the Commonwealth’s focus for the compact and a description of the University’s Mission Statement and Strategic Priorities.

Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres Strait Islander people. It contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Three provides for matters related to innovation, industry and skills and engagement. It also contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Four provides for matters related to teaching and learning including student enrolments, quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and equity targets.

Part Five provides for matters related to research and research training including research performance and research capability. It contains Commonwealth objectives, university strategies, performance indicators and targets.

Part Six provides for general provisions of the compact including compact review, privacy, confidentiality and information sharing, changing the compact and notices.

PART ONE: FOCUS & MISSIONThe Commonwealth’s Focus for this Compact

The Commonwealth's ambitions for higher education include:

providing opportunities for people from all backgrounds to participate to their full potential and be supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander people through improved access and support arrangements. The Commonwealth is committed to ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and higher degrees by research (HDR), as well as staffing and academic representation, reaches population parity;

providing students with a stimulating and rewarding higher education experience;

producing graduates with the knowledge, skills and understanding for full participation in society and the economy;

better aligning higher education and research with the needs of the economy, and building capacity to respond to future changes in skills needs;

increasing universities’ engagement with all parties and linkages between universities and Australian businesses in particular;

playing a pivotal role in the national research and innovation system through the generation and dissemination of new knowledge and through the education, training and development of world class researchers across a wide range of intellectual disciplines;

improving knowledge transfer and commercialisation outcomes;

consistent with the Asian Century policy framework, ensuring education is at the forefront of Australia’s engagement with Asia; and

being amongst the leading Organisation for Economic Co-operation and Development (OECD) countries in terms of participation and performance.

In support of these objectives, the Commonwealth encourages universities to consider the following important measures in their planning and delivery:

developing partnerships with schools and other organisations to improve the participation of people from disadvantaged backgrounds in higher education;

working with business, industry and Vocational Education and Training (VET) providers to provide the Australian economy with the graduates it needs;

the suite of performance measurement tools being developed through the Advancing Quality in Higher Education initiative, work on quality in research training, and a feasibility study on research impact assessment (including the possible implementation of a mechanism, separate from Excellence in Research for Australia, to evaluate the wider benefits of publicly funded research);

applying the principles and procedures required to support a continuous improvement model for intellectual property; and

the National Research Investment Plan, including the need for a strategic outlook to address Australian Government priorities and principles at a national level.

1 THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES

1.1 The purpose of the University’s Mission

The University's Mission sets out its values and aspirations, what it does and how it can best serve the interests of its students, staff and key stakeholders. The Commonwealth and the University recognise the University's Mission may evolve.

The University and the Commonwealth recognise the University is an autonomous institution which is responsible for the determination of its Mission and for its aspirations and strategies for their achievement.

1.2 The University’s Mission and Strategic Priorities

A high quality research-led international university.Murdoch University has adopted the Strategic Plan 2012-2017 with a focus on 'renewing the University’s academic heart'. The Plan provides the impetus and capacities to drive a 21st century vision of Murdoch as a leading international research-led university pursuing excellence in select areas of knowledge production and dissemination.

This is a propitious time for Murdoch University. It is genuinely working with Asia as the region grows and opens new opportunities for research, teaching and institutional engagement. At the local level, Murdoch will act as the ‘knowledge hub’ in the development of the Murdoch Activity Centre (MAC) which incorporates a new tertiary teaching hospital, existing private hospital and business district collocated with the University.

Underpinning implementation of the Strategic Plan are three fundamental cultural changes - structural change reflecting the University’s needs for the 21st century, a recalibration of Murdoch’s approach to quality in teaching provision, and a shared governance model.

An academic restructure into eight new Schools has been driven by the University’s academic and pedagogic focus, bringing together groups and individuals into academically cohesive Schools. The Schools’ configuration takes into account research strengths, current and future engagement with Asia and the potential impact of the development of the MAC. Professional services have been restructured to facilitate greater integration between units and more effective cooperation in the way that services are provided to meet the non-academic needs of the academy.

Murdoch is revitalising its emphasis on quality in teaching provision and learning. This encompasses comprehensive curriculum renewal, strengthened quality assurance processes, changes to the model of provision for transnational education, and a strengthening of postgraduate programs to meet governance and policy needs in Asia. This will ensure that Murdoch is at the vanguard for teaching quality and restores its long-standing reputation for teaching excellence.

Realising the University’s vision requires strategic enablers. This incorporates the active participation of quality people who share the vision, governance structures that are agile and responsive, and an infrastructure that can facilitate changing teaching and research needs and evolve according to developing strategic needs.

The variety and complexity of university activities, together with externally imposed transparency, accountability and compliance, produce interdependence between the academy and professional staff. Recognising this, Murdoch is implementing a shared governance model that enables regulatory and accountability requirements to be met in a manner that preserves and strengthens its core values of teaching, research and community engagement. This puts in place a consultative approach to decision making that ensures all those with relevant expertise are able to make a contribution to deliberations. Importantly, it is underpinned by an academically driven vision that captures the synergies between the academy and professional staff.

Within the framework provided by the Strategic Plan and a strengthened academic culture, Murdoch’s core priorities are:

The production of internationally competitive leading edge, blue sky and translational research; High quality teaching and learning through the delivery of world-class degree courses; and Promotion of societal engagement and knowledge partnerships at the local, national and

international levels

Murdoch’s Research AgendaMurdoch has rejuvenated its focus on research as a core institutional activity. It seeks to be a research led university with a reputation for high quality international research in select areas of knowledge, engaging with significant social and scientific challenges of our time. Implicit in the Strategic Plan is a renewed emphasis on translational research and benchmarking.

In the 2012 ERA assessment, Murdoch was rated as achieving world-class standard or above in over two thirds of the assessed areas. The University has particular strengths in some of the science disciplines and has an excellent track record in ‘blue skies’ research that underpins ongoing research efforts.

Murdoch also has a long tradition of multi and trans-disciplinary academic practice that underpins meaningful research partnerships and collaborations. This is demonstrated through a strong applied and translational focus in current research and future growth areas, including areas such as animal health and an expanding emphasis on public policy engagement. An expanded range of translational research will be developed by looking at the local environment and how research might have an impact on the community, including business, industry, and the broader population.

The establishment of the Eastern Precinct within the Murdoch Activity Centre will provide opportunities for the University to nurture and develop specific areas of research, especially in the broadly defined fields of health, biomedicine and related areas. The concentration of specialised medical practices and leading-edge medical technologies in the precinct will generate productive synergies in terms of both pure and applied biomedical research as well as facilitating high-level research training in these and other fields.

A more strategic approach will be taken to building capacity through concentrating on a select number of research domains with the aim to excel internationally in these areas. Domains will be compartmentalised into defined areas, such as Food and Water Security (animal production; grains research; fish and fisheries research; desalination); Animal and Human Health and Welfare (drawing together research in the interaction between animals and humans, ranging from the treatment of Australian bred animals in Indonesia to the interaction between food production and habitat loss); or Securing Australia’s Future (intellectual property security, utilising political science, governance and policy in the translation of research into practice). Research capacity will be strengthened by enhancing existing areas of research excellence, restoring some areas that may have stalled and actively pursuing several new areas of research activity.

Murdoch considers research as an integral component of its teaching and learning mission. Graduate attributes about research capacity will be delivered through a compulsory sequence of curriculum components that enable students to develop research skills. The more general reinvigoration of the research mission includes changing the pattern of academic work to a 40:40:20 (teaching:research:service) workload model that seeks to strengthen research-led teaching and maintain the positive correlation seen at Murdoch between CEQ satisfaction and ERA outcomes.

Murdoch is building its analytic capability and establishing a campus-wide culture of external benchmarking. In the research sphere, this will facilitate the identification of key research areas for strategic investment and Murdoch aims for 80% of research to be assessed at world standards or better. Rankings are being used to provide a core comparison of external performance. Surveys of key international institutions in Asia and Africa have been used to develop benchmarking metrics and formal benchmarking exercises with similar institutions (for example Sussex, East Anglia, Dalhousie, Simon Fraser, Canada) will be used to monitor progress.

Murdoch has a track record of high quality research, especially in the area of translational research. Over the period to 2016, the University aims to refocus, realign and grow its research and research training. In building research capacity, Murdoch will enhance its local and international reputation and ensure ongoing sustainability.

Teaching and Learning at MurdochThe University has a proud reputation of quality teaching, interdisciplinary studies and a strong commitment to access and equity. These remain integral characteristics of a Murdoch education. In that context, Murdoch’s strategic goal is to provide a rich and diverse academic learning experience with a curriculum integrally linked to quality research and up-to-date pedagogy, equipping students with life-long learning skills and the capacities to successfully engage in a global world.

Significant and ongoing change in the nature and financing of higher education nationally and internationally have underpinned a review of Murdoch’s undergraduate and postgraduate coursework offerings in a Curriculum Commission.

The Commission undertook extensive consultation with students, academic and professional staff and external stakeholders. Open, ‘Town Hall’ forums as well as separate sessions with students (managed by student associations) and external stakeholders (e.g. high school principals) were held on the initial discussion paper and a preliminary Green Paper. This was supported by briefing and consultation sessions with key internal committees and external groups such as Principals, transnational (TNE) partners and Open Universities Australia (OUA), as well as data from employers about the strength of students’ skills and their needs. Over 100 written submissions were received through the process. They provided feedback on foundation units, inter-disciplinary breadth studies, and degree models that contributed to the revision and advancement of proposals in these areas. An example of this is the retention of some undergraduate professional programs because of the nature of Murdoch’s student cohort (relatively high levels of educational, social and economic disadvantage).

From 2014 Murdoch will offer only seven bachelor degrees that will: Include a compulsory transition unit that introduces the degree-specific academic skills

necessary for success at university study; Equip students with the skills necessary for life-long learning, including research skills

acquisition through compulsory units designed for cognate majors; Ensure that every student acquires depth of knowledge in at least one discipline or profession

through a major course of study that concludes with a capstone experience; Expose students to inter-disciplinary breadth studies through the curriculum; and Instil Murdoch’s graduate attributes, through the overall design, structure and content of the

degree and its constituent parts.

The new bachelor structure is a positive and unique model because of these elements, especially the capstone experience, transitional unit, and strengthening of the research/teaching nexus. Bachelor degree structures will meet government regulatory requirements as well as workplace skills demands coming from students and employers. The curriculum renewal process will ensure that Murdoch’s reputation for high quality teaching and learning is strengthened across all of its courses and with all student cohorts, be they internal or external, onshore or transnational.

Progression and retention rates of under-represented student cohorts remain a key element of Murdoch’s commitment to access and equity. The Building Aspirations and Learning Links for Young people to go to University project, funded by the Commonwealth, aims to remove the barriers to university education faced by young people from low socio-economic backgrounds, particularly students in the Peel and Rockingham/Kwinana regions. It is envisaged that this will bring students to Murdoch that would otherwise not have attended university. Together with a range of institutional initiatives that provide ongoing support, such as the successful First Year Advisors and literacy and numeracy programs, Murdoch aims to improve progress and retention rates that have been historically below sector averages.

Murdoch is closely monitoring trends in the effect of technology on higher education, especially in regard to the growth in the online delivery of subjects and courses by prestigious international universities. A new Learning Management System and Enterprise Content Management system are being implemented. Together with revitalisation of ICT infrastructure and capacities, this will enable Murdoch to build on its current strength in online education and blended learning to potentially expand engagement in this arena.

Renewal of the model for transnational educational (TNE) operations will be continued, transitioning to a higher quality TNE model in which the delivery and oversight of courses is more closely controlled by Murdoch faculty. This will enhance Murdoch’s reputation as a quality provider in offshore markets, especially in South East Asia.

By providing high quality postgraduate coursework programs in areas of institutional strength, Murdoch will take advantage of the rapid growth in student demand in Australia and overseas for professional masters programs and to meet changing workforce needs. To this end, postgraduate offerings will be renewed and new programs offered.

The Sir Walter Murdoch School of Public Policy and International Affairs has been established to offer professionally focused masters coursework degrees and higher degree research courses that will combine theoretical and applied analytical training in public policy and management with area and policy specific concentrations. It will have a strong international orientation and offer students a range of international study options.

Murdoch’s Engagement AgendaIn ‘renewing its academic heart’, Murdoch University will revitalise the promotion of societal engagement and knowledge partnerships – the third pillar of the core mission of universities. The University will more actively communicate and engage with its various communities at the local, regional and international levels, cultivating knowledge partnerships, intensifying and diversifying community partnership endeavours, sponsoring and nurturing alumni networks; and promoting and supporting faculty contribution to public debate and cultural enrichment. This will ensure that Murdoch develops a strong and strategic institutional profile in the areas of translational research and applied public policy.

Murdoch considers internationalisation as a whole-of-university endeavour transforming what we do and who we are. This incorporates research collaboration and cooperation, curriculum design and pedagogy, widening cross cultural experience and understanding, international research measures and teaching benchmarking, the rejuvenation of Murdoch’s staff base via global recruitment and engagement, and international student mobility.

Education and research are developing rapidly in the economic powerhouses in the Asian region, especially in East Asia, to sustain and advance economic and societal growth. Murdoch has a significant teaching and research presence in the region and will strategically enhance that engagement in the future.

Murdoch is particularly keen to make substantial contributions to the development of applied public policy in consort with communities, industry and other societal actors. Drawing together these strands of active public discourse, public policy and regional engagement are projects such as The First Murdoch Commission and the Murdoch Symposium.

The First Murdoch Commission is an international commission of enquiry into Western Australia’s broad development potential over the next twenty-five years through a set of specific themes pertinent to the State and the Asian region, including economic prospects; diplomacy and entrepreneurship; expertise and innovation; security and sustainability. The Commission aims to produce evidence-based analysis of the prospects of WA in the Asian Region and to generate practical insight for policy development, with a view to maximising the positive role that WA can play in the region and the positive role that the region can play in WA.

The Murdoch University Symposium 2013, The 21st Century University: Transformation and resilience in a knowledge economy, considered how universities might meet the needs of its

diverse constituencies (government, industry, the public culture) while maintaining its institutional distinctiveness as a site of independent scholarship. It brought together keynote speakers from Australia, UK and Hong Kong

At the local level, Murdoch will act as the ‘knowledge hub’ in the development of the Murdoch Activity Centre clustered around the University’s Eastern Precinct (including the Fiona Stanley and St. John of God Hospitals). The overall project will embrace a wide range of activities including health and biomedical services, cultural amenity and events, and hospitality and commercial facilities. Core infrastructure and workforce elements will be developed over the next five years. Murdoch will bring its expertise and community ethos to this project, combining its core research, teaching and engagement activities in a dynamic integrated manner.

PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES2 ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES

Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait Islander people’s personal and professional aspirations through the provision of accessible and supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher education participation and success is important given the direct benefits for Aboriginal and Torres Strait Islander individuals and communities and broader economic and social benefits for all Australians.

Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait Islander access and outcomes over the compact period in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

2.1 Commonwealth Objectives

The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and Torres Strait Islander people in higher education consistent with the Closing the Gap initiative addressing Aboriginal and Torres Strait Islander disadvantage.

In realising this objective, the Commonwealth has set an aspirational national parity target for Aboriginal and Torres Strait Islander students and staff in higher education. The parity target equates to the proportion of the population aged between 15 and 64 years which is currently 2.3%.

To help achieve this aspirational national target, the Commonwealth has introduced a new focus on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Universities should report high level Aboriginal and Torres Strait Islander student and staffing plans and strategies in this part of the compact including performance targets for student enrolments, completions and numbers of general and academic staff. Universities may also report on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement, Teaching and Learning and Research and Research Training parts of the compact.

2.2 University StrategiesMurdoch University acknowledges that its campuses are situated on Nyungar Boodjar and that the Wadjuk people of the Noongar nation are the traditional custodians of the land on which it stands. Murdoch respects and acknowledges the traditional and continuing spiritual relationship, cultural heritage practices and beliefs that form Kura, yeye, boorda (the past, present and future).

OverviewMurdoch University will be culturally-inclusive with respect to Aboriginal and Torres Strait Islander people and seeks to be the University of choice for Aboriginal students in Western Australia, and a leader in relation to Aboriginal Education, Aboriginal Research and Aboriginal capacity building.

The disadvantages and gaps in health, education, employment and life expectancy experienced by Aboriginal peoples are acknowledged. Murdoch aims to play a meaningful role in capacity-building within local and regional Aboriginal communities to contribute to closing the gap between Indigenous and non-Indigenous Australians.

The University’s Reconciliation Action Plan (RAP) provides the framework for strategy and action for Aboriginal development and engagement, with recommendations aimed at the:

Promotion of knowledge of the histories and cultures of Aboriginal and Torres Strait Islander peoples at the University;

Promotion and development of career pathways for Aboriginal and Torres Strait Islander persons;

Development of strategies to increase Aboriginal employment at the University to levels that reflect the demographic representation of Aboriginal people in the workforce in Western Australia (including employment targets, and timeframes); and

Develop a research environment at the University that is culturally sensitive, responsive to Aboriginal communities and recognises and enhances Aboriginal research.

StudentsMurdoch University takes a comprehensive and integrated approach to improving participation, access and success of Aboriginal and Torres Strait Island students. This incorporates raising aspirations, inclusive entry and effective student support. The Kulbardi Aboriginal Centre (Kulbardi) has primary responsibility for the entry and support of Aboriginal students working with Schools and professional service areas.

Critical to attracting Aboriginal students to university study is the need to raise aspirations, particularly in areas of low participation. Murdoch received $5 million in Commonwealth funding for the four-year Building Aspirations and Learning Links for Young people to go to University project. This will assist in building aspirations for post-secondary education of three key target groups with acknowledged overlap - Low SES, regional and indigenous. The project is focused on the Kwinana, Rockingham and Peel corridor and the broader South West region in which there is a relatively high proportion of Aboriginal students. In addition Murdoch is establishing relationships with external stakeholders to foster programs aimed at areas such as the Pilbara, Goldfields and Kimberley.

Murdoch is developing intensive aspiration-raising programs involving students staying on campus or at some other residential camp which allows secondary school students to make friendships with other Aboriginal students who are also considering tertiary study, while also experiencing university life including attending lectures, labs and meeting university staff and Aboriginal students who are currently studying at Murdoch University.

Murdoch will offer a 13-week core program and a four-day intensive outreach program in partnership with the Australian Indigenous Mentoring Experience (AIME) program. The program utilises University students to mentor Aboriginal students in high schools to give them the skills, opportunities, belief and confidence to finish school at the same rate as their peers and to think more broadly about post-school options.

A range of entry pathways are available to cater for Aboriginal students from both traditional school-leaver and non-traditional academic backgrounds. These aim to provide access to degree studies while also contributing to increased success and retention by equipping students with the appropriate skills and knowledge for their chosen field of study. Programs include K-Track which includes a wide range of science electives; The Aboriginal Pre-Law Programme which is a four week intensive preparatory course providing entry to, and enhanced study preparation for Law; and the Pre-media course preparation for courses in the School of Arts.

Murdoch is fostering partnerships with TAFE to develop programs to facilitate the transition between school, VET and university sectors.

Murdoch is implementing a number of Aboriginal-targeted academic, social and financial support schemes to build student capability and capacity, the “cultural capital”, to undertake university level study effectively and improve success and retention rates for Aboriginal students to levels equivalent to all students at Murdoch.

Schools have a responsibility to all students and working with Kulbardi is a cooperative effort to ensure that student support is offered in a discipline-appropriate context. Kulbardi will coordinate a Student Resource Centre (SRC) to offer a high level of support to Aboriginal students. The

Resource Centre will provide physical resources such as access to study spaces, and/or computers and peripheral equipment (printers, photocopying, etc). It will coordinate tutorial assistance through ITAS and will implement strategies to better target study support on advice from First Year Advisors in the Schools. The SRC also provides information and assistance with cadetships, scholarships (in consultation with the University’s Scholarships Office) and employment.

Additional academic assistance programs are being considered modelled on the existing Waardong program offered in the School of Veterinary and Life Sciences. This program teaches Orientation Chemistry for students without a background in chemistry, and provides supplementary enabling units for students throughout their veterinary or other health science studies. It is proposed that discipline appropriate transition and extension activities be developed.

A policy requiring the incorporation of Aboriginal content into all undergraduate programs will be implemented. This will be aligned to Academic Planning through the development of a pedagogical framework to guide the development of curricula, and specific reporting requirements of where and how Aboriginal perspectives are included in the curriculum. This aims to build ‘cultural ownership’ of academic programs for Aboriginal students and strengthen retention. Murdoch aims to establish an Aboriginal Board of Studies or equivalent as the formal approval and quality assurance body for Aboriginal content within curricula to ensure cultural appropriateness and accountability.

The AIME program will identify student mentors. It is proposed that these students will be engaged with the Teaching and Learning Committees within Schools to help build mentor and academic support groups for Aboriginal students, particularly in professional programs that are careers of choice for Aboriginal students.

StaffMurdoch University will: Introduce measures (affirmative action) to achieve an equitable representation of ATSI staff

amongst the staff at Murdoch University; Support career and personal development of current Aboriginal staff members; and Establish workplace support mechanisms to enable staff to succeed and reach their highest

potential.

In this context, Murdoch aims to identify and strengthen the provision of traineeships, internships, and cadetship opportunities, including government-funded programs, with a view to long-term employment for ATSI people.

Murdoch systematically provides Aboriginal Cross-Cultural Awareness Training to academic and professional staff. The program, Aboriginal Cross-cultural Awareness Training: First Steps Towards Cultural Competence for Educators, aims to provide staff with an opportunity to discuss how to be inclusive of Aboriginal knowledge, traditions, languages, and practices in academic settings. This training will be continued and expanded, especially for managers, supervisors and members of recruitment panels to ensure that work environment, employment policies and practice contribute to retention of Aboriginal staff.

ResearchMurdoch will develop an adequately funded Aboriginal Research Strategy which sets the framework for success, accountability and sustainability of Aboriginal research. Within that framework, all Centres and Schools will engage in research activities that will align with the RAP and University Research Strategy.

A Solutions Focussed Research Group (SFRG) will be established to coordinate the development of a critical concentration of Aboriginal researchers collaborating with Aboriginal and non-Aboriginal colleagues on the production of high quality research which meets the needs and aspirations of Aboriginal communities. The SFRG will be coordinated by Kulbardi staff.

Aboriginal issues will be identified as key research themes within the university. A determination will then be made of which of the proposed themes might be pursued independently or as part of a larger program, such as Health, Environment, Public Policy or Education.

An example of such thematic research is the research conducted by the Schools of Health Professions and Education in collaboration with the Gumala Aboriginal Corporation to carry out a health and education needs analysis of a number of language groups in the Pilbara region in 2012. This resulted in a number of recommendations being considered, including the proposal for a mobile health unit to take allied health services to the region. The Mobile Health Unit will consist of a prime mover with two trailers containing staff accommodation, clinical and treatment areas, and teaching and research facilities.

At the individual level, an Aboriginal Early Career Researchers Scheme (including Visiting lectureship) and a career advice and Aboriginal staff mentoring scheme will be established.

The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to assist the University and the Commonwealth in monitoring the University’s progress against the Commonwealth’s objectives particularly its contribution to reaching national parity. The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the following tables.

2.3 Performance Indicators and TargetsNote: All calendar year references below refer to the previous year’s data collection.

Principal Performance Indicators

Baseline2012

Progressive Target 2013



Target2016

Number of all Aboriginal and Torres Strait Islander student enrolments1

173 187 208 210 226

Number of all Aboriginal and Torres Strait Islander student completions2

13 15 20 25 30

Number of all Aboriginal and Torres Strait Islander professional/general staff3

7 7 10 14 18

Number of all Aboriginal and Torres Strait Islander academic staff4

4 4 5 6 7

Optional Performance Indicators

Baseline2012




Target2016

Aboriginal student retention rate in Bachelor degree programs as a proportion of retention rate of all Domestic Bachelor degree students

0.848 0.915 0.916 0.921 0.923

K-Track completion rate 51.9% 52% 55% 60% 65%

1 Refers to total undergraduate, postgraduate and HDR students by headcount2 See footnote 1 for definition3 Refers to number by headcount4 See footnote 3 for definition

PART THREE: INNOVATION AND ENGAGEMENT3 INNOVATION AND ENGAGEMENT

Part Three recognises the important role of universities in our national innovation system, in boosting economic productivity contributions to improved social and environmental outcomes and growth, and in engaging, advancing and inspiring their communities. It also recognises that universities make an important contribution to building connections and partnerships that broaden and deepen Australia's understanding of Asia.

Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to detail their strategies and targets over the term of this compact. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

3.1 Innovation

3.1.1 Commonwealth objectives

The Commonwealth seeks to build an innovation system that ensures Australia can meet the challenges and grasp the opportunities of the twenty-first century. The Commonwealth encourages innovation by supporting industry-led research, promoting knowledge-transfer activities and the commercialisation of research.

3.1.2 University strategies

Murdoch University recognises that the university sector makes a significant contribution to the national innovation system through the transfer of knowledge created and held within universities to industry, community and other stakeholders. It is important to acknowledge that the higher education sector disseminates knowledge through formal undergraduate and postgraduate coursework degree programs as well as short course programs. Notwithstanding, to encourage the transfer of innovations developed here, Murdoch also provides support to its researchers through its Knowledge Transfer Office, IP and Research Policies and IP regulations.

Murdoch’s Knowledge Transfer Office currently provides assistance to its researchers to help them: Identify the creation of an innovation/intellectual property; Discriminate between technologies with commercial potential and those more appropriately

transferred to the Australian or global community by being freely available; Achieve best practice protection of intellectual property where appropriate; Seek and negotiate with industry partners for translational research funding and/or licensing

opportunities; Ensure appropriate sharing (and legal documentation) of IP ownership or benefits for joint

research projects with external organisations; Develop technology specific commercialisation plans; and Seek external capital where spin-out company creation is desirable.

This assistance is guided by Murdoch’s IP and Research Policies and Regulations that outline: The responsible conduct of research; Circumstances where IP is owned by the university; IP ownership by students; Procedures and forms to notify the university of IP creation (Invention Disclosure); and Revenue sharing arrangements between contributing researchers and Murdoch University.

Murdoch has, on an ongoing basis, reviewed and refined the role and activities of its Knowledge Transfer Office (and previously Commercialisation personnel) as informed by local and national

policy settings and best practice within the Knowledge Commercialisation and Tech Transfer Sector. During 2013-2017, Murdoch plans to develop an overarching plan for Knowledge Transfer. This will take into account how the knowledge and expertise held and developed at the University can be utilised to benefit industry and society more broadly and will position Murdoch University as a key provider, supporter and driver of Australian and international innovation.

A likely outcome might be a greater focus on the impact Murdoch research makes on the Australian or global community, not just through direct economic impact such as licensing to industry but also through impacts on social and community outcomes. This may then require us to develop measures to encourage researchers to create and monitor impact and to develop and implement processes to advise researchers more broadly on how best to translate research results into useful improvements and increased uptake of university derived technologies. For example, by early engagement with commercial and community parties to seek information on market problems and market need for a particular technology, Murdoch would be able to advise its researchers on research direction and on what aspects of their research are important to potential end-users, thereby setting-up a greater chance of adoption.

As part of Murdoch’s Research Strategy we will also seek to foster increased links with industry bodies and organisations. Strategies to grow this research segment will drive active engagement with government and industry programs for translating research knowledge and innovations into practice. This will include strategies to increase industry-linked competitive grants (ARC linkage, Industry Transformation, CRC, etc); increase joint appointments with industry; and, based on greater direct interaction, increase joint publications with industry. These linkages with industry will facilitate Knowledge Transfer.

Murdoch has the academic capacity to assess and evaluate intellectual property claims and understand how information is transformed into sustainable knowledge with practical applications. In this context Murdoch is committed to using its knowledge brokerage capacities in active partnerships with local communities, government and industry, regional organisations and international forums. Allied to this aim is Murdoch’s strategic aim to develop a strong institutional profile in the areas of translational research and applied public policy.

The Murdoch Activity Centre, an education, health and activity precinct being created by the State Government is geographically centred on Murdoch University and the Fiona Stanley Hospital and will provide Murdoch with opportunities for broad knowledge brokerage, providing a ‘knowledge hub’ for the broad development. Predicated on using a highly networked public transport system, the Activity Centre’s success also depends on harnessing the intellectual capital and economic multiplier of the core institutions.

The University is particularly keen to make substantial contributions to the development of applied public policy in consort with communities, industry and other societal actors, from the local to the regional. The First Murdoch Commission on the topic of ‘Western Australian in the Region’ is indicative of this commitment.

Murdoch is a participant in the Australia’s Knowledge Gateway (AKG, http://akg.edu.au). AKG is a search engine which highlights the activities of Australian researchers and makes them more accessible to business, government, foreign affairs and trade officials, students and the wider community. It is a partnership with the Group of Eight universities and the University of South Australia. Data included in the search facility capture staff expertise, projects and publications and allow search by research topics Field of Research codes.

3.1.3 Performance indicators and targetsThe purpose of the innovation performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for innovation.The University will report principal performance information and aim to meet the innovation performance indicators and targets set out in the following tables.Note: All calendar year references below refer to the previous year’s data collection.

Principal Performance Information5 2012

Number of patent and plant breeder’s rights families filed, issued and held

Filed3

Issued3

Held23

Number of all active licences, options or assignments (LOAs)6 executed and income derived

No.4

Value($)10,790

Number and value of research contracts and consultancies executed7

No.131

Value($)$8,949,964

Investment in spin-out companies during the reporting year and nominal value of equity in spin-outs based on last external funding/liquidity event or entry cost

Investment ($)0

Value($)2,066,877

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance

IndicatorBaseline

2012ProgressiveTarget 2013



Target 2016

Category 4 Income 2,679,413 3,105,356 3,555,162 3,484,059 3,414,378

Note: All calendar year references below refer to the previous year’s data collection.Optional

Performance Indicators

Baseline2012

Progressive Target2013



Target2016

Development of a Knowledge Transfer Plan

Consult with Academic Staff, Industry, Government, Venture Capitalists and other stakeholders on requirements for Knowledge TransferDevelop a first draft Knowledge Transfer PlanConsult with group indicated above for feedback on draft Plan

Progress Plan through institutional governanceImplement key elements of the Knowledge Transfer Plan

Ongoing implementation of the Knowledge Transfer Plan

5 This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).6 A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right, title and interest in and to the licensed subject matter to the named assignee.7 Please use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx

3.2 Industry and Skills


The Commonwealth encourages universities and employers to work together so that courses meet the needs of employers, where relevant. This may include integrating work and learning, meeting professional accreditation requirements and involving employers in course development and delivery.


Modes of engagement with government, industry and community are opening for the higher education sector beyond the traditional activities of commentary, policy advice, and the sponsoring and nurturing of alumni networks and activities. Murdoch will continue to pursue these traditional connections but will also enhance and extend its engagement activities consonant with contemporary circumstances.

A major driver of engagement with industry continues to be workforce planning. The WA Department of Training and Workforce Development has developed “Skilling WA - A workforce development plan for Western Australia” that provides a framework to build, attract and retain a skilled workforce in Western Australia.

Skilling WA identified skills and labour needs based on a strategic and multilevel approach to skills and workforce planning. Several key groups, including government, enterprises, industry, and education providers, nominated specialised occupations that should be the focus of planning as well as being contributors to overall workforce development planning. This broad strategy is guiding Government and business investment in training and higher education and, therefore, Murdoch continues to engage with the Department to help identify educational needs to address skills shortages as well as incorporating identified areas of future demand in academic planning processes.

The location of Murdoch’s campuses has a strong influence on the mix of students as well as workforce demands. The main campus is within the Murdoch Activity Centre, an education, health and activity precinct being created by the State Government centred on Murdoch University and the Fiona Stanley Hospital.

The Peel and Rockingham campuses are located in the rapidly growing corridor to the south of Perth. Indeed, the Peel population growth rate is expected to be more than double that of WA over the next 10 years. Regional population growth and surges in State and regional employment opportunities, compounded by comparatively lower qualification and skill levels amongst Peel residents, have contributed to substantial growth in demand for post-compulsory education and training.

Health Care and Social Assistance is the fourth largest industry employment sector in the Peel region, and is projected to reach almost 3,000 employees over the period. This reflects the findings of the Health Workforce 2025 report which identified a highly-significant shortage of nurses and other health professionals by 2025 with an uneven distribution of the medical workforce across Australia particularly affecting rural and regional communities. Human services occupations are also critical to the longer term economic and social well-being of the Peel community.

Taken with the needs of the Fiona Stanley Hospital, the workforce needs of the region will be focused on health and aged care services (including nursing, rehabilitation medicine, aged care, mental health and disability services); tourism and tourism services; and the environment. Murdoch will expand its existing relationships with employers and local government in the region to strengthen these regional teaching and research opportunities.

The University contributes to public debate and cultural enrichment through partnerships with business organisations In particular, Murdoch is a founding and series partner of the Leadership Matters program in Perth, a series of six annual events that feature leading business, government

and community leaders presenting to audiences of up to 1,500 people. The University continues to partner with the Committee for Economic Development of Australia (CEDA) in the Inventing the Future initiative that includes a series of forums for business leaders, government, academics and community organisations which present current thinking and provide a context for research outcomes. These forums build effective links with industry that feed into curriculum planning.

The Sir Walter Murdoch School of Public Policy and International Affairs will offer professionally focused masters coursework degrees and higher degree research courses that will combine theoretical and applied analytical training in public policy and management with area and policy specific concentrations. Programs include three inter-disciplinary masters coursework degrees in the social sciences: Public Policy and Management, Development Studies, and International Affairs. The Graduate School will position Murdoch as a key provider of professional graduate education meeting the needs of state, national and international markets.

In consultation aligned to the Murdoch University Curriculum Commission, Murdoch identified significant potential to develop a range of professionally focused postgraduate coursework programs particularly in the sciences, social sciences, health sciences and engineering that meet the long-term needs of both students and employers.

In designing new postgraduate coursework qualifications, there needs to be a detailed understanding of the different types of masters degrees and their specific purposes. It is acknowledged that students undertake postgraduate coursework for a variety of reasons including: the acquisition of entry level qualifications for professional practice; the acquisition of advanced qualifications to assist in career development and promotion

prospects; to support a change of career direction; and out of interest in the subject matter.

Postgraduate coursework programs will incorporate curriculum design, assessment, pedagogy and delivery methods that reflect the different needs and expectations of these students and their employers. Relevant market research will be undertaken with employers and graduates to determine the demand for profession-specific skills and knowledge that will underpin course development.

Murdoch is establishing industry advisory groups that will align with research domains identified as priorities for the University. It is proposed that these will be extended to postgraduate programs and to those Schools where there are not formal professional links, noting that the latter are predominantly through associations responsible for accreditation.

At the undergraduate level, Course/Discipline Advisory Committees have been implemented across Murdoch to facilitate input from business and industry into teaching and learning design. These groups will be refreshed to more closely align with the new Bachelor degrees, with membership taking into account for advice on workforce planning and skills requirements as well as research and workplace learning opportunities.

Murdoch and the WA Chamber of Commerce and Industry have a strong partnership to assist small, medium and large businesses to participate in work integrated learning (WIL) programs. The most common form of WIL involves a student placement or project within a workplace. The new Bachelor degree structure actively encourages a work-integrated teaching experience and Murdoch proposes to expand WIL opportunities for students. A recent example is a 16-week placement for an Instrumentation and Control Engineering student with WorleyParsons at their client site at BP Kwinana that constitutes 12.5% of the student’s work for the course. The WA Chamber of Commerce and Industry (CCIWA) identifies a range of benefits to employers including the availability of flexible options, fresh ideas and approaches, workplace ready graduates, the recruitment pathway options, return on investment and partnerships with universities.

3.3 Engagement


As part of its social and economic remit and as an important precursor to innovation, the Commonwealth encourages universities to engage with all levels of government, other universities, businesses, schools, the vocational education and training sector, employers, the professions, research institutions and the wider community including international partners particularly those in the Asian region.


Murdoch University’s Strategic Plan 2012-2017 states its goal for engagement as:Murdoch will continue to communicate and engage with its various communities at the local, regional and international levels, cultivating knowledge partnerships, participating in mutual endeavours, and contributing to public debate and cultural enrichment.

International EngagementIn 2012, as part of its internationalisation strategy and commitment to make substantial contributions to the development of applied public policy, the University planned the inaugural Murdoch Commission. This international commission is now actively inquiring into the evolving region of South East Asia and Western Australia.

With WA closely entwined with the dynamic economies of the Asia Pacific, the Murdoch Commission will guide business, academia and government on WA’s future role in the region. The 12 Commissioners are a distinguished group of leaders appointed from government, business and academia in their countries of origin. They are examining economic engagement and integration beyond local and national preconceptions, identifying and analysing some of the major challenges facing the region over the coming decades and recommending how they may be addressed.

The first meeting of the Murdoch Commission took place in February with the second in Jakarta in April. Meetings are now planned for China, Korea, India and Japan before the final report of findings and recommendations is due to be released at the end of the year.

This is the first of a panned series of Commissions that will investigate and report on national and international trends and issues in future years.

Aboriginal Research and Community EngagementMany of the University’s students participate in community outreach programs which involve work in the field in regional and remote WA and in South East Asia. Chiropractic students have been working in the Pilbara region of WA for over seven years in remote mining campus and indigenous communities. As a development of this program, the Schools of Chiropractic and Education secured funding from Rio Tinto and the Gumala Aboriginal Corporation to carry out a health and education needs analysis of a number of language groups in the region in 2012. This has resulted in a number of recommendations which are now being considered including the proposal for a mobile health unit to take allied health services to the region.

This project is rapidly progressing with funds of $1.4 million already pledged by two philanthropists toward the $8 million, five year project. The Mobile Health Unit will consist of a prime mover with two trailers containing staff accommodation, clinical and treatment areas and educational facilities. It will travel a repeated route in the Pilbara, visiting each community every few weeks. The project will involve collaboration with other WA universities and volunteers as well as organisations such the Royal Flying Doctors’ Service and state and federal government agencies.

Alumni EngagementThe University’s 50,000 plus alumni are located across the globe with a large proportion in Australia but a growing number in Asia and Singapore in particular. An increasing number of local and international events have happened in recent years and will continue in order to engage with local and international alumni and to connect in regions where the University focuses on student

recruitment and international research collaboration. In 2012 and 2013 this has already involved events and activities in Singapore, Malaysia, Indonesia, Dubai and China.

Philanthropy and Corporate SupportThe University works closely with a range of private donors and corporate supporters to enhance teaching, learning and research activities. Philanthropy and corporate support has become a growing income stream for the University since the establishment of the Murdoch University Veterinary Trust in 1999 and the Murdoch University Foundation in 2002. Since their establishment, these two entities have raised funds totalling more than $25 million. This successful fundraising has been the result of engagement with individuals, trusts and foundations and businesses that support the goals of the University.

In 2012, strong relationships were maintained with key partners, including the McCusker Charitable Foundation, the City of Rockingham, Rio Tinto, Alcoa of Australia, Energy Resourcing and Fremantle Ports to help support the University. These donations are not only an expression of generosity, but also a clear and beneficial investment in students, research and the wider community through programs such as prizes and scholarships for students; new staff positions including funded chairs; public lectures and programs; research projects and equipment; and new buildings and infrastructure.

The University will be focussing its fundraising efforts on support for internationalisation and research in future years seeking to secure funding for PhD scholarships, post-doctoral fellowships and research infrastructure.

Promoting Public Debate and EngagementMurdoch aims to expand the scope of its public engagement and in doing so to add to public discourse on areas of particular relevance to the University through open lecture series.

The annual Sir Walter Murdoch Lecture at our main campus in October and the Lecture in Singapore in November, launched in 2012, address significant international and national issues. Most recently, Canadian political analyst Professor Kim Nossal from Queen’s University, Canada reflected on the rise of China as a global political powerhouse, and how this may affect the future of the Asia Pacific region.

The Keith Roby Trust was set up with community donations to fund a biannual lecture on science, technology and society. In 2013, additional donations of $125,000 have been secured which will allow the program to become an annual event and involve more community participation.

Communicating Research ImpactThe University has strategy of promoting and communicating research outcomes to academic colleagues and the broader community. This includes support for The Conversation and regular communication to a range of media channels specific to each research focus. Academic staff are provided with media training to assist them to communicate their key points and to deal with face to face and radio interviews. Information is also included on the University’s website and through social media outlets.

Regional Campus EngagementThe University has two regional campuses in Rockingham and Mandurah and continues to engage with local government, community members and businesses in those regions. This includes securing funding for professorial positions, PhD scholarships and undergraduate scholarships for students in the region to encourage them to aspire to university study. All of these are supported financially by local individuals and organisations.

The University has been given in-principle support by the National Trust to lease the heritage working farm at Whitby Falls in the Shire of Serpentine-Jarrahdale. The 230-hectare site has significant historic and cultural value. It will be maintained and used by the University to support teaching and research in veterinary and agricultural sciences, as well as other disciplines such as environmental science and conservation. The University plans to invest $1.7m into the

infrastructure needed to re-establish a working beef cattle and sheep farm and will be seeking further investment and support for the development of teaching and public facilities.

Regional WA ScholarshipsStudents in regional and remote Western Australia are supported by scholarships co-funded by the George Alexander Foundation which has just committed to another five years with increased numbers and funding for each scholarship. This will amount to funding of more than $1 million to support the living costs of students disadvantaged by their distance from Perth.

Encouraging national and international collaborationsTo support collaborations with world leading scholars and universities and raise the University’s profile among the global research community, the Sir Walter Murdoch Adjunct Professorship and Distinguished Collaborator schemes were established with internal funding in 2012. Eight Adjunct Professors were appointed in 2012 along with 16 distinguished Collaborators. This program will continue to grow in future years.

The Sir Walter Murdoch Distinguished Collaborator Scheme supports embryonic collaborations with the view that successful collaborations will develop into Sir Walter Murdoch Adjunct Professorial appointments. Some of the universities involved in the collaboration schemes in 2012 were the University of Oxford, the University of Copenhagen, Pennsylvania State University, the National University of Singapore and Hokkaido University.

As part of an ongoing strategy to bring together international researchers aligned to the University’s defined research domains, joint research centres have been established. These include the Asia Pacific Centre for Media Economics and Communications Management Research (partnership with Communication University of China in Beijing) and the Australia-China Centre for Wheat Quality (partnership with Chinese Academy of Agricultural Sciences).

Strategies to strengthen collaborative efforts as well as promoting research impact will include the hosting of national and international conferences. A recent example of this focus was the 2012 Omics Australasia Symposium which brought leading omics (genomics, proteomics or metabolomics) researchers, industry and government together to identify and collaboratively work on common goals.

3.3.3 Performance indicators and targets

The purpose of the engagement performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for engagement.

The University will aim to meet the engagement performance indicators and targets set out in the following table.

Note: All calendar year references below refer to the previous year’s data collection.Principal


Baseline2012




Target2016

Number of active collaborations8 with industry and other partners in Australia

126 150 155 160 165

Number of active collaborations9 with industry and other partners overseas

36 40 44 49 56

Category 3 Income $9,919,922 $10,713,515 $11,570,600 $12,496,245 $13,495,944

Note: All calendar year references below refer to the previous year’s data collection.Optional Performance

IndicatorsBaseline

2012Progressive Target 2013



Target2016

Philanthropic or sponsorship income received by the Murdoch University Foundation or the Murdoch University Veterinary Trust

$2.6 million

$4 million $4.5 million $5 million $6 million

Number of enrolments in units with an approved Work Integrated Learning component

3,821 4,483 4,850 5,150 5,350

8 Collaboration involves active joint participation with other organisations, by contributing resources such as intellectual property, knowledge, money, personnel or equipment, with the aim of obtaining a shared goal or objective. Straight fee-for-service arrangements, such as contracts and consultancies, are deemed not to be collaborative and are therefore excluded. Collaboration with Cooperative Research Centres (CRCs) is also to be excluded. This definition is in line with the ABS and OECD definitions of collaboration.

9 See footnote 8 for a definition of collaboration.

PART FOUR: TEACHING AND LEARNING4 TEACHING AND LEARNING

4.1 Student enrolments


The Commonwealth is committed to expanding higher education to provide high quality opportunities for people of all backgrounds to participate to their full potential. An expanded higher education system will educate the graduates needed for Australia's future economy, which will be based on knowledge, skills and innovation.

The main objectives of the Commonwealth are to ensure that: by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or

above; by 2020, 20 per cent of undergraduate enrolments should be students from low socio-

economic backgrounds; national parity for Aboriginal and Torres Strait Islander students and staff is achieved over

time; and universities are producing graduates that meet the nation’s skills needs.

These objectives are supported through the Commonwealth Grant Scheme and, in particular, the demand driven funding of students in bachelor level courses.


University Student Enrolment PlanningMurdoch’s Strategic Plan 2012-2017 aims to build on its historical strength in quality teaching, interdisciplinary studies and commitment to access and equity while 'renewing the academic heart' of its coursework programs, expressed in the goal that:

Murdoch will provide a rich and diverse academic learning experience with a curriculum integrally linked to quality research and up-to-date pedagogy, equipping students with life-long learning skills and the capacities to successfully engage in a global world.

To this end, Murdoch is implementing the recommendations of the Murdoch University Curriculum Commission (MUCC) that will see seven bachelor degrees offered that will: Include a compulsory transition unit that introduces the degree-specific academic skills

necessary for success at university study; Equip students with the skills necessary for life-long learning, including research skills

acquisition through compulsory units designed for cognate majors; Ensure that every student acquires depth of knowledge in at least one discipline or profession

through a major course of study that concludes with a capstone experience; Expose students to inter-disciplinary breadth studies through the curriculum; and Instil Murdoch’s graduate attributes, through the overall design, structure and content of the

degree and its constituent parts.

The structure of undergraduate degrees is explained below. All units will be standardised at 3 credit points, or 0.125 EFTSL.

Diagram detailing the structure of the Undergraduate degree at Murdoch University.

Each year includes the listed units as follows: Year 1: Transition Unit - Skills unit for degree/ group of majorsMajor 1 Introductory unit, may be exclusive to major4 x Foundational unit for degree/ group of majors2 x Major 1 Core unit may be shared with other cognate majors3 x Elective or Major 2Breadth - Relevant for degree

Year 2: Research skills relevant for degree/ group of majors3 x Major 13 x Elective or Major 2Breadth: Uni wide – various “Timeless Themes”, ”Hot Topics”

Year 3: Research skills relevant for degree/ group of majors3 x Major 13 x Elective or Major 2Breadth: Uni wide “Breadth into Practice”

All degrees will be required to provide clear pathways beyond the bachelor degree to employment, research training, or postgraduate coursework. Murdoch will review its suite of postgraduate coursework programs with a view to developing new qualifications that are high quality, internationally competitive, reflect the long-term needs of both students and employers, and are in proven and emerging areas of demand. This requires reinvigoration of curriculum design, assessment, pedagogy and delivery methods to ensure they are appropriate to meet the specific learning needs of students.

Half Cohort PlanningBased on data from the Australian Bureau of Statistics, the total cohort expected to graduate from High School in 2014 will decrease by 38% on prior years. If Murdoch’s school leaver intake is reduced in proportion to current enrolments, then a reduction of approximately 350 EFTSL is projected.

To offset this reduction in load and income, Murdoch is targeting non-school leaver applicants, providing alternative entry routes for school leaver applicants who do not meet direct entry requirements and seeking to build international student numbers.

While some changes in load mix were projected to arise as a result of movements in preferences, the restructure of undergraduate degrees is expected to reduce the variability of the impact across Schools.

Murdoch will also work with its staff to manage its total workforce and detailed staffing profile to ameliorate the financial impact where possible.

Sub Bachelor PlanningMurdoch has identified Low SES student access, progress, retention and completion as key indicators of success in its Strategic Plan 2012-2017. With respect to access, the University was granted $5.028 million by the Commonwealth government for four linked projects, Building Aspirations and Learning Links for Young People to go to University, which includes specific support for alternative pathways to university entry. The Building Aspirations program aims to remove the barriers to university education faced by young people from low socio-economic backgrounds, particularly students in the Peel and Rockingham/Kwinana regions. It is envisaged that this will bring students to Murdoch that would otherwise not have attended university.

Murdoch has focused on its key enabling program, OnTrack, offering it at all three campuses each semester.

OnTrack is a TISC option, designed to allow OnTrack staff to maintain control over admission criteria. Murdoch also uses OnTrack as a pathway for students who have met most but not all of the criteria for ‘special entry’ programs. A key element of this is students who have taken Western Australian Certificate of Education (WACE) Level 1 English in Year 12 and thus do not meet English language requirements for university entry.

A range of entry pathways are available to cater for Aboriginal students from both traditional school-leaver and non-traditional academic backgrounds. K-Track is the first half of a two-part bridging program for Aboriginal students that concludes with OnTrack. In addition, the Aboriginal Pre-Law Programme is a four week intensive preparatory course providing entry to, and enhanced study preparation for Law; the Pre-media course preparation for courses in the School of Arts; and the Waardong program provides entry to as well as ongoing academic, social and cultural support for students in Veterinary Science or participating Health Science courses. Other preparatory and support courses for Aboriginal students will be considered for renewal.

In line with the MUCC recommendation, Murdoch will establish a set of not-for-credit modules addressing areas such as Academic Integrity, academic English language proficiency, advanced writing skills, and numeracy. These modules will be offered in the Winter and Summer terms to supplement degree studies, providing an opportunity to improve generic skills beyond the learning that already occurs within their degree. The Waardong program provides a model for this interleaved academic support.

Based on projected growth in both OnTrack and K-Track and the introduction of broader support/enabling programs linked to undergraduate degrees, Murdoch will be taking opportunities to apply for additional sub-bachelor degree places as they arise.

Bachelor Degree PlanningFrom 2014, Murdoch will only offer seven undergraduate degrees:• Bachelor of Arts• Bachelor of Business• Bachelor of Science• Bachelor of Education• Bachelor of Engineering• Bachelor of Laws• Bachelor of Nursing

All undergraduate majors will have a clear progression of study opportunities beyond the bachelor degree (AQF Level 7). This will include higher degree research study via the Honours (AQF Level 8) degree pathway. Honours load is projected to increase with the University’s renewed focus on research, including HDR targets, and the inclusion of a spine of research skills through the undergraduate degree. The research skills units will enable Murdoch to offer research design and methodology units at Honours level at a higher level of sophistication.

Historically, Murdoch has had progress and retention rates that were low relative to the sector, resulting from a complex mix of factors including the age mix, educationally disadvantaged

background, and the discipline mix of students. We have introduced a range of measures to address the progress and retention, including the effective implementation of First Year Advisors; the introduction of transition unit/s; and the move to 3-point units, as detailed in Sections 4.2 and 4.3.

The new curriculum structure requires Part I (the first year) of every bachelor degree to have a compulsory transition unit that introduces students to the degree-specific skills that are necessary for success at university. Normally this will be completed in their first semester of study.

The move to standardise all units at 3 credit points (0.125 EFTSL) will provide students who receive Centrelink benefits with the opportunity to drop one unit if they are struggling with their study or juggling other responsibilities and still retain benefits. This was not possible with the previous 4 point credit unit structure in Part II (second year and above in the bachelor degree).

These measures will complement broader quality and equity initiatives to improve progress and retention rates (see Sections 4.2 and 4.3) and will increase total student load. While initiatives will take effect from 2014, load is expected to build over time.

Murdoch has grown its unit and course offerings through Open Universities Australia. This provides an active pathway into degree programs for a subset of students but it does not significantly affect CGS enrolments.

The success of the State Government’s creation of a strategic activity centre in the suburb of Murdoch depends on harnessing the intellectual capital of the University as well as the existing St John of God Private Hospital and the Fiona Stanley Hospital. This will strongly affect workforce planning for the southern corridor of Perth. As a result, Murdoch will review and renew its course offerings in clinical and allied health sciences at the Murdoch and Peel campuses in the light of shortages in skilled health professionals identified by the State Government and the Health Workforce 2025 report, with particular emphasis on the needs of the Health precinct. It is expected that student load in relevant Funding Clusters will increase both in absolute and relative terms within the University. This will include areas such as rehabilitation science as well as current high demand courses in psychology, sports science, exercise physiology and physical education (teaching). The effect of the changes in cluster load will begin to be felt through the period from 2015 - 2020.

Murdoch is committed to its campuses at Peel and Rockingham and will develop and implement strategies to increase load at these campuses. Arising from the MUCC and institutional restructure, the School of Health Professions was established, incorporating the disciplines of Nursing and Midwifery, Chiropractic and Counselling. It will operate on a dual campus model headquartered at the Peel campus and will see the transfer of the Chiropractic and Counselling programs to the Peel Campus. There will be an incremental development of resources and academic and administrative presence at the Peel Campus from 2014.

Linked to the Building Aspirations program is an incremental strategy to develop unit offerings at Rockingham and Peel that appeal to the specific cohorts at each campus. This includes offering compulsory units at Rockingham in alternative semesters to availability at the main campus to provide additional incentive for students to enrol at the Rockingham campus. These initiatives will provide organic growth at those campuses over time.

Overall, implementation of the recommendations of the MUCC will make Murdoch an attractive destination for students and build undergraduate load. At the undergraduate level this will be offset by changes in Funding Clusters, reduction in the length of some existing bachelor degrees (from four to three years) and the move of some professional programs to the postgraduate level.

Postgraduate PlanningMurdoch has identified that its future sustainability will depend in part on diversifying its income sources which requires reducing its relative reliance on undergraduate domestic students. By providing high quality postgraduate coursework programs in areas of institutional strength, Murdoch will take advantage of the rapid growth in student demand in Australia and overseas for

professional masters programs and to meet changing workforce needs. To this end, postgraduate offerings will be renewed and new programs offered.

The establishment of the Sir Walter Murdoch School of Public Policy and International Affairs and the development of new flagship masters coursework programs in areas such as Public Policy and Management, International Affairs, and Development Studies will increase the absolute numbers and relative proportion of fee-paying postgraduate coursework load. The resultant increase in load is likely to be small in 2013 but grow strongly from 2014. This development is geared towards positioning the University as a key provider of professional graduate education in state, national and international markets.

Further opportunities for postgraduate coursework programs that reflect our teaching and research strengths will be identified and assessed for introduction, with opportunities in the clinical and allied health sciences arising from the development of the adjacent Health precinct a priority. This will include areas such as rehabilitation science and nursing specialities. While the majority of programs will be offered on a fee-paying basis, some programs aligned to areas of skill shortage with lower remuneration may be put forward for consideration for CGS funding. It should be noted that growth in allied health will initially be offset by the closure of the Commonwealth-supported Master of Pharmacy course.

Aligned with this has been the University’s entry into the executive education market, offering fee for service non-accredited short courses to middle and senior management in the corporate, not-for-profit and government sectors. Murdoch is working with the WA Chamber of Commerce and Industry to deliver a collaborative approach to the development and presentation of leadership and management development programs. Alignment of short courses with units in postgraduate coursework programs provides a transitional framework analogous to undergraduate pathways.

The University is considering opportunities to transfer some of its existing professional-entry undergraduate programs to the postgraduate level. The University will continue to work with the Government on any proposed course changes and/or transfers. In the first instance, it is proposed to move the Veterinary Medicine and Surgery to the postgraduate level.

It should be noted that the decision to retain degrees in Education, Engineering, Nursing and Laws at the undergraduate level at present does not imply that these qualifications will not be moved to the postgraduate level in the future. With a view to international and national trends, it may be desirable to review the positioning of these degrees at a future date.

4.2 Quality

4.2.1 Commonwealth objectivesA focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be one of the most highly educated and skilled nations in the world.

The Commonwealth has made a commitment to provide more autonomy to universities through the removal of funding caps on Commonwealth supported bachelor level places. In turn, the Commonwealth requires the University to participate in the higher education quality arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The arrangements are designed to support academic autonomy while ensuring that the achievement of standards can be demonstrated and that there is a strong focus on enhancing the quality of teaching and learning while expansion of the higher education system meets national participation ambitions.

The Commonwealth’s commitment to quality is demonstrated through initiatives such as the Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to recognise quality and promote innovations in learning and teaching.

The University also has obligations under the quality and accountability requirements in Division 19 of HESA. This compact does not change those obligations.

4.2.2 University strategiesMurdoch maintains a primary focus on ensuring students have the best possible teaching and learning experience from orientation through to graduation. Murdoch aims to deliver high quality courses that provide a distinctive and rewarding student experience that will optimise graduate outcomes.

As indicated under Bachelor Degree Planning (Section 4.1) above, Murdoch will have only seven bachelor degrees from 2014. These programs were developed through the Murdoch University Curriculum Commission’s (MUCC) review of academic programs and will promote engagement of students in their learning, from effective transition to University through to reinforcing life-long learning.

With respect to the transition to university experience, the new curriculum structure requires each bachelor degree to include a compulsory transition unit that introduces students to the degree-specific skills that are necessary for success at university. Evidence has also shown that greater engagement with the university community other than through their studies enhances successful student outcomes (retention and completion).

First Year Advisors (FYA) in each School are responsible for assisting all commencing undergraduate students in their transition to university study. The FYAs are responsible for delivery of a number of individual and cohort based initiatives to students that are designed to promote a deeper engagement with their studies and, equally importantly, with university life. Specific initiatives have been developed as ‘stand-alone’ activities managed by the FYAs, including an ‘at risk’ outreach program, as well as cooperative ventures with the Guild of Students. These include School-based mentoring programs, enhancement of student associations within Schools, and Guild-based activities to strengthen clubs, societies and volunteer groups.

The acquisition of research skills will ‘future proof’ student qualifications and provide a set of highly marketable skills that give students a competitive advantage in the graduate market. All majors will include compulsory research skills units at 2nd and 3rd year level, designed for groups of cognate majors or for single degrees to complement and reinforce the broader skills acquired. This research stream will promote disciplinary engagement and reinforce the benefits of life-long learning.

The structure of degrees may include a work-integrated learning experience and a capstone experience that pulls together disciplinary learning and/or prepares students for the next step, whether that is to employment, Honours study or postgraduate coursework. These elements aim to provide ‘real world’ experience that builds graduate employability as well as strengthening individual responsibility for their learning outcomes.

Each of the seven undergraduate degrees has a Standing Committee that enables the University to have shared and collegial processes for the development and review of curriculum in the undergraduate degrees. This will ensure that majors and degrees meet national and international standards in terms of curriculum design and delivery, and learning outcomes. Quality assurance and improvement are embedded in University strategic and operational planning processes. This will include review based on stakeholder feedback (surveys of student satisfaction, employer surveys), national and international benchmarking of courses, and recognition/accreditation by professional bodies as appropriate. The use of an appropriate evidence base in the ongoing review of bachelor degrees will facilitate embedding good teaching practice and the maintenance of desired student outcomes (success, retention, employment, further study).

The newly established Centre for University Teaching and Learning (CUTL) provides integrated and coordinated leadership and support in teaching and learning to students and academic staff at Murdoch University and strategic advice to the schools on teaching and learning matters. It makes available analysis of qualitative and quantitative data from surveys that provides an evidence base that allows staff to monitor and improve their performance and assess curriculum design. CUTL also manages the Vice Chancellor’s Awards for Teaching Excellence and the Vice Chancellor’s Citations.

CUTL has developed and implemented the NEST (Networks Enhancing the Scholarship of Teaching) community which promotes the aims of the Office of Learning and Teaching (OLT), focused on the effective dissemination of OLT projects and encouraging staff to apply for OLT grants, awards, citations and fellowships. NEST hosts seminars by OLT Project leaders as well as lectures and seminars supporting the development of pedagogical, project management and evaluation skills.

The West Australian Network for Dissemination (WAND) is an OLT-funded inter-university network that facilitating sustainable, long-term enhancement of learning and teaching, nurturing a climate of collaboration and embedding innovation and good practice. WAND oversees the annual Teaching and Learning Forum, established in 1992, that brings together educators from WA’s universities to discuss, share, and develop their ideas on issues confronting teaching and learning.

CUTL manages academic staff development, including the Scholarly Practice of Academic staff (SPA) course which is compulsory for all tenure-tracked Murdoch academics during their probation period. The course comprises a series of modules that aim to orient staff to the Murdoch institutional context and its philosophical approach; identify and promote scholarly practice in teaching and research; and support Murdoch‘s aim to develop students who are global scholars.

Teaching and Teaching Development is a core element of academic promotions. This includes direct contributions to student learning through teaching, unit development, resource development, assessment and reporting, availability for student consultations and other out-of-class student matters, and attention to the improvement of the applicants own teaching. It also incorporates indirect contributions to the enhancement of the teaching of others within the University that may include undertaking research on University teaching and speaking and publishing on University teaching.

Bachelor degrees at Murdoch will, inter alia, aim to instil Murdoch’s graduate attributes, through the overall design, structure and content of the degree and its constituent parts. CUTL supports a web-based Graduate Attributes Mapping Tool to facilitate the mapping of graduate attributes across a study pathway and has built a resource database designed to aid in teaching graduate skills and abilities to students. Core generic attributes that strengthen graduate employability include communication; critical and creative thinking; social interaction; independent and lifelong learning; and global perspective.

Murdoch has implemented schemes to facilitate employment of students and graduates. CareerConnect is an online service where students and Alumni can search for graduate employment opportunities; as well as degree related jobs (part time and temporary), vacation, international, work experience and employment scholarships. The University also supports employer recruitment presentations, careers fairs, industry networking events and employment preparation workshops.

The Murdoch e-Mentoring Network is an e-mentoring facility and career development information sharing space exclusive to both current Murdoch students and alumni, accessed via LinkedIn (linkedin.com).The facility assists students looking to transition to the workplace, provides a network of Murdoch students and alumni established in industry who are able to share information and experiences relevant to career development; and acts as a means of engaging in both open group discussions as well as one-to-one mentoring.

Note: All calendar year references below relate to projects and awards in that calendar year.Principal Performance

IndicatorsBaselin

e2012




Target2016

Number of active learning and teaching projects supported by the PELTHE10 program where the University is the lead institution

12 6 4 5 5

Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution

5 2 3 3 3

Number of citations for outstanding contributions to student learning

4 5 5 5 5

Number of awards for teaching excellence 1 1

Number of awards for programs that enhance excellence

0 1 1

Note: All calendar year references below relate to projects and awards in that calendar year.Optional Performance

IndicatorsBaselin

e2012




Target2016

CEQ Overall Satisfaction score as Percentage Agree - All Undergraduate Students

81.92 83.33 83.7 84.1 84.3

4.3 Equity


The Commonwealth is committed to a fair and equitable higher education system that provides equal opportunity for people of all backgrounds to participate to their full potential and the support to do so.

In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education enrolments at the undergraduate level will be people from low socio-economic status (SES) backgrounds.

The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher education participation ambitions, consistent with the objectives and regulatory requirements of Commonwealth funding.

The Commonwealth funds a range of programs to encourage and support access to and participation in higher education by people from low SES backgrounds and other under-represented groups, including the Higher Education Loan Program and Student Income Support.

10 Promotion of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching.

11 See footnote 10 for definition.

The Commonwealth will monitor the University’s equity performance through the reporting requirements and evaluations of programs and initiatives. The University’s performance in meeting equity objectives will also be linked with teaching and learning Performance Funding targets.

Universities have obligations under the fairness requirements in Division 19 of HESA. This compact does not change those obligations.


Murdoch will continue to provide opportunities for able students, who would not have the expectations of attending university, to access undergraduate education and support them in retention and completion.

A key point of differentiation for Murdoch in a competitive higher education sector is its holistic, student-centred approach to teaching and learning that encompasses: opportunities for all school leavers – from talented school leavers through to those facing

educational disadvantage; encouraging students from diverse backgrounds; strong student support, both academic and pastoral; and renewed curriculum for the seven bachelor degrees that includes opportunities for

international exchange, meaningful Work Integrated Learning (WIL) experiences and a capstone academic experience.

Murdoch has a student cohort that is strongly influenced by the location of its campuses. The main campus is within the Murdoch Activity Centre, an education, health and activity precinct being created by the State Government centred on Murdoch University and the new Fiona Stanley Hospital. The Peel and Rockingham campuses are located in the rapidly growing corridor to the south of Perth. The sphere of influence of these campuses includes regional areas, commuter communities, significant Low SES populations and a sizeable fly-in-fly-out population. This gives rise to a student population that includes proportionally higher cohorts than sector averages of Low SES students, students with a disability, Indigenous students, students from a Non English speaking background, first in family students, students who have delayed enrolment and students aged over 25. Together these indicate a significant proportion of Murdoch’s student population with both historical and ongoing educational disadvantage.

Murdoch engages with its community in a meaningful way to promote tertiary aspirations, facilitate university entry and provide support to help students successfully complete tertiary qualifications. The “Building Aspirations and Learning Links for Young People to go to University” project has received $5.028 million of Commonwealth funding for a series of linked projects that operate across the regional and Low SES cohorts. The Projects are: Aspiration Building at individual student, cohort years 7-12, school, family and community

levels; Curriculum and Pedagogy Innovations with emphasis on Science (incl. technology), Creative

Arts and Health and Physical Education/Sport; School within a School incorporating Big Picture Education (i.e. Big Picture Academies Years 10-

12); University Enabling Programs to support alternative pathways to get to university.

As indicated in the Sub-bachelor Planning section in Student Enrolments above, Murdoch aims to expand the OnTrack and K-Track pathways to university. ‘OnTrack’ enabling program is an on-campus, pre-university course designed to assist people from disadvantaged or disrupted educational backgrounds to enable their entry to university. The course consists of three modules that develop the generic skills, knowledge and values required for successful university learning. Students who require support in English as a Second Language receive additional tutoring.

Of critical importance in the successful transition to university study is the development of the appropriate ‘cultural capital’. This requires academic support, pastoral care and financial assistance working together to enhance the ‘educational resilience’ of students.

Initiatives such as the establishment of First Year Advisors (see the Quality section above) and expansion of remedial literacy and numeracy programs aim to improve success and retention rates of educationally disadvantaged students but are available to all students.

The allocation and funding of scholarships for domestic undergraduate students enables the targeting of financial support Murdoch is able to provide to students in need, with a view to promoting increased participation and retention from these student cohorts. In addition to scholarships based on individual circumstances, Murdoch offers support based on course or study area and on location to encourage participation of students who might not otherwise attend university.

The new curriculum structure requires Part I (First Year) of every bachelor degree to have a compulsory transition unit that introduces students to the degree-specific skills that are necessary for success at university. Normally this will be completed in their first semester of study.

All units will be standardised at 3 credit points (0.125 EFTSL). This will provide students who receive Centrelink benefits with the opportunity to drop one unit if they are struggling with their study or juggling other responsibilities and still retain benefits. This was not possible with the previous four point credit unit structure in Part II. It is anticipated that this will positively impact on success and retention at first year level.

Murdoch aims to establish a set of not-for-credit modules addressing areas such as Academic Integrity, academic English language proficiency, advanced writing skills, or numeracy. These modules will be offered in the Winter and Summer terms to supplement degree studies, providing an opportunity to improve generic skills beyond the learning that already occurs within their degree. The Aboriginal-focused Waardong program provides a model for this interleaved academic support.

Retention of seven bachelor degrees also reflects Murdoch’s commitment to its specific student cohort. The University will continue to offer undergraduate students the opportunity to train as a nurse, teacher, engineer or lawyer, rather than shifting these to postgraduate-only qualifications.

The Scholarly Practice of Academic staff program, referred to under the Quality section above, is a compulsory course for all tenure-tracked Murdoch academics completing their probationary requirements. Scholarly Teaching and Research (ST&R) is a modular program incorporating the themes of the 'Preparing Academics for Teaching in Higher Education' (PATHE) Project (2009). The initial modules of the ST&R include strategies that will support academics meeting Murdoch’s goals for engagement with a more diverse student cohort and equity groups, such as students from low socio-economic status backgrounds.

With respect to the proportion of Low SES students Murdoch is able to attract, there is an expectation that the 2011 Census will demonstrate a reduction in the proportion of Low SES areas in Western Australia, reflecting the ‘two-speed’ nature of economic activity in Australia. This will be similar to the sharp decline in Low SES enrolments in regions affected by the resources boom (WA and northern Queensland) following publication of the 2006 Census data. This demographic shift in WA must run counter to the remainder of the sector, by definition, will impact on Murdoch’s ability to meet Low SES targets set under the previous Compact.

The changing demography of WA’s regional areas is demonstrated in the strength of Murdoch’s increase in enrolment of regional students without a parallel increase in Low SES enrolments. The assumed nexus between regionality and Low SES status is not borne out by Murdoch’s enrolment pattern and will be taken into account in the design of equity programs.

Murdoch has managed its student cohort effectively over many years with positive outcomes for students and strong quality assurance. Indeed, these student cohorts are attracted by Murdoch’s strong track record in successful completion by students ‘like them’.

4.3.3 Participation and Social Inclusion TargetsProportion of domestic undergraduates who are from a low SES backgroundBaseline for improvement target: To be determined

Proportion of domestic undergraduates who are from another underrepresented groupBaseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)4.4 Teaching and Learning Infrastructure


The Commonwealth is committed to the development of world class higher education infrastructure. A contemporary, technology rich, well designed and equipped campus environment has a positive influence on staff and student performance and satisfaction.

While the responsibility for capital infrastructure development and maintenance rests with the University, the Commonwealth’s commitment is demonstrated through programs such as the Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for capital works and maintenance.

The Commonwealth will monitor the University's infrastructure performance, through the Institutional Performance Portfolio/CAMS.


Murdoch will continue a program of infrastructure refurbishment and development to renew and upgrade both its physical and operational infrastructure.

New capital projects will emerge as the Eastern Precinct project, arising from the development of the Murdoch Activity Centre, unfolds over the next decade. In particular joint ventures on research related infrastructure will provide opportunities to support cutting edge research, especially in the sciences.

Whitby Falls Farm is a 230 hectare, heritage-listed estate that Murdoch will develop, in partnership with the Shire of Serpentine Jarrahdale and the National Trust, as an operating farm and to commence teaching, research and community activities in the disciplines of veterinary, agricultural and environmental sciences as well as history and tourism. Initial investment will re-establish the facility as a working beef cattle and sheep farm to allow expansion of the teaching and research activities in farm animal health, welfare and production; equine studies; agricultural and environmental sciences; and environmental rehabilitation of wetlands. Capital projects are

Principal Performance

Indicators

2014 Reward Payment(target for 2013

students)

2015Reward Payment(target for 2014

students)

2016Progress target(target for 2015

students)Excellence Target To be determined To be determined To be determinedImprovement Target To be determined To be determined To be determinedOutcome - - -

Principal Performance

Indicators


students)


students)

2016Progress target(target for 2015

students)Improvement Target To be determined To be determined To be determinedOutcome - - -

planned to ensure Whitby Falls is integrated into the University’s operations as part of its multicampus profile.

Murdoch is monitoring trends in the effect of technology on higher education, especially in regard to the growth in the online delivery of subjects and courses (including MOOCs and the growth of OUA), and research capacity (for example the iVEC supercomputing initiative).

A new Learning Management System and an Enterprise Content Management system are being implemented. Together with revitalisation of ICT infrastructure and capacities, this will enable Murdoch to build on its current strength in online education and blended learning to potentially expand engagement in this arena.

An ongoing program of refurbishment and refitting of research, teaching and learning facilities to cater for current needs is planned. Over the summer period each year, the University has refreshed lecture theatres which has included investment in new, ergonomic chairs, which, coupled with new tables, will increase the usability and visual appeal of teaching spaces. The creation of newer amenities, incorporating online facility, will be considered in the context of changing modes of teaching and learning.

The nature and scope of refreshing of facilities that will flow from changes to the curriculum and the subsequent change in types of contact with the students is being planned in consultation with the group responsible for implementing the recommendations of the Murdoch University Curriculum Commission. This will encompass strategies such as refitting facilities from lecture theatre style to large collaborative teaching spaces. Additional School owned space is expected to be returned to the central pool. As this space has typically had the least amount of refreshment carried out recently, it is likely that these spaces will be looked at for refreshment or repurposing.

To achieve better space utilisation rates, Murdoch is implementing more effective timetabling software and has renewed its emphasis on auditing lecture theatres and other teaching spaces. Audits provide feedback on attendance rates and therefore whether certain styles of teaching are impacted by the maturation of online forms of delivery.

The University is implementing change to its Bachelor degree curriculum. It is expected that this change will lead to lecture theatre utilisation rates going up due to large breadth and research units that will be taught across the University. Utilisation of large flat teaching spaces is also expected to increase due to the increase in collaborative teaching foreshadowed by the changes to the curriculum. Additional School owned space is anticipated to be returned to the central pool and, following refurbishment if necessary, it is likely that non-specialised space will be well utilised.

Establishment of the true value of Murdoch’s backlog maintenance liability is expected to be completed in 2013. The value of the backlog liability for replacement of end of life plant and equipment has already been established and a building condition assessment audit is currently being carried out for all buildings.

Archibus, a facilities management software program, will be implemented in 2013. Once this software has been installed, the backlog maintenance items will be uploaded into the software, which will allow Murdoch to more efficiently and effectively manage and monitor backlog maintenance. Archibus will also assist in establishing a long-term strategic maintenance plan based on priority/urgency of the work over a 5 to 10 year period. The Strategic Backlog Maintenance Rollout Plan developed through this process will clearly outline a process to reduce backlog maintenance, based on priority, over a scheduled period of time. The Plan will be carried through the governance processes for approval, funding commitment and incorporation into the University’s 10-year Financial Forecast.

PART FIVE: RESEARCH AND RESEARCH TRAINING5 RESEARCH AND RESEARCH TRAINING

A range of research and research training performance indicators and targets are proposed in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate optional performance indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

5.1 Research performance and research capability


The Commonwealth encourages excellence in research performance and the strengthening of research capability. Particular objectives are to: progressively increase the number of research groups performing at world class levels, as

measured by international performance benchmarks; and promote collaboration, amongst universities, across sectors, between researchers and

industry Australia and internationally.

The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in Research for Australia (ERA) which evaluates the quality of research undertaken at Australian universities by discipline against international benchmarks. ERA is used to assist in determining funding in the Sustainable Research Excellence in Universities program administered by the Commonwealth.


Murdoch University is a research-led institution with a reputation for world class research in select areas of knowledge, with over 85% of research being assessed at world standard or better in the 2012 Excellence in Research for Australia (ERA) assessment.

Over the period to 2016, the University aims to refocus, realign and grow research and research training. In bolstering the University’s research profile, there is a focus on increasing the depth of research quality building on an established narrative for Murdoch’s research being translational in nature and significant in its impact. Increased research depth will be facilitated by embedding a research culture supportive of collaboration.

A key enabling strategy is building institutional analytic capability and establishing a campus-wide culture of external benchmarking. Surveys of key international institutions in Asia and Africa have been used to develop benchmarking metrics and formal benchmarking agreements with up to six universities of similar age, mission and discipline spread will be used to monitor progress. International rankings are being used to provide a core comparison of external performance.

Murdoch is also increasing the extent to which it promotes its research excellence and foci and stimulates public debate and engagement in areas of relevance at the local and national level and in the East Asian region. This is important for attracting collaborators, students and staff to visit, study and work on our campuses.

A core strategic focus is a review of Murdoch’s research portfolio to define its position within the broader national and international research environments, building on effective analysis that provides a deeper understanding of research performance. In future ERA assessments, the University seeks to maintain 85% of assessed areas of research at the four digit code level at world standard or above. Increased depth of research will be demonstrated by a target of 70% at the broadly defined two digit code level at that standard.

Murdoch will concentrate on a select number of research domains with the aim to excel internationally in these areas. Domains will be compartmentalised into defined areas, such as Food and Water Security (animal production; grains research; fish and fisheries research; desalination) or Securing Australia’s Future (intellectual property security, utilising political science, governance and policy in the translation of research into practice). Murdoch will invest strategically to develop, support and nurture existing areas of excellence and emerging strengths in those domains, as well as determining those areas to vacate.

To 2016, Murdoch aims to strengthen existing research domains rather than expanding into new research areas. Research depth will be enriched through recruitment, workload, development and promotion strategies. Active recruitment strategies will be implemented that target scholars with a PhD from institutions with an international reputation for research excellence whose research enhances or complements the defined research domains.

Redefinition of the pattern of academic work to a 40:40:20 (teaching:research:service) workload model will give additional time to assist researchers to retain or grow research performance. Formulation and implementation of a performance development and enhancement scheme linked to a coherent academic mentoring program will build research performance internally. This will be linked to academic promotion policies and practices that recognise and reward research performance as well as mentoring activities. Strategic investment in staff will be focused in the defined domains.

Contemporary research questions and scientific puzzles are often complex and increasingly require large teams of scholars with varying specialisations. Murdoch has a strong tradition of multi and trans disciplinary academic practice. Building on this strength, Murdoch will develop effective research partnerships and collaborations with industry partners, government agencies and other universities and scholars of strategic importance locally and internationally.

Murdoch will continue to develop a strong research presence with nations in our immediate time zone (China, Indonesia and Malaysia) as well as India and the emerging African economies. Region specific international research engagement plans will be developed to increase the number and value of research projects funded with and by overseas partners to 30% of all research conducted. Active collaboration with international partners will be supported by expansion of the Sir Walter Murdoch Adjunct and Distinguished Collaborator programs to 75 collaborators to increase jointly authored publications and jointly held research grants.

The range of translational research projects will be developed by looking at the local environment and how research might have an impact on the community, including business, industry, and the broader population. These collaborative projects will add depth to the defined research domains, particularly through the unique research opportunities provided by the establishment of a collocated Health Precinct in areas such as health, biomedicine and related areas including bioinformatics. Strategies will seek to increase the funding of research positions, projects and HDR students by local entities, as well as providing opportunities for secondments and industry and community based HDR students.

Expanding local and international collaborations will also expand mechanisms for supporting research that make the University resilient to external funding policy changes and adaptable to national and global needs. This will ensure that Murdoch is able to develop research areas while maintaining support for identified areas of excellence and emerging strength. Based on the need to support recognised strategic areas of research, Murdoch will identify structures, infrastructure and facilities and develop a management plan to source and maintain those resources. Opportunities for joint development of facilities or to ‘piggyback’ strategic infrastructure on commercial developments in the Murdoch Activity Centre will be used where appropriate.

An important element of the development of a stronger research culture at Murdoch is to ensure inclusivity, especially for Aboriginal staff and students. To this end Murdoch will create an academic environment that encourages the hiring and development of Aboriginal academic staff and the enrolment of Aboriginal Higher Degree by Research students.

Within the context of its Reconciliation Action Plan (RAP), Murdoch will develop an adequately funded Aboriginal Research Strategy to build Aboriginal research capacity. A Solution Focussed Research Group (SFRG), coordinated through the Kulbardi Aboriginal Centre, will be formed. This group will provide opportunities for the development of a critical concentration of Aboriginal researchers collaborating with Aboriginal and non-Aboriginal colleagues on the production of high quality research which meets the needs and aspirations of Aboriginal communities.

Aboriginal issues will be identified as key research themes within the university. A determination will then be made of which of the proposed themes might be pursued independently or as part of a larger program, such as Health, Environment, Public Policy or Education.

Cross-School collaboration will ensure the maximisation of multi-disciplinary expertise and provide scope for the provision of career advice and mentoring of beginning Aboriginal researchers, including Aboriginal Higher Degree students. At the individual level, an Aboriginal Early Career Researchers Scheme (including Visiting lectureship) will be established.

5.1.3 Performance indicators and targets

The purpose of the research performance and the research capability performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research performance and research capability.

The University will aim to meet the research performance and research capability performance indicators and targets set out in the following table.

Principal Performance Indicators ERA 2010 ERA 2012 ERA 2015 Target

Number of disciplines, as defined by two-digit Fields of Research (FoR), performing at world standard or above (3, 4 or 5)

9 11 13

Number of disciplines, as defined by four-digit FoR, performing at world standards or above (3, 4 or 5)

22 28 28

Disciplines the University commits to demonstrating substantial

improvement in as defined by two-digit FoR and/or four-digit FoR

Disciplines nominated in 2011–13 Compact

Disciplines nominated in 2014–16 Compact

01 Mathematical sciences;0605 Microbiology;1605 Policy and Administration;1608 Sociology;1701 Psychology; and2204 Religion and Religious Studies.

01 Mathematical sciences;05 Environmental Sciences

Note: All calendar year references below refer to the previous year’s data collection.Principal


Baseline2012




Target2016

Category 1 income $7,150,045 $9,647,436 $10,040,515 $11,546,592 $13,278,581Category 2 Income $8,140,104 $6,732,726 $7,500,000 $8,000,000 $8,000,000Number of joint research grants in Australia

55 60 66 77 85

Number of joint research grants overseas

35 38 42 45 48

Number of jointly supervised PhD students in Australia12

131 105 130 140 150

Number of jointly supervised PhD students overseas13

20 35 38 42 45

Note: All calendar year references below refer to the previous year’s data collection. Optional Performance

IndicatorsBaseline




Target2016

Increase our percentage of HERDC reported publications, undertaken jointly with international collaborators

46.84% 46.87% 47% 47.5% 48%

Active collaboration with international partners in the Sir Walter Murdoch Adjunct and Distinguished Collaborator programs

20 34 44 50

Implementation of a Mentoring Scheme for Early Career Researchers and Middle Career Researchers

Consult with academic staff on process and policy issuesReview best practice models from Australia and internationally

Draft Policy and Procedures for a Mentoring SchemeDetermine required data and definitions and collect baseline data.Pilot Mentoring Scheme

Identify and train mentors.Implement Mentoring Scheme

Percentage of Early Career Researchers with an approved MentorPercentage of Middle Career Researchers with an approved Mentor

12 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external organisation in Australia (examples include someone from a government organisation, hospital or another university).13 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external overseas organisation (examples include someone from a government organisation, hospital or another university).

5.2 Research training


The Commonwealth encourages excellence in the provision of research training. Particular objectives are to: support research excellence and develop an internationally competitive research workforce in

Australia through high quality research training; develop an internationally competitive research workforce in Australia through high quality

research training; and significantly increase the number of students completing higher degrees by research over the

next decade.5.2.2 University strategies

Research training continues to be fundamental to the research effort at Murdoch. This reflects the deeper embedding of research into the culture of all parts of the University.

Compulsory research skills units will be integrated into all bachelor degree programs. Together with a requirement that all undergraduate majors demonstrate a clear progression of study opportunities beyond the bachelor degree, specifically including HDR pathways, this will buttress HDR growth.

Through the creation of a high quality PhD and postdoctoral development environment, Murdoch will increase the number of PhD student load by 20% over the period to 2017. In line with the University’s focus on internationalisation, at least one third of these will be international students.

Strategies will be implemented to reduce the average time to completion for graduate research degree students to 4 years or full time equivalent. This will be facilitated by enhancing the quality of supervision, improved candidature management and strengthening student support.

Central to improving the quality of HDR supervision is the Enhancing Postgraduate Supervision program, a web-based set of four modules for training early career supervisors of HDR students:1. Ethics, Research Integrity, and University Policies;2. Effective Supervision;3. The Journey and the Examining Process; and4. The Diverse Postgraduate Cohort.

The program places particular emphasis on ethics, experienced research practice and mentoring, with each staff member required to work with three mentors. It promotes collaboration and interaction between participants and mentors and is a two-way learning process. Completion of this course is part of the probationary criteria for new academic appointments.

In addition to formal training, changes are being made, through to 2017, to ensure better quality of supervision. A requirement for supervision panels of at least two supervisors has been implemented. This ensures continuity of supervision in circumstances such as staff leaving the university, or when they are on study leave.

Clear guidelines for the appointment of supervisors are being established, with full implementation by 2015. Guidelines take into account potential supervisor qualifications (PhD, research active, previous successful supervisions) and their completion of specified supervisor training programs.

To facilitate these measures, a ‘supervisors register’ that provides up to date information on supervision panels for all candidates, the qualifications of supervisors, and their supervision histories, is being developed.

Murdoch is seeking to improve HDR thesis quality and completion times through more effective whole of candidature management. This incorporates the establishment of consistent policies across the university that better prepare HDR students for their thesis research and more closely

track and evaluate their progress through the whole of candidature. Program of Study, or probationary, requirements are being strengthened. In the first 6 months of HDR candidature, students must submit a written thesis proposal and literature review and present and oral proposal seminar that are formally assessed/approved by a panel comprising the supervisors and co-opted (internal and external) experts. This is to be supported by the proposed introduction of a whole of candidature ‘Advisory Committee’ (AC) for each HDR student, comprising the supervisors, an independent Chair (from the same School and with appropriate discipline knowledge), and an expert external to the school or university as appropriate. The AC will act as the Program of Study assessment panel, and will meet with the candidate every 6 months throughout candidature to provide feedback on progress. Supervisors will be provided with additional support by the AC in establishing and enforcing fair and reasonable workload, quality and progression milestones for candidates. Candidates will have a second layer of contact and support to ensure a healthy and productive working environment. Murdoch anticipates that the establishment of Advisory Committees will improve completion rates, thesis quality, and reduce the frequency of relationship problems between supervisors and students. It is anticipated that Advisory Committees will be in place for all new HDR enrolments from 2015.

Enhancement of the HDR experience is a key component of strengthening the broad research environment at Murdoch. The GREAT (Graduate Research Education and Training) program provides a range of courses and workshops designed to provide generic skills training and support for postgraduate research students. This provides a formal support structure that caters for students at different stages of candidature – from thesis topic formulation through conference presentations to analysing data and condensing the final thesis.

In collaboration with other WA universities, Murdoch introduced the 5 day intensive INSPIRE program in 2013. HDR students spent one day at each of the five universities, attending specialist presentations and workshops on HDR candidature related content (such as ethics and communication skills) and meeting students from other local universities, which provides a unique student cohort experience. This program will be further developed over the next 3 years to deliver measurable objectives in relation to the HDR student experience.

The Murdoch University Postgraduate Student Association (MUPSA) is a valuable resource for postgraduate students. They offer additional seminars, conferences and social activities as well as advocacy on behalf of postgraduate students. SSAF support for MUPSA has facilitated enhanced support and student experience initiatives, working more closely with the University.

Murdoch is developing a proposal for a compulsory coursework program in the PhD, equivalent to 3 months study, aimed at enhancing the HDR experience and students’ transition to work. The program will better enable commencing students to successfully complete their HDR studies in a timely manner through elements such as advanced level project design and analysis skills, and advanced written and oral communication skills. It will facilitate development of depth and breadth of knowledge in their discipline areas and provide value-adding articulation studies (for example commercialisation, innovation) to scaffold the increasing number of HDR graduates who are likely to pursue careers outside of their areas of research specialisation. Currently at the ‘working group’ stage, a program proposal will be developed for partial trialling in 2014 with full start-up for the 2015 entering cohort of HDR students.

Over 2014-2016 Murdoch expects to develop at least one formal partnership arrangement with an Asian university for joint PhD delivery, most likely as a cotutelle arrangement.

Murdoch proactively works to attract industry, philanthropic and corporate support for HDR scholarships which provides funding and in some cases secondary support for candidates. The focus is on the University’s strategic research domains and will therefore assist in building the HDR profile in areas of established or emerging strength.

As indicated in Section 5.1.2, Murdoch aims to create an academic environment that encourages the enrolment of Aboriginal Higher Degree by Research students.

The Solutions Focussed Research Group will coordinate the development of a critical concentration of Aboriginal researchers, in particular in areas that meet the needs and aspirations of Aboriginal communities. Developing the depth of research personnel needed to build effective multi-disciplinary research teams requires mechanisms to enrol and support Aboriginal HDR students. Murdoch will increase applications for funding reserved for Aboriginal PhD Scholarships and reserve scholarships for Aboriginal students who meet APA criteria.

The Aboriginal Early Career Researchers Scheme (including Visiting lectureship), together with career advice and Aboriginal staff mentoring scheme will provide support for HDR students as well as a clear pathway forward from HDR programs.

Murdoch is seeking to develop a collaborative program with IRU partners to provide a better educational experience and greater level of peer-group support to indigenous HDR students. It is proposed to use RTS funds to support travel to meetings which will provide the opportunity for indigenous HDR students from campuses Australia-wide to come together to meet, discuss their research, attend specialist seminar presentations, and establish collaborative links that will continue after graduation.

5.3 Performance indicators and targets

The purpose of the research training performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research training.

The University will aim to meet the research training performance indicators and targets set out in the following table.

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance

IndicatorsBaseline




Target2016

HDR student load 608 519 561 605 654HDR student completions by masters

17 15 15 15 15

HDR student completions by doctorates

86 98 103 107 113

Note: All calendar year references below refer to the previous year’s data collection.Optional


Baseline2012




Target2016

Establishment of Advisory Committees for HDR students

Consult with Research Degrees and Scholarships Committee, School Deans and Associate Deans for Research on responsibilities and structure of Advisory Committees.

Develop a Policy and Procedures for establishing Advisory Committees.Consult with group indicated above for feedback on draft Policy.Determine required data and definitions and collect baseline data.

Implementation of Advisory Committees for 2015 commencing HDR students.

Ongoing implementation of Advisory Committees.

Average HDR Completion Times (years)

4.5 years

4.5 4.4 4.35 4.3

Percentage of domestic HDR students who have self-identified as Aboriginal and Torres Strait Islander

0.886 0.952 1.077 1.143 1.316

PART SIX: GENERAL PROVISIONS6 GENERAL PROVISIONS

6.1 Compact Review

6.1.1 The Commonwealth and the University will review the compact annually. This review will be a mechanism for considering progress made towards agreed goals outlined in this compact. Compact review will aim to ensure that the Commonwealth and the University will continue to focus on key objectives and strategies and will be an opportunity to consider developments that may impact on the compact or trigger a need to change the compact.

6.1.2 To facilitate this review the Commonwealth will produce an annual Institutional Performance Portfolio and the University agrees to contribute to the annual Institutional Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult with the higher education sector on the information collection requirements and any issues arising from the IPPIC process.

6.2 Privacy and information sharing

6.2.1 Subject to clause 6.2.2 below, the University acknowledges and agrees that any information it provides to the Department for the purposes of this compact, may be accessible under the Freedom of Information Act 1982 and may also be:

published by the Commonwealth in any manner in accordance with any legislative requirement;

used by the Department for any purpose of the Commonwealth, including dealings with other Commonwealth or State or territory agencies;

used in reporting to or answering questions from a Minister of State of the Commonwealth or a House or Committee of the Parliament of the Commonwealth; or

disclosed where the Commonwealth is required or permitted by law to do so.6.2.2 The Commonwealth and the University agree to carry out their roles under this compact in

accordance with any obligations they have under the Privacy Act 1988 or any state or territory law relating to the protection of personal information.

6.3 Changing the Compact

6.3.1 Either party may propose changes to this compact at any time. Any variation to this compact is to be in writing and signed by the University's, and the Commonwealth’s Representatives.

6.4 Notices

6.4.1 A party wishing to give notice under a provision of this compact:

must do so by sending it to the other Representative set out in clause 6.4.2; and must, if a response is required to the notice, set out the time in which the response is to be

given;6.4.2 The Representatives are:

a. University RepresentativeProfessor Richard HiggottVice ChancellorMurdoch University90 South StreetMurdoch WA 6150Telephone: (08) 9360 6300

b. DIICCSRTE RepresentativeDivision HeadHigher Education GroupDepartment of Industry, Innovation, Climate Change, Science, Research and Tertiary EducationGPO Box 9839Canberra ACT 2601

OR

[email protected]

6.5 Dictionary

In this compact, unless the contrary intention appears:

‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education or any successor.

‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or Ministerial determination made under that Act.

‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a university's performance based on information provided by the University and an analysis of the Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the University annually using the latest available data.

‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth instructions requesting that universities provide a submission to the Commonwealth, endorsed by the University's chief executive, that includes student, staff, financial and research information needed for the preparation of an Institutional Performance Portfolio for that university.

‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research.

‘Mission’ means the University’s Mission set out at Part One of this compact as amended in accordance with the variation provisions in this compact from time to time.

‘TEQSA’ means the Tertiary Education Quality and Standards Agency.

‘Term of this compact’ means the period set out in Part B of the Context of this compact.

‘University’ means Murdoch University and ABN 61 616 369 313

Signed for and on behalf of the Murdoch University

by

…………………………………………………….. …………………………Signature Date

Professor Richard Higgott

the Vice Chancellor

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

SIGNED for and on behalf of

THE COMMONWEALTH OF AUSTRALIA

by

…………………………………………………….. …………………………Signature Date

Mr David de Carvalho

the Head of Division

of Higher Education Division

of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education

a Delegate of the Minister for Tertiary Education, Skills, Science and Research

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

govcms - proportion of domestic undergraduates … · web viewtogether with revitalisation of ict...

Documents