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2014-16 Mission-based CompactBetween:

The Commonwealth of Australia

and

Charles Sturt University

CONTENTS

Context 3

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 11

Part Three: Innovation and Engagement 15

Part Four: Teaching and Learning 22

Part Five: Research and Research Training 33

Part Six: General Provisions 40

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

Charles Sturt UniversityABN 83 878 708 551

A body corporate under the Charles Sturt University Act (NSW) 1989

Of

Panorama AvenueBathurst NSW 2795

(University)

CONTEXTA. Policy 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.

B. 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.

C. Establishment of the Compact

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

D. 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).

http://www.innovation.gov.au/Innovation

http://www.innovation.gov.au/HigherEducation

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).

E. 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 new University Strategy 2013-2015 was approved by University Council in December 2012. The strategy articulates the priorities that the University needs to action over the coming three year period to achieve its objectives. The mission and a summary of the new strategy follows.

MissionFor the Public Good We are a university of the land and people of our regions. True to the character of regional Australia we have gumption, we have soul and we collaborate with others. We develop holistic, far-sighted people who help their communities grow and flourish. Acknowledging the culture and insight of Indigenous Australians, CSU’s ethos is clearly described by the Wiradjuri phrase: ‘yindyamarra winhanga-nha’ (‘the wisdom of respectfully knowing how to live well in a world worth living in’). Harnessing technology, we thrive as a distributed yet connected community, engaging with people across Australia and the world.

Objectives and Measures of SuccessFor Our CommunitiesRegional: a University whose courses, graduates and research help them to thrive and prosper

economically, socially and environmentally improved educational outcomes and lives for Indigenous, regional, rural and remote

Australians.

Professional and academic: a globally networked university, dedicated to scholarship, research and practice and which

helps to shape the future of the professions.

Evidence of success towards these objectives will be improvements in: proportion of Indigenous Australian and low SES students graduates from rural and regional areas commencing employment in the same area market share of students studying from CSU regional footprint contribution to regional employment and gross regional product scholarly and professional engagement successful research that influences and informs our communities, the professions and others

For Our Students flexible access to professional education regardless of background or location a qualification and high level of employability for a new career, career advancement or change the knowledge, skills, attitudes, habits and professional networks for a successful life and career the ability to operate across cultures, spaces and places and with a variety of professions critical thinking and ability to influence the world for the better an engaging, responsive experience that creates a life long sense of connection and belonging

to our community.

Evidence of success towards these objectives will be improvements in: overall educational experience, educational development and sense of belonging measures for

later year students

graduate overall satisfaction, good teaching experience and proportion in full-time employment alumni engagement

For Ourselves: to extend our ‘One University’ philosophy into a truly connected community to be recognised as the national leader, and a significant international player, in practice-based

and distance education to be national research leaders in areas relevant to our communities and to be recognised

internationally in areas of research strength to learn from and improve our practice to value our staff for their contributions to the university and ensure they have opportunities to

grow, develop and innovate.

Evidence of success towards these objectives will be improvements in: national market share in distance education and recognition of our online environment students undertaking work integrated learning research income and quality and quantity of research outcomes HDR student load staff climate survey results proportion of Indigenous staff and women in senior positions operating surplus

To achieve these objectives, we will focus on the following Strategic Priorities over the next three yearsIn Curriculum Learning and Teaching, we will: increase student engagement through well-designed, responsive and timely online and face-to-

face interaction implement key actions from a new Curriculum Learning and Teaching Plan focused on

innovation identify most effective and sustainable programs targeted at progress and retention and focus

on these from 2014 introduce a leading learning management system and educational technologies, integrated

with other student system plans, and considerate of student and staff support and change management requirements.

In Research and Research Education, we will: develop a narrative about how our research contributes to the social good of our communities develop and promote our research concentrations to strengthen the CSU research profile support the national innovation system through the formation of close working relationships

with professions and end-users of research purposefully resource and manage areas of research strength so they are expected to be in the

top 50% national ranking, and maintain or gain a performance that equates to ERA ratings of 4 and 5 by 2016

improve research participation and output by investing in Faculty Research Compacts improve the HDR student experience through emphasis on good supervision

In Internationalisation, we will: internationalise the curriculum across all courses internationalise our regional campuses to be preferred destinations for international students pursue international DE markets increase undergraduate student international experience promote activity that directly supports or leverages off CSU Ontario identify and pursue strategically important international research partnerships and networks.

In Service, Support and Communication, we will: implement significant service quality improvements focusing on interactions with students as a

priority

ensure we lead the sector for the student ‘recruitment to arrival’ experience (application to census date)

establish functional responsibility for supporting clear, consistent, targeted and consolidated student communication practice across the organisation.

In Courses and Campuses, we will: Introduce Engineering, Medicine, Regional Creative Industries and languages In consultation with our communities, develop a regional and campus strategy that articulates

the CSU Model and maps out discipline and course profile futures for our campuses and distance education.

In Partners and Relations, we will: ensure our academic partnerships align with CSU values and goals, are viable, sustainable and

of high quality strengthen our capacity to engage with government and influence public policy improve consistency and coordination of engagement with regional communities through

Heads of Campus improve consistency and engagement with professional and employer groups.

In Indigenous Education, we will: complete recruitment of the Indigenous Academic Fellowships and increase our employment of

Indigenous staff in general implement cultural competency training for all staff ensure all UG programs incorporate Indigenous Australian content consistent with the

Indigenous cultural competence pedagogical framework maintain national leadership in this area.

In Sustainability, we will: move to carbon neutrality by 2015 continue to aggressively pursue energy efficiency implement a recognised framework to manage, measure, improve and promote our

sustainability performance celebrate CSU’s leadership in this area as an example to others encourage and assist organisations in CSU’s regional communities to achieve their sustainability

goals.

And ensure they are underpinned by actions in these Strategic enablers People and Culture Information Infrastructure – Physical and Virtual Financial and Operational Stewardship

As a regional and multi-campus University with the main objective of contributing to the prosperity of our regions, CSU plans for, and operates on a relatively small operating margin of around 3%. It has achieved this consistently as well as delivering its strategic objectives.

CSU has been appreciative of the consistency and increases in Commonwealth funding over recent years and plans with this underlying confidence in long-term funding streams. At the same time, recent Commonwealth policy measures to deliver savings from the sector will have a significant impact on the University’s operations and it will be important for CSU to continue to pursue efficiencies in its operation to manage the financial impact.

This is essential to ensure resources are available for the implementation of new programs, to be able to innovate and to cope with future change.

The University hopes to minimise the impact on its stakeholders but the task will be all the more difficult as the University is always striving to continuously improve, and considers itself to be well managed, efficient and effective with the use of its funding streams and resources.

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 Strategies

The University considers itself a leader in this field and has acknowledged the culture and insight of Indigenous Australians in its new Mission statement and also has key objectives for Indigenous Australian students and staff.

Charles Sturt University has already implemented a number of strategies specifically for the improvement of higher education access and outcomes for Aboriginal and Torres Strait Islander students and staff. These include an Indigenous Australian Employment Strategy which was first introduced in 2005, and an Indigenous Education Strategy approved in 2008.

The Indigenous Australian Employment Strategy has regularly been reviewed and updated to take account of recent trends and in particular the National Indigenous Higher Education Workforce Strategy of 2011. With this in mind, the CSU Indigenous Australian Employment Strategy 2012-2015 focuses on the following: achieving and maintaining a representation of Indigenous Australians at CSU of at least 3%; supporting the appointment of indigenous people across a diversity of occupational groups,

levels and work areas;

introducing specific strategies to support the appointment and development of Indigenous academic staff; and

supporting the career development and progression of exiting Indigenous staff.

For example, in 2012, CSU introduced the Indigenous Academic fellowship project as a strategy to develop Indigenous graduates with potential for an academic career, in recognition of the small pool of existing Indigenous academics within Australia. The aim of this project is to enable Indigenous graduates to contribute their professional experience to the relevant faculty’s undergraduate program while furthering their qualifications and being mentored into an academic role.

CSU is committed to increasing the number of Indigenous Australians participating in higher education. This is demonstrated by the University's student load which has increased significantly over the past five years - in 2008 our EFTSL of 200 has grown in 2012 to approximately 450 EFTSL.

The Indigenous Education Strategy (IES) was approved in 2008 and contains five key performance Indicators, nine key objectives and 36 recommendations. The IES provides a comprehensive whole-of-institution framework for engagement with Indigenous communities and the positioning of CSU as a lead provider of Indigenous education, research, and cultural competence training. CSU is committed to raising the profile of Indigenous research and in 2010 appointed a Chair of Indigenous Studies. The Chair, in collaboration with the Deputy Vice-Chancellor (Research), has responsibility for the development of CSU’s Indigenous Research Plan (currently in draft). This draft strategy will focus on Indigenous community-empowered research partnerships, and development of appropriate research protocols.

In addition, the IES has a number of recommendations that addresses teaching and learning, and in particular, the incorporation of Indigenous content into all onshore undergraduate programs. As outlined in recommendation 15 of the IES, embedded Indigenous content in all our on-shore undergraduate programs will be an assessable component. The incorporation of Indigenous content will ensure CSU students graduate with current and appropriate cultural understanding that provides each graduate with the skills to develop attributes necessary for active and ethical local, national and global citizenship. Cultural competence of both staff and students is paramount at CSU, whereby both learning and teaching strategies are governed by the key objectives of the IES while cultural competency training is offered for all staff.

Moreover, the CSU Indigenous Education Strategy (IES) is complementary to recommendations of the recent Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander people (Behrendt Review). The IES addresses the key areas of issues of Indigenous education, including student access, participation, retention and success, human resources, teaching and learning, Indigenous research, community engagement and governance. An Indigenous Education Strategy Coordinating Group (IESCG) has been established to oversee the development, coordination and evaluation of the IES, and monitor the performance indicators set out in each of the University Plans. The IESCG reports direct to the Vice-Chancellor and is chaired by the Special Adviser, Indigenous Affairs.

Student cohort support networksThe Indigenous Student Services (ISS) is the University’s key program that services the needs of Indigenous students regardless of their mode of study (on-campus, distance, or mixed). The ISS has been in operation at CSU since 1991 with a focus on providing academic, personal and cultural support for Indigenous students. A recent review of the ISS enabled the program to operate within the Office of the Dean of Students, ensuring a more holistic and coordinated approach to supporting our Indigenous students. The ISS has established culturally safe facilities at each campus to enable students to conduct research, complete assignments and to access support services in a culturally appropriate setting. In addition, CSU’s ATSI online forum enables students to communicate and share their learning experience with fellow students.

Financial assistanceThe CSU Student Equity Service in collaboration with ISS promotes scholarships and grants to Indigenous students and provides assistance to students to complete applications for these awards.

The Student Services Scholarship Office administers Equity Scholarships and Grants whereby all Indigenous students are encouraged to apply for them including the specific Indigenous scholarships. Further, CSU has a number of internal schemes to support staff with study costs and professional development. For example, the Indigenous Staff Study Support Scheme (general and academic) aims to support staff to engage in career development options by providing some financial support.

Mentoring and leadershipAs mentioned above, CSU has a number of internal schemes that provide support for both academic and general staff. For example, the Indigenous Academic Leadership Development Scheme provides financial support to Indigenous academic staff to undertake professional activity that will foster development of leadership skills. In addition, the CSU Indigenous Australian Employment Strategy has a number of objectives which include the provision of support for career development of Indigenous employees and retention.

CSU has appointed several senior Indigenous staff to its executive leadership forums, such as Academic Senate, Vice-Chancellor's Forum, the Human Research Ethics Committee, Faculty Boards, Equity and Diversity Committee, Faculty Courses Committee, Learning and Teaching Committee, and senior manager forums across the University. This membership has allowed CSU Indigenous leaders to participate in decision making forums at the University.

2.3 Performance Indicators and Targets

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.

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

IndicatorsBaseline

2012Progressive Target 2013

Progressive Target 2014


Target2016

Number of all Aboriginal and Torres Strait Islander student enrolments1

645 720 795 870 945

Number of all Aboriginal and Torres Strait Islander student completions2

70 90 110 130 150

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

41 (3%) 42 (3.1%) 44 (3.2%) 46 (3.4%) 47 (3.4%)

Number of all Aboriginal and Torres Strait Islander academic staff4

12 (1.6%) 14 (1.8%) 15 (1.9%) 16 (2%) 17 (2%)

Optional Performance Indicators

Baseline2012




Target2016

Numbers of Aboriginal and Torres Strait Islander students supported into HDR pathways with academic Fellowships

2 2 3 4 4

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 objectivesThe 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

The University’s clear innovation strategy is the formation of close working relationships with professions and end-users of research, in fields where an understanding of operations is a particularly important conduit to practitioners. In this way the University creates impact which has scale, scope and reach appropriate to its target. Sometimes this impact is intended to be local e.g. better pest management on local farms, whereas other times it is intended to be national e.g. research into early years education, or cultural impact of inter-faith tolerance. Noting that the University's mission is "For the Public Good", the impact of CSU's innovation in research can be seen, for example, in the form of practices adopted by industry, changes in profit margins within industry sectors where university research has had input, in contributions by CSU staff to local, state or federal policy formulation and instances when further expert advice is sought from CSU staff. To enhance such outcomes, CSU has established enduring formal collaborations such as: The National Wine and Grape Industry Centre, a partnership with NSW Department of Primary

Industries, and the NSW Wine Growers Association (linking multidisciplinary research and chemistry/biology innovation directly to the Australian wine industry), and

The EH Graham Centre for Agricultural Innovation, also a partnership with NSW Department of Primary Industries (linking agricultural research and innovation directly to the farming industry).

In both fields the University engages in collaborative research in the form of: joint publications joint HDR student supervision joint applications for project funding with partner staff and industry practitioners, and also a

very active role in extension to translate the results of that research into innovation for industry end-users through activities such as:

structured Field Days regular industry newsletters operation of a model Field Site operation of an experimental winery operation of both farms and vineyards.

The University also engages: through St Mark's Theological College and the United Theological College, whose staff are

adjuncted to the University and are members of the University Research Centre for Public and Contextual Theology (PaCT), with whom they co-publish

with State Departments of Education and teachers, with whom researchers from the CSU Research in Professional Practice and Learning in Education (RIPPLE) Research Centre collaborate on Category 1 research and CRC bids

with environmental and water groups in Australia and abroad, for whom researchers in the CSU Institute for Land Water and Society undertake contracted research, and capacity building both regionally and in the developing world

with the health sector, with whom researchers in the CSU Centre for Inland Health (including Nursing and Physiotherapy) undertake a variety of contracted research and consultancy

with the ARC Centre for Excellence in Policing and Security, of which CSU is a member, and critical partner to practitioners in NSW Policing. CSU research includes aspects of ethics, forensics and cyber security designed to inform policing practice.

The University’s Research Plan will continue to support a focus on applied research that: creates solutions for the benefit of our communities locally, nationally and internationally informs disciplines and the professions grows strength across disciplines and multidisciplinary areas, through their external

connections identifies us as a leader in a number of research disciplines critical to our regions contributes to the national economy and to national research priorities through our discovery

and innovation is a source of research graduates who contribute to thought leadership within the professions supports skills development of research students to facilitate their success in research and

participation in the future research workforce embeds our respect for the traditional owners of the lands on which our campuses sit, and for

the traditional knowledge of Indigenous Australians in the way in which we conduct research

Success will be measured by: An increase in Category 4 (CRC) research income (required) An increase in the number of sources from which Category 3 and 4 income is derived An increase in the number of projects contributing to Category 3 and 4 income The number and cost of general staff involved in publicity, dissemination and transfer of

research from CSU areas of research strength to end-users The number of partnerships with end-users of research The development of impact measures appropriate to CSU and in line with sectoral direction.

3.1.3 Performance indicators and targets

The 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

Filed 0

Issued0

Held8

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

No.0

Value($)0

Number and value of research contracts and consultancies executed7

No.90

Value($)$13,748,637

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($)0


IndicatorBaseline

2012ProgressiveTarget 2013



Target 2016

Category 4 Income $934,408 1,027,849 1,130,634 1,243,697 1,368,067

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

IndicatorsBaseline




Target2016

Number of Category 2 grants

95 100 105 110 116

Number of Category 3 grants

60 63 66 70 74

Sources of Category 3 funding

56 59 62 65 69

Number of partnerships with end-users

23 25 26 28 31

number & cost of general staff involved in publicity

4.9FTE$453,307

$500,000 $550,000 $600,000 $650,000

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

3.2.1 Commonwealth objectives

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.

3.2.2 University strategies

CSU’s strategic intent is to develop a Course Profile that reflects student demand and meets workforce needs. We are especially focused on identifying and meeting the workforce needs in the regions and, over the past years, have increased the number of courses available to people in rural and regional Australia in areas of critical labour market need, including veterinary science, nursing, physiotherapy and dentistry.

The University will continue to advocate for policy that supports the workforce needs of regional Australia. In many cases, while there may be skills with oversupply in metropolitan areas or at a gross level, this may not reflect the reality within regional areas.

The University considers new NSW State Government teacher quality initiatives as a significant threat to the viability of its regional campuses and a long-term risk to the supply of teaching professionals in regional NSW. CSU with the NSW Vice-Chancellor’s Committee have established a working party to address these critical issues.

To ensure that CSU’s graduate outcomes continue to meet workforce planning requirements, the University will continue to build on extensive partnerships that link community, Industry and professions for enhanced educational outcomes.

Establishing and maintaining collaborative relationshipsCSU is actively involved in establishing productive and collaborative partnerships with employers to identify workforce shortages and industry requirements. These partnerships are sustained through regular meetings and participation in partnership activities. For example, CSU has close industry connections for Agriculture, Business Management, Accounting, Wine Science, Environmental Science and Veterinary Science. CSU is also involved in Collaborative Committees with Murrumbidgee, Western and Southern Local Health Districts in NSW. The engagement of industry is also pursued at multiple levels through government agencies such as the NSW Department of Trade and Investment across the range of primary industries, environmental science and food security; State Departments of Education; NSW Police.

Ensuring positions for industry and employer representatives on Course Advisory CommitteesCSU will continue to involve industry and employers in the design and review process for every course. This will be done through the course advisory process/Course Advisory Committees, with the role of ensuring that courses remain relevant to the professions and industries they serve. To this end, the advisory process chosen for a particular course or courses will be one that can provide an awareness of: The changing needs of the community; The industry/professional reputation of the course; The changing focus of those professions and industries; and Existing, emerging and potential markets.

Committee membership must include independent external experts - normally consisting of industry professionals, employers and community representatives.

Ensuring that course offerings continue to meet the accreditation requirements specified by Industry and Professional Bodies.To ensure that qualifications are appropriately recognised, many of CSU’s course offerings are registered with national accreditation agencies. A condition of accreditation is that courses meet the requirement of these national bodies and employer groups in Australia.

Indirectly, CSU also ensures that course material is relevant to workforce needs through: the widespread involvement of students in workplace learning as part of their course activities.

Students gain experience in industry as part of their courses through an integrated and widespread workplace learning program. This program provides direct connections for students with industry needs and communication between university and industry about expectations of graduates.

the workplace learning program is supported by CSU’s Industry Liaison Managers, whose role is to build relationships with business, local government and community organisations to extend industry awareness of opportunities that exist within the University, for future study, research and student placements.

the recruitment of staff with Industry Experience: CSU staff are frequently employed with existing industry experience and many continue to work, part-time, in their chosen areas (outside the University).

all CSU employees are encouraged to undertake outside professional activities. It is our view that such activity invigorates research, teaching and professional practice at CSU.

the enrolment of students with industry experience: in 2011, more than 24,000 students studied at CSU via distance education. Many of these students blend part-time study with paid industry work. As is the case for staff with industry experience, students with industry experience also ensures that curriculum is relevant to workforce requirements.

CSU's commitment to making its graduates industry-ready is evident in its ability to consistently rank in the top 25% of all Australian universities for graduate outcomes - with more than 82% of CSU domestic graduates finding employment within four months of completing their degree (2011 Graduate Destination Survey). Furthermore, 80% of CSU’s regional/remote origin students, who study at a CSU regional campus, obtain employment in regional areas. We are also able to retain (on average) 25 % of our metropolitan ‘origin’ students in regional areas (and higher in the key areas of health, education, veterinary science and agriculture).

These results are consistent with our university focus on achieving good outcomes for remote/regional Australia, low SES students and Indigenous students.

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.


The University has a particular focus on meeting needs and aspirations of its rural, regional and remote communities in western NSW and the Murray-Darling Basin by engaging with communities, industry, employers and other institutions in teaching, research, and the dissemination of knowledge on issues of importance to rural, regional, remote and Basin communities. Consistent with this focus, the University will: conduct a formal audit of regional engagement to:o identify opportunities for further interactiono more closely map the impact of CSU activities (including research) on its footprint

communities, and

o improve communication about the value and impact that CSU brings to regional Australia; revise its regional consultative mechanisms, in order to identify and improve engagement with

key stakeholders, and to provide opportunities for input by stakeholders into the development of institution-wide priorities;

progress the establishment of the Tertiary Education Alliance for the Murray-Darling Basin to include other universities and regional TAFEs as a vehicle to identify opportunities for productive collaboration in teaching and research on areas of importance to the Basin and related communities;

continue to support existing partnerships and engage end-users in research activities through Centres such as the National Wine and Grape Industry Centre, EH Graham Centre for Agricultural Innovation and Institute for Land Water and Society, as stated in Section 3.1.2. The establishment of new international alliances in research will continue to be supported through a range of small centrally competitive seed grants.

current long-term formal partnerships such as the well established link with NSW DPI will continue to be used as the basis for development of new collaborative research activities, in the form of projects submitted to major national funding agencies including the Grape and Wine R&D Corporation, and Meat and Livestock Australia;

continue to negotiate a role to expand CSU’s contribution to Indigenous research:o of relevance to the CSU footprinto that supports all Indigenous Australians; continue to support agricultural and wine-based Field Day events at which the latest results of

CSU research are showcased to end-users; continue to support joint appointments, secondments and joint supervision of PhD students, in

areas such as agriculture, science, allied health and theology; continue to collaborate with TAFE to create pathways into Higher Education for students,

particularly those from rural, regional and remote areas, who have vocational qualifications; continue to partner with Local Health Districts in teaching, clinical practice and research to

build workforce capacity, and address issues of importance in inland rural health continue to provide allied health and dentistry clinic services to those communities in footprint

areas to increase service access and provision.

The University proposes that measures of its engagement include media hits, in order to understand who is engaged with CSU, whether they are regional national or international, and the types of issues that are of broader interest.

The other important role that the University plays in engagement is providing international experiences for regionally-based students and facilitating participation in the international community by CSU staff. It is therefore proposed that additional measures be: undergraduate student mobility and number of international agreements held by CSU.

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.


IndicatorsBaseline




Target2016

Number of active collaborations8 with industry and other partners in Australia

94 97 100 103 106

Number of active collaborations9 with industry and other partners overseas

22 23 24 25 27

Category 3 Income $2,677,119 $2.80M $2.95M $3.10M $3.25M


IndicatorsBaseline




Target2016

Medianumber of media hits per month,proportion that are research-related andthe proportion from local regional media

374

13%

52%

392

15%

52%

412

15%

52%

432

18%

52%

455

18%

52%

Mobilityproportion of CSU UG students undertaking an outward mobility program

11.3% 12% 13% 14% 15%

Internationalnumber of international agreements held by CSU

89 90 90 95 95

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.


High level indication of future directionsCSU plans to increase enrolments over all levels of programs with a particular focus in this Compact period on: Increasing enrolments and market share in Distance Education by building on our established

reputation in this area and practice based learning. Improvement in our regional campus load from our footprint, with effort and investment in the

development and expansion of our Port Macquarie Campus a key area. Introducing new disciplines including: Medicine (pending Government approval); Engineering;

Urban Planning and Design; and Law.

We intend to maintain our existing strengths in: Access and participation for regional/remote, low SES and indigenous students; Our relationships with TAFE and other vocational education providers to provide articulation

and pathways to University study Our On-line environment.

Sub bachelor planning Facilitating equitable access to higher education is a high priority for CSU, in part, reflective of population demographics across our footprint (e.g., regional participation rates in higher education are lower than the national average; the average ATAR score and acceptance to university is lower in regional centres than metropolitan). CSU engages in two types of sub-degree program STUDY LINK (enabling program) and the Diploma of General Studies (a pathway/preparation program).

The CSU STUDY LINK enabling program, which has been in operation since 1998, was awarded a national ALTC citation and Program award for excellence in the first year experience in 2009. This program plays an important role in the preparation of students who have enrolled, or are considering enrolment at CSU, but require skills and confidence development. STUDY LINK comprises a suite of short self paced, non credit bearing subjects offered via flexible delivery (areas include: academic writing, maths, physics, chemistry, online learning and general transition subjects). In 2012, there were 2577 enrolments in STUDY LINK. This is an increase from 2452

students in 2011. The increase can be attributed to a newly developed calendar that aligns with the University's unified session model, a more targeted marketing and awareness campaign and streamlined admission procedures. In 2013 CSU will be introducing a new subject targeted at students making the transition from TAFE to CSU. Over the next three years we aim to continue to evaluate the scope and delivery of our enabling programs to continue to meet the needs of regional communities.

The Diploma of General Studies is a year long pathway course for students who apply unsuccessfully to study at CSU or who require further preparation prior to enrolment. This course offered in partnership with TAFE comprises the Certificate in Tertiary Preparation (or equivalent) and four CSU subjects. On successful completion of the program students receive a certificate IV from TAFE, a Diploma in General Studies from CSU and guaranteed entry to most degree courses. The success of our original pilot with Wodonga TAFE has seen the expansion of course offerings at Western (Bathurst) and Riverina (Wagga Wagga), as well as a distance education offering in partnership with Western Institute in Dubbo. Enrolments were 67 in 2011 and 64 in 2012. The retention rate for the course is well above average with 85% of students completing the course. In 2012 CSU was successful in securing a competitive HEPPP grant to develop a flexible delivery version of the pathway program and to embed the tertiary preparation content into a CSU framework avoiding the current capping of places imposed by TAFE capacity. The new structure and the flexible delivery version of the program will be piloted from the Dubbo campus in 2013 in addition to the three existing sites.

Enrolments are anticipated to increase as the University examines current admission requirements in relation to analysis of performance and student at risk factors. Therefore, we aim to build on the success of existing programs and explore unmet need, for instance in the areas of Indigenous education and international to over 500 by 2016.

Projected Sub-bachelor CGS Places for Compact period subject to discussions with the government as part of the funding agreement process.

Current (2013) 2014 2015 2016313 413 463 513

Bachelor degree planning CSU plans to increase Bachelor degree enrolment over the period 2014-2016. This will be achieved by:

1. Modifying existing undergraduate programs offered through existing modes/campuses: renewing and streamlining courses and moving subjects into the online environment will result in improved and flexible learning opportunities for students. We will also rationalise programs in areas of contracting industry demand (e.g. Wine Science, Horticulture).

2. Introducing new programs through existing modes/campuses: CSU is pursuing opportunities to introduce programs for Engineering, Urban Planning and Design, Law and Medicine. Expected commencing intakes are in the order of: Engineering (50 CGS EFTSL) – proposed to be a Combined Course (UG/PG) Urban Planning and Design (25 CGS EFTSL) Medicine (120 CGS EFTSL) Law (25 CGS EFTSL)

We are also pursuing opportunities to expand into programs that ‘complement’ our existing offerings. Examples include a Bachelor of Veterinary Nursing (to complement our Bachelor of Veterinary Science) and a Bachelor of Dental Technology (to complement the Bachelor of Dental and Oral Hygiene).

3. Introducing existing and new programs to new campuses: By 2014 CSU will have further established its new campus in Port Macquarie and its Regional Study Centre in Wangaratta. At Port Macquarie, growth is planned in the areas of dentistry, oral health therapy, paramedic and medical imaging. In Wangaratta we intend to focus on the Bachelor of Agriculture and the

Bachelor of Agriculture/Business Management (to accommodate growing demand/national skills shortages for Agriculture Graduates.)

4. Building pathways to all offerings: CSU will continue to work with TAFE institutions to improve access to higher education through relevant pathways. We will remain focused on providing access to low SES students, students from regional and remote communities and indigenous students.

CSU has maintained its commencing load in 2012, despite increased competition. In 2014-2016 we intend to compete so as to maintain market share in the school leaver market within our footprint, offer programs that will continue to attract school leavers from outside our footprint and to enhance the quality and number of online offerings so as to remain a market leader in the distance education market. We project that CGS load will continue increasing between 2014-2016, but will remain in the 13,000-15,000 range.

Projected Undergraduate CGS Places for Compact period

Oct ’12 est to Innovation

Medicine Engineering Urban Plan

Law Total

2013 132672014 133932015 13429 50 25 25 13,6072016 13555 120 91 47 47 13,892

Postgraduate planning Expansion of our postgraduate offerings is a major goal for CSU over the period 2014-2016. We hope to do this by gaining approval to offer additional Commonwealth Supported places and by growing domestic fee-paying load.

1. Commonwealth Supported: CSU has many postgraduate programs that meet the criteria for Commonwealth Supported postgraduate places - that is, they are accepted as entry-level for a profession; meet identified need in areas of skills shortages; or are of national significance. Opportunities to increase the current allocation of places will be pursued as they arise.

Subject to the availability of places, targeted expansions of CGS places over the 2014-16 Compact period will include offerings in the areas of nursing, midwifery, paramedics and allied health (including dietetics, speech pathology, occupational therapy and physiotherapy.) We believe there is also an opportunity to expand offerings from our Graduate School of Policing and Security in the areas of Fraud and Financial Investigation, Terrorism Safety and Security etc.

With our strategic focus on providing opportunities for low SES, students from regional and remote communities, and Indigenous students, we would especially like to increase the CGS postgraduate opportunities available at CSU. These places will be crucial to meet these objectives and to compete with other providers with access to CGS places.

Projected Post Graduate CGS Places for Compact period subject to discussions with the government as part of the funding agreement process.

2013 1064 EFTSL (as proposed to Innovation)2014 1164 EFTSL2015 1264 EFTSL2016 1364 EFTSL

2. Fee-Paying: We intend to increase our fee-paying load by renewing our existing programs, introducing new programs and moving courses into the on-line environment. New fee-paying offerings are planned, in areas that include Veterinary Science, Islamic Studies and Religious and Values Education. We also hope to continue growing our fee-paying Business and Information Technology offerings.

As mentioned above, many of our program offerings to fee-paying students meet CGS criteria specified by the Commonwealth. The vast majority of our domestic fee-paying postgraduate students study by distance education. CSU intends to grow its share of this market by establishing courses that meet both community need and student demand, and delivering these courses in such a way as to provide a superior student experience.

CSU expects to grow its current 1550 EFTSL of fee-paying postgraduate load by about 50-100 EFTSL each year across the Compact period.

Medical planning (where appropriate) The University acknowledges that the Australian Government has no intentions of establishing a new medical school at the current time. However, the University maintains this is a critical workforce need and an issue of vital importance to rural communities, and will continue to lobby the Government on this matter and its proposal to establish a joint regionally based multi-campus medical school located in Orange, Bendigo and Wagga Wagga in collaboration with La Trobe University and other medical and education partners.

Subject to approval, the Murray Darling Medical School will deliver a six year undergraduate curriculum across three primary campuses, with medical study centres established in collaboration with Local Health Districts (Networks) and health service providers in other locations including smaller rural and remote areas of New South Wales and Victoria.

The curriculum is being designed to integrate the medical education and training program with nursing and allied health disciplines, to establish Australia’s first comprehensive inter-professional health and medical program.

At least 80 per cent of enrolments will be students from a rural, regional or remote area, or Indigenous students, with all students required to demonstrate through a structured interview process a commitment to long term rural and regional practice.

Students will elect in Year 4 to undertake a Rural Generalist Stream or General Medical Stream, with students selecting the Rural Generalist Stream undertaking an intensive program in disciplines such as Obstetrics, Paediatrics, Anaesthetics, General Surgery and Mental Health.

The program is planned to commence enrolling students in 2016. The anticipated student load will be distributed across the three campuses as set out below. The model assumes a 2 per cent attrition rate per annum across the six years of the program (national attrition average for medicine was 1.7 per cent in 2007; Medical Training Review Panel).

It is expected that commencing load will scale up over time as the new school progresses negotiations for medical training places with local health providers. There is no plan to offer a postgraduate mode as part of the establishment of the program.

2016 2017 2018

Commencing LoadBendigo (LaTrobe) 60 60 60Orange (CSU) 60 60 60Wagga Wagga (CSU) 60 60 60Sub-Total 18

0180

180

Continuing LoadBendigo (LaTrobe) 0 58 11

5Orange (CSU) 0 58 11

5Wagga Wagga (CSU) 0 58 11

5Sub-Total 0 17 34

4 5Total 0 35

4525

4.2 Quality


A 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.


Quality and Research-informed Teaching

The University is currently designing and will pilot in 2013 its distinctive model of Curriculum, Learning and Teaching with collaborative and multi-disciplinary course-level curriculum design and review informed by discipline-based research to ensure currency of curricula and resources.

The process will be underpinned by CSU systems/tools that: build capacity and scaffold collaborative decision making that ensure curriculum/ assessment

alignment with Graduate Attributes and Course Commitments; embed quality assurance process to reduce reliance on separate QA activities; and build the foundation for quality online and face-to-face learning interactions, assessment and

feedback to students.

Other learning and teaching initiatives will align with the principles of this model.

Commencing in 2013, the University is implementing a set of new policies around Assessment, Moderation and Student Evaluation which together will drive improvements in teaching quality at the subject level with the aim of: creating clarity about student performance expectations and standards, providing academics with actionable feedback on student learning experiences, monitoring quality through the annual moderation of subject offerings.

Implementation of these policies will be supported by an integrated academic professional development program. Complementing these changes will be a restructured Graduate Certificate in Learning and Teaching in Higher Education that consolidates the induction of new staff in learning and teaching. Online learning modules and resources for the GCLTHE will be accessible to all CSU staff members providing needs-based professional learning opportunities for newly arrived academics and for casual teachers and ongoing staff.

The University aims to position itself as a national leader in practice-based and distance education. It will build expertise, institutional capability, innovation and development towards institutional-wide

quality use of open and online learning resources and activities based on learner-centred pedagogies. This will be the anchor for on-campus, distance education and practice-based teaching and learning.

To align its HR policies with the new CLT Model, the University will review teaching and professional teaching-support roles, leadership development programs for academic leaders, its performance management processes, and processes of reward and recognition of quality teaching across policies (e.g. peer review and internal teaching awards). The University is committed to increasing application and success levels in Promotion of Excellence in Learning and Teaching in HE programs and awards (PELTHE).

Promotion PolicyThe University is undertaking a full review of Academic Promotion policy in 2013 for implementation in 2014. The breadth and impact of teaching performance criteria will be reassessed in this review.

Student EngagementAt a course level, the University introduced an Annual Course Performance Report in 2011, which provides Course Directors in undergraduate programs with extensive course performance statistics. A key element is student retention data and analysis of subjects within courses in relation to failure rates and student feedback. Specific interventions and subject redesign are then targeted at course and subjects of concern to promote better progress rates and course retention. These processes are evolving into a Course Continuous Improvement System that will be supported by integrated software development.

A range of programs funded by the Higher Education Participation and Partnerships Program (HEPPP) have provided targeted support for students from low socioeconomic backgrounds. Outcomes include new contextualised approaches that enhance students’ capacity to transition to university (includes toolkits for academics and an integrated approach to first year student support), and accurate and timely At Risk and Disengagement data to support analysis, provision of advice and evaluation of LSES student outcomes and supporting programs. These programs are being refined to enable outcomes to be sustained in the post HEPPP environment.

The work on students at risk is part of a broader approach to using analytics to understand student activities and learning behaviour. The University has recently commenced a selection process for a new LMS as the integrative core of its extensive Online Learning Environment. An important criterion is the quality of available learner analytics that enable understanding of learner and teacher activity from student, teaching academic and institutional perspectives. The University is building and consolidating its data mining and warehousing capacities, its institutional policies and staff development to facilitate broader access and interpretation of analytics that will promote strategies for more effective student engagement and student learning.

Student OutcomesThe University will continue to implement its curriculum renewal initiative, the CSU Degree, within the new Curriculum, Learning and Teaching Model. Currently the CSU Degree standards framework is being reviewed and refined by: a revised statement of Graduate Attributes and Course Commitments, foregrounding focus on

student outcomes Incorporating or expanding additional elements e.g. developing academic literacy and learning

skills within the curriculum initiated in HEPPP-funded Building University Study Success program

linking internal and external standards reporting processes to create a set of externally benchmarked learning outcomes for UG programs

building and trialling software to integrate mapping standards across the curriculum and build alignment at course and subject level and provide reporting processes to both internal and external stakeholders including accreditation bodies

The University developed and endorsed its Indigenous Education Strategy in 2008. An element of that commitment was the incorporation of the Indigenous Cultural Competence pedagogical framework which is to be fully implemented across undergraduate courses by 2015 and will make

CSU compliant with National Best Practice Framework for Indigenous Cultural Competence and the curriculum recommendations of the Review of Higher Education Access and Outcomes for Aboriginal and TSI People (Behrendt et al 2012).

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

IndicatorsBaseline




Target2016

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

1 2 3 4 5

Number of active learning and teaching projects supported by the PELTHE11

where the University is a partner institution

15 18 21 24 27

Number of citations for outstanding contributions to student learning

4 5 6 7 8

Number of awards for teaching excellence

NIL 1 1 1 1

Number of awards for programs that enhance excellence

NIL 1 1 1 1

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

IndicatorsBaselin

e2012




Target2016

% UG Courses meeting Indigenous cultural competence Pedagogical framework

2 20 50 90 100

% CSU Courses developed through CSU Curriculum Model

0 5 25 45 70

4.3 Equity

4.3.1 Commonwealth objectivesThe 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.


Charles Sturt University has a strong commitment to opening access to higher education particularly for groups underrepresented in the sector including: students from Aboriginal and Torres Strait Islander backgrounds; students with low socio economic status; and students from regional and remote areas. We have demonstrated achievements in this area as is evidenced in our student enrolment data and through our partnerships with TAFE.

Our approach to equity encompasses programs that raise aspiration (see Indigenous Student Service examples, and pre-entry programs), programs that enable participation (for example bridging courses such as study link, and the Diploma of General studies (a pathway program in partnership with TAFE), and programs that enhance success (for example, the Rural and Remote Student Support team, and the range of study support programs). That is, Charles Sturt University programs strive to facilitate people’s capacity to enter University and succeed. In addition, we work closely with local communities within our footprint to identify sustainable and effective educational pathways that meet community need. Institutional Equity goals are detailed below as they relate to Access, Participation and Outcomes.

AccessCSU is committed to widening participation and building the aspirations of young people who may not have considered university study as an option. Critical to our success in this area will be a whole of university approach to heighten aspiration for study at University. This will involve a range of activities.

Building Aspiration Build our outreach programs into Schools and activities that bring school students on to our

campuses (for example Science week activities). In particular strengthen work currently underway to raise aspirations of Aboriginal and Torres Strait Islander school students.

Actively engage with the state Board of Studies to build pathways into University from high school (e.g., HSC Nursing Program)

Continue to develop partnerships with communities to raise awareness of opportunities in higher education

Opening Access Refine and increase the Darrambal program that gives Aboriginal and Torres Strait Islander

students the opportunity to attend University-style classes; to learn skills needed for success at University; and to meet lecturers and other staff in a supportive environment.

Build existing partnerships across the Australian TAFE sector to identify and further develop pathways into University that include articulated and integrated programs of study. CSU has an extensive range of credit packages with TAFE. In 2013 the implementation of the new TAFE strategy and TAFE handbook will enable us to further develop current packages and identify new pathways and integrated programs. In particular CSU has been recognised as the second most successful university in recruiting Aboriginal and Torres Strait Islander students through interaction with the VET sector.

We will continue to use the regional bonus scheme for both recent school leavers and mature students to foster regional engagement with higher education.

The establishment of our Regional University Centre at Port Macquarie campus has enabled us to extend access to regional students. Funding provided supports implementation of outreach and development programs to raise awareness and aspirations of people in this region. In addition, we will build on our partnership with TAFE to strengthen the range of

available articulated and integrated programs of study, initially in health and business fields of education.

ParticipationThe University is proud of our record in relation to enrolment and success of students from low socioeconomic backgrounds. More than 20% of our students come from low socioeconomic backgrounds. This figure, which we have consistently reached for the past five years, means that we have met the Government 2020 target a decade early. We aim to continue to build on our success in this area in a range of ways, including: Embed lessons learnt from key Higher Education Participation and Partnerships Program

(HEPPP) projects (e.g., Student Transition and Retention program; Building University Study Skills program) into practice in ways that support Transition into University, and student success

We aim to develop our use of University Study Centres in partnership with TAFE and local communities to enhance the experience for students studying within our footprint

CSU is undertaking a process of curriculum renewal that will positively impact on online study for students. We aim to further develop our approach to flexible learning in order to assist students to participate in higher education, and balance work and family commitments

OutcomesAlthough we are proud of our achievements in the area of Equity, we aim to strengthen outcomes. In particular, a range of elements that are currently being tested through the use of funds from the HEPPP will be embedded into practice in support of students from low socio economic backgrounds and students from more remote areas. Current data indicates that targeted use of elements of these programs will enhance outcomes across: learning and teaching progress retention.

In particular we aim to strengthen support for students studying at distance, in order to enhance success rates for this group of students that are predominantly from population groups that are underrepresented in higher education.

4.3.3 Participation and Social Inclusion Targets

Proportion 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)

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 - - -

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.


Renewing existing facilities to meet contemporary teaching and research needs and student expectationsCSU’s Division of Facilities Management (DFM) is progressively updating its condition and functionality data in its information systems for all spaces. The last formal condition audit was done in 2007 and will be updated in 2013. At this stage the systems were not well enough advanced to assess functionality so only building condition was recorded. The review in 2013 is planned to include functionality, which will assist in determining poor performing spaces which in turn will be targeted for potential improvement.

Whilst a formal functional and performance measurement process is not in place, DFM regularly facilitates discussions with Executive Deans and Heads of Schools in order to assess improvement requests and facilitate discussion on new learning methods which require new and improved facilities. A specific fund has been established to improve teaching and learning spaces as they are identified. To date all Learning Commons have been upgraded, significant flat floor spaces have been refurbished and a program exists for the renovation of several lecture theatres at our larger facilities.

As part of the structured planning process, DFM engages architectural and planning consultants who have recognised experience in new learning and teaching pedagogies and how facilities can facilitate learning.

CSU has a structured Capital Improvement Plan, which is reviewed annually with Senior Staff and Executive.

Research needs are discussed with Research Directors as they are raised. Student needs are assessed through surveys and liaison and discussion with the various formal and informal student representative bodies at each campus.

CSU regularly and actively participates in all grant application opportunities and has been successful in EIF and SAF rounds in the past. CSU has recently completed the EIF funded “National Life Sciences Hub” (NaLSH) which has provided state of the art research and teaching facilities for life science areas.

CSU is currently undertaking a full business review of its extensive Residential Accommodation portfolio to ensure required improvements are targeted and effective. This improvement work will be undertaken over the next five years.

Improving daytime space utilisation rates in line with the target rates recommended by the Tertiary Education Facilities Management AssociationCSU has previously had limited Space Management Processes, Policies and Procedures. These now exist in draft form and are being used to inform planning for new facilities and the analysis of existing facilities.

At the end of 2012, a new enterprise timetabling system will be in place and bedded down which, for the first time, will allow Facilities Management staff an easy to access data set which can be used to inform room utilisation studies.

In parallel to this, CSU is in the mid stages of installing Space Management Software (Archibus) which is approximately 50% populated with floor plans and space data. This is expected to be completed by the end of 2013.

We have commenced trialling room utilisation studies at one of our campuses in preparation for a full room utilisation review of teaching spaces in 2013, in conjunction with the new timetabling system. A full audit of academic office space has occurred at our largest campus (Wagga Wagga) in order to inform space reallocation decisions. A permanent position has been established for a Space Planning Manager and Asset Systems officer, together with a CAD operator to support the space management systems into the future. These positions are currently being recruited to.

Anecdotally we believe that our room utilisation is average to poor and can be improved significantly over the next 2 – 3 years. We anticipate that several spaces can be retasked with better automated timetabling management.

Achieving good practice in relation to the cost of remedying the backlog maintenance of facilitiesAs indicated in Item 1, CSU has a structured Backlog Maintenance identification process and planned schedule of works to address a prioritised list. As the investigation of facilities and infrastructure becomes more refined, further risks and costs are regularly being identified, particularly with services infrastructure across all campuses.

CSU has significant funds set aside for addressing backlog maintenance (approximately $2million per annum), however as the footprint of the organisation grows and data is better refined, it is unlikely that the backlog will reduce to 3 % in the short to medium term within CSU. Currently the Backlog Maintenance at CSU is approximately $42million or in excess of 5% of Asset Replacement Value (ARV).

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.


The University Strategy has built on the existing mix of research concentrations, reflecting traditional strengths in working with industry end-users (agriculture and wine), collaboration with other quality institutions (applied ethics and theology), and strategic investment aligned to professions (education and IT). These foci were apparent in CSU’s 2010 (and subsequent 2012) ERA results, where work was ranked at world standard or better in the broad Fields of Research 03 Chemical Sciences (2010), 06 Biological Sciences (2010), 05 Environmental Sciences, 07 Agricultural and Veterinary Sciences and 13 Education, as well as in the narrow fields of 0301 Analytical Chemistry (2010), 0502 Environmental Science and Management, 0607 Plant Biology, 0703 Crop and Pasture Production (2010), 1301 Education Systems, 1302 Curriculum and Pedagogy, 1506 Tourism, 2201 Applied Ethics, 2203 Philosophy.

The research profile to 2015/2016 will continue to focus on strengths in areas that are world class or better and which: include national research priorities; contribute to the international community of scholars; invite/attract strategic collaboration; and demonstrate an elevated level of performance.

CSU will also aim to build research culture and enhance capacity across all disciplines by: creating support that is tailored to the needs of different areas; supporting ethical research development and outcomes; creating national and international alliances; encouraging participation in research; and celebrating achievement.

The CSU Research Plan emphasises the continuing need for focus, coupled to implementing a substantial new investment in capacity building that will lead to increased overall performance.

An internal funding mechanism was devised to mirror the Federal Government process of negotiated Compacts. In this new process, negotiated agreements were cast with Faculties, about how they would improve output, build capacity and focus their research effort around fields of research flagged for improvement. This was done on the basis that the types of investment that would suit a discipline in Arts, for example, might differ from the type and level of investment required in Science to underpin a laboratory-based discipline. Significant funding was attached to the agreements, with the need to provide detailed reports on both leading and lagging research indicators of performance. Faculties have chosen to invest their funding in a mix of staffing, ECR development, an increase in HDR stipends, visiting researchers, mentors, and a large range of development activities such as writing workshops. The outcome is expected to raise the rankings of several discrete fields of research, whilst also strengthening all CSU disciplines.

To achieve these objectives we will focus on the following strategic priorities over the next three years: Identifying a small number of high level multi-disciplinary research challenges, relevant to our

communities, in which we have critical mass and should be Australian leaders, and promoting CSU efforts to secure resourcing and profile in those spaces.

Purposefully and transparently resourcing areas of research strength expected to be highly ranked in ERA by 2016.

Investing in Faculty Research Compacts to provide differentiated support for research paradigms across the academic disciplines, leading to increased participation in research, cultivation of new and emerging areas of research, and realising increased performance in research.

Identifying, pursuing and sharing intellectual leadership in large collaborative opportunities in research with quality domestic and international partners.

Examining and adopting new e-research tools to increase capability, sophistication and networked visibility of CSU research, resulting in the ability to tackle larger issues in research in smarter ways.

Strengthening engagement with government and capacity to influence public policy, by creating external networking events and profiling opportunities related to CSU research and research training.

Creating, implementing and resourcing an Indigenous Research Strategy consistent with CSU aspirations.

Identifying, collecting and promoting information on the impact of CSU research in preparation for ERA 2015/16 and for use in promoting CSU’s research more broadly.

We will also ensure these are underpinned by actions in these Strategic Enablers Improving decision support, performance monitoring and compliance reporting for research

and research training through completing installation of the Research Management System which will enhance business intelligence and analysis capability.

In consultation with Academic Senate, developing/refining all policies and regulations in research and research training, aligning with desired outcomes.

Continuing to review and refine research processes to ensure legislative compliance of all aspects of research (e.g. with autonomous sanctions, Defence Trade Bill, AQF, TEQSA, ERA, NH&MRC Code of Responsible Conduct, Ethics, OGTR, Biosafety, Block Grants).

Continuing to refresh programs of professional skill development support for researchers, HDR students and supervisors.

Clarifying funding flows supporting research, in order to determine cost and financial return on investment in research and research education activities.

Regularly appraising funding programs supporting research for their continued alignment with objectives, and delivery of outcomes, and creating new programs where needs are unmet.

Reviewing major contracts around strategic partnerships in research, for clarity and contribution to research performance.

Identifying and pursuing opportunities for strategic external placements of CSU researchers to enhance internal knowledge and external connections.

Reviewing research portfolio structure, in collaboration with Senior Executive Committee (SEC) members and in consultation with the University community

The University commits to establishing itself as an internationally recognised teaching and research university, creating new knowledge and practice. In the period since the last Compact much work has been undertaken in reviewing performance of areas, restructuring the administrative environment to support researchers and implementing new corporate systems to support research.

Results from ERA, together with internal performance review processes, will be used to monitor future areas of investment. KPIs by which research performance will be assessed include:

1. Overall research profile To have increased overall research performance, as measured by research income,

publications/works, HDR load and completions.

2. Research quantity: To increase research publications contributed to HERDC and Creative Works contributed to the

CSU Register To have the majority of teaching and research academic staff contributing to HERDC and the

CSU Creative Works Register To increase external research income To increase quality applications for external research grants

3. Research quality, using independent national measures (such as ERA or equivalent): To have CSU disciplines ranked in the top categories for quality in Australia To be ranked for quality among the top universities in Australia in our areas of internationally

recognised research strength To rank at national average quality or better in all disciplines

4. Research collaboration To increase the number of productive research collaborations with strong international

partners To increase the number of large (>$2M) Australian consortium research projects in which CSU

plays a leading role

Consistent with the above, CSU is: Leading a Collaborative Research Network in the area of Early Childhood Education (CSU ERA

rank for Education 3), while contributing to another focussed on the Murray-Darling Basin (UC led, CSU ERA rank for Environmental Science 3).

Continuing to re-invest in research facilities, such as the National Life Sciences Hub (EIF-Funded), Veterinary Science buildings and a major extension to the National Wine and Grape Industry Centre

Substantially increasing the funding investment in research across all disciplines, in order to grow strength, create greater leverage, and return more for our investment.

5.1.3 Performance indicators and targetsThe 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)

5 4 6

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

9 10 11

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

2 digit 03 Chemical Sciences05 Environmental Sciences06 Biological Sciences07 Agricultural and Veterinary Sciences13 Education

03 Chemical Sciences05 Environmental Sciences06 Biological Sciences07 Agricultural and Veterinary Sciences13 Education

4 digit 06 Biological Sciences - at least one narrow field (e.g. Microbiology of Plant Biology)07 Agriculture and Veterinary Science - at least one narrow fields(e.g. Crop & Pasture or Veterinary Sciences)08 Information and Computing Sciences - one narrow field11 Medical and Health Sciences - at least one narrow field (e.g. Clinical Science, Pharmacy or nursing)13 Education - at least one narrow field (from the three in which we were assessed)15 Commerce, Management, Tourism and Services - one narrow field (e.g. Business & Management)16 Studies In Human Society - one narrow field (e.g. Social Work)17 Psychology and Cognitive Sciences - one narrow field (e.g. Psychology)20 Language, Communication and Culture - one narrow field (e.g. Communications & Media)22 Philosophy and Religious Studies - at least one narrow field (e.g. Ethics, Philosophy or Religious Studies)

06 Biological Sciences - at least one narrow field (e.g. Microbiology of Plant Biology)07 Agriculture and Veterinary Science - at least one narrow fields(e.g. Crop & Pasture or Veterinary Sciences)08 Information and Computing Sciences - one narrow field11 Medical and Health Sciences - at least one narrow field (e.g. Clinical Science, Pharmacy or nursing)13 Education - at least one narrow field (from the three in which we were assessed)15 Commerce, Management, Tourism and Services - one narrow field (e.g. Business & Management)16 Studies In Human Society - one narrow field (e.g. Social Work)17 Psychology and Cognitive Sciences - one narrow field (e.g. Psychology)20 Language, Communication and Culture - one narrow field (e.g. Communications & Media)22 Philosophy and Religious Studies - at least one narrow field (e.g. Ethics, Philosophy or Religious Studies)


IndicatorsBaseline




Target2016

Category 1 income $5,180,781 $5.70 M $6.27 M $6.90 M $7.59 M

Category 2 Income $2,789,248 $3.06 M $3.36 M $3.70 M $4.05 MNumber of joint research grants in Australia

42 45 48 52 56

Number of joint research grants overseas

11 12 14 16 18

Number of jointly supervised PhD students in Australia12

90 92 94 96 99

Number of jointly supervised PhD students overseas13

22 23 25 27 30


IndicatorsBaseline




Target2016

Weighted publications per researcher FTE

0.97 1.02 1.07 1.12 1.18

Research Income per researcher FTE

$32,019 $33,620 $35,300 $37,067 $38,920

Proportion of staff holding a doctorate

56.8% 57.9% 59.1% 60.3% 61.5%

5.2 Research training5.2.1 Commonwealth objectivesThe 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 strategiesCharles Sturt University commits to conducting Research Training: that attracts excellent students that facilitates student success that provides excellent supervision that builds and promotes research integrity that contributes to the future research workforce, the professions and our communities.

We aim: To increase HDR enrolments To increase timely HDR completions To increase eligible HDR supervisors To achieve strong and positive overall feedback on HDR student satisfaction.

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).

To achieve these aims we are: Substantially increasing the number of University-supported scholarships available to attract

excellent HDR candidates in areas of research focus. Creating flexible pathways for excellent HDR candidates through provision of part-time

arrangements and living wages for mid-career professionals. Incorporating HDR student space needs into Master Planning across CSU campuses Providing a diversity of opportunities for HDR students to present their work to peers and

active researchers within and beyond CSU. Participating in the Canberra HDR consortium that includes the Australian National University,

Australian Catholic University, the University of Canberra and the Australian Defence Force Academy, as part of which CSU offers (many new) development workshops to students of all institutions within its areas of expertise, and CSU students benefit through the ability to attend workshops run by the other partner institutions.

Investing more resources in provision of professional development and support for HDR students.

Re-aligning HDR student support processes with the aim of streamlining and clarifying them. Reviewing and revising regulations relating to HDR candidature to align them with the new

support and regulatory environment. Increasing Library Services support to HDR students and providing special services to distance

education students on-shore and off-shore.

Indigenous HDR training and support.

CSU aims to increase its Indigenous HDR enrolments from 3 to 8 by 2016 and has determined the most critical lead to meet this target is to increase the pool of indigenous students who can qualify on merit for Australian PG awards and Research training scheme. There are a number of integrated aspiration, attainment and support actions underway to increase this pool including: The appointment of a Foundation Professor of Indigenous Research and development of a draft

Indigenous research strategy. An Indigenous HDR pathway (the Indigenous Academic Fellowship Program) to support

students through aspiration and attainment necessary for HDR training. Indigenous HDR Student Tuition Fee Support Linking and exposing our indigenous researchers and research so that aspiring HDR students

have role models and support during their training.

There are also a number of other schemes aimed at supporting HDR students and research professional development for Indigenous staff including: Indigenous Research/Researchers Seed Funding Indigenous Staff PhD Release Scheme Academic Staff HDR Workload Support Scheme PhD completion Awards, and, Writing-Up Awards

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.


IndicatorsBaseline




Target2016

HDR student load 401.4 440 480 520 560HDR student completions by masters

3 3 4 4 4

HDR student completions by doctorates

50 40 50 60 70


IndicatorsBaseline




Target2016

Quality supervision capacity (registered supervisors qualified & trained)

434 443 451 460 469

Low SES HDR participation (EFTSL)

32 35 39 43 47

Indigenous HDR student participation

3 (2EFTSL) 5 6 7 8

HDR progress rates (calculated as ratio of successfully completed units/EFTSL enrolment)

73.1 75 75 76 76

Quality supervision capacity (registered supervisors qualified & trained)

434 443 451 460 469

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:

a. must do so by sending it to the other Representative set out in clause 6.4.2; andb. 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 RepresentativeMr Col SharpDirectorOffice of Planning and AuditThe Grange Chancellery Charles Sturt UniversityPanorama AvenueBathurst NSW 2795Phone: (02) 6338 4203, Email: [email protected]

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 Charles Sturt University, ABN 83 878 708 551

mailto:[email protected]

Signed for and on behalf of the Charles Sturt University

by

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

Professor Andrew Vann

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)

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